Happy Holidays!

I wish you all a safe and happy winter break! See you January 7th!

Mr. Meles

Grade 7 Eureka video: Measuring Temperature

Here is the Eureka video we viewed in class today.

Grade 7: What to study for the test

Since you all have a free day tomorrow, I hope you will be studying for your Science test! ;)

Key terms to know

heat
temperature
mechanical mixture
solution
pure substance
homogeneous
heterogeneous
changes of state
freezing (solidification)
melting
evaporation
condensation
sublimation (solid to gas)
deposition (gas to solid)

Concepts to know

• The behaviour of  particles in solids, liquids, and gases (e.g, particle attraction, spaces between particles, movement of particles, volume)

• Which changes of states require heat, which require cooling

• The difference between temperature and heat

The test is very easy if you study! Good luck!

Grade 7 Three States of Matter

These animations help you see the behaviour of particles in solids, liquids, and gases.

http://web.visionlearning.com/custom/chemistry/animations/CHE1.1-an-threestates.shtml

Click on the pictures of each state of matter to view the animations.

Grade 7 Molecules in Liquids Video

Here is the second video we watched in class on the behaviour of molecules in liquids.

Grade 7 Molecules in Solids Video

Here is the first Eureka video we watched in class on the behaviour of molecules in solids. This post works best when viewed in Google Chrome.

Grade 7 Review: Heat vs. Temperature

This link will help you understand the difference between heat and temperature.

http://resources.yesican-science.ca/lpdd/g07/lp/nelson/nel07.html

Grade 7 Online Crosswords

Complete the crosswords online to check you answers.

7.1 Crossword: Classifying Matter by Composition

http://www.sciencesource.ca/puzzles/puzzle_07_1/


7.2 Crossword: The Particle Theory of Matter

http://www.sciencesource.ca/puzzles/puzzle_07_2/

Grade 7 Chapter 7 Quizzes

Try these online quizzes to help you study for the test.

7.1 Quiz

http://www.sciencesource.ca/quizzes/quiz_07_1BOmTe.htm

7.2 Quiz

http://www.sciencesource.ca/quizzes/quiz_07_2b3Xn9.htm

Grade 7 Section 7.1 Notes

Classification of Matter by Composition

Matter – anything that has mass and takes up space

Mass – the amount of matter in the object (grams, Kg)

Volume - the amount of space that matter occupies (m³, mL)

Solid - matter that has a definite shape and volume.

Particles are vibrating in place, but they cannot move freely.

Liquid – matter that does not have a definite shape but does have a definite volume; a liquid takes the shape of its container.

Particles can move freely past each other, however, they remain in a fixed volume.

A gas is matter that does not have a definite shape or volume.

Gas particles can move freely and fill the spaces they are in.

Pure substance – a substance made up of only one type of matter; e.g., sugar, distilled water, copper wire are all pure substances. Pure substances appear uniform or homogeneous; this means that every part of the substance has the same composition as every other part.

Mixture – a substance made up of two or more different substances; e.g., pizza, soft drinks, eggs. Each substance inside the mixture keeps its own properties; e.g., you can’t see the sugar in soft drinks, but you can taste it.

Classifying Mixtures – mixtures can be grouped into 2 major categories; mechanical mixtures and solutions.

Mechanical mixtures – the different parts of the mixture can be seen; the mixture does not have the same properties throughout.

Sometimes, it’s easy to see the different types of matter throughout the mixture; e.g., snack mix; sometimes you need a microscope.

These mixtures are said to be heterogeneous, this means that it is made up of different substances with different appearances and properties.

Solutions – these mixtures have the same appearance throughout, but they are made up of two or more substances. Solutions are made when you dissolve one substance into another.

 

All solutions are said to be homogeneous mixtures because they look the same throughout even though they are made up of different substances; e.g., dissolving sugar in tea.

                 

Grade 8 Math Test December 19th and Math Task December 20th

8B Rox!

Grade 6 Atom Test Tueday December 11th

Review:

The structure of the atom
The charges and relative sizes of protons, neutrons and electrons

Have a great long weekend!

Grade 7 Chapter 7 Science Test Thursday December 20th

Class 7A has their test on Wednesday December 19th.

Grade 8 Math Fibonacci Videos

Here a the 2 videos about the Fibonacci numbers that we viewed in class.

Grade 6 Answers to the Final 2 Review Sheets

Clothing in Space Answers

1. When does an astronaut where an EMU?

When astronauts work in the cargo bay, outside the Shuttle or on the Moon.

2. What do the letters EMU and PLSS mean?

EMU – Extravehicular Mobility Unit

PLSS- Primary Life Support System

3. What is unusual about the liner or “long johns” of an EMU?

They are filled with tubes of water to keep the astronaut cool.

4. How do astronauts make the EMU’s fit the different size bodies?

All pieces come in different sizes and can be attached to the suit.

5. What does the PLSS carry?

Enough oxygen for 7 hours of work outside the cabin.

Keeping Space Clean Answers

1. Why must trash be stored so carefully on the Space Shuttle?

It quickly breeds unhealthy germs that can rapidly spread in a closed area like the Space Shuttle.

2. What do astronauts do with left over food and empty containers?

They are put into bags and tightly sealed.

3. Where is garbage placed on the Space Shuttle?

In a special storage locker that is emptied upon their return to Earth.

4. Why do you think waste materials are brought back to Earth?

Come up with your own reasoning!

5. How could waste and laundry become a problem on the Space Station?

Come up with your own reasoning!

Grade 7: Some Chapter 3 Definitions for Review

Recovery: A return to a normal state of health

Replanting: To plant (something) again or in a new place

Financial Benefit: to receive a monetary (money) gain; e.g., receiving money from an activity

Social Benefit: an advantage to society; e.g., jobs become available after a new company moves to a town

Environmental cost: a negative effect on the environment due caused by human actions; e.g., animal habitats are lost when wetlands are developed.

Grade 7 Practise Quizzes for Test

We completed these in class, but feel free to review them!

http://www.sciencesource.ca/quizzes/quiz_03_1smLBv.htm

http://www.sciencesource.ca/quizzes/quiz_03_2YCtHH.htm

http://www.sciencesource.ca/quizzes/quiz_03_3rWgHB.htm

Don't forget the test is this Friday!

Great Math Website! Khan Academy!

http://www.khanacademy.org/

Check it out! There are a lot of easy explanations to help you review Math concepts!

Grade 7 Chapter 3 Test Study Guide

Key Terms

□ climax community

□ pioneer species

□ primary succession

□ secondary succession

□ succession

□ toxic substances

□ sustainability

□  environmental cost

□ social benefit

□ financial benefit

□  replanting

□ recovery

□ wetlands

□ reduce, reuse, recycle

    

1. Differences between primary and secondary succession and the process of succession

2. Human impact on the environment

3. Importance of wetlands and development of wetlands (do some research online)

Here's a couple of websites to check out:

http://www.reefed.edu.au/home/students/web_quest/exploring_wetlands/why_are_wetlands_important

http://www.mbgnet.net/fresh/wetlands/why.htm

Grade 8 Penny Pusher Game Success Criteria

Penny Pusher Game Success Criteria

A.

• The design shows that the student understands theoretical probability. E.g., smaller spaces are worth more points.
• The design of the game is fair

B.

• A paragraph is written explaining the results of the comparison with another student’s game

C.

• Theoretical probabilities are accurately calculated
• All work is shown
• An explanation of the process is included

D.

• Student explained what changes were made to their design and why they made these changes

E. and F.

• Experimental probability for a minimum of 50 trials is included
• Results are organized clearly in a table or chart

G. and H.

• A paragraph is written explaining the results of the comparison between theoretical and experimental probability
• Paragraph should explain why the theoretical probability and experimental probability are close or why they are different

I. and J.

• Student creates a spinner that accurately reflects the theoretical probabilities or their game
• Experimental results are recorded for a minimum of 50 trials of the spinner
• A paragraph is written comparing the experimental results of the spinner and the game
• Students provides reasoning for their results

Grade 6 Destination Moon/Destination Mars worksheet Answers

These are the answers to the worksheet. You have the questions in your notes.

Destination Moon

1.           a.     Crater rims may have some frozen water

b.     There is a lot of sunlight

c.      There is a flat surface

2.     There is/are:

a.      No air

b.     Extreme temperatures

c.      Micro meteors

d.     No insulation

e.     No protection from solar radiation

They could protect themselves with:

a. space suits

b. oxygen tanks

c. gold coated visors

d. special gloves

e. cover spacecraft with insulation

3.     The atmosphere blurs the view

4.     There is not atmosphere to blur the view, there is no wind or weather

5.           a.     The gravity is one sixth of the Earth so it is faster than a bullet

b.     Less energy used

c.      Cheaper

Destination Mars

1.           a.     They would exercise

b.     They would tie themselves down

c.      Use Velcro

d.     No crumby food

e.     Bite size snacks and recycled urine

f.       Use silly putty to stick things

2.                a.     There is an equator

b.     There are canyons

c.      Once had water

d.     Mountains

e.     Volcanoes

3.     Mars has a thin atmosphere and very thin ozone layer. Mars is very cold and it is very red. Has a poisonous atmosphere.

4.                a.     robot arm

b.     laser vaporizer

c.      weather station

d.     3D cameras

e.     Radiation arm

f.       On board lab

g.     Spectrometer

h.     Power supply

5.                a.      Add greenhouse gases to create a runaway greenhouse effect

b.     This will heat the poles and melt water

c.      Add plants to use CO2 and create O2

Grade 6 Test Study Guide

Your final test for the Earth and Space Systems unit will be on Monday November 26th.

Please review the following information for the test.

A. The Destination Moon worksheet from the Science Centre field trip 

C. The Canadian Contribution Worksheet

D. The followiing workheets from the Space Exploration Package 

1. Is Exploring Space Worth the Cost? (spend some time reviewing this)
2. Humans in Space section
3. Technology in Space section
4. Space Exploration in Society section
5. Microgravity
6. Eating in Space
7. Dinner Time!
8. Clothing in Space
9. Keeping Space Clean

E. Review the Information Posters (these are hanging in the hallway outside the Science room)

Grade 6 Canadarm3 Development Project - Due Tuesday December 4th

Canadarm3 Development Project

Your team is in charge of developing a Canadarm3 which will be used on Mars during the terraforming process. Since there are many hazards on Mars, Canadarm3 will need to be able to allow the astronauts to do work safely from within their Mars base. This means the arm has to be quite long.

The Canadian Space Agency (CSA) has asked your team to develop a prototype for this arm. You will be allowed to use a variety of materials; however you must follow the criteria below to be successful:

1. Your prototype must be able to pick up a cup of water and pour it into a bowl 1 metre from the starting point
2. Points will be lost if any or all of the water is spilled
3. The astronomer must always be at least 1 metre away from the cup of water at all times
4. Your prototype must successfully complete the same task twice out of 3 times to be successful

Follow the steps below as you are developing your prototype:

1. Review the material available
2. Brainstorm design options with your team
3. Create a design
4. Build your prototype
5. Test your prototype

You will be writing a follow-up response based on your experience building your prototype.

Follow-up Response

Think about the brainstorming, design, building  and testing process you worked through during this project.

1. Which of the 4 steps listed proved to be the most challenging for you? Explain.
2. Was your group's Canadarm successful in completing the challenge? After seeing your Canadarm in action, what would you to to improve your design?
3. How might your experience in building the Canadarm3 been similar to the experiences of engineers designing technology to be used in space?

Response Success Criteria

Criteria	Details
Organization and communication	No more and no less than one page in length Written in 12 point font ONLY Written in an easy to read font Text is not bolded Written in proper paragraph form There is no extra space between paragraphs
Content	Each question is answered in detail Specific experiences have been discussed
Thinking	The response demonstrates thoughtful reflection The response demonstrates an understanding of technological problem solving
Application	The response clearly relates to the personal experience of building the Canadarm3

Grade 6 Astronomy Test Monday November 26th

I will provide a study guide soon.

Grade 8 Probability Test Tuesday November 20th

Get studying!

Story of Stuff Video

Here is the link to the Story of Stuff video we watched in class.

http://www.storyofstuff.org/movies-all/story-of-stuff/

Remember that while this video is interesting, it is quite biased and may not always represent every side of the story.

Grade 7 Ecological Footprint Assignment

My Ecological Footprint

Your personal ecological footprint is how much land and resources it takes to maintain your lifestyle. For example; how much area of the planet you need to produce the resources you consume and to contain the waste you throw out. The less land and resources you use, the better it is for ecosystems.

In this activity, you will use an online ecological footprint calculator to determine how much land and resources you are using to maintain your personal lifestyle. The goal of this activity is to find ways to act more sustainably to help reduce your ecological footprint. In other words; how can you change your actions to help make ecosystems healthier?

Begin by reading about ecological footprints by following the link below:

http://www.footprintnetwork.org/en/index.php/GFN/page/basics_introduction/

The Task

PART A

1. Follow the link below to complete your ecological footprint

http://www.footprintnetwork.org/en/index.php/GFN/page/calculators

2. Select “Calgary” from the virtual map; unfortunately “Toronto” cannot be selected

3. Select “Kids Version”

4. Select “Detailed Version”

5. Build your “avatar” to represent you during the game

6. Answer the questions in the quiz as accurately as possible

7. Read through your results and print a copy to submit with this assignment.

PART B

Write a ONE PAGE response based on the results of your ecological footprint calculation. Your response should answer the following question:

What actions can you take to help reduce your ecological footprint and live in a more sustainable way?

Begin your research by reviewing sections 3.2 and 3.3 (pages 68-81) in your Science textbook.

The following links may also help guide your response.

http://kids.niehs.nih.gov/explore/reduce/

http://www.davidsuzuki.org/what-you-can-do/reduce-your-carbon-footprint/four-places-to-cut-your-carbon/

Please review the success criteria below to help you write your response.

Response Success Criteria

Criteria	Details
Organization and communication	No more and no less than one page in length Written in 12 point font ONLY Written in an easy to read font Text is not bolded Written in proper paragraph form There is no extra space between paragraphs
Content	A minimum of five different strategies to reduce an ecological footprint are included Research into the sustainable strategies is evident Each strategy is clearly explained how it will reduce an ecological footprint A copy of the printed results of the ecological footprint online activity is included
Thinking	The strategies outlined in the response demonstrate a strong understanding of how to act more sustainably
Application	The results of the student’s ecological footprint have been used to guide the response Researched strategies have been described in the response

This assignment is due on Monday November 19^th 2012