Homework for 3/29. Important note to students effective from now on: If you email me your work, be sure to label it in the subject line as "HOMEWORK or CLASSWORK or SCHOOLWORK ", so it's not discarded as spam/junk mail. Thanks!
7th graders: \
Keep working on your lab report using the Insert (How to Write a Formal Investigation Report) passed out to all students. Last night, you should have identified in writing the Independent Variable (what did you choose to change?) and Dependent Variable (what result were you measuring?), plus copy your Data. Tonight, analyze your data (graph, chart, etc.) and write a Conclusion (ex: discuss whether your hypothesis was correct, and if so, how did the data support it; or discuss how you could do the experiment better).
Briefly look through your science notebooks to review what we've learned this year for Friday's District Benchmark Assessment.
Erosion Unit Assessment coming up next week (Tuesday or Wednesday): look at today's Study Guide starting tomorrow through the day of the test.
6th graders:
Briefly look through your science notebooks to review what we've learned this year for Friday's District Benchmark Assessment.
Thursday, March 29, 2012
Wednesday, March 28, 2012
Homework for 3/28. Important note to students effective from now on: If you email me your work, be sure to label it in the subject line as "HOMEWORK or CLASSWORK or SCHOOLWORK ", so it's not discarded as spam/junk mail. Thanks!
7th graders: \
7th graders: \
- Answer Analysis Questions 1-4 on p. C-43 on SPP; and
- keep working on your lab report using the Insert (How to Write a Formal Investigation Report) passed out to all students. Last night, you should have written out the Materials and Procedures used in your experiment. Tonight, you should identify in writing the Independent Variable (what did you choose to change?) and Dependent Variable (what result were you measuring?), plus copy your Data. Tomorrow night, take some time to analyze your data and write a Conclusion.
- Friday, we will take the District Benchmark Assessment, so before then you should briefly look through your science notebooks to review what we've learned this year.
- Erosion Unit Assessment coming up next week (Tuesday or Wednesday): Study Guide tomorrow.
- 2nd Period students answer Analysis Questions 1-4 on p. E-33 on SPP.
- 3rd Period students answered these questions in class (no homework).
- Friday, we will take the District Benchmark Assessment, so before then you should briefly look through your science notebooks to review what we've learned this year.
Tuesday, March 27, 2012
7th Graders: (guest blogger) I have always wanted to be introduced in a breaking news kind of way so... on this chilly tuesday afternoon at exactly 3:00 we bring you this breaking news that Ashley is writing on Mr.Goldsmiths blog. the latest news is that 7th graders homework is to continue working on their lab report for activity 31, Resistence to Erosion. You will list materials and copy procedures from the lab that we did monday. back to you jim.
6th Graders: 2nd period: same as yesterday.
3rd period: most of you did yesterday's homework. If you did not, complete yesterday's homework and turn it in tomorrow (Analysis Questions 1-3 including graph for Activity 55 Heating Earth's Surface, p. E29).
6th Graders: 2nd period: same as yesterday.
3rd period: most of you did yesterday's homework. If you did not, complete yesterday's homework and turn it in tomorrow (Analysis Questions 1-3 including graph for Activity 55 Heating Earth's Surface, p. E29).
Monday, March 26, 2012
Thursday, March 22, 2012
6th graders; continue with weather data collection.
7th grade: 1) finish your AQs from the Cutting Canyons and turn them in tomorrow at start of class, if you have not turned them in already;
2) Graphic organizer for the concepts of Weathering, Erosion, and Deposition (be creative!);
3) Copy vocab to science notes:
constructive - A force or earth process that builds up earth material to create landforms.
deposit- leave or leaving material in a certain place; in this case, as a result of an earth process that drops sediments that were previously suspended in air, water, or ice.
deposition - Earth process that results in a deposit of earth materials.
destructive - A force or earth process that breaks down or removes earth material.
earth processes - Dynamic actions that occur both on earth’s surface and inside earth. ("Dynamic" means energetic, changing)erode, erosion -
floodplain - The relatively level area on either side of a river that becomes covered with water when the water level in the river rises above its banks and overflows.
weathering - The breakup of rock caused by mechanical or chemical processes.
7th grade: 1) finish your AQs from the Cutting Canyons and turn them in tomorrow at start of class, if you have not turned them in already;
2) Graphic organizer for the concepts of Weathering, Erosion, and Deposition (be creative!);
3) Copy vocab to science notes:
constructive - A force or earth process that builds up earth material to create landforms.
deposit- leave or leaving material in a certain place; in this case, as a result of an earth process that drops sediments that were previously suspended in air, water, or ice.
deposition - Earth process that results in a deposit of earth materials.
destructive - A force or earth process that breaks down or removes earth material.
earth processes - Dynamic actions that occur both on earth’s surface and inside earth. ("Dynamic" means energetic, changing)erode, erosion -
floodplain - The relatively level area on either side of a river that becomes covered with water when the water level in the river rises above its banks and overflows.
weathering - The breakup of rock caused by mechanical or chemical processes.
Wednesday, March 21, 2012
6th graders - continue to collect your weather data.
7th Graders - answer AQs 1-4 and put these definitions in your vocab section.
delta - a fan-shaped deposit at the mouth of the stream. These deposits build up over time & change with erosion and deposition. Deltas form when flowing water carries a load of sediment particles, slows down, and is no longer able to its full sediment load. Falling sediments deposit (deposition) to form a fan-shaped deposit at the mouth of the stream. Over time, the deposit changes by further erosion & deposition.
erosion - a naturally occurring process on the earth's surface that transports weathered rocks and soil from one place to another. Erosion is a process that may be slow or alarmingly fast.
landform - characteristic physical shape on Earth's surface, such as hills, valleys, mountains, plains, marshes, and cliffs.
model - any representation of a system, or its parts, to help one study and understand how it works.
river channel - the depression in land through which a river flows.
sediments - small bits (pebbles, sand, silt, clay) of decomposed earth materials such as rocks, minerals, and shells.
7th Graders - answer AQs 1-4 and put these definitions in your vocab section.
delta - a fan-shaped deposit at the mouth of the stream. These deposits build up over time & change with erosion and deposition. Deltas form when flowing water carries a load of sediment particles, slows down, and is no longer able to its full sediment load. Falling sediments deposit (deposition) to form a fan-shaped deposit at the mouth of the stream. Over time, the deposit changes by further erosion & deposition.
erosion - a naturally occurring process on the earth's surface that transports weathered rocks and soil from one place to another. Erosion is a process that may be slow or alarmingly fast.
landform - characteristic physical shape on Earth's surface, such as hills, valleys, mountains, plains, marshes, and cliffs.
model - any representation of a system, or its parts, to help one study and understand how it works.
river channel - the depression in land through which a river flows.
sediments - small bits (pebbles, sand, silt, clay) of decomposed earth materials such as rocks, minerals, and shells.
Monday, March 19, 2012
Hi class this is Jaden it actually is!!!
6th graders:your homework for tonight is record weather data you'll have the same homework the whole week. Please show up with homework tommorow morning 3/20/12
I'm at school help!!! (just kidding) come and join me!Its so fun see you in class tommorow. ;), :D
P.S. This is D'Angelo
This is to all of my freinds and the rest of 7th grade, do the analysis questions wich you can find below.
1. Look at the graphs of annual and monthly rainfall in Boomtown.
Describe any patterns that you see in the rainfall.
2. a. Is there anything unusual about Boomtown's annual rainfall?
Explain.
b. Is there anything unusual about Boomtown's monthly rainfall?
Explain.
3. During the same year, a town in Califorinia and a city in Maryland both received about 99 cm (39 inches) of rain. In August, the town in California had less than one centimeter of rain while the city in Maryland had 7 cm (3 in). Explain how these two places could have the same annual rainfall.
4. Which location - Delta Marsh, Green Hill, or Seaside Cliff - would be most affected by:
a) a year of typical rainfall in Boomtown? Explain.
b) another flood in Boomtown? Explain.
6th graders:your homework for tonight is record weather data you'll have the same homework the whole week. Please show up with homework tommorow morning 3/20/12
I'm at school help!!! (just kidding) come and join me!Its so fun see you in class tommorow. ;), :D
P.S. This is D'Angelo
This is to all of my freinds and the rest of 7th grade, do the analysis questions wich you can find below.
1. Look at the graphs of annual and monthly rainfall in Boomtown.
Describe any patterns that you see in the rainfall.
2. a. Is there anything unusual about Boomtown's annual rainfall?
Explain.
b. Is there anything unusual about Boomtown's monthly rainfall?
Explain.
3. During the same year, a town in Califorinia and a city in Maryland both received about 99 cm (39 inches) of rain. In August, the town in California had less than one centimeter of rain while the city in Maryland had 7 cm (3 in). Explain how these two places could have the same annual rainfall.
4. Which location - Delta Marsh, Green Hill, or Seaside Cliff - would be most affected by:
a) a year of typical rainfall in Boomtown? Explain.
b) another flood in Boomtown? Explain.
Wednesday, March 14, 2012
CMTs over for most - homework tonight
With CMT testing just about over, we are starting up homework again.
7th graders - Answer analysis Questions on a separate piece of paper on p. C10 in the Earth Science book (Erosion and Deposition Unit).
6th Graders - collect weather data (day 1 ) and fill out the first column on the form passed out in class. You can use one or more of the on-line weather services shown at the top of the Links section of this blog, or find a site yourself. Do not lose this sheet - may be impossible to replace the lost data.
7th graders - Answer analysis Questions on a separate piece of paper on p. C10 in the Earth Science book (Erosion and Deposition Unit).
6th Graders - collect weather data (day 1 ) and fill out the first column on the form passed out in class. You can use one or more of the on-line weather services shown at the top of the Links section of this blog, or find a site yourself. Do not lose this sheet - may be impossible to replace the lost data.
Thursday, March 1, 2012
both 6th and 7th graders have tests tomorrow. Study your Study Guides, and take a look at your notes. If you can't understand something, we'll have a brief Q & A before the test starts. Don't forget to bring your study guides to the test to get credit for your studying!
E.C. for my blog readers: How many grams in 1 kg? Write it on your Water Cycle Diagram (labeled with stages: ecpc), and turn in tomorrow at the beginning of the class.
Here are the Study Guide answers for my 6th graders:
1. What is a solution? A solute dissolved in a solvent.
2. How is a solution different from other kinds of mixtures? A solution is a mixture that is Evenly mixed. You’ll know its evenly mixed because it will be clear (“transparent”), not necessarily colorless.
3. How is a solute different from a solvent? A solute is the dissolved material. A solvent is the material that does the dissolving.
4. Imagine that you mix a bag of pebbles, salt, and wood chips. If you pour these materials into a bucket of water, the pebbles sink, the salt disappears, and the chips float. What is the solvent, solute, and precipitate?
Solvent = water
Solute = salt
Precipitate = pebbles
5. What compound is called the “Universal Solvent”? Why? Water, because it is so good at dissolving so many materials.
6. What are the two broad classes of contaminants? Give an example of each.
Chemical – man-made
Biological – from living things or once-living things.
7. What are the stages of the Water Cycle?
Evaporation
Condensation
Precipitation
Collection, including:
Surface water runoff
Groundwater
Gathering in ocean
Transpiration from plants, use by animals
8. In which stages of the water cycle can water become contaminated?
Collection, including:
Surface water runoff
Groundwater
Gathering in ocean
Transpiration from plants, use by animals
9. Difference between diluted solution and a concentrated solution: diluted has lots of solvent, not much solute, while concentrated has little solvent and lots of solute. Ex: a glass of water with a half-teaspoon of Kool-Aid mix is a diluted solution, but a glass of water with a cup (72 teaspoons) of drink mix will be very concentrated.
10. 10 ppm or 100 ppm? Most concentrated is 100 ppm.
11. Serial dilution: A series of steps in which you water down a solution by a set multiple each time, resulting in a very diluted solution. ex: Dissolve 1 drop of food coloring into 10 drops of water (10% or 100,000 ppm); then take 1 drop of THAT solution into 10 drops of water (1% or 10,000 ppm), then dissolve 1 drop of THAT solution into 10 drops of water (.1% or 1,000 ppm).
12. If you have an 80 ppm HCl solution in cup 1, then dilute it by 1/2, you'll have a 40 ppm solution in cup 2, a 20 ppm solution in cup 3, and a 10 ppm solution in cup 4.
13. Methods we used or read about to remove pollutants from solution: evaporation / distilling / flocculation / coagulation / filtering.
14. "Neutralize" means to remove the acidic or basic nature / properties of a solution by adding base to an acid, or by adding acid to a base to achieve a neutral pH of 7 (water). Neutralization reaction produces water and a salt.
15. Baking soda added to vinegar will neutralize the acid, therefore it must be a base.
16. Properties of acids: taste sour, corrode metal and tissue, pH <7, react with indicators, conduct electricity.
17. Properties of bases: taste bitter, feel slippery, corrode tissue, pH >7, react with indicators, conduct electricity.
18. a. Wendy's experiment was poorly designed; it has more than one independent variable, and that is too many. b. Independent variables include light, water, type and amount of fertilizer. Dependent variable is plant height. Control group is the first row, where the plants got no fertilizer. Controlled (constant) variables: none stated. "Variables" includes all variables in the above groups. c. The experiment could be reproduced, because the amounts of variables was recorded. d. Total amount of fertilizer was not controlled: row A plants got 0 g fertilizer, which would work well as a control group; row B got 19 g, Row C got 11 g, and row D got 19g.
19. Draw and label on SPP the water cycle and its stages, showing how water changes state in each stage of the water cycle, and draw the pH scale, showing which numbers are acidic, basic, and neutral.
E.C. for my blog readers: How many grams in 1 kg? Write it on your Water Cycle Diagram (labeled with stages: ecpc), and turn in tomorrow at the beginning of the class.
Here are the Study Guide answers for my 6th graders:
1. What is a solution? A solute dissolved in a solvent.
2. How is a solution different from other kinds of mixtures? A solution is a mixture that is Evenly mixed. You’ll know its evenly mixed because it will be clear (“transparent”), not necessarily colorless.
3. How is a solute different from a solvent? A solute is the dissolved material. A solvent is the material that does the dissolving.
4. Imagine that you mix a bag of pebbles, salt, and wood chips. If you pour these materials into a bucket of water, the pebbles sink, the salt disappears, and the chips float. What is the solvent, solute, and precipitate?
Solvent = water
Solute = salt
Precipitate = pebbles
5. What compound is called the “Universal Solvent”? Why? Water, because it is so good at dissolving so many materials.
6. What are the two broad classes of contaminants? Give an example of each.
Chemical – man-made
Biological – from living things or once-living things.
7. What are the stages of the Water Cycle?
Evaporation
Condensation
Precipitation
Collection, including:
Surface water runoff
Groundwater
Gathering in ocean
Transpiration from plants, use by animals
8. In which stages of the water cycle can water become contaminated?
Collection, including:
Surface water runoff
Groundwater
Gathering in ocean
Transpiration from plants, use by animals
9. Difference between diluted solution and a concentrated solution: diluted has lots of solvent, not much solute, while concentrated has little solvent and lots of solute. Ex: a glass of water with a half-teaspoon of Kool-Aid mix is a diluted solution, but a glass of water with a cup (72 teaspoons) of drink mix will be very concentrated.
10. 10 ppm or 100 ppm? Most concentrated is 100 ppm.
11. Serial dilution: A series of steps in which you water down a solution by a set multiple each time, resulting in a very diluted solution. ex: Dissolve 1 drop of food coloring into 10 drops of water (10% or 100,000 ppm); then take 1 drop of THAT solution into 10 drops of water (1% or 10,000 ppm), then dissolve 1 drop of THAT solution into 10 drops of water (.1% or 1,000 ppm).
12. If you have an 80 ppm HCl solution in cup 1, then dilute it by 1/2, you'll have a 40 ppm solution in cup 2, a 20 ppm solution in cup 3, and a 10 ppm solution in cup 4.
13. Methods we used or read about to remove pollutants from solution: evaporation / distilling / flocculation / coagulation / filtering.
14. "Neutralize" means to remove the acidic or basic nature / properties of a solution by adding base to an acid, or by adding acid to a base to achieve a neutral pH of 7 (water). Neutralization reaction produces water and a salt.
15. Baking soda added to vinegar will neutralize the acid, therefore it must be a base.
16. Properties of acids: taste sour, corrode metal and tissue, pH <7, react with indicators, conduct electricity.
17. Properties of bases: taste bitter, feel slippery, corrode tissue, pH >7, react with indicators, conduct electricity.
18. a. Wendy's experiment was poorly designed; it has more than one independent variable, and that is too many. b. Independent variables include light, water, type and amount of fertilizer. Dependent variable is plant height. Control group is the first row, where the plants got no fertilizer. Controlled (constant) variables: none stated. "Variables" includes all variables in the above groups. c. The experiment could be reproduced, because the amounts of variables was recorded. d. Total amount of fertilizer was not controlled: row A plants got 0 g fertilizer, which would work well as a control group; row B got 19 g, Row C got 11 g, and row D got 19g.
19. Draw and label on SPP the water cycle and its stages, showing how water changes state in each stage of the water cycle, and draw the pH scale, showing which numbers are acidic, basic, and neutral.
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