Pete Degen Science

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Visit the TeacherWeb® videos to learn about the features, modifications, and customizations available on your website. Click here to learn more. 8th Grade Science Daily Plan <strong style="color: red;"><em>Week 16</em></strong><strong><em><br />Monday 1-2-12</em></strong><br />No School<br /><strong><em>Tuesday 1-3-12<br /></em><u>Does Temperature Affect Dissolving?<br /></u></strong><strong style="mso-bidi-font-weight: normal;"><font face="calibri">Key Concepts<o:p></o:p></font></strong> <p style="margin: 0in 0in 0pt;" class="msonospacing"><font face="calibri">•Adding energy (heating) increases molecular motion.<o:p></o:p></font></p> <p style="margin: 0in 0in 0pt;" class="msonospacing"><font face="calibri">•Increased molecular motion competes with the attraction between solute molecules and tends to make them come apart more easily.<o:p></o:p></font></p> <p style="margin: 0in 0in 0pt;" class="msonospacing"><font face="calibri">•Increased molecular motion causes more solvent molecules to contact solute molecules and pull on them with more force, usually resulting in more dissolving. <o:p></o:p></font></p> <p style="margin: 0in 0in 0pt;" class="msonospacing"><font face="calibri">•Since different substances are made from different atoms, ions, or molecules, increased temperature will affect their dissolving to different extents. <o:p></o:p></font></p> <p style="margin: 0in 0in 0pt;" class="msonospacing"><strong style="mso-bidi-font-weight: normal;"><font face="calibri">Summary<o:p></o:p></font></strong></p> <p style="margin: 0in 0in 0pt;" class="msonospacing"><font face="calibri">Students revisit the dissolving M&M activity from Lesson 4. They will design an experiment to see if temperature affects the amount of dissolving of the sugar coating of an M&M. <o:p></o:p></font></p> <p style="margin: 0in 0in 0pt;" class="msonospacing"><strong style="mso-bidi-font-weight: normal;"><font face="calibri">Objective<o:p></o:p></font></strong></p> <p style="margin: 0in 0in 0pt;" class="msonospacing"><font face="calibri">Students will be able to identify and control variables to design an experiment to see whether the temperature of a solvent affects the speed at which a solute dissolves. Students will be able to explain, on the molecular level, why increasing temperature increases the rate of dissolving.<o:p></o:p></font></p><p style="margin: 0in 0in 0pt;" class="msonospacing"><strong style="mso-bidi-font-weight: normal;"><font face="calibri"><br />Materials for Each Group<o:p></o:p></font></strong></p> <p style="margin: 0in 0in 0pt;" class="msonospacing"><font face="calibri">•M&M's (3 same color)<o:p></o:p></font></p> <p style="margin: 0in 0in 0pt;" class="msonospacing"><font face="calibri">•3 clear plastic cups<o:p></o:p></font></p> <p style="margin: 0in 0in 0pt;" class="msonospacing"><font face="calibri">•1 sheet of white paper<o:p></o:p></font></p> <p style="margin: 0in 0in 0pt;" class="msonospacing"><font face="calibri">•Room-temperature water<o:p></o:p></font></p> <p style="margin: 0in 0in 0pt;" class="msonospacing"><font face="calibri">•Hot water (about 50 °C)<o:p></o:p></font></p> <span style="line-height: 115%; font-family: "calibri","sans-serif"; font-size: 11pt; mso-bidi-font-family: "times new roman"; mso-fareast-font-family: calibri; mso-ascii-theme-font: minor-latin; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi; mso-ansi-language: en-us; mso-fareast-language: en-us; mso-bidi-language: ar-sa;">•Cold water (about 5 °C)</span><br /><br /><strong><em>* Quick demo with dissolving of M&Ms in water, alcohol and oil.<br /></em></strong><br />Have students work in groups to design an experiment to investigate whether the temperature of water affects the amount of M&M coating that dissolves.<br /><br />What could you investigate about M&M’s dissolving in water?<br /><li>How could you investigate whether the temperature of water affects the amount of coating that dissolves from an M&M?</li><li>What are the variables in this experiment, and how will you control them?</li><br /><br /><strong>* Students write up laboratory procedure today<br /><br /><em>Wednesday, 1-4-12</em></strong><br /><strong><br />***Students conduct laboratory procedure today.<br /></strong><br /><strong><em>Thursday 1-5-12</em></strong><br /><br /><strong><em>Friday, 1-6-12</em></strong><br /> <div>Quiz - Solubility, Water Molecule & Covalent Bonding</div><div> </div><div><strong style="color: red;"><em>Week 17</em></strong></div><div><strong><em>Monday, 1-9-12</em></strong></div><div>Return Quiz</div><div></div><div>Begin pH</div><div>Litmus paper testing of household items</div><div>Purpose is to observe that most common substances are acidic & more dangerous items are basic. Reason is that the body is able to buffer acidic substances more easily</div><div></div><div><strong><em>Tuesday, 1-10-12</em></strong></div><div>pH notes</div><div></div><div><strong><em>Wednesday, 1-11-12</em></strong></div><div>Creating solution of pH 1-13 from 1M HCl and 1M NaOH</div><div>Cabbage Juice and pH paper testing of solutions</div><div></div><div><strong><em>Thursday, 1-12-12</em></strong></div><div>Testing household items with Cabbage Juice and pH paper</div><div></div><div><strong><em>Friday, 1-13-12</em></strong></div><div>Review of pH</div><div>Quiz on pH</div><div></div><div><strong style="color: red;"><em>Week 18</em></strong></div><div><strong><em>Monday, 1-16-12</em></strong></div><div>Holiday - Martin Luther King Day</div><div></div><div><strong><em>Tuesday, 1-17-12</em></strong></div><div><strong>Begin Motion</strong></div><div>Introduction to Chapter Project <u>Speeds a la Carte</u></div><div> Hand out project rubric</div><div> Tentative due date is Friday 1-27-12</div><div></div><div>Activity</div><div> Record time to walk 5m</div><div> Record distance traveled in 5s</div><div> Repeat walking a faster pace</div><div> Repeat<em> </em>walking a slower pace</div><div>"What is the relationship between distance, time and speed?"</div><div></div><div><em><strong>Wednesday, 1-18-12</strong></em></div><div>Return Quiz</div><div>Hand out progress reports</div><div>Complete walking measurements of time and distance</div><div></div><div><div>Motion = when distance from one object to another is changing<br />Reference Point = place or object used to determine motion<strong><em><br /></em></strong></div><div>Speed = Distance / Time</div></div><div></div><div><strong><em>Thursday, 1-19-12</em></strong></div><div><div>Constant Speed vs. Average Speed</div><div>Average Speed = Total Distance / Total Time</div><div> Example: Average Speed = 32 km + 13 km / 2 h + 1 h = 45 km / 3 h = 15 km/h</div><div>Velocity (v) = speed and direction</div><div></div><div>Classwork</div><div> Review & Reinforce worksheet (turn into basket)</div></div><div></div><div><strong><em>Friday, 1-20-12</em></strong></div><div> </div><div><strong><em>End of Quarter 2</em></strong></div><div></div><div><em><strong><u>Week 19<br /></u>Monday, 1-23-12<br /></strong></em>Data table set due for Project #1<br /><strong><em>Tuesday, 1-24-12<br /></em></strong>Data collection DUE for Project #1<br /><strong><em>Wednesday, 1-25-12<br /></em></strong>Inclined to Roll - lab<br /><em><strong>Thursday, 1-26-12<br /></strong></em>Inclined to Roll - lab<br /><strong><em>Friday, 1-27-12<br /></em>Project #1 - Motion - DUE<br /></strong><br /><strong><em><u>Week 20</u><br />Monday, 1-30-12<br /></em></strong>Galileo Science Test<br /><strong><em>Tuesday, 1-31-12<br /></em></strong>Galileo Science Test<br /><strong><em>Wednesday, 2-1-12<br /><br />Thursday, 2-2-12<br /><br />Friday, 2-3-12<br /><br /><u>Week 21</u></em></strong></div><div><strong><em>Monday, 2-6-12</em></strong></div><div><strong><em>Tuesday, 2-7-12</em></strong></div><div><strong><em>Wednesday, 2-8-12</em></strong></div><div><strong><em>Thursday, 2-9-12</em></strong></div><div><strong><em>Friday, 2-10-12</em></strong></div><div><strong><em><u><br /></u></em></strong></div><div><strong><em><u>Week 22</u></em></strong></div><div><strong><em>Monday, 2-13-12</em></strong></div><div><strong><em>Tuesday, 2-14-12</em></strong></div><div><strong><em>Wednesday, 2-15-12</em></strong></div><div><strong>Quiz</strong> on Motion problems</div><div><strong><em>Thursday, 2-16-12</em></strong></div><div>Conferences - No Classes</div><div><strong><em><br /></em></strong></div><div><strong><em><u>Week 23</u></em></strong></div><div><strong><em>Monday, 2-20-12</em></strong></div><div>Presidents Day - No Classes</div><div><strong><em>Tuesday, 2-21-12</em></strong></div><div>Chapter 1 Review from text pages 40-1: #1-10; 12-15; 19, 20, 23-27</div><div><strong><em>Wednesday, 2-22-12</em></strong></div><div><strong><em>Thursday, 2-23-12</em></strong></div><div>No School - Snow Day</div><div><strong><em>Friday, 2-24-12</em></strong></div><div>Force = a pull or a push</div><div>Unbalanced Forces = two or more forces that are acting in opposite directions and are unequal, result is movement</div><div>Balanced Forces = two or more forces acting opposite and are equal, result is no motion</div><div>Newton's First Law = an object at rest will tend to stay at rest and an object in motion will stay in motion unless acted upon by an outside force</div><div>Inertia = a resistance to change motion</div><div>Mass = the amount of matter in an object</div><div></div><div></div><div><strong><em><u>Week 24</u></em></strong></div><div><strong><em>Monday, 2-27-12</em></strong></div><div>Answer questions from the Chapter 1 Review</div><div>Activity with whiffle ball and string to discover and describe inertia</div><div>Pre-lab Forced to Accelerate</div><div><strong><em>Tuesday, 2-28-12</em></strong></div><div><strong style="color: red; "><em>Quiz - Chapter 1 on Motion, Speed, & Acceleration</em></strong></div><div><strong><em>Wednesday, 2-29-12</em></strong></div><div>Forced to Accelerate lab</div><div><strong><em>Thursday, 3-1-12</em></strong></div><div><strong><em>Friday, 3-2-12</em></strong></div><div></div> Automatically clean input to optimize for the web. 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Pete Degen Science

8th Grade Science Daily Plan

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