8th+grade+page

8th Grade page __Term 1: Introduction to Matter __

__**Physical Changes**__-__**Chemical Changes-**__ http://www.ric.edu/faculty/ptiskus/chemical/ http://www.mcwdn.org/chemist/pcchange.html http://www.chem4kids.com/files/matter_chemphys.html Physical and Chemical Changes- Worksheet

__**States of Matter**__ http://www.chem.purdue.edu/gchelp/atoms/states.html http://www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htm http://www.nyu.edu/pages/mathmol/textbook/statesofmatter.html http://www.windows.ucar.edu/tour/link=/sun/Solar_interior/Sun_layers/Core/four_states.html
 * Properties of Matter- Video
 * Solid, Liquid, Gas- Diagram
 * Matter- Lesson
 * States of Matter- Notes
 * States of Matter- Diagram
 * Structure of Matter- Quiz
 * Matter- Powerpoint
 * What's the Matter ?- Powerpoint
 * States of Matter- Powerpoint
 * Properties of Matter- Video
 * Matter- Quiz
 * Matter- Vocabulary
 * Matter vs. Energy- Notes
 * Matter- Graphic Organizer
 * Water as a Solid, Liquid, Gas- Video
 * Interactive States of Matter Website
 * Solid, Liquid, Gas- Diagram

__**Change in State**__ http://www.tiscali.co.uk/reference/encyclopaedia/hutchinson/m0033663.html [|http://id.mind.net/~zona/mstm/physics/mechanics/energy/heatAndTemperature/changesOfPhase/changeOfState.html] http://www.chem4kids.com/files/matter_states.html




 * Changing States of Matter- Notes
 * Gases- Video
 * Water Vapor- Video
 * Liquids- Video
 * Solids-Video
 * Plasma- Video
 * Solid, Liquid, Gas- Worksheet

__**Behavior of gases**__- http://www.3rd1000.com/labs/phygas.htm http://homepage.mac.com/dtrapp/ePhysics.f/labIII_8.html
 * Gas Law's- Charle's Law and Boyle's Law
 * Phase Changes


 * Discrepant Events ** are phenomena that seem to run contrary to what we normally expect. The outcomes or results are very different from what we might think would happen.

These occurrences tend to move students from a state of cognitive equilibrium to a state of cognitive dissonance or disequilibrium. J. Richard Suchman (1962) developed the use of Discrepant Events as an inquiry technique for science teaching and learning. The human mind is intolerant of discrepancies, that is, observing something that does not fit with what one believes should be happening. They leave the observer with a "wanting to know" feeling. The approach is student centered and requires the students to ask questions in their search for answers. Project: Make a T-chart

Discrepant event- List and Describe. ___ Sites to help:
 * = Predict ||= What do you think will happened? ||
 * = Observe ||= What happened? ||
 * = Explain ||= Why? Use research and resource. ||

http://www.plu.edu/~vedrosr/discrepant.html http://bcramond.myweb.uga.edu/home/DiscrepantEvents.htm http://agpa.uakron.edu/p16/btp.php?id=discrepant-events http://www.nipissingu.ca/education/geraldl/sciencegeneral/discrepant_events.htm https://sites.google.com/site/murphysci/masters-coursework/discrepant-events-for-8th-grade-physical-science http://www.csun.edu/scied/

MORE RESOURCES:(from http://www.iteachbio.com/Chemistry/Chemistry/chem.htm )

= Research paper for 8th grade: = __Paper__ This research paper will focus on a specific career that deals with science. There are many careers in the field that deals with science and technology. Your task is to choose one career that deals with science and research that career. Once you have your research collected you will be writing a report about the career you chose the paper will be no shorter than one page no greater than four pages. The paper will include what qualifications you need to pursue the career (college degree? high school degree? Experience?). Why did this career interest you? What is the salary of this career? The location of the career (can you do this job anywhere? Is this job confined to a certain region or place in the world?) What would your responsibilities be for this career? (What do you do for this job?) Any other interesting facts you can find. The paper will be typed; the font size will be no larger than 12, and the paper will be no shorter than a page and no longer than four pages and double-spaced.
 * __Careers in Science__**

YOU MUST HAVE A BIBLIOGRAPHY IN APA FORMAT.

Remember pick a career that is interesting to you!! Check out this site for ideas about Science careers:

[|Careers in Science] [|Some more careers in science] [|Careers] [|List of Science Careers]

=Atoms and Atomic Theory = == http://education.jlab.org/atomtour/ http://www.chem4kids.com/files/atom_structure.html http://www.visionlearning.com/library/module_viewer.php?mid=50
 * The Atom- Powerpoint
 * The Atoms Family- Powerpoint
 * Atomic Structure- Powerpoint
 * Atomic Structure- Worksheet
 * Atomic Mass/ Atomic Weight- Worksheet
 * Atoms- Worksheet

Element Project:

Pick 5 elements from the periodic table.

1. For each element you must draw the atomic structure including neutrons, protons and electrons.

2. For each element you must describe the elements chemical symbol, name, atomic number, atomic mass, what group the element is in, and properties and characteristics of that group.

3.For each element you must write in sentence form what state the element is at room temperature, its boiling point, melting point, density and category.

4. Must be written in paragraph form.

Structure of the Atom



= Term 2: I NSIDE THE RESTLESS EARTH =

__Eocene fossil fish //Priscacara liop//__



Check out some facts about the earth!!!! http://www.nineplanets.org/earth.html = = = Rock / Mineral Research Project = In this project you will research THREE rocks or minerals. In your paper you must have:
 * Name of the rock / mineral
 * Where in the world it is mined
 * What it is used for
 * Interesting Facts/Special characteristics
 * Include things that will make your project more attractive and informative, pictures, maps, multiple facts in each area, charts showing something related to your mineral, make it colorful, make it neat, make it something no one else has thought of...
 * Bibliography. You must cite your sources!!

Plate Tectonics
http://serc.carleton.edu/NAGTWorkshops/visualization/collections/PTMovements.html



__Plate Tectonics Project __

In groups of 4-6, create a drawing, diagram, model of the Theory of plate tectonics. You must include Convergent boundaries, divergent boundaries, transform boundaries, continental to continental collisions, continental- oceanic collisions, oceanic to oceanic collisions and subduction zones in your models.


 * **Make sure you have ALL 5 examples of boundary movements.

__ Term 3: Forces, Motion, and Energy __ The downward force of gravity (//Fg//) equals the upward force of drag (//Fd//). The net force on the body is then zero, and the result is that the velocity of the object remains constant.

**Newton's First Law of Motion:**

 *  **I. Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it.** ||
 * This we recognize as essentially Galileo's concept of inertia, and this is often termed simply the "Law of Inertia".**

**Newton's Second Law of Motion:**

 *  **II. The relationship between an object's mass //m//, its acceleration** a**, and the applied force** //F// **is** //F **= m**a//**. Acceleration and force are vectors (as indicated by their symbols being displayed in slant bold font); in this law the direction of the force vector is the same as the direction of the acceleration vector.** ||
 * This is the most powerful of Newton's three Laws, because it allows quantitative calculations of dynamics: how do velocities change when forces are applied. Notice the fundamental difference between Newton's 2nd Law and the dynamics of Aristotle: according to Newton, a force causes only a //change in velocity// (an acceleration); it does not maintain the velocity as Aristotle held.**
 * This is sometimes summarized by saying that under Newton, //F = ma//, but under Aristotle //F = mv//, where //v// is the velocity. Thus, according to Aristotle there is only a velocity if there is a force, but according to Newton an object with a certain velocity maintains that velocity //unless// a force acts on it to cause an acceleration (that is, a change in the velocity). As we have noted earlier in conjunction with the discussion of Galileo, Aristotle's view seems to be more in accord with common sense, but that is because of a failure to appreciate the role played by frictional forces. Once account is taken of //all// forces acting in a given situation it is the dynamics of Galileo and Newton, not of Aristotle, that are found to be in accord with the observations.**

**Newton's Third Law of Motion:**

 *  **III. For every action there is an equal and opposite reaction.** ||
 * This law is exemplified by what happens if we step off a boat onto the bank of a lake: as we move in the direction of the shore, the boat tends to move in the opposite direction (leaving us facedown in the water, if we aren't careful!).**

=__ **Speed:** __= All that we are talking about is their average speed, which is defined by: In a race, they start from a position of rest, speed up, and run at almost the same speed throughout. At the end, they sprint as fast as they can until the finish. A simple calculation involving their total distance (800m) and their time (world record = 86s) reveals nothing about the race itself. That’s why we talk about average speed. In everyday life we use speeds like miles per hour (mph), whereas in this race we would use metres per second (m/s). It is the latter which we tend to use in Physics. The equation for speed can be remembered from the unit itself: m/s - m is metres (distance); s is seconds (time). It can be rearranged to give: We write this in symbol form as //d = s × t//

Friction: [|Force diagram] for block on ground. Arrows are [|vectors] indicating directions and magnitudes of forces. W is the force of [|weight], N is the [|normal force], F is an applied force, and Ff is the force of [|kinetic friction] which is equal to the coefficient of kinetic friction times the normal force. Since the magnitude of the applied force is greater than the magnitude of the force of kinetic friction opposing it, the block is accelerating to the left

**__ Newton’s Laws of Motion Project __** Sir Isaac Newton lived during the 1600s. Like all scientists, he made observations about the world around him. Some of his observations were about motion. His observations have been supported by more data over time; and we now call these Newton’s Laws of Motion. His laws of motion explain rest, constant motion, accelerated motion, and describe how balanced and unbalanced forces act to cause these states of motion.


 * Newton's first law of motion says that an object in motion will stay in motion and an object at rest will stay at rest unless acted on by an unbalanced force.
 * 1) An object will not change its motion unless a force acts on it.
 * 2) An object that is not moving remains at rest until something pushes or pulls it.
 * 3) An object that is moving remains moving until something pushes or pulls it.
 * 4) All objects resist having their motion changed.
 * 5) This tendency to resist a change in motion is called inertia.
 * 6) The more mass an object has, the greater its inertia.
 * The second law of motion states that the force of an object is equal to its mass times its acceleration.
 * 1) A change in motion occurs only if a net force is exerted on an object.
 * 2) A net force changes the velocity of the object, and causes it to accelerate.
 * 3) If an object is acted upon by a net force, the change in velocity will be in the direction of the net force.
 * 4) The acceleration of an object depends on its mass.
 * 5) The more mass an object has or the more inertia it has, the harder it is to accelerate.
 * 6) More mass means less acceleration if the force acting on the objects is the same.
 * Newton's third law of motion states that for every action there is an equal and opposite reaction.
 * 1) When one object exerts a force on a second object, the second object exerts an equal force in the opposite direction on the first object.
 * 2) The force exerted by the first object is the action force.
 * 3) The force exerted by the second object is the reaction force.



**__ Newton’s Law Project (option A) __** Where can you find Newton’s three Laws? This project allows you find it in magazines and real life. Your task is to make a book of the Newton’s laws using, at the smallest, 8.5 by 11 inch paper (notebook size) which you will fold in half to make a “book” out of. Procedure: Your name Date Two pictures illustrating the law One paragraph for each picture describing how the picture illustrates Newton’s 1st law. Two pictures illustrating the law One paragraph for each picture describing how the picture illustrates Newton’s 2nd law. Two pictures illustrating the law Draw arrows on your pictures, indicating action and reaction force pairs on the actual pictures.
 * 1) First, you will need to state each law as it is written in your textbook or other source.
 * 2) Then find at least two pictures that illustrate each law. Pictures can be from magazines, real photographs, and newspapers, and must be printed and cut out if from the internet. The pictures from the Internet must be photographs not diagrams or illustrations and cannot already be labeled with forces. The pictures must be in color.
 * 3) Write a paragraph describing how the pictures you choose illustrates the law. The paragraphs must be at least 5 sentences.
 * Page 1 ** ........Cover Page.......Title of Project
 * Page 2 and 3 ** ........1st Law........ State Newton’s 1st Law
 * Page 4 and 5 ** ........2nd Law........ State Newton’s 2nd Law
 * Page 6 an 7 ** ........3rd Law........ State Newton’s 3rd Law

One paragraph for each picture describing how the picture illustrates Newton’s 3rd law.



**__ Newton’s Laws Project (option B) __** Your task is to make a PowerPoint presentation of the Newton’s laws Procedure: Your name Date Two pictures illustrating the law One paragraph for each picture describing how the picture illustrates Newton’s 1st law. Two pictures illustrating the law One paragraph for each picture describing how the picture illustrates Newton’s 2nd law. Two pictures illustrating the law Draw arrows on your pictures, indicating action and reaction force pairs on the actual pictures.
 * 1) First, you will need to state each law as it is written in your textbook or other source.
 * 2) Then find at least two pictures or video segments that illustrate each law and copy them to a PowerPoint slide; one picture per slide. Pictures or video segments can be from any Internet source or digital media that is school appropriate. The pictures must be photographs not diagrams or illustrations and cannot already be labeled with forces. The pictures must be in color.
 * 3) Write a paragraph describing how each picture you chose illustrates the law. The paragraphs must be at least 6 sentences and be on the same slide as the picture.
 * Slide 1 ** ........Cover Page.......Title of Project
 * Slide 2 and 3 ** ........1st Law........ State Newton’s 1st Law
 * Slide 4 and 5 ** ........2nd Law........ State Newton’s 2nd Law
 * Slide 6 and 7 ** ........3rd Law........ State Newton’s 3rd Law

One paragraph for each picture describing how the picture illustrates Newton’s 3rd law.



**__ Newton’s Laws Project (option C) __**

Your task is to make a Video/Movie presentation of the Newton’s laws using a video camera. In your movie you must follow the following procedure: Title of Project Your name Date State Newton’s 1st Law
 * 1) First, you will need to state each law as it is written in your textbook or other source.
 * 2) Your group must record yourselves accurately demonstrating each of Newton’s Laws. You must have two different demonstrations for each of the three laws. Demonstrations must be school appropriate.
 * 3) After each demonstration there must be an explanation on camera, either while the demonstration is occurring, or after the demonstration, of how each illustrates the law. The explanations must be at least 5 sentences for each demonstration. All group members must in some way be in the video.
 * Video Segment 1 ** ........Introduction
 * Video Segments 2 and 3 ** ........1st Law........

Two demonstrations of the law One paragraph for each demo describing how the picture illustrates Newton’s 1st law. State Newton’s 2nd Law
 * Video Segment 4 and 5 ** ........2nd Law........

Two demonstrations of the law One paragraph for each demo describing how the picture illustrates Newton’s 2nd law. State Newton’s 3rd Law
 * Video Segment 6 and 7 ** ........3rd Law........

Two demonstrations of the law Indicate in your demonstrations action and reaction force pairs. One paragraph for each demo describing how the picture illustrates Newton’s 3rd law.

Simple machines:

LEVERS: A Type 1 Lever. || A Type 2 Lever. || || PULLEYS WEDGE:
 * [[image:http://www.enchantedlearning.com/lgifs/Lever1.gif width="192" height="170"]]



INCLINED PLANES:

Screws:

Wheel and Axle:

 //The wheel & axle can be used as a tool to multiply the force you apply, or to multiply the distance travelled. Here's how it works ...//

 You apply a force on the wheel, whose radius **R** is larger than the axle.  The force is transmitted to the axle, which has radius **r**.  This resultant force, which is bigger than the force you applied, does some work for you.

 The force that does the work is //bigger// by a factor of **R**/**r**  For example, if the wheel is 10 times wider than the axle, the resultant force will be 10 times bigger.

 Wheel and axle machines of this form are very common ...

The screwdriver is a wheel & axle, with the handle as the wheel. It's not much wider than the blade, so the force isn't multiplied much. If you had large hands to grip a really wide-handled screwdriver, it would be easier to turn a screw. ||  ||  The faucet handles are a simplied version of the wheel & axle. Here the radius of the 'wheel' is much larger than the 'axle', so a large force is applied. ||
 * [[image:http://www.worsleyschool.net/science/files/wheel/screwdriver.gif width="113" height="30" align="center"]]

= Research paper for 8th grade: = __Paper__ This research paper will focus on a specific career that deals with science. There are many careers in the field that deals with science and technology. Your task is to choose one career that deals with science and research that career. Once you have your research collected you will be writing a report about the career you chose the paper will be no shorter than one page no greater than four pages. The paper will include what qualifications you need to pursue the career (college degree? high school degree? Experience?). Why did this career interest you? What is the salary of this career? The location of the career (can you do this job anywhere? Is this job confined to a certain region or place in the world?) What would your responsibilities be for this career? (What do you do for this job?) Any other interesting facts you can find. The paper will be typed; the font size will be no larger than 12, and the paper will be no shorter than a page and no longer than four pages and double-spaced.
 * __Careers in Science__**

<span style="background-color: #fff200; color: #081478; font-family: 'Times New Roman',Times,serif; font-size: 192%;">YOU MUST HAVE A BIBLIOGRAPHY IN APA FORMAT.

Remember pick a career that is interesting to you!! Check out this site for ideas about Science careers:

[|Careers in Science] [|Some more careers in science] [|Careers] [|List of Science Careers]

Recycling Project : Some sites to help:

http://www.recyclenowphiladelphia.org/ http://64.78.36.115/ http://www.cleanair.org/recyclingalliance/rec_phila.html http://earth911.com/ http://www.recycle.com/ http://www.epa.gov/ http://www.epa.gov/recyclecity/ http://www.nrc-recycle.org/

Choose one of the three ideas: 1. Many cities have recycling programs, but some programs are more successful than others. Research recycling programs around the country, and find out what it takes to run a successful. What happens at a recycling center? What are some materials more recyclable than others? Write a report about the more successful recycling programs in the country, and include your suggestions for improving local recycling efforts. You will also write a letter to the mayor about the recycling programs in your area. 2. Does your city have an air-quality problem? Find out by monitoring daily air-quality reports in the local news or newspaper. What are the health risks related to air pollution? What can be done to reduce air pollution? Write an article for a newspaper about air quality and the effects on your community. 3. Did you know that about 50 billion kilograms of waste is produced each year in the United States is considered hazardous to human health? This waste may be flammable, poisonous, radioactive, corrosive, explosive, or infectious. Investigate the effectiveness and safety of current disposal methods for hazardous waste. Create a poster sharing your findings with the class.