Mr. Fratini’s 8th grade Science Hermon Middle School 2019-2020
Please check powerschool for grades and assignments
that have been completed.
Download Worksheets and information
Links to STEM Pre-and Post Tests for 8th grade students
Week of Monday, February 10, 2020
NWEA Testing Monday and Tuesday this week.
Invention convention Journals due on Wednesday with assignments.
Polymer lab on Wednesday.
(LT) I can perform a lab to show how to make a polymer and show how molecules can be linked together.
Week of Monday, February 3, 2020
All makeup tests over density are due this week.
(LT) I can build molecules from ball and stick materials
(LT) I can do an on line lab for building molecules
(LT) I can identify the number and types of atoms in a molecule
Students continue their exploration of the organization of atoms and molecules as they use models to investigate atoms, elements, chemical bonds, molecules, and compounds.
Standards
NGSS
1.•MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
2.•MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.*
Week of Monday, January 27, 2020
(LT) I can create a Invention convention journal to keep all of my formative assignments while working on my invention.
(LT) I will complete the first three assignments in the Invention packet including the my 3 most important inventions, who invented it, what problem did it solve, are there similar inventions that do the same thing.
(LT) I can find the density of different liquids.
Week of Monday, January 20, 2020
Heterogeneous vs Homogeneous video
All independent Labs are due on Tuesday with the CER lab sheet filled in.
Quiz on Thursday this week over first part of chemistry
(LT) I will complete a pre-test over Density
(LT) I can identify the term buoyancy and define what will float and what will sink.
(LT) I will use a triple beam balance to find the mass of 10 different objects.
(LT) I will use a graduated cylinder and a Achimedes can and math to find volume of a regular shaped object and an irregular shaped object.
(LT) I will find the density of cubes of the same size.
(LT) I will find the density of objects that are irregular in size.
(LT) I can find the density of different liquids.
Key skills students will need to be able to do:
Take measurements (mass and volume) in determining the density of selected objects.
Comfortably use density-related terminology.
Scientific reasoning and problem solving.
Describe scientific concepts in writing.
Calculate the densities of objects.
Construct and use graphs in presenting data.
Use higher-order thinking skills such as analysis, synthesis and evaluation.
Working cooperatively.
Manipulate variables toward desired outcomes.
Apply the knowledge and skills learned from the density unit. Create a density column.
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Week of Monday, January 13, 2020
(LT) I can complete a lab on mystery powders by looking at chemical reactions and physical properties.
(LT) I will complete and independent experiment that will use a CER lab sheet to show the science behind my experiment.
CHEMISTRY Experiment
For this project you will apply your understanding of Chemistry and how compounds react. You will need to know the chemistry behind the experiment and what elements are present.
Investigation. It is important to understand that when choosing a problem/question, you must be able to obtain the necessary materials and execute an experiment on the topic in a short period of time.
Collect Information
Gather as much information about your problem/question as possible to assist you as you begin to develop a hypothesis and subsequently an appropriate experiment. Collection of information is extremely important because it will help you form a reasonable hypothesis.
Form a Hypothesis
After considering your research and how you would like to proceed with your topic, you should be able to propose a hypothesis identifying any relationship or solution to your problem. It is this hypothesis that will help guide your experimentation.
Test your Hypothesis
Design and conduct a controlled experiment, with repeated trials, that will provide you with the necessary data to support (or not) your hypothesis. It is important to have well written procedures as others in the scientific community will want to replicate your experiment. Additionally, you should be able to identify the following components of your experiment: independent variable, dependent variable, control, and constants.
Accept or Reject your Hypothesis
In the conclusion of your lab report, acknowledge whether the data gathered during experimentation has successfully supported your hypothesis or has not supported it.
Report your Results
Share with your teacher and classmates your problem, information, hypothesis, experimentation, and conclusion.
(LT) I will complete a procedure for separating an unknown mixture.
Week of Monday, January 6, 2020
See Learning targets for last week.
(LT) I will complete a procedure for separating an unknown mixture.
(LT) I will complete a Lab over separating the mixture.
Week of Thursday, January 2, 2020
All land Yacht Lab reports due by Friday.
(LT) I will know the difference between elements, compounds, and mixtures.
(LT) I will know the parts of an atom.
(LT) I will identify elements by knowing the structure of matter.
(LT) I will use models to explain atoms.
(LT) I will complete the on line lab over the states of matter.
States of Matter Lab
(LT) I will learn the vocabulary for the chemistry unit by practicing a quizlet,
Chemistry terms
(LT) I can identify elements and group them by characteristics using the periodic table of elements.
Standards
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.*
Week of Monday, December 16, 2019
Engineering design process video
Mr. Fleming Science engineering site
Quiz on Design Process ( take after watching the video and exploring Mr. Fleming’s site. YOU MUST GET 10 CORRECT TO GET LAND YACHT SHEETS)
All Land Yacht lab sheets are due by Friday.
Video on How to make your car if you were absent.
(LT) I will complete a design Sheet for my Land Yacht.
(LT) Will complete a summative assessment over speed, momentum, newtons laws of motion, and force diagrams using the Land Yacht that was built in class.
(LT) I will make iterations of my Land Yacht before final testing.
(LT) I will know how different fans can produce different forces for my experiment.
(LT) I will identify where friction is occurring in my Land Yacht experiment.
Standard - Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.
Standard - Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system.
Standard - Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.
Standard - Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re - testing.
Week of Monday, December 9, 2019
Newton’s Laws Project due on Tuesday.
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.
Where can you find Newton’s three Laws? This project allows you to present your project in many different ways. Poster, Brochure, Google Slides, PowerPoint presentation, cartoon, video, demonstration with real examples, your choice approved by Mr. Fratini.
Procedure:
1. First, you will need to state each law as it is written.
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. Draw free body diagrams to represent the forces acting on the objects in the pictures or add separate diagrams.
3. Write a paragraph describing how the pictures you choose illustrates the law. The paragraphs
must be at least 5 sentences. Please make sure you site your references. Where did you get the information?
There will be presentations on Tuesday with a Review on Wednesday Testing on Thursday or Friday this week.
Students will start designing and building land Yachts for next Wed.
Week of Monday, December 2, 2019
(LT)"What underlying forces explain the variety of interactions observed?" as it relates to forces and motion and using a force diagram as a model of moving objects.
Using force diagrams (a.k.a. free-body diagrams), students learn about magnitude and direction of force, as well as multiple forces. Students draw their own force diagrams based upon scenarios. After net forces, balanced forces & unbalanced forces are explained, students create a motion storyboard using force diagrams.
In Class assignment : Complete work over section 1.9 on combined forces
(LT) Standard - Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
In Class Lab: Mass and Acceleration
(LT) Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Students are asked to determine the affects of mass on the speed of the propeller car as it travels 2 meters. Students will place 0, 1, and 3 masses on their car and then use their data to predict what would happen if they added 2 masses. Students graph their data and look for a trend/relationship between mass and speed.
Monday, November 25, 2019
Students will be attending the Movie (Harriet) the first part of the morning.
(LT) - I can finish reading a research paper and answer questions about it.
Student/Parent/Teacher Conferences tomorrow from 8:30 -1:00
Week of Monday, November 18, 2019
Research Paper Link - Download the PDF
Any students absent or scoring a 1 or 2 on the recent vocabulary quiz need to take a make-up this week.
(LT) I will complete the on line simulation on Acceleration to see the effect of forces on Moving Objects.
(LT) I will complete a research project on Newtons three laws of motion.
(LT) I can complete the following activities this week to learn about forces and motion.
ACTIVITY OVERVIEW lesson 6
Students begin exploring what causes an object’s motion to change.They carry out an investigation to determine what will happen to an object in a circular track when the wall of the track is removed. They engage in argument based on evidence to explain the results. Students are informally introduced to the concept of forces; the formal definition will be discussed in the next activity.
ACTIVITY OVERVIEW lesson 7
Students are introduced to the formal definition of a force, and they consider the characteristics of an object’s motion when balanced and unbalanced forces act on it. Students carry out an investigation to measure changes in speed to determine that a larger unbalanced force results in a larger change in speed.When forces are balanced, the object’s motion is stable. Students develop an explanation that an object’s motion is determined by the sum of forces acting on the object.
ACTIVITY OVERVIEW lesson 9
Newton’s laws of motion
Students obtain information from reading about Newton’s laws of motion, focusing on the first two laws. Student learn about friction and how accounting for this force on Earth helps explain phenomena that at rst glance appear to contradict Newton’s laws.
Week of Tuesday, November 12, 2019
Motion Vocabulary - Quiz on Friday
(LT) I can define vocabulary words dealing with motion. Quiz on Friday.
(LT) I can complete activity 3 over speed and energy.
ACTIVITY OVERVIEW Lesson 3 SEPUP
Students investigate speed by carrying out an investigation that relates
the speed of an object to its kinetic energy. Students analyze and interpret data to determine that when their carts are released from a greater height, they go faster (because more gravitational potential energy is transformed into kinetic energy). Students con rm the positive relationship between speed and kinetic energy by examining the transfer of energy from a cart to an object in its path.The quantitative relationship between speed and kinetic energy is examined in a later activity.
ACTIVITY OVERVIEW Lesson 4 SEPUP
Students plan and carry out an investigation to examine the effect of the mass of an object on its kinetic energy. Students vary the mass of their carts and measure how far a block moves after a cart hits it; this is an indicator of how much kinetic energy the cart transfers to the block. Students analyze and interpret their data to determine that mass is positively related to kinetic energy.
Disciplinary Core Ideas
MS-PS3.A Definitions of Energy: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.
MS-PS3.C Relationship Between Energy and Forces:When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.
EdScratch for Edison Robots Link
(LT) I will fill out a first quarter evaluation for my student/parent/ teacher conferences starting on Wednesday.
(LT) I will identify and graph acceleration using an Edison Robot.
(LT) I will take a quick quiz over motion on Wednesday
Monday, October 28, 2019
EdScratch for Edison Robots Link
(LT) I will Identify the difference between uniform motion and positive and negative acceleration.
(LT) I will experiment with different types of motion and factors involved with motion to find uniform and non-uniform motion.
(LT) I will define the vocabulary that is used to discuss motion and forces.
Lessons this week include:
Ants go Marching activity
Design a way to find the speed of the robot.
Fred and Ahmed activity
Design your own course for the robots
Keeley probes on motion
EdScratch for Edison Robots Link
This week activities include programing Edison Robots.
ED Mat with scanning
Intro to EdScratch
Edison Maze
Edison Dance
Week of Monday, October 14, 2019
This week is introduction to Computer Science
Activities to include:
Creating pictures with number.
Muddy City (computational thinking activity)
CS unplugged (Acting out how a computer works)
Introduction to coding ( The Human Robot)
Introduction to Edison Robots and the ED Mat. ( bar code Scanning)
Introduction to block coding
Introduction to EDscratch for programing robots
Attitude Survey for University
Week of Monday, October 7, 2019
Quiz on Tuesday this week over concepts taught to this point.
Study Jams for Scientific Method
The Scientific Method Vocabulary
Learning Targets
I will conduct a scientific experiment to show my understanding of the scientific method.
I will List and describe the appropriate steps for solving a problem – The Scientific Method.
I will Explain the relationship between observations and inferences
I can effectively use a variety of resources to gather reliable information/research
I can describe and compose an appropriate hypothesis
I can describe and identify the terminology (control, constants, variables) used when performing the scientific method.
I will compare and contrast the two types of data.
I can Identify the components of a graph.
I will Perform and apply the steps of the scientific method in order to solve a problem
(LT)- I will know the meanings of the following science terms:
The Scientific Method Vocabulary
See Mr. Fratini for an updated list.
Week of Monday, September 30, 2019
(LT) Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.
Instructions Part 1 : You need to figure out which brand of paper towel absorbs the most water. Write a procedure that would allow you to make a recommendation about which towel is the most absorbent.
Instructions Part 2: You need to figure out which brand of paper towel absorbs the most water by carrying out your procedure from Part #1. Using any of the materials provided by your teacher, carefully follow each step in your procedure. Record and analyze your quantitative data, then write a short report explaining your findings.
Week of Monday, September 23, 2019
Letters to the cereal company are due by Wednesday this week.
Learning Targets -
1. I will complete a letter of recommendations to the cereal company promoting my new whirligig design.
2. I will compare data collected in class to support my position.
3. I will construct a written numbered procedure to build a new design.
4 I will create a design that can be replicated on the back of a cereal box.
The letter needs to include:
oData you collected from the original whirligig.
oData you collected from your new design.
oA detailed procedure for making the new Whirligig including the cutout that will appear on the back of the cereal box.
oA persuasive conclusion that supports your new design over the original design and how much you will charge them for using your new design.
This will be written as a business letter. You may use your laptop to construct your letter, but it does need to be printed and submitted with your design and procedure.
All pasta bridges lab reports and graphs are due by Friday.
Quiz later this week over the science process, independent variable, dependent variable, controlled variables, the difference between criteria and constraints. There will also be questions over the labs that have been completed. Students should study items in their science folders or binders.
MS ETS1.4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
MS -ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Week of Monday, September 16, 2019
Monday : NWEA Testing
Friday: Common Ground Fair
(LT) Lab - Construct a Whirligig Experiment . Students investigate how blade length and mass affect falling time of whirligig. Students design their own experiments and procedures.
(LT) I can complete the engineering pre design sheet before building my own whirligig.
(LT) Define three variables in an experiment
(LT) Write a procedure for an experiment
Week of Monday, September 9, 2019
Learning targets: I can complete an independent lab to collect data. I can use data to support my claim. Concepts: Scientific method, Cohesion, Surface tension, Claim, Evidence, Reasoning, Criteria, Constraints
Drops on a coin lab: Conclusion: 1. State your claim and result using the evidence that you collected. 2. What were the criteria and constraints in the experiment? 3. Graph your Average for heads and tails for each coin on a bar graph. Your independent variable goes on the bottom X axis, your dependent
Whirligig Challenge:
Students are introduced to the challenge for this unit which is the "Whirligig Challenge". Through the focus of "Thinking About How Things Fall", students are again using criteria and constraints in the design process to build a whirligig that will fall slowly and fit on the back of a cereal box.
Setting Personal Goals
Step 1: Explain the relationship between goals and self-esteem. Reaching a goal helps your self-esteem because you have succeeded in doing something that you wanted to do. You have a sense of accomplishment and pride.
Step 2: Students may have goals to which they aspire without really knowing how to achieve them. Ask students to choose a goal that they want to achieve. Have them think and write about what they will have to do in order to reach that goal.
Step 3: Students will share their goals and plans with the class/ break into small groups to share their goals.
Week of Tuesday, September 3, 2019
Computer Science Pre-Post Survey
Reminders for this week. Paperwork to be signed by parents due Friday. Get to know me papers due on Thursday.
Tuesday:
(LT) I will know the Expectations and Lab Safety of the classroom.
(LT) I will help develop a protocol for science classes.
(LT) I will explore the classroom to know where items are and create a list of four questions about the class.
Wednesday: Get to know me day...
(LT) I will complete an interest inventory/ Ice Breaker game. Get to know me day.
Thursday: Links to STEM Pre-and Post Tests
(LT) Discuss science expectations and new PBIS / Lab Safety/ Classroom exploration for students.
Wednesday:
( LT) I will set up my science binder.
(LT) Define Criteria and Constraints.
Thursday and Friday:
Lab activity this week includes: Book support challenge lab
Groups redesign and build a new book support using the list of criteria and constraints they updated after hearing each other’s initial designs. During the process of redesigning and building their book support based on what they now know, students learn about the importance of iteration and keeping good records.
(LT) Experimental design using the cards to perform a student selected problem.
(LT) Know the terms used in this unit.
Standards being taught in the Unit include:
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1.•MS-ETS1-1.Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.*
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2.•MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
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3.•MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
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4.•MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
This site will be used for:
DAILY AND WEEKLY LEARNING TARGETS
SCIENCE PROJECTS
HOMEWORK / ASSIGNMENTS
FORMATIVE AND SUMMATIVE ASSESSMENT REMINDERS
Please use the following link for
Download Worksheets and information
Should you have any questions, please email me at:
james.fratini@schools.hermon.net
