Amazing Stuff- Corn Starch!!!

Tonight's homework is: 
In a new post on your blog, embed the video from our class blog (Or you can find your own) by copying and pasting the link in or the embed code from YouTube, of the material we worked with today. 

Under the video, describe what properties this new material had when you used your hands to investigate it, or the plastic spoon or cups. 

What happened when you held it, let it drip, squeezed it, punched it, poked it, scooped it? 

What happened when there was too much water? When there wasn't enough water? 

Did the substance change after time? 

How did your hands react to this mixture? 

What further inquiry (questions or tests) could you do? What tests could you run next time or which ones did you run today that would provide evidence to your conclusion of whether it is solid or liquid material?

What materials could you use at home to test the differences between white powders? 

Why is corn starch so special when it is only mixed with water? 

Is this new material a liquid or a solid? What are the properties of each and how can you determine them? 

What are your final thoughts of today's experiment and investigation?

Here's a link that explains this liquid/solid in a Dr. Seuss source...Have you ever heard of Oobleck?!  

http://twistedphysics.typepad.com/cocktail_party_physics/2007/08/primordial-ooze.html
Other fun science mixtures to make!!!  Visit this website.  :)  
http://www.stevespanglerscience.com

States of Matter!!!

Watch this video one time all the way through.
Then, BEFORE you watch the video the second time make a table in your notebook, or use a WORD document which you can later post to your blog or print for your notebook.

This is what your table should have:

7 columns across (State of Matter, volume, shape, mass, expansion, compressibility, 3 example)
4 rows down (the top row will have the above titles in it, gas, liquid, solid)

Then, watch the video again and you may need to pause it to be able to complete the table while the video is playing.  You do not need to have the sound on to get the information.  It is all displayed on the screen.  :)

Then, share your completed table with a friend to make sure that you have the correct information. :)  Precision is important.

Understanding Phase Changes

http://phet.colorado.edu/en/simulation/states-of-matter

Go to the link above and click on the green button: Run Now!

Tab # 1 You will see a pot with molecules of matter in it. Be sure you are on the tab for Solids, Liquids, Gases. In this page, your task is to change the phases of matter by turning up the heat or taking heat away. What do you notice about the molecules of neon, argon, oxygen and water? How are they similar and how do they differ? You can reset as often as you like. What happens to the neon when the temperature is room temperature? When you add ice or heat? Write down all of your observations when you finish in a new blog post.

Tab # 2 Then, click on the tab that says Phase Changes. Here you will see the pot again with a lid, a finger, a pump, and a pressure gauge.

You can compress the matter inside by clicking on the finger and drag it up and down. You can also change the phases by adding or taking away heat. Notice how the phase changes on the right. You can add more molecules by using the bicycle pump the same way as the finger.

Write down all of your observations as you experiment with this simulation. What is the correlation between pressure and temperature as well as the state of matter you are changing? What causes the lid to blow off? What patterns do you see? What happens to the molecules when you decrease or increase the temperature? What about pressure? What if the temperature doesn't change, but you compress the matter inside the pan?

Be sure that you have posted all of your observations in one single post. Write approximately one paragraph for EACH of the two tabs (Solid, Liquid, Gas & Phase Changes) in the simulation of your observations and conclusions about phase changes.

Bill Nye Atoms

Bill Nye explains Atoms & Molecules

DENSITY: What is it?

Below you will find three videos about density which connect to the experiment we did in class.

They will help you to understand why some things float and why some things sink in water.  :)


What is density?




Why do some liquids sit on top of others?






Why do some sodas sink and others float?

Measurement Study Films

Lab Safety

Lab safety is something important that every student should know about. This year we will do a variety of experiments where you will need to know how to keep yourself and others around you safe so we can do lots of really cool stuff!  :)  Here is a video that illustrates some pretty important safety tips.  Have a look!

Here are the two videos from class today.  Watch them both and for each video write down at least 3 new facts that you learned.

What is Matter?  


Pure Elements Science: Brainiacs are going to show you some of the Alkali Metals which are the most reactive pure elements on Earth.  Can you find where they are on the periodic table in your textbook?  What did you notice about safety precautions they took to keep themselves safe?

Welcome!

Welcome to Grade 6 Science 2012-2013!!!!  We are going to have a wonderful year together!  Some of the topics we will study are matter and energy, forces and motion, Earth's cycles: rock and water, and living things, cells, bacteria and viruses.  Lots of experiments and projects heading your way!  

Science Attitude Survey

https://docs.google.com/spreadsheet/viewform?formkey=dHMzRjdzR3dRaC1WaHRUTHNjell2U1E6MA

Post Unit Assessment

https://docs.google.com/spreadsheet/viewform?formkey=dDJjZnJYTmpWMDhVdUlvUlByQS1lVFE6MQ

Link to 2C's of Science Blog

http://the2csofscience.blogspot.com/search?updated-min=2011-01-01T00:00:00-08:00&updated-max=2012-01-01T00:00:00-08:00&max-results=7

Click on the link above to take you to my blog post about Forces and Motion Games.  Have fun!  Learn lots! 

Public Service Announcement

Students will complete a research project (Public Service Announcement) about a topic of their choice in regards to personal safety and the effects of motion and forces on the body. 

Students will present their research project to their classmates and perhaps to younger grades. 

LEsson Context 

APPLYING YOUR KNOWLEDGE...

What real-world contexts are included in the lesson? If not included, please explain why real-world contexts are not appropriate for this lesson.

****Students will investigate forces and motion in the classroom (MAINLY INERTIA, MOMENTUM, FRICTION), as well as real-world applications such as (airbags and safety belts and helmets).  

****Students will investigate the invention of seat belts, helmets, and air bags and the effects of these safety features on society.  We will also look at the evolution of the technology behind these safety features and future advancements.  

THE ASSIGNMENT: Synthesis/Closure

Making a REAL LIFE CONNECTION to forces and motion which will impact their own health and safety, students will research the effects of forces on the human body in ONE chosen situation (see below).  

THE FINAL ASSESSMENT

This will be a final project which will be in the form of a Public Service Announcement on a POSTER to place in the Lower School as SUMMER SAFETY AWARENESS. 

TOPICS:

Students will choose a topic they are interested in regarding the effects of forces on the human body and safety features that are needed to keep people safe.  For example, some topics may be:  race car driver safety equipment (helmet and construction of the car), skateboarding safety equipment (helmet, knew pads), roller coaster safety features (harnesses), seatbelts, animal safety in cars, car seats for babies, biking/motorcycle safety equipment (helmets), airbag systems in cars, and others that students may think of).  

WHAT YOU NEED TO DO: 

Students will research the effectiveness of the systems, and how they work to keep people safe, what materials they are made from, the evolution of the product (how it has changed), if they have been recalled (because they have flaws from the factory), future enhancements as well as what  they are used for.  

YOUR PRODUCT: 

Then, once students complete their research they will create a Public Service Announcement in order to make people aware of how they can stay safe and have fun at the same time.

Students will present their topics to the class through their Public Service Announcement (time limit: 5 minutes). 

Post assessment of forces and motion

https://docs.google.com/spreadsheet/viewform?formkey=dDJjZnJYTmpWMDhVdUlvUlByQS1lVFE6MQ

Please complete the Pre-Assessment again as a Post assessment of how your knowledge has changed over time.  Thank you!  I have added a few new questions.

Science Attitude Survey Link

https://docs.google.com/spreadsheet/viewform?formkey=dEJMMzQ4Tk1rb1kwVjc3Q1NrbFdocFE6MQ

Please complete this survey to show your attitudes about scientific literacy

Forces and Motion Pre-test

https://docs.google.com/spreadsheet/viewform?formkey=dDJjZnJYTmpWMDhVdUlvUlByQS1lVFE6MQ

Please click on the link above and complete the form. There are about 20 true and false questions for you to answer.  DON'T FORGET TO CLICK SUBMIT when you finish.  Put your name at the top and read each question carefully.  

What is a field guide?

A field guide is a small, lightweight book used to identify plants, animals, or other objects. It is designed to be used outdoors and usually contains many illustrations, whether drawings or photographs, and limited text. Generally speaking, field guides are used by amateurs, hence the emphasis on visual identification. Retrieved from: http://www.library.illinois.edu/bix/fieldguides/index.html

On the page of your selected microorganism, you need as many of these things as you can find:

• A picture of the microorganism (at least one-you may use more in order to show various characteristics or its development).
• Scientific name.
• Type of organism:  protist (animal-like/protozoa or plant-like), animal: worm, insect larvae, etc...
• Main characteristics (movement, external and internal features)
• Size
• Where you found it in the pond (use your map)
• Biographical regions that it can be found around the world.  Words as well as a map showing their distribution. 
• Habitat.
• How and What it eats.
• Who eats it.
• Does it bite or cause any diseases? 
• Life Cycle. 

Have fun!  I can't wait to see our published field guide!  :)  

What is living in Topcider Pond?

What kinds of organisms are living in Topcider pond in the spring?

We will go to Topcider pond to take samples of the water in different locations.

You wil use the map provided to you in order to keep track of the places that you tested.

Before looking at your water samples, we discussed in class what types of characteristics of organisms we will be looking for.  We also discussed how scientists in the past have classified organisms into various Kingdoms.  So, how will we know something is alive in our water samples?  What specifically will we look for?  Movement? Green coloring like a plant?

Play the video- “Life in a drop of pond water” from YouTube: http://www.youtube.com/watch?v=I3Q57vmIvyM.  Discuss the various ways that you could tell the organisms apart.

As you observe the water samples through the microscope you should draw pictures of each thing like you did your cheek cells and onion cells, in order to be able to classify them with the following websites.  

To continue on with the Performance Task Completion (“Grade 6’s Book of Microscopic Life in Topcider Pond”), you will use this list of websites to help you to identify the things you find in the pond water.  You are also encouraged to use your textbook From Bacteria to Plants, pages 74-83 for more information about specific protists and their classifications.

-Pond Life Identification Kit: http://www.microscopy-uk.org.uk/index.html?http://www.microscopy-uk.org.uk/pond/index.html

-The Smallest Page on the Web:

http://www.microscopy-uk.org.uk/mag/indexmag.html?http://www.microscopy-uk.org.uk/mag/wimsmall/smal3.html

-Microbus-Pond Water Critters:

http://www.microscope-microscope.org/applications/pond-critters/pond-critters.htm

-Exhibition of Movies on Protists:

http://www.funsci.com/fun3_en/protists/exhibition.htm

-For beginners having difficulty they may use the Virtual Pond Dip:

http://www.microscopy-uk.org.uk/index.html?http://www.microscopy-uk.org.uk/pond/index.html

You will then use the program Glogster (http://www.glogster.com/) OR Publisher to create a poster of at least one specific organism which we have found in the pond. Glogsters are wonderful because they can be printed out and they are a limited one page poster (text must be short). You may need to look up what specific information should be found in a field guide. There will be sample field guides of various types of organisms in the classroom for you to refer to. You will be free however to make your own design.  A list of ideas will be provided to you by me, such as size, what they eat, where they can be found, their predators, how they move.

        

Then, you will print out your page so I can have them laminated and then compile them into a class book titled “Grade 6’s Book of Microscopic Life in Topcider Pond”.

As a culmination to the lesson, we will have a discussion about the characteristics we find, and will make a venn diagram of microbes you have learned about in this unit as a whole: Bacteria, viruses, and protists. You should point out similarities and differences between these three microbes we have studied. 

They will then take a photo of their venn diagram and post it to their science blog with a reflection of their scientific field experience and what they learned about the classification of organisms, and protists. They will discuss in their science blog post, how these creatures depend on their environment for survival and any further inquiries they have about protists. 

Science Attitude Survey

Please follow the link below and complete the survey. 

https://docs.google.com/spreadsheet/viewform?formkey=dEJMMzQ4Tk1rb1kwVjc3Q1NrbFdocFE6MQ

Is A Virus Living or Nonliving?

According to the PowerPoint slideshow we used to classify things into living and nonliving categories, there are five characteristics that all living things have in common in one way or another.  These characteristics are:

• Have DNA/Chemicals of Life
• Uses energy (metabolizes) 
• Responds to its Surroundings
• Reproduces making more of its own species
• Grows and Develops

Knowing all this and the discussions we have had this week about bacteria and viruses your task is to:  


Make an argument based on your opinion and most importantly FACTS in a blog post on your own science blog about whether you think viruses are living or nonliving.  

• Be sure to include your reasoning for your opinion.
• Include facts you have learned from your research. 
• What are the different shapes that viruses take and how are they compared to bacteria?  Similar sizes and shapes or very different?
• How do viruses multiply/reproduce?  How does this compare to how bacteria reproduce?  Are they similar or very different?  
• Include what resources you used to research viruses by adding links to your blog post. 

Bacteria Links

http://www.lanesville.k12.in.us/lcsyellowpages/tickit/carl/bacteria.html
Mr. Carl's E-Class Link

http://www.hhmi.org/biointeractive/disease/animations.html
Biointeractive Disease Animations

http://science.howstuffworks.com/environmental/life/cellular-microscopic/virus-human1.htm
 How Viruses Work

Powers of 10 Video

See how the powers of 10 take us from lakeside out to the universe and back into the cells on a man's hand!  Amazing!  :)