Welcome back to Math and Science!

Agenda 8/27 9:55-10:45

• Nuts and Bolts
• Attendance
• Assignment books
• Core schedule
• Chromebook agreement and expectations
• porthos website: google calendar and hw ADD CALENDER!!!
• IC
• After the bell
• Snacks
• Summer HW
• Erin will collect now
• If not, due by FRIDAY the latest
• RoShamBo showdown!!!

Porthos Science

8/28/18 Day 1!

Objectives:

• to get understand our ‘year at a glance’

Agenda:

1. Cell phone policy
2. Topics of the year
3. New opportunities in the room
4. BB activity: What is your favorite thing about science? Specifically Porthos science! For bulletin board

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Year at a Glance!

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Topics

• Engineering (bioplastics)
• Building/creating stuff!
• Out of the box thinking!
• Chemistry!
• Elements
• Atoms
• Molecules...oh my!
• Matter and Changes of states
• Fun experiments!
• Chemical Reactions
• Mixin stuff

Friday, August 30

Objectives:

• I can brainstorm ideas around engineering

Agenda:

1. Collect post cards and summer reading
2. Hand back science notebooks & folders
1. expectations for notebooks

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• Erlenmeyer flask activity

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• What is Engineering?

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HW: Summary of an engineer due Tuesday

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Getting Organized

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Notebook: Write your name and Porthos Science 8 on the front of your science notebook and folder

• Return the sharpie/marker

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Notebook Expectations: As a class

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Notebook Set-Up: Label the first page of your science notebook “Table of Contents” then skip 2 whole pages (front and back) and begin number in the top right corner every page, front and back, from 1-100 or until time is called.

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Act like civilized human beings while completing all of this!

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Class Question!

What is your favorite thing to do in science or about science?

From school last year or other!

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Fill in your flask with your answer and then decorate for the bulletin board!

What is Engineering?

• What do engineers do?
• Quiet think time - record the question and your ideas in notebook
• Turn-and-Talk

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What is Engineering?

Group Discussion:

• What did you come up with as a group?
• Record on Chart paper

HW: Summary of an Engineer

create a google doc. Title it summary of an engineer, put in science folder.

Choose one type of engineer from the class list or research one of your own.

Answer the following questions:

• What is your type of engineer?
• What are their main responsibilities?
• What type of schooling is required to get this job?
• What is the average salary?
• Describe why or why not you would consider pursuing a career in this.

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Types of engineers examples

• Civil
• Mechanical
• Electrical
• Biomedical
• Aerospace
• Computer
• Environmental
• Agricultural
• Audio
• Bio
• Materials
• Chemical

Porthos Science

9/3/19

Objectives:

• To begin to understand the skills of an engineer
• Brainstorm and begin to build

Agenda:

• Points/hw check
• Uses for a spoon competition
• Introduce challenge
• Begin!

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HW:

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With a partner

List as many possible uses for a plastic spoon as possible

How about a catapult!

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What about a spoon might make it a good catapult?

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Would a different material be better?

Scenario

You have been hired! Cutlery Corporation wants to upgrade their Cutler Catapult from a handheld to a freestanding catapult!

In your notebook make a new section for designing a catapult

Challenge!

You will collaborate to design a spoon catapult that will launch a pom-pom as far as possible.

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What do you need to know?

In order to be successful, brainstorm information that you will need to know before you begin with your team. Write these things down in your notebook.

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Ex: Is there a time limit?

Criteria and Constraints

In engineering, guidelines for your design are called criteria and constraints.

Record in your notebook:

Criteria are things your design needs to do.

Constraints are ways that you are limited - things that you cannot have or do

Criteria and Constraints for your catapult

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How can you turn this spoon into a freestanding catapult?

Sketch your ideas!

Before you begin...

In your notebook:

Make a list of the 10 additional materials you and your group will use.

Draw a rough sketch of an idea of what your catapult will look like

Porthos Science

9/6/18

Objectives:

• To begin to understand the skills of an engineer
• Catapult testing!

Agenda:

• Reminder of Constraints and Criteria
• 5 extra minutes for building and testing
• Catapult presentations and competition
• Redesign if time
• Homework time

HW: Catapult reflection due Tuesday

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Criteria and Constraints for your catapult

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How can you turn this spoon into a freestanding catapult?

Sketch your ideas!

Criteria and Constraints

In engineering, guidelines for your design are called criteria and constraints.

Record in your notebook:

Criteria are things your design needs to do.

Constraints are ways that you are limited - things that you cannot have or do

Each group will briefly present their design:

• How did you come up with this design?
• Did you change your plan or design during the building time? Why?
• Did these changes improve your catapult launching capabilities?

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Let’s take a look at the different catapults...

• Each group will fire from the starting line.
• Each group gets two shots.

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Let’s compete!

• You have 5 minutes.
• You may have 3 more materials.

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5 minutes to redesign/amend design

• Each group will fire from the starting line.
• Each group gets two shots.

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Let’s compete!

Homework Due Tuesday!

Catapult reflection in google science folder

• What were challenges before you started building?
• Did you do a sketch with your team? If so, did it help? If not do you think it would have helped?
• What were challenges during your building?
• Why is this activity engineering?
• What process did you use while engineering your catapult? (ex: discuss the problem, draw a diagram...etc)
• How would you improve your catapult if you had more resources?

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Porthos Science

9/10/19

Objectives:

• To begin to understand the skills of an engineer
• Understanding Technology

Agenda:

• Review/check Homework reflection
• Engineering and Design Process
• What is Technology
• Technology Challenge (maybe hw?)

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HW:

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Engineering Design Process (EDP)

EDP and catapults

How did you and your group use the EDP?

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What steps were most useful?

Introduction: What is technology?

Ball Toss:

• Toss the ball to people around the room
• Give an example of a ‘technology’

How do we define it?

Chart paper discussion

Technology is anything created by people that solves a problem or meets a need.

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What about this definition surprises you?

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Let's toss the ball again...this time intentionally giving examples of technology that fit this definition...

Is this bag technology? What problem does it solve?

Technology Categories

You have 10 minutes to name technologies that solves problems listed here. Your goal is to come up with as many technologies as you can for each category.

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We will share ideas at the end! Ready….Set...Go!

Porthos Science

9/11/19

Objectives:

• To begin to understand the skills of an engineer
• Understanding Technology

Agenda:

• Categories winners! (8-2)
• What is Technology-Review
• Technology Game!
• Technology video and cards

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HW: Finish your technology card Due Friday

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Technology is anything created by people that solves a problem or meets a need.

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Who won?

“Guess the Technology” game

You will be given a set of cards. Each card contains a technology AND a list of “Forbidden Words” that are commonly used to describe that technology, but you can’t use them!

Shall we play as a class? Or in small groups? Two teams compete!

Technology Video

Think about technology that has changed the way society works.

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What do you think is the most influential technology ever to be invented?

Influential Technology

Name of Technology

(Answer in full sentences!)

Who invented it?

When was it invented?

What problem/need does it solve?

How has it changed the world?

Draw a picture of your chosen technology

Porthos Science

9/13/19

Objectives:

• I can describe what a materials engineer does
• I can understand the structure of a monomer and a polymer

Agenda:

• Hand in hw: Influential technology cards
• Intro Bouncy balls
• What is a polymer?
• Polymer demo

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HW: Complete the bouncy ball ingredients pre-lab. Can not do the lab without it! Due Tuesday 9/17

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We have a new Challenge!

A team of material engineers at a toy company need help creating the perfect non-rubber bouncy ball!

They have the ingredients but not the exact amounts to make it the bounciest!

Materials Engineers

Technology: anything created by people that solves a problem or meets a need.

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• materials engineers - Materials engineers develop, process, and test materials used to create a wide range of products.- like the plastic - with specific properties, such as bouncy, stretchy, hard, flexible, etc.

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• I can describe what a materials engineer does.

Ingredient List

Borax (caution)

Warm water

White glue

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Before we can begin...

We need to understand and experiment with our ingredients a little!

Let’s start with...Glue

Glue is a Polymer

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LARGE molecules made by joining smaller molecules.

• I can describe the structure of a monomer and polymer

Word parts...Poly vs Mono

Words that start with poly-

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Ex:

Polymer

Polydactyl

Polygon

Words that start with mono-

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Ex:

Monomer

Monogamy

Monorail

Where can you find polymers?

Polymers make up….

Plastics:

Bottles, containers, grocery bags, sports equipment

Rubbers:

Tires, rubber bands, latex gloves, shoe soles

Adhesives:

White glue, epoxy cement

Other polymer materials

Let’s Demonstrate Monomers and Polymers

How do Polymers interact with each other?

Engineering Bouncy Balls!

Learning Objectives:

• I can apply the steps of the EDP to a situation. ‘
• I can adjust a recipe based on reasoning

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Agenda: Wed, Sept 19

1. What is a polymer review
2. What is borax chemically?
3. Designing a polymer (bouncy balls!)

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HW: Due Monday, Data explanation ws

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Where can you find polymers?

Polymers make up….

Plastics:

Bottles, containers, grocery bags, sports equipment

Rubbers:

Tires, rubber bands, latex gloves, shoe soles

Adhesives:

White glue, epoxy cement

Other polymer materials

Engineering Bouncy Balls!

Learning Objectives:

• I can apply the steps of the EDP to a situation. ‘
• I can adjust a recipe based on reasoning

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Agenda: Tuesday Sept. 17

• What is a polymer review
• Review Pre-lab questions
• Experimental testing of bouncy ball ingredients

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HW: Finish your post lab questions Due Friday

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What is a polymer?

Can you draw it?

How about a monomer?

Pre-Lab review as a class

Lab Safety

• No eating! (includes gum)
• Hair pulled back if possible
• Closed shoes
• No mixing chemicals that you have not been given permission
• Mix only appropriate (instructed) amounts
• Be aware of your body at all times...no running, jumping, flinging of things
• Dispose of waste as directed
• Always clean up your lab area

Engineering Bouncy Balls!

Learning Objectives:

• I can apply the steps of the EDP to a situation. ‘
• I can adjust a recipe based on reasoning

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Agenda: Friday Sept. 20

• Review post lab questions/hand in
• Set up notebook for bouncy balls
• Create! Test! Re-design!

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HW: Finish the post lab questions Due Tuesday

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Testing!

What is our testing procedure?

Each group will present their recipe and test their bouncy ball, using the same procedure.

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What is our procedure?

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• I can apply the steps of the EDP to a situation.

Building a bouncy Polymer Challenge!

How to record this in your notebook

Title: Bouncy Ball polymer recipes

Recipe 1: Recipe 2: Recipe 3:

_____________ _____________ ___________

_____________ _____________ ___________

_____________ _____________ ___________

How to record this in your notebook

Results: Highest Bounce

Bounce Height (cm)

Recipe 1: _____________

Recipe 2: _____________

Recipe 3: _____________

End Class Friday

What do engineers do?

Learning Objectives:

• I can describe what a chemical engineer does.
• I can describe different types of plastics and their uses.

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Agenda: Tuesday, Sept 24

• Entrance Card
• Plastics!
1. Discussion
2. ‘Scavenger Hunt’
3. Video

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HW: Types of plastics reading and questions: Due Friday 9/27

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Entrance Card

1. Write your name in the upper right hand corner
2. Draw the diagram below

-CH₂-CH₂-CH₂-CH₂-

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• Circle a monomer in the diagram
• Put a box around a polymer in the diagram
• How did Borax interact with our glue polymers? Describe or draw a diagram

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Plastics Discussion

What are plastics made of?

What are examples of plastics you used today?

What are the properties of those plastics?

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Scavenger Hunt!

Rules:

1. Work in groups of 2-3
2. Search the room for as many different plastics as you can
3. For each object, identify the recycle number if possible
4. Fill in our Plastic Scavenger hunt digital data sheet: 81 82

What do the numbers mean?

Plastic recycling numbers: reading homework

What are bioplastics?

Learning Objectives:

• I can describe different types of plastics and their uses.
• I can describe the difference between bioplastics and conventional plastics.

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Agenda: Wednesday 9/25

• Plastics video
• Bioplastic notes
• What’s on the quiz?
• How recycling works

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HW: review your notes...quiz coming up (Tuesday)!

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Plastics

Most plastic is made from synthetic polymers...what does that mean?

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While you watch the video be prepared to discuss:

1. What are some problems with traditional plastics?
2. How are new bioplastics different from traditional plastics?
3. What are some advantages of bioplastics?
4. Can you think of disadvantages of making plastic from plant-based products?

Do you think plastics can cause environmental problems? Why or why not?

Snowball & Discuss

Plasticizers...

Are additives that increase the plasticity or viscosity of a material.

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Some claim they are potentially hazardous to human health.

Most of the science disagrees.

More research is needed.

Traditional Plastics vs. Bioplastics: Notes

• Synthetic polymers:
• polymers made in a lab by humans
• make up traditional plastics
• Natural polymers:
• polymers found in nature, including starches, proteins and DNA
• Make up bioplastics
• Biodegradable:
• (of a substance or object) capable of being decomposed by bacteria or other living organisms.

Types of plastics

• Traditional plastics:
• Made from oil/petroleum
• Bonds are so strong that they take longer and are harder to breakdown
• Bioplastics:
• Made from renewable, plant-based sources
• Biodegradable - weaker bonds that break down easier

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What’s on the quiz?

Engineering and Design process

Bouncy polymers

Polymers and monomers

Plastics

What are they made of?

What gives them specific properties?

What are bioplastics?

Learning Objectives:

• I can describe different types of plastics and their uses.
• I can describe the difference between bioplastics and conventional plastics.

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Agenda: Friday 9/27

• Quiz review
• New terms for making bioplastics
• Lab safety review
• Bioplastics exploration

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HW: review your notes...quiz coming up (Tuesday)!

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• Agar:
• a jello-like substance obtained from various kinds of red seaweed and used in biological culture media (to grow things in a lab) and as a thickener in foods. More info here
• Glycerin/Glycerol:
• A simple compound found in all lipids (fats)
• A clear, colorless, viscous (slow to pour) liquid that can be used in anything from gum, paint, lotion, or protecting frozen cells!

Chemical engineer

Biochemical engineer

Materials engineer

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Notes & Review:

Lab Safety Rap?

For bioplastic task you will work in small groups to make different bioplastic recipes. We will be working as chemical engineers and it will be important that you all agree to work safely in the lab.

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I can follow lab procedures.

Investigating Bioplastics Lab

Directions:

1. Tape the following into your notebook - in this order:
1. Bioplastics Instructions: Hot Plate
2. Recipe - Hot Plate

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• As a class review Instructions
• Sharing equipment
• Safety & Clean Up

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Recipes

Let's look at all of the recipes.

Based on what you know about agar and glycerin, can you predict properties for each?

• Do you think different recipes will create different plastic properties? Why?

Why do you think only one ingredient is varied in each recipe?

Individual Observations: Hot Plate Method

(in science notebook)

I can observe how a material’s chemical composition (what it is made of) determines its properties.

What do engineers do?

Learning Objectives:

• I can describe what a chemical engineer does.
• I can describe different types of plastics and their uses.

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Agenda: Tuesday, Oct. 1

• Polymer Quiz
• Finished early? Try an online recycling game on next slide
• Bioplastics check/share

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HW:

Try some Online Recycling Games

Game 1 : Help Animal Recycle

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Game 2: Understand how recycling plants work by creating your own!

How can we engineer bioplastics?

Learning Objectives:

• I can explain how chemical structure leads to different properties.
• I can engineer bioplastics using a recipe

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Agenda: Friday, Oct. 4

• Bioplastics Share out
• Investigating Bioplastics lab
• New challenge
• Make a recipe

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HW: Bioplastic reflection due Monday

Scientists Meeting

• What did you observe about the bioplastics?
• How are the bioplastics different from when they were first made?
• What are the properties of your bioplastic sample?
• What type of plastic is your bioplastic most similar to?
• How do the agar and corn starch bioplastics differ?
• How does using less glycerin change the properties of the bioplastic samples?
• How does using less water change the properties of the bioplastic samples?

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I can participate respectfully in a discussion by listening to others’ ideas and contributing my own.

*By changing the ingredients (type and amount), we are changing the chemical composition...and therefore the properties of our bioplastics!*

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The Challenge!

Your team must

write an explanation for why you plan to use the recipe you have designed!

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(see group handout)

Let’s go over the instructions

If you have extra time, you may try 1 other recipe.

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What will you do during 15 minute wait periods?

• Clean your station, wash your pots and spatulas, throw away unneeded materials.
• Write down observations in your notebook for your recipe.
• Write predictions about how your plastic will turn out.
• Begin your 2nd recipe. Judge your time wisely!!!

What do engineers do?

Learning Objectives:

• I can explain how chemical structure leads to different properties.
• I can describe different types of plastics and their uses.

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Agenda: Tuesday, Oct. 8

• Investigating Bioplastics lab
• Bioplastics observations and share out
• Re-do
• Bioplastic Reflection

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HW: Due Thursday: Newsela bioplastics article

Observations/Share outs

What happened to your plastic?

What properties does it have? Where those the properties that you expected/wanted?

What do you think went wrong/right?

What should you change for this round?

Your team must

write an explanation for why you plan to use the recipe you have designed!

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(see group handout)

Individual bioplastics reflection

What do engineers do?

Learning Objectives:

• I can explain how chemical structure leads to different properties.
• I can describe different types of plastics and their uses.

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Agenda: Thursday, Oct. 18

• Did you do your NEWSELA article for me?
• Bioplastic Reflection
• Bioplastics group meeting
• Investigating Bioplastics lab
• Try again! Last time!

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HW: Finish your bioplastic reflection

Bioplastics Summative next tuesday Oct. 22

Observations/Share outs

What happened to your plastic?

What properties does it have? Where those the properties that you expected/wanted?

What do you think went wrong/right?

What should you change for this round?

Group Meetings

1. Grab your plastic and bring it back to your seat. Observe its qualities and write them in your final observations.
2. Test your plastic if possible.

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• Table 1:Table 5 Table 2: Table 4 Table 6: Table 3
• Join with another group and share out.
1. Show them your bioplastic
2. Describe what properties it has and what properties you wanted.
3. Allow them to give advice and feedback for your new and improved recipe.

Your team must

write an explanation for why you plan to use the recipe you have designed!

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(see group handout)

What is Everything or Anything made of?

Learning Objectives:

• I can describe what chemistry is.
• I can describe its importance in society

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Agenda: Wednesday, Oct. 16

• Bioplastics
• Assessment Tuesday
• Results from yesterday
• What is chemistry?
• Reading
• video

HW: Start studying for your test on Tuesday

Final bioplastics observations

In your notebook:

1. What is the result of your final recipe? Include properties
2. Where you successful in meeting the challenge?
1. Bag can bend 10 times? Hold 2 lbs?
2. Bowl is rigid? Can hold ½ cup of water?

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Let’s share out! Who was successful?

Bioplastic Review topics

• Engineering
• What are criteria and constraints?
• What is the engineering and design process?
• Explain redesign ideas and reasons
• Make suggestions based on data and criteria and constraints
• Bioplastics
• Polymer
• Monomer
• Cross-linker
• Plasticizer
• Support with reasoning for choices

What is Chemistry?

1. Brainstorm in Notebook
1. Brainstorm in your notebook after writing the title - you may use a combination of words and sketches
2. What is chemistry?
3. When you think of chemistry, what do you think of?

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What is chemistry?

What does the public think?

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Video: Intro to Chemistry

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What is Chemistry?

1. What is Chemistry Reading. (read aloud)
1. How is this similar to and different from your brainstorm?
2. Reflect in notebook

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What Is Chemistry?

By Mary Bagley, Live Science Contributor | May 30, 2014 01:18am ET

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Chemistry is the study of matter, its properties, how and why substances combine or separate to form other substances, and how substances interact with energy. Many people think of chemists as being white-coated scientists mixing strange liquids in a laboratory, but the truth is we are all chemists.

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Doctors, nurses and veterinarians must study chemistry, but understanding basic chemistry concepts is important for almost every profession. Chemistry is part of everything in our lives.

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Every material in existence is made up of matter — even our own bodies. Chemistry is involved in everything we do, from growing and cooking food to cleaning our homes and bodies to launching a space shuttle. Chemistry is one of the physical sciences that help us to describe and explain our world.

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Source: livescience

http://www.livescience.com/45986-what-is-chemistry.html

What’s an Element?

Directions: In your science notebook:

• Write down as many elements you can think of
• Hint: Periodic Table

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What’s an Element?

• Now What Actually is an Element?
• Turn and Talk with a neighbor

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Scientist Meeting: Sharing Ideas

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What is an Element?

How do we know if something is matter?

Objectives:

• to differentiate between matter and energy
• to define matter
• to begin identifying ways to measure matter

Agenda:

• Warm Up
• Scientist Meeting: Sharing Ideas (Is it matter?) (8B only)
• Summary of Scientist Meeting (8A)
• Notes: Matter vs. Energy
• Is Air Matter? Prove It!
• Scientist Meeting: Constructing Explanations (Is air matter?)
• Review Homework (Why do I have to study chemistry?)

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Homework: Einstein and the baggie paragraphs; Glossary Additions - Chemistry, Energy, Matter, Mass, & Volume

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What is an element really?!

• 1 of 118 substances that make up our universe.
• They are the building blocks that make up all things!
• They cannot be broken down into smaller units.

Warm Up: In science notebook

Directions: Write the question then answer it in your science notebook.

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Title: Elephants and Stars

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What do an elephant, ant, star, dust, nail, carbon dioxide and pudding all have in common?

Is it matter?

Scientist Meeting:

1. Review Norms
2. Sharing Ideas: Is it matter? How do you know?

Scientist Meeting: Sharing Ideas

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Is it matter?

How do you know?

Scientist Meeting: Recap/Summary

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Notes:

• Just about everything on Earth is either matter or energy

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• Energy causes matter to change

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• All matter has mass and volume

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• Mass is the amount of “stuff” (or matter) in something
• Volume is the amount of space something takes up

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Turn In Homework

Why do I have to Study Chemistry Article

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End of class for 8B

How do we know if something is matter?

Objectives: (8B) Friday, Sept 9

• to define matter
• to begin identifying ways to measure matter

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Agenda:

• Warm Up
• Is Air Matter? Prove It!
• Scientist Meeting: Constructing Explanations (Is air matter?)

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Homework: Einstein and the baggie paragraphs; Glossary Additions - Chemistry, Energy, Matter, Mass, & Volume

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Warm Up: In science notebook

Directions: Write the question then answer it in your science notebook.

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Title: Elephants and Stars

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What do an elephant, ant, star, dust, nail, carbon dioxide and pudding all have in common?

Is air Matter? How do you know?

Directions:

1. Predict in notebook → Is air matter? How do you know?
2. Quick demonstration
3. Revisit/revise prediction
4. How could you use this baggie and Einstein (figurine) to prove that air is or is not matter?
1. Brainstorm and describe → include diagram

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Prove It! Einstein and the baggie

Is Air Matter? How do you know?

Write a 1-2 paragraph argument defending your answer in your science notebook.

(If you decide to type it, you must print and tape in your science notebook before the beginning of class when it is due.)

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Include a labeled diagram of the demonstration to help support your answer.

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You must use at least 2 pieces of evidence.

(show your understanding of matter)

• Use the demonstration as evidence to back up your answer.
• Use what you know about matter as evidence
• Use science vocabulary in your answer

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Be sure to edit your writing. Is there a topic sentence? Is it supported with evidence? Is it clear to the reader what you are talking about when you use pronouns such as "it" or "they"?

Demonstration

Homework:

8A - Due Thursday 9/8

8B - Due Tuesday 9/13

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1. Complete Einstein and plastic baggie “Prove It”
1. Detailed directions on previous slide

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• Add the following words and definitions to your glossary. (back of science notebook)
• Chemistry
• matter
• energy
• mass
• volume

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• Expect a quick quiz soon

End of class ...

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Activity - What are some properties of matter?

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Categorizing:

• Observe the different substances on the display table.
• On a page in your science notebook put the substances into categories with no one category having fewer than 3 substances.
• Re-categorize in at least three new ways.
• Why is it important to describe more than one property when identifying an object?

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How can the structure, properties, and interactions of matter be explained?

Objectives: (8A) - Sept 8, 2017

• To categorize different types of matter based on its properties
• To identify and explain both physical and chemical properties

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Agenda:

• Focused Free Write: Characteristics brainstorm
• Activity: Categorizing
• Discussion: Properties
• Notes: Properties of matter
• Reading: Physical and chemical properties of Matter

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Homework: TBD

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Focused Free Write:

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• In paragraphs, describe yourself as completely as possible.

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• Underline all of the characteristics you mentioned.

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End of class for 8A

Turn in notebooks open to Einstein and the baggie homework paragraphs

How can we identify and use matter?

Objectives: (8B) Tuesday, Sept 13

• To categorize different types of matter based on its properties
• To identify and explain both physical and chemical properties

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Agenda:

• Einstein and the Baggie
• Activity: Categorizing
• Discussion & Notes: Properties
• Reading: Physical and chemical properties of Matter

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Homework: Einstein and the baggie revisions due Tomorrow (Wed)

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How can the structure, properties, and interactions of matter be explained?

Einstein and the Baggie

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• Put a box around your thesis statement (aka claim or topic sentence)
• Underline where you used evidence to back up the idea that air is matter
• Circle the words mass, volume, and matter
• Draw an arrow from the sentences that your diagram supports to the diagram

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Activity - What are some properties of matter?

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Categorizing:

• Observe the different substances on the display table.
• On a page in your science notebook put the substances into categories with no one category having fewer than 3 substances.
• Re-categorize in at least three new ways.
• Why is it important to describe more than one property when identifying an object?

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Notes: Properties of Matter

• Properties are characteristics that can be used to
• determine uses
• identify the matter
• need to know more than 1 property to identify the type of matter
• some examples of properties include:

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• Matter has physical and chemical properties

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End of class for 8B

Turn in notebooks open to Einstein and the baggie homework paragraphs

How can the structure, properties, and interactions of matter be explained?

Objectives: (8A) - Sept 12, 2016

• To identify and explain both physical and chemical properties

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Agenda:

• Einstein and the Baggie
• Notes: Properties of matter
• Reading: Physical and chemical properties of Matter

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Homework:

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How can the structure, properties, and interactions of matter be explained?

Einstein and the Baggie - rubric

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• Put a box around your thesis statement (aka claim or topic sentence)
• Underline where you used evidence to back up the idea that air is matter
• Circle the words mass, volume, and matter
• Draw an arrow from the sentences that your diagram supports to the diagram

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Reading: Physical & Chemical Properties of Matter Reading

• Found in your google drive science folder

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Directions: In your science notebook take notes as you read.

• These notes should be taken Cornell Style.
• Remember, this mean to take the notes first as if you were just taking regular notes but leave a column on the left to write in keywords and topics later.
• Remember to include all bolded headings in your notes - these are key text features.
• You do not need a summary at the bottom of every page either - leave this out for now and just focus on the notes themselves.
• In your notes you should answer the questions that are found throughout the reading. Answer these so that the question is evident in the answer.
• Draw boxes around the answers to the questions in your notes.
• Add the vocabulary words found at the end with examples to your glossary in your science notebook.

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Notes: Properties of Matter

• Properties are characteristics that can be used to
• determine uses
• identify the matter
• need to know more than 1 property to identify the type of matter
• some examples of properties include:

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• Matter has physical and chemical properties

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Reading: Physical & Chemical Properties of Matter Reading

• Found in your google drive science folder

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Directions: In your science notebook take notes as you read.

• These notes should be taken Cornell Style.
• Remember, this mean to take the notes first as if you were just taking regular notes but leave a column on the left to write in keywords and topics later.
• Remember to include all bolded headings in your notes - these are key text features.
• You do not need a summary at the bottom of every page either - leave this out for now and just focus on the notes themselves.
• In your notes you should answer the questions that are found throughout the reading. Answer these so that the question is evident in the answer.
• Draw boxes around the answers to the questions in your notes.
• Add the vocabulary words found at the end with examples to your glossary in your science notebook.

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How can the structure, properties, and interactions of matter be explained?

Objectives: Sept 15, 2016 (8B)

• To identify and explain both physical and chemical properties

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Agenda:

• Reading: Physical and chemical properties of Matter
• Adding to notes and glossary

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Homework:

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Reading: Physical & Chemical Properties of Matter Reading

• Found in your google drive science folder

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Directions: In your science notebook take notes as you read.

• These notes should be taken Cornell Style.
• Remember, this mean to take the notes first as if you were just taking regular notes but leave a column on the left to write in keywords and topics later.
• Remember to include all bolded headings in your notes - these are key text features.
• You do not need a summary at the bottom of every page either - leave this out for now and just focus on the notes themselves.
• In your notes you should answer the questions that are found throughout the reading. Answer these so that the question is evident in the answer.
• Draw boxes around the answers to the questions in your notes.
• Add the vocabulary words found at the end with examples to your glossary in your science notebook.

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1. Reading: Physical & Chemical Properties of Matter Reading
1. Notes (remember you are practicing good note taking skills with this)
1. Use headings
2. Avoid complete sentences
3. Use shorthand when appropriate
4. Indent with meaning
2. Summarize: At the end of your notes, summarize in 3-5 sentences the main ideas of the reading
• What are the major concepts the reading was about? Describe them.
2. Glossary: Add vocabulary to glossary
• Physical property
• Chemical property
3. Class Notes: Go back to list of 15 properties in your class notes. Next to each property write “C” for chemical or “P” for physical.

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Complete for Homework - Due Friday (8A), Due Monday (8B)

End of Wednesday’s class 8A

End of Thursday’s class 8B

How can the structure, properties, and interactions of matter be explained?

Objectives: Sept 16, 2016 (8A), Sept 19 (8B)

• To identify and explain both physical and chemical properties

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Agenda:

• Review Concepts from Reading
• Physical vs Chemical properties
• In text Questions
• Identifying properties
• Follow Up Questions
• Check In

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Homework: Complete Follow Up Questions

Due Tuesday 8A - both sides, Due Wednesday 8B - only front side

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In Text Questions:

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Q1: What differences between snow and sand can you detect with your senses?

A1: You can see that snow and sand have a different color. You can also feel that snow is softer than sand. Both color and hardness are physical properties of matter.

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Q2: The coolant that is added to a car radiator also has a lower freezing point than water. Why is this physical property useful?

A2: When coolant is added to water in a car radiator, it lowers the freezing point of the water. This prevents the water in the radiator from freezing when the temperature drops below 0°C, which is the freezing point of pure water.

In Text Questions:

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Q3: Besides being able to conduct electricity, what other physical property of copper makes it well suited for electric wires?

A3: Copper, like other metals, is ductile. This means that it can be rolled and stretched into long thin shapes such as wires.

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Q4: How can you tell that wood ashes are a different substance than wood?

A4: Ashes have different properties than wood. For example, ashes are gray and powdery, whereas wood is brown and hard.

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In Text Questions:

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Q5: What are some other substances that have the property of flammability?

A5: Substances called fuels have the property of flammability.

• fossil fuels → coal, natural gas, and petroleum,
• Petroleum based fuels → such as gasoline and kerosene.
• Wood → paper and cardboard

Chemical or Physical?

• Follow Up Questions: Complete on handout

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Complete for homework

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End of Friday’s class 8A

End of Monday’s class 8B

Why is it important for all scientists and engineers to use the same measurement language?

Objectives:

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• Scientist use both qualitative and quantitative measurements to describe matter.

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Agenda:

• Check In (25 min)
• Video: Choppers
• Notes: Qualitative vs Quantitative
• Common metric units
• Class Reading: “International System of Units”

Check In:

On the front of your notecard:

• Describe the difference between a chemical and a physical property and give at least 2 examples of each.

On the back of your notecard

1. Property Observations
1. Make and record observations of properties of matter and how those properties make the matter useful.
2. Identify if the property is a chemical or a physical property - must include at least 1 chemical property. (min. 5)

Choppers Video

What is so confusing?

Class Reading

"International System of Units” Article

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Article Double Read Directions

End of Tuesday’s class (8A)

End of Wednesday’s class (8B)

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Why is it important for all scientists and engineers to use the same measurement language?

Objectives:

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• Scientist use both qualitative and quantitative measurements to describe matter.

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Agenda:

• Complete Class Reading: “International System of Units”
• Video: Metric System Propaganda
• Notes: Intro to metrics - metric staircase

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Class Reading

"International System of Units” Article

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Article Double Read Directions

Metric Propaganda Videos

• Metric Education 1978 (4 min)
• Standard Board 1975 (11 min)

Focus:

1. There are only 3 countries in the world, including the United States, that do not use the metric system. Why do you think this is the case? What are your feelings about the metric system?

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• What is the purpose of this video? Who do you think the intended audience was?

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8A

8B

End of class 8A & 8B

• No homework

Why is it important for all scientists and engineers to use the same measurement language?

Objectives:

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• To convert between metric prefixes
• Understanding bigger and smaller

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Agenda:

• 8B Finish staircase notes
• Video: Powers of 10
• Continue Staircase Notes - how to use
• Converting using the metric staircase
• Practice: conversions

Homework: Quiz next class

• Properties of matter
• Measurements and units

8B

8A

Powers of 10 Video

Learning Targets:

• identify the value of the most common metric prefixes ( kilo, hecto, deka, deci, centi, milli )
• convert between metric prefixes

Kilo

Hecto

Deka

Base Unit

Deci

Centi

Milli

Staircase Method of Converting

Modified Bill Nye video

Practice: (using whiteboards)

Convert the following:

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230000 L = _________ kL

230000 L = _________ mL

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Metrics and Measurement Worksheet

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Metric Prefix Order

Create a mnemonic to remember the order:

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Kevin Hurley dines on dead chip munks.

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Kilo hecto deca (base) deci centi milli

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End Tuesday’s Class

Homework:

• Next class, quiz on chemical and physical properties
• Difference between the two
• Examples (from class and reading notes)
• Be familiar with concepts in notes and from class discussion
• Measurements and Units of measurement
• Metric prefixes in order
• Metric conversions

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Metric conversion scavenger hunt

End Class Wednesday 8A:

Thursday 8B