Science 8 - Pd. 4-2021-2022 Assignments

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1) Do Force and Motion Study Island Module AFTER you have completed both Force & Motion EdPuzzles (Tim & Moby & Newtons Laws)
2) Do Simple Machines Study Island AFTER you have completed the Simple Machines & Work Edpuzzles.

TEST TOPICS
1) ENERGY TYPES (see doc with same title)
2) ENERGY RESOURCES (see doc with same title)
3) ENERGY TRANSFORMATIONS (see doc with same title)
4) Revisit Study Islands
5) Revisit EdPuzzles / VIdeos

Use the Google Slide provided to rearrange the Earth Energy Resources as the SHOULD be located.

AFTER you have watched the Edpuzzle on Balancing equations, complete this document.

You will be responsible for the Element if I give you the symbol or the symbol if I give you the element. ONLY elements 1-36 will be tested.


Quizlet has a lot of study flashcards if you google "Quizlet elements 1-36".

Point Mutations (usually happen during REPLICATION in S-stage of INTERPHASE)
(Macro) Chromosomal Mutations (usually during meiosis so the mutations exist in the egg or sperm)
Nondisjunction
Karyotyping
Cloning

The outstanding performer on this exam should be able to:
1) Define or explain the significance of all of these terms to the topic of genetics: trait, chromosome, gene, allele, inherit, genetic, Punnett Square, Gregor Mendel, dominant, recessive, homozygous, carrier, heterozygous, phenotype, genotype, codominance, incomplete dominance, multiple allele trait, sex-linked 
2) Perform any monohybrid cross of individuals when the directions use the terms you have learned and predicted the expected outcome of offspring. (genotypic outcome prediction, phenotypic outcome prediction)
3) Dispel myths about genetics and inheritance and explain the actual way things occur according to the evidence. (ex. "skipping a generation really just means that your parents were carriers of the recessive allele)

50 Point exam will require students to be able to:


1) Define or identify ALL vocabulary terms on your Mitosis AND Meiosis documents.
2) Compare and contrast Mitosis to Meiosis: goals, steps, details
3) Identify the stages of Mitosis OR Meiosis I & II simply by seeing a diagram of the cellular processes at that moment.
4) Identify the importance of chromosomes in cell division and how they work to ensure that SEXUAL reproduction occurs and DNA is different in each gamete.

Watch the attached video and complete the document attached on the process by which gametes are created to prepare for sexual reproduction: MEIOSIS

1) Please complete the Mitosis Slides labeling activity.

REPRODUCTION

Living things use lots of different strategies for producing offspring, but most strategies fall neatly into the categories of either sexual or asexual reproduction. Asexual reproduction generates offspring that are genetically identical to a single parent. In sexual reproduction, two parents contribute genetic information to produce unique offspring.

Sexual and asexual reproduction have advantages and disadvantages—which is why some organisms do both!

Watch the video and complete the guide with the assistance of your teacher in class.

Worth 10 Points: There are 15 questions and 66% is passing!

TThe successful student on tomorrow's quiz should be able to:


1) define succession and  explain the difference between Primary and Secondary Succession using: pioneer organisms, intermediate growth, climax forest in their explanation.
2) delineate the reactants and products of photosynthesis (noting the overall goal of the process, where it occurs, how it gets the raw materials, and which organisms have the ability to do photosynthesis).
3) delineate the reactants and products of cellular respiration (noting the overall goal of the process, where it occurs, how it gets the raw materials, and that all cells, including plant cells, must do cellular respiration to make ATP energy).
4) clarify the necessary interdependence of producers and consumers as it relates to the oxygen-CO2 cycle in the atmosphere which fuels photosynthesis & cellular respiration.
5) identify the chemical formulas for the reactants and product of these processes. 
6) discuss BTB (bromthymal blue indicator) and its role in our Snail/Plant lab  

Complete the doc and turn in here.

PA Grade 8, Science Anchor
S8.B.3.2.1 Use evidence to explain factors that affect changes in populations (e.g., deforestation, disease, land use, natural disaster, invasive species).

Complete the doc for tomorrow.

S8.B.3.1.1 Explain the flow of energy through an ecosystem (e.g., food chains, food webs).
S8.B.3.1.2 Identify major biomes and describe abiotic and biotic components (e.g., abiotic: different soil types, air, water sunlight; biotic: soil microbes, decomposers).
S8.B.3.1.3 Explain relationships among organisms (e.g., producers/consumers, predator/prey) in an ecosystem.

Launch the 5 Nov Doc and get to work! : )

The successful student should be able to...
1) Recognize the levels of organization in ecology from organism to biosphere.
2) Compare and contrast the terms biotic and abiotic.
3) Identify the major biomes by image, map location, abiotic description, biotic description.
4) Define the terms: niche, habitat, ecology, community, population, biome, ecosystem, autotroph, heterotroph, conifer, deciduous, temperate, aquatic, structural adaptation, behavioral adaptation.

ECOLOGY
PA Grade 8, Science Anchor
S8.B.3.1.2
Identify major biomes and describe abiotic and biotic components (e.g., abiotic: different soil types, air, water, sunlight; biotic: soil microbes,decomposers).
Covered by topic: Ecosystems & Biomes

Instructions

PRACTICE ONLY

PA Grade 8, Science Anchor
S8.B.1.1.1
Describe the structures of living things that help them function effectively in specific ways (e.g., adaptations, characteristics).
Covered by topics:
Cells
Ecosystems & Biomes
Living Systems

Structures, Functions & Adaptations

Follow the instructions on the google doc, and look to the attached image for inspiration.

Organisms: LET'S CHECK SOME OUT!

Systems
Organs
Tissue
Cells
Organelles

Winter Solstice Today!

Yesterday we investigated the characteristics of all living things. Today we investigate their needs for homeostasis.

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Earn a Blue Ribbon on 15 Questions

Please draw on and color the six major air masses influencing North American weather and label each with respect to qualitative temperature and qualitative humidity.

Your mission, should you choose to accept (actually, its your mission whether you choose to accept or not...):


Investigate the relationship between altitude and air pressure in Earth's atmosphere.

Start with the google DOC

Upper half of the 5 Nov Doc-HYDROPSHERE down to BRACKISH

ONLY PART C IS TO BE DONE FOR THE KIDS IN 8th Grade Fall of 2021

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Do a graphic analysis to draw a conclusion for the inquiry question posed here in the title of your assignment.

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STATE PSSA  OBJECTIVES 
ASSESSMENT ANCHOR
S8.D.1 Earth Features and Processes that Change Earth and Its Resources 


ELIGIBLE CONTENT


S8.D.1.1 Describe constructive and destructive natural processes that form different geologic structures and resources. 


S8.D.1.1.1 Explain the rock cycle as changes in the solid earth and rock types (igneous – sedimentary – metamorphic).


S8.D.1.1.2 Describe natural processes that change Earth’s surface.

The Earth is dynamic (ever changing) and the crust is constantly being broken down and rebuilt through a series of geologic processes.  Today we will investigate these geologic constructive and destructive processes and see their cause and effect relationship on Earth's surface features!

Test will Include topics like:


POHEC (testable hypotheses)
EXPERIMENTAL DESIGN - variables (IV DV, Constants)
ANALYZING GRAPHS AND DATA - graphic relationships (4 correlations)
CONCLUSIONS
a. Summarize the Data Results Quantitatively
b. Restate Hypothesis; Declare if data support or not support Hypothesis
c. Identify problems/talk about what could be done next time in a new experiment with a new I.V.

What is a rhododendron and what is a conundrum?  

A Scientific Inquiry
Habib has rhododendron shrubs throughout his property. He wants to start growing them to sell and wonder what conditions will be optimum for growing them.  Launch the Doc to further investigate...

Complete the Study Island assigned above and mark completed here on classroom by the due date for full credit.

Quantitative data can be observed about matter in a scientific setting using instruments and equipment.  In your notebooks for 9-7-21, please fill in the blanks for a-h.


1) 
a. In order to determine the amount of mass in a sample of matter, I would measure its ___________ using a(n) ______________.
b. In order to determine the amount of space taken up by a sample of matter, I would measure its ___________ using a(n) ______________.
c.  In order to determine the distance along ONE side of a sample of matter, I would measure its ___________ using a(n) ______________.
d. A metric unit used to report liquid volume would be __________.
e. A metric unit used to report solid volume would be __________.
f. A metric unit used to distance between two points would be __________.
g. A metric unit used to report amount of matter in an object would be __________.
h. Weight differs from mass because weight takes into account _____________________________________.


2) Complete the Gizmo and document attached and turn in. (5 pts)

OBJECTIVES
Students will be able to identify different glassware, instruments, and other lab technology as well as explain their uses in the scientific experimental settings. (flask, Erlenmeyer flask, graduated cylinder, beaker, triple beam balance, microscope, barometer, thermometer, etc.)
Students will discern between qualitative and quantitative observations.
Students will identify the properties of matter that can be observed in a science lab and define them as well: matter, observations, quantitative, qualitative, inference, mass, volume, weight, color, light intensity, temperature, image, density.
Students will complete the study island assignment involving the objectives above and laboratory safety.

PSSA ANCHOR OBJECTIVES
S8.A.2.1.1 Use evidence, observations, or a variety of scales (e.g., mass,
distance, volume, temperature) to describe relationships.
S8.A.2.1.4 Interpret data/observations; develop relationships among variables based on data/observations to design models as solutions.
S8.A.2.2.1 Describe the appropriate use of instruments and scales to accurately and safely measure time, mass, distance, volume, or temperature under a variety of conditions.
S8.A.2.2.2 Apply appropriate measurement systems (e.g., time, mass, distance, volume, temperature) to record and interpret observations under varying conditions.

DIRECTIONS:

Today in the classroom, students will practice recording quantitative and qualitative observations about matter utilizing the tools that we have discussed.