WELCOME! to Ms. Crane’s 6th grade SCIENCE wiki!
WELCOME to Riverdale Middle School an International Baccalaureate (IB) school, home of the WOLVES! Our first day of school will mark the beginning of a yearlong journey through PHYSICAL SCIENCE! With inquiry at the core, the Middle Years Program (MYP) sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. The MYP sciences curriculum must explore the connections between science and everyday life. As they investigate real examples of science applications, students will discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment. Six graders will become better thinkers, doers, and communicators. This will occur through inquiry-based investigations, rigorous academic projects and activities, and integrated technology skills.
What you can expect from me: I will always believe in you, and challenge you to do your best. Communication! I will let you know where you are, where you need to be, and support you as your journey towards your academic goals. I will work to make sure the lessons are relevant, creative, meaningful, rigorous, informative, and positive (and of course fun – but that is easy, SCIENCE is THE COOLEST SUBJECT!) for you.
Please pay your $5.00 lab fee. Please bring your supplies so class may run smoothly and we can focus on learning.
Students need sharpened pencils, pens, erasers, pencil sharpener, scotch tape and looseleaf paper to be ready to learn in class.
Students need to bring their science textbook each class.
SUPPLIES: (These are ESSENTIAL!) Have them in class EVERYDAY!
- PENS, SHARPENED PENCILS, & PENCIL SHARPENER
- Clear scotch tape (keep on you)
- GREEN 3 prong PLASTIC FOLDER with pockets (replace when damaged)
- ENDLESS SUPPLY of LOOSELEAF (1 pack for the school year)
- One 4 oz Elmer’s glue bottle turned in to the teacher (lab)
Period 1: 2 boxes of wet wipes
Period 2: 1 pack of looseleaf & two rolls of scotch tape
Period 4: 24 pack of crayons & a pack of markers & 1 pair of scissors
Period 5: 1 box of Kleenex, 1 roll of paper towels, & 4 dry erase markers
Period 6: 1 box of large ziploc bags & 1 box of small ziploc bags
Period 7: 1 pack of pencils & 1 pack of 300 index cards
Click on the Edmodo link below and get even more information that will help you learn!
You are a student. Create a login using group code 5mq6qe.
Username should be your name so I know who I am talking with. :-0
CLICK YOUR TEXTBOOK BELOW TO LINK TO THE ONLINE TEXTBOOK
(this helps me identify the entry)
Question & Answer
incomplete or missing does not count as an entry
If the student is absent, they must make-up their bellwork
Bellwork is worth a test grade.
BELLWORK TEST GRADE due 2/23 & 2/24
(before Mardi Gras Break)
- 14 entries – A (4.0)
- 13 entries – A (3.5)
- 12 entries – B (2.5)
- 11 entries – C (1.5)
- 10 entries – D (1.0)
- 9 entries – F (0.8)
- 8 entries – F (0.5)
- 7 entries and below – F (0.1)
- Do not turn in bellwork F (0%)
Students should review Unit 1, 2, & 3 vocabulary and read their science book, review questions will be given on every test.
We are starting Unit 4, please keep up with vocabulary, reading, homework, & classwork assignments
HW 1: Unit 1, 2, 3 Review questions 1-5 due 1/5 & 1/6
HW 2: Unit 1, 2, 3 Review questions 6-17 due 1/9
HW 3: Unit 1, 2, 3 Review questions 18-27 due 1/10 & 1/11
HW 4: Unit 1, 2, 3 Review questions 28-35 due 1/12 & 1/13
STUDY FOR REVIEW UNIT 1, 2, & 3 TEST Thursday/Friday 1/12 & 1/13
HW 5: Due 1/19 & 1/20 Unit 4 lesson 2 Review 1-10 page 199 write the questions and answers in your folder page 66.
Click on the picture below to link to science fair resources
Title: Does the independent variable affect the dependent variable?
Disappearing Water Trick Folder page10 observation & inference
Students know the answer to this one… Observation both graduated cylinders are filled with a clear liquid. One ice cube floats and one ice cube sinks. The inference is the clear liquid is a different substance. The graduated cylinder with the sinking ice cube actually has rubbing alcohol in it and the density of the ice cube is greater than the rubbing alcohol, this is why it sinks. The ice cubes density is less than the other clear liquid, water, this is why it floats. The students also experienced the rubbing alcohol on their hand and the quick evaporation left a sensation. In the process of evaporation there is a loss of heat, this is why their hand feels colder. Later we will get into endothermic & exothermic reactions and discuss more about heat being gained or lost.
The burning piece of paper heat the molecules of air in the bottle and cause the molecules to move far away from each other. Some of the heated molecules actually escape out past the egg that is resting on the mouth of the bottle (that’s why the egg or water balloon wiggles on top of the bottle). When the flame goes out, the molecules of air in the bottle cool down and move closer together, making room for new air molecules. This is what scientists refer to as a partial vacuum. Normally, the air outside the bottle would come rushing in to fill the bottle. However, that egg is in the way! The pressure of the air molecules outside the bottle is so great that it literally “pushes” the egg into the bottle. :-)
And yes! I got the egg out of the bottle too! Put your mouth over the mouth of the bottle and forcefully blow air into the bottle. The egg should pop back out of the bottle right into your mouth! Yuck!! Can it get any cooler than that?
Carbon dioxide is a gas that we interact with every day. For instance, CO2 enables plants to perform photosynthesis, you exhale CO2 when you breathe, and CO2 can extinguish fire. You probably knew all those facts, but did you know that you can get really science-y and extremely creative when putting out flames with CO2? It’s as simple as pouring the gas onto fire. Pouring? You better believe it!
How Does It Work?
Most flames require oxygen, fuel, and sufficient heat to ignite and stay lit. These three components of fire are referred to as the fire triangle or combustion triangle. Removal of any of the three components will cause the flame to extinguish or “go out.”
The secret to extinguishing fire is the removal of one of the three components. In CO2 Fire Extinguisher experiment, that lies in the bubbling mixture in the container. The baking soda (also known as sodium bicarbonate) is a base. The vinegar, or acetic acid, is a weak acid. When baking soda and vinegar are combined, the immediate acid-base reaction creates carbonic acid. Carbonic acid is unstable and decomposes into carbon dioxide (CO2) and water (H2O). The bubbling that you see inside of the container is the production of the CO2 gas. When you “pour out” the container, you’re exposing the flame to concentrated CO2 gas. The lack of oxygen extinguishes the flame.
How can you possible pour a gas? The air that we breathe is comprised largely of nitrogen gas, a very light gas. The CO2 that was created inside of the cylinder is much heavier and, therefore, able to be poured like a liquid, out of the container. It’s all about the density!
- A clean 16 ounce plastic soda bottle
- 1/2 cup 40-volume hydrogen peroxide liquid (20-volume is a 12% solution, ask an adult to get this from a beauty supply store or hair salon)
- 1 Tablespoon (one packet) of dry yeast
- 3 Tablespoons of warm water
- Liquid dish washing soap
- Food coloring
- Small cup
- Safety goggles
NOTE: The foam will overflow from the bottle, so be sure to do this experiment on a washable surface, or place the bottle on a tray
- Hydrogen peroxide can irritate skin and eyes, so put on those safety goggles and ask an adult to carefully pour the hydrogen peroxide into the bottle.
- Add 8 drops of your favorite food coloring into the bottle.
- Add about 1 tablespoon of liquid dish soap into the bottle and swish the bottle around a bit to mix it.
- In a separate small cup, combine the warm water and the yeast together and mix for about 30 seconds.
- Now the adventure starts! Pour the yeast water mixture into the bottle (a funnel helps here) and watch the foaminess begin!
HOW DOES IT WORK? Foam is awesome! The foam you made is special because each tiny foam bubble is filled with oxygen. The yeast acted as a catalyst (a helper) to remove the oxygen from the hydrogen peroxide. Since it did this very fast, it created lots and lots of bubbles. Did you notice the bottle got warm. Your experiment created a reaction called an Exothermic Reaction – that means it not only created foam, it created heat! The foam produced is just water, soap, and oxygen so you can clean it up with a sponge and pour any extra liquid left in the bottle down the drain.
This experiment is sometimes called “Elephant’s Toothpaste” because it looks like toothpaste coming out of a tube, but don’t get the foam in your mouth!
Make it an experiment:
The project above is a DEMONSTRATION. To make it a true experiment, you can try to answer these questions:
- Does the amount of yeast change the amount of foam produced?
- Does the experiment work as well if you add the dry yeast without mixing it with water?
- Does the size of the bottle affect the amount of foam produced?
Please! Students should have a book to read when they finish testing to provide a quiet testing environment for the rest of the testing students
1/23 Unit 4 lessons 1 & 2 test including 5 review questions from Unit 1, 2, & 3. (20 multiple choice questions)
1/12 & 1/13 Review Test (20 multiple choice questions) study Review homework packet, Unit 1, 2, & 3 vocabulary, read your textbook on important concepts Unit 1, 2, & 3
CLICK ON THE FOLLOWING TO OPEN ATTACHMENT:
UNIT 4: Forces and Motion