Science: How to write a chemical equation 24/5
https://sites.google.com/site/8jsciencematter/chemical-reactions

                                                Chemistry- Chemical reactions 23/5

The unbelievably exciting video from today.

https://www.youtube.com/watch?v=qVWkTBSRElo

Be sure to take notes, particularly of the new keys words as you will need to know what they are tomorrow.

                                                          PHYSICAL CHANGES 22/5

Understand that a physical change is a change in state, shape, or size, without the formation of a new substance.

a) Most objects around us are not pure substances but mixtures. A mixture is two or more parts blended together yet keeping their own properties. Mixtures can be separated using their physical properties like size, shape, color, volume, density, and state. This is called a physical separation. Using a filter to separate a mixture of different-sized matter is one example. A filter is a tool used to separate things by size.

b) Some mixtures are not easily separated. These are called solutions. A solution is a mixture in which the substances are completely blended so that the properties are the same throughout. The substances are mixed evenly so they stay blended. When one material forms a solution with another material, we say it dissolves. Some solids dissolve in water and some do not. Solubility is a measure of the amount of a material that will dissolve in another material. Liquid solutions are usually transparent, evenly colored, and never separate into layers.

Follow up: Visit these 3 interactive sites.

Explore the functions and then take each of the quizzes at the end

Revise chemical and physical change

http://vital.cs.ohiou.edu/steamwebsite/downloads/ChangeLab.swf

Changing matter – physical (ice – water- water vapour)

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/changing_matter/index.htm

Reversible or irreversible changes:

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/rev_irrev_changes_fs.shtml

            Science week: Student lead experiments  week 8      17/5

Your task is to teach a concept that we are focusing on to the class given a demonstration or doing experiments as a class. (Groups of 3 max)

Your lesson will be structured under the following:

 Engage (How will you hook the class in?)
Explore (What will you do to explain this task?)
Explain (How will you explain the science that is involved with this experiment or demonstration) 
Extend (or Elaborate) Can you further extend this learning?)
Evaluate (How do you know students have achieved the learning focus?)

Today you are to explore possible experiments that will be suitable to do with you partner/s.

Consider safety, access and cost of equipment.

               Science: Chemistry (New Unit)

Once you have finished your final mining environmental impacts task, search for some fun and engaging experiments that we could do as a class that are relevant to our new chemistry unit.

https://sites.google.com/site/8jsciencematter/term-3-unit-7-chemistry

Science: Mining Impacts formative assessment 15/5

This task is to be completed tonight for homework.

The table is to be completed to your best ability.

         Science Poster Assessment: Occupations in mining 9/5

Continue with this today (Due Thursday)

Faddi's example of one section

Why mechanical engineering important to the mining industry?

- Mechanical engineers design and build some of the most revolutionary machines and

apparatuses with impeccable mechanisms.

- Mechanical engineers appear in many mining industries to congregate component

supplies which can be used to construct many of the instruments commonly used

nowadays.

Remember to try hard with the presentation aspect of your poster. The first thing people judge when they see a poster is what it looks like.

Task and criteria sheet:
https://sites.google.com/site/8jsciencematter/mining

Impacts of mining on the environment: 2/5

Video:
https://www.youtube.com/watch?v=-ruB2TV60e0

Become the expert:

With a partner, create a brief (5- 6 slides) google slide presentation on one mine that has had or is having a negative impact on the environment.

These details should include:

1) Where the mine is

2)  it’s history

3) what does it mine

 4) impacts on the environment (how) and 

5) any positives for that place for having this mine.

Remember what a good presentation should look like.

Environmental effects of mining 1/5

https://www.youtube.com/watch?v=UxF9l6bedZU

Occupations in mining C example

Mining presentation task: 12/4  

Choose a metal or mineral that you know of that is mined.

With a partner, create a google presentation that will last 2-3 minutes answering the following inquiry questions.


Where is it mined in the world?
How is mined? What techniques are used?
How is it extracted from ore?

What are the environmental impacts from mining the material, including harmful by-products

What is the energy cost of producing these metals from minerals

Why is it mined and what are it's main uses? Shaped etc

You are the expert here teaching the class so be sure your presentation is succinct, interesting and easy to follow. The more visual, the better.


Ore:
An ore is a type of rock that contains sufficient minerals with important elements including metals that can be economically extracted from the rock. The ores are extracted from the earth through mining; they are then refined (often via smelting) to extract the valuable element, or elements.)

Kamel/ Saqer/ Raja: Sapphire
Abdelaziz/ Ayman/ Anas: Ruby
Khalid/ Hamza/ Yasser: Gold
Malak/ Francisca/ Rawan: Copper
Mo/ Ali/ Georgie: Silver
Faddi/ Pascal: Titanium
Saif: Aquamarine
Khalifa/ Moosa: Emerald
Youssef:

Upcoming assessment things to consider:

Inquiry question:

How has the demand for modern technology impacted on how minerals and metals are obtained and used, and the environment?

Your multi-media presentation will answer the above question by focusing on the following:

•     the types of rocks, minerals and metals used to produce your chosen 21st-century object

•     the rock cycle (this could be a diagram)

•     the environmental impacts from obtaining the metals, including harmful by-products

•     an energy cost comparison between manufacturing and recycling the waste

•     recommendations for reducing the impacts on the environment from obtaining and disposing of 21st-century objects

Use the following steps to support your research for this report.

Step 1.     Select a 21st-century object such as a television, computer or mobile phone to research.

Step 2.     Research and answer the questions below (next page). You will need to submit your research notes and bibliography (evaluation of website).

Step 3.     Select key words from your research notes (up to 30).

Step 4.      Discuss and present your findings to the research questions in the format of a multi-media presentation.

NOTE:  Have you handed in your research notes and bibliography?

Reminder that your "Keeping it hot for winter" science lab report assessment is due this Thursday 17th March.

Here is a further guide to assist 


                   How to write a fabulous lab report :

https://sites.google.com/site/8jsciencematter/chemistry-material-for-a-purpose

Keeping it Hot for winter.

     Assessment Task: Lab report 7/3

Tomorrow we will be doing some testing to see what cup best insulates a hot drink for the longest.

This lab report will be assessed officially and due next week.

Today we will discuss what we will do in the lab, write up the introduction, Aim and Hypothesis. Remember, you will be doing the testing as a group but your lab report is an individual task.

Download the correct lab report form here. Please delete the requirement prompt questions for each section.

https://sites.google.com/site/8jsciencematter/chemistry-material-for-a-purpose

Learning Objectives

After this activity, students should be able to:

• Identify materials that are good or poor thermal insulators.
• List modes of heat transfer and identify where conduction and convection occur in an insulated container.
• Describe the effect of insulation thickness on heat transfer.

Summary

Student teams design insulated beverage cups with the challenge to test them to determine which materials (and material thicknesses) work best at insulating hot water to keep it warm for as long as possible. Students test and compare their designs in still air and under a stream of moving air from a house fan.

Engineering Connection

Development of insulated vessels is important in engineering, especially in the fields of mechanical, chemical and biological engineering. What students (and engineers) learn about the design and construction of insulated beverage containers can be applied to the design of insulation for houses, clothing and appliances such as refrigerators and ovens.

Vocabulary/Definitions

conduction:	Heat transfer within or between solid objects.
convection:	Heat transfer into or out of fluids.
heat:	Thermal energy that flows due to a difference in temperature. Heat flows from hot to cold.
heat transfer:	A method by which heat flows (conduction, convection, radiation).
insulation:	A material that slows down heat transfer.
radiation:	Heat transfer due to packets of energy called photons that can travel through many substances, even empty space.

Materials List

Each group needs:

• 4 beverage cups (1 from each lab member) glass, ceramic, aluminium or rigid plastic with tight fitting lids
• other potential insulation materials that students bring from home that they wish to test
• e.g bubble wrap, aluminium, cardboard, wool etc.
• thermometers.
• Keep It Hot! Handout, one per student
• Keep It Hot! Post-Quiz, one per student

To share with the entire class:

• house fan
• hot water in a container with a spout, either from the tap, microwaved or a mix of boiling water and cool tap water

Vocabulary/Definitions

conduction:	Heat transfer within or between solid objects.
convection:	Heat transfer into or out of fluids.
heat:	Thermal energy that flows due to a difference in temperature. Heat flows from hot to cold.
heat transfer:	A method by which heat flows (conduction, convection, radiation).
insulation:	A material that slows down heat transfer.
radiation:	Heat transfer due to packets of energy called photons that can travel through many substances, even empty space.

       Lab Three: The best insulator “Keeping my coffee hot”.  (In class)

Before the Activity

• Invite students to bring in materials from home to test as insulators for their cups
• Students are to bring in their cups and insulators from home and discuss qualities of each cup and insulating device.
• Students to form a hypothesis around which cup will keep the liquid hot for the longest period.
• Prepare a jug(s) of hot water. Keep in mind that the higher the initial temperature of the water in the bottles, the more noticeable the temperature drop will be; however, severe burns may occur if students come in contact, even briefly, with water of greater than 60 ˚C. A 1:1 mixture of boiling water with cool tap water yields approximately this temperature.
• Students to write Introduction, aim, hypothesis, method and materials list for the experiment.

                                                 In the Lab

1. Prepare 4 the cups: with each with different types of insulation attached.
2. Test designs for two 20-minute periods (this is flexible). In the first period, the bottles do not experience forced air movement, so any convection that occurs is natural convection.
3. Measure 200mls of boiling water into each cup and close (Record initial temperature and close quickly)
4. Record temperature change every 5 minutes for each cup. Measuring of temperature must be done very quickly to avoid losing excess heat.
5. In the second period, repeat experiment but place the bottles under airflow provided by a fan in order to see the effect of forced air on heat transfer.
6. Record temperature change every 5 minutes for each cup. Measuring of temperature must be done very quickly to avoid losing.
7. Compare results and write up lab report.

          Materials for a purpose: Construction materials 6/3

https://sites.google.com/site/8jsciencematter/chemistry-material-for-a-purpose

Go through and read powerpoint summarising key points about specific materials that are used for construction in that industry.

                   Keeping it cool for summer: 1/3


Learning Focus: To write a formal lab report and graph data accurately.

This lesson we will hopefully receive our booklet for the practise lab report.

Things to get done by the end of the lesson:
Introduction
Aim 
Hypothesis (All should be done)
Today:
Materials 
Diagram (Labelled)
Method (To do today)
Variables:

Example of Variables in Scientific Experiments

If a scientist conducts an experiment to test the theory that a vitamin could extend a person’s life-expectancy, then:

• The independent variable is the amount of vitamin that is given to the subjects within the experiment. This is controlled by the experimenting scientist. 

• The dependent variable, or the variable being affected by the independent variable, is life span. 

What is a fair test???
We will be anylising results on Thursday.

Science: Materials for a purpose 'Keeping it cool for summer'

Today we went to the lab to do our testing. Here is the link to our modeled lab report that we will do in class. Remember that the final assessment is due in week 10 and is a lab report. This is great practise for it.

https://sites.google.com/site/8jsciencematter/chemistry-material-for-a-purpose

                                            
                                                  29/2
Make sure you have your introduction, aim and hypothesis completed for this experiment.
Mr Mike is getting our lab report booklets printed out today to continue with method and our diagram tomorrow.

Some more Rube Goldberg Ideas if you are struggling

https://www.youtube.com/watch?v=MgDF1tyoOvU

https://www.youtube.com/watch?v=WiHn5_RfKjE

https://www.youtube.com/watch?v=863z_eHGIJw

https://www.youtube.com/watch?v=b-IDAgxl9Dk


How to make a simple pulley:

https://www.youtube.com/watch?v=t7fZqDwDbOU

Rube Goldberg machines- Design and build- These are our sessions, please come prepared.

Tuesday 9th February- Lesson 4
Thursday 11th February- Lesson 4
Thursday 11th February- Lesson 6

Next week:
Sunday 14th February- Lesson 3
Monday 15th February- Lesson 4 and lesson 7 (Numeracy)
Tuesday 16th February- Lesson 4

A great example of a Simple Rube Goldberg machine

https://www.youtube.com/watch?v=EjOFeC-Dm7U

https://www.youtube.com/watch?v=VunNpfdw68g