Today we did a really cool experiment to help cement our knowledge of Charles's Law. We crushed cans just by changing the temperature of the water vapor inside them! So cool! The notes are below, but check out the video to the right of Steve Spangler as he uses the same ideas to crush a 55 gallon drum! | |
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Today we explored the physical state of gases a little further to determine how they react in certain situations. We will look at some of this in practice next Tuesday as we experiment!
Today we examined science probe called "The Floating Log". Students were asked to consider the following: What we learned: Even though the size has increased, the mass has also increased. It is the SAME material so the density does not change! Therefore the bigger log will do exactly the same thing as the log of smaller size! We tested it with our own representative logs and it worked!
Today in class we worked with the density triangle and how to solve for any of the variables present in the equation. We will do a short review on Friday for the test that will be next Wednesday. We also did a Coke vs. Diet Coke short density lab. Did you know that Coke sinks in water but Diet Coke floats? Coke contains 41 more grams of sugar than Diet Coke so it has a lot more matter crammed into the same amount of space!
Today in class we learned a little bit about the fuel situation some of the students will encounter during their lifetime. They reviewed what they knew about fossil fuels, and then they learned about biofuels through our reading. Students were then asked to choose a side based on the following question: Students used the text to help support their opinions and wrote an argument based on what they had learned. We listed not only the benefits of using biofuels, but also the costs involved with producing them. The majority of 8th grade chose to support the After reading, students began by discussing not only the benefits that biofuels provide, but also the costs of producing them in mass amounts. They were then asked to choose a side to argue. Using information from the text, students chose a side and argued their point either for or against biofuels. The majority of 8th grade argued that biofuel benefits were worth the cost, but some students provided great reasons why they costs were not worth it!
Today we explored the differences between physical and chemical changes. Students looked at properties of both before sorting different scenarios on a T-chart with their group.
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AuthorI am an 8th grade Science teacher in Leeds, Alabama. This is my fourth year teaching science. As a teacher, I would love nothing more than to teach my kids to question the world around them and to never stop learning. Archives
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