The Hindenburg and your hypothesis

After watching the story of the Hindenburg and all the possible theories, it is your turn to form a hypothesis.

Here is a layout of the expectations for the paper.

Introduction- (1-2 paragraphs)
Give a general review of the Hindenburg and it's story.

Body- (2-3 paragraphs)
Explain all the possible theories we learned about with explanations as to why these theories are 'feasible'

Conclusion- (1-2 paragraphs)
Using the information we had taken notes on, form your own hypothesis as to what really happened. Also a final summary review. (1-3 sentences)


This is due tomorrow May 16th.

Test on Wed.

We will have a hard copy study guide coming home tomorrow for the kids to study for Wednesday's quiz.

New Vocab words

ENERGY

·      Energy- The capacity or power to do work, such as the capacity to move an object (of a given mass) by the application of force.

·      Potential energy- Potential energy is stored energy. An object can store energy as the result of its position.

·      Kinetic energy- the energy of motion, observable as the movement of an object, particle, or set of particles.

·      Heat- is any transfer of energy from one body or system to another due to a difference in temperature.

States of Matter

States of Matter Vocabulary

Atom- The building blocks of matter. The smallest unit of an element.

Molecule- A molecule is an electrically neutral group of two or more atoms bonded together.

Nucleus- The central part of an atom.

Electron- It travels around the nucleus at a very fast rate.  Electrons carry a negative electrical charge.

Proton- A part of the nucleus of an atom. Protons carry a positive electrical charge.

Neutron-  A part of the nucleus of an atom. Neutrons carry no electrical charge.

Lava in a Cup... (by Science Bob)

* A clear drinking glass
* 1/4 cup vegetable oil
* 1 teaspoon salt
* Water
* Food coloring (optional)

1. Fill the glass about 3/4 full of water .
2. Add about 5 drops of food coloring - I like red for the lava look.
3. Slowly pour the vegetable oil into the glass. See how the oil floats on top - cool huh? It gets better.
4. Now the fun part: Sprinkle the salt on top of the oil.
5. Watch blobs of lava move up and down in your glass!
6. If you liked that, add another teaspoon of salt to keep the effect going.

The project above is a DEMONSTRATION. To make it a true experiment, you can try to answer these questions:

1. How long will the effect go on if you keep adding salt?

2. Will other substances (sand, sugar. etc.) work the same as salt?

So what's going on? Of course, it's not real lava but it does look a bit like a lava lamp your parents may have had. First of all, the oil floats on top of the water because it is lighter than the water. Since the salt is heavier than oil, it sinks down into the water and takes some oil with it, but then the salt dissolves and back up goes the oil! Pretty cool huh?

Text Book work today. Questions

These are the questions that were on the board that some of you might not have gotten down before our time was up..


6. Complete an informational chart with facts you compiled during the reading.
     Composite Volcano               Shield Volcano         Cinder Cone Volcano
     *                                             *                                *
     *                                             *                                *
     *                                             *                                *


7. Chose one of the volcanoes. Pretend you are watching it erupt from a safe distance. Write an article (2 paragraphs) for a newspaper about what you had seen happening.


8. Look up images of Mt. Fuji. Create a colorful illustration of one of the images.

Science Home Project!!! YAY! Plate Tectonics

This project is centered around our unit on plate tectonics. Students will draw a project out of a bucket. The possible project themes are.... earthquakes, volcanoes, tsunami, and or mid ocean ridges. Students will also present their project in class. Students will have 2 weeks to complete the project.

* Students will make a project at home. I would encourage using house hold items and not bought kits. YOU DON'T HAVE TO SPEND MONEY TO COMPLETE THIS PROJECT :) I'm looking for creativity.

Student will also include a 1 page written report about their project including but not limited to these questions:
* What plate boundary is responsible for the creation of your project?
* Where is a real life example located on the earth of your project?
* What kind of damage can your project create in real life?
* Write a section about how you made your project that includes but not limited to the following questions....
* What did you make it out of?Who helped you?
* How long did it take to build?
* Any changes you would like to make to the final project if you could?
* Rate your project on detail work with 5 Stars being 'awesome' and no stars being poor. Explain why.

PROJECT IS DUE MARCH 1

Tsunami Narrative Story

Your Tsunami Narrative Story- “What would you do?”

25pts total

- Clear introduction paragraph (5pts)

- Body of the story (rising action, conflict) (5pts)

- A clear resolution to the story and ending to the entire story (5pts)

- Nice neat penmanship, grammar, punctuation (5pts)

- STYLE (5pts)

New Vocab

Metamorphic rock- rock altered by pressure and heat.

Igneous rock- rock formed by the cooling of molten magma.

Sedimentary rock- rock formed from consolidated clay sediments.

Rock cycle- The rock cycle is the natural process in which rocks transform from one rock type into another rock type over time, a type of natural recycling

Trench- A long, narrow ditch.

New Vocab

Epicenter- The epicenter of an earthquake is the place on the surface of the earth that is above the focus of the earthquake, not the place where the earthquake originated.

Focus Point- The point where the earthquake originates

Tsunami- A long high sea wave caused by an earthquake or other disturbance.

Tidal Wave- A tidal wave is produced by the daily tides, which are caused by the gravitational pull of the Moon and Sun.

Richter Scale- The Richter scale is a measurement of the magnitude of earthquakes.

Earthquake Building Design

Students will participate in an IN CLASS earthquake project. They will be in groups of 2-3. The goal is to construct a strong building structure that can withstand a 7.5 magnitude earthquake. Here are the guidelines:

• Each group must hand in a blue print of their building design.
• Each group will be given 70 popsicle sticks to begin. They will be given sticks in increments of 10.
• Each structure needs to be atleast 26 inches at the tallest point.
• Each structure needs to have a platform for the container of rocks to rest during the test. The platform must be off the ground at a minimum of 5 inches.
• Each structure will be tested under the stress of an earthquake for a duration of 1 min. 

DAY 1Earthquake Building Project

·      Teams of 2-3.

·      Building will need to be at least 26 inches tall and have a platform/shelf 5 inches  off the ground

·      Research about an earthquake structure that has survived.  Decide on what would be the best structure design for your building.    Take NOTES

·      Complete a blueprint for your building.

·      Write a paragraph (5-7 sentences) about why you chose the specific design. Have it approved by the teacher.

Jan 16th class online lab 'Plate Tectonics'

* You will need to open a word document and minimize it.

* You will also open the Internet browser to the Online Lab 'Plate Tectonics'.  Click here

*Follow the directions on this link and print your word document (where your answers will be) and hand it in the tray.

* Don't forget your name and homeroom!!!!!

Science Review

Science Review (1-2pages)     Jan 7. 2013

 Write a review of the first part of the school year with information that you have learned about the big bang theory and Earth’s history.

Intro- 5pts

Body- 15pts (atleast 3 supporting details)

Conclusion- 5pts

Earth;s Structure Vocab

Earth’s Structure

28. Crust- Earth’s outermost layer.

29. Mantle-  The layer directly beneath the crust.

30. Core-  The innermost layer.

31. Plate tectonics- The theory scientists use to explain plate movements.

32. Lithosphere- Zone that floats on the asthenosphere and includes all of the crust and the upper part of the upper mantle.

33. Asthenosphere- Zone of partially melted rock in the upper mantle.