*Combustion of sugar: what are the products of this reaction?
Design a device to collect products of this reaction.
Perform tests to identify the products.
Friday 9/11
Create systems analysis diagrams to describe what we've learned to date.
QUIZ
WEEK 3: 9/14 through 9/18/2009
Date
UNIT: Cellular Respiration
Class Topics
Assignments
Monday 9/14
Perform final gas test. Formulate conclusion about what makes bread rise. Intro to systems analysis diagrams. Read background info on rice.
Tuesday 9/15
Set up rice-growing containers. Sow rice. Edit first drafts of Yeast Methods.
Wednesday 9/16
Discusss relationship between produccers (like rice) and consumers (like yeast) - matter & energy.
Thursday 9/17
Testing hypothesis that consumers release energy from sugar through respiration.
Modeling the concept of a consumer based on our systems analysis diagrams.
Friday 9/18
Analyse data from yeast & heat experiment.
Write the Results portion of a lab report using yeast & heat data.
WEEK 4: 9/21 through 9/25/2009
Date
UNIT: Cellular Respiration
Class Topics
Assignments
Monday 9/21
Create line graphs of personal and class data from Yeast & Heat lab. You should create one line graph with four lines, two representing your personal group data and two representing your class (averaged) data.
Complete your line graph.
Tuesday 9/22
*Pre-write to create ideas for your Results.
*Write the paragraph portion of your Results using the graph you made.
NOTE: TEST next Tuesday!
Wednesday 9/23
*Describe the relationship between consumers and producers using systems analysis diagrams (poster).
*You will have approx. 20 mintues to work on writing your Results.
Proofread (& print, if necessary) your Results.
Thursday 9/24
*Turn in your Results [Results paragraph + line graph + data table + pre-write].
Rube Goldberg machine: As a class, design & build a Rube Goldberg machine with a minimum of 4 distinct parts that dispenses hand sanitizer into a hand.
*Today, you will break into four groups. With your group you will design/sketch one or two possible pieces of the class RG machine.
*In the last 20 minutes, you will come together as a class to discuss how to integrate the ideas from each group into a single machine, making compromises and changes as needed.
*Create a list of supplies & materials that may need to be brought from home (with permission). Assign students to be responsible for bringing in these items for tomorrow's class.
You will be assessed on your participation & reflection on the RGM:
* share ideas.
* use constructive criticism.
* recognize that team members are as important as leaders.
* be creative, let your imagination run free!
* use pulleys, ramps, and/or levers.
* address the reflection Q's thoroughly.
Thursday 11/19
Rube Goldberg machine:
*With your group, begin building your group's piece of the RGM. Use simple materials like paper towl tubes, marbles, string, k'nex, rubber bands, clothespins, etc.
*One student in each group will be designated as an ambassador to the other groups. The ambassador will help communicate with other groups so that parts of the RGM are built to work with each other.
*All parts of the RGM must be portable so that they can be stored on a cart when 8th grade science is not in session.
*In the last 10 minutes, al groups will come together and report progress of their part of the RGM to the rest of the class. It is important that as the pieces are built, they are designed to work together.
Friday 11/20
Rube Goldberg machine:
Continue to build parts of the RGM. Stay in communication with the other groups!
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