Science

Week 1 : Heredity

Make sure that you know these topics

• Meiosis
• Simple Punnet Squares (2 x 2)

You may choose any one of these projects to complete:

•  Who was Gregor Mendel?  What did he study?  What was his purpose?  Why is he so important? Any other interesting information? Make an informational poster about Gregor Mendel.  

• What is a pedigree?  How is it used?  Why is it so important?  Make a pedigree for your family.  Pick a trait and figure out how it dates back in your family. 

• Create an informative brochure that contains information about a genetic disorder.  Your audience is family members or friends who know someone with this genetic disorder.  Assume that they are able to read, with an 8th grade reading level. (If you don't know the word, neither do they).  Any of the websites below have information about genetic disorders.  Please approve your choice with your teacher first.  If you wish to go to the library to find books, then let the teacher know.

• http://www.ygyh.org/
• http://kidshealth.org/teen/diseases_conditions/genetic/genes_genetic_disorders.html
• http://learn.genetics.utah.edu/content/disorders/
• http://learn.genetics.utah.edu/content/chromosomes/diagnose/  

Week 2 : Heredity

Make sure that you know these topics

• Meiosis
• Simple Punnet Squares (2 x 2)
• Homozygous vs. Heterozygous
• Dominant vs Recessive
• Allele vs gene
• genotype vs. phenotype

Continue working on your projects from last week.  If you are finished with those projects.  Go to these websites to practice Punnett squares. Also make sure you know the vocabulary from above.

·         Basketball Punnett Squares http://sciencereviewgames.com/srg/games/hs.php?id=136

 

·         Soccer Punnett Squares http://reviewgamezone.com/games/supertaker/?61&title=Punnett%20Squares&id=61

 

·         Punnett Square Games http://reviewgamezone.com/game.php?id=61

·         http://www.lessonpaths.com/learn/i/genetics-6/draganddrop-genetics-monohybrid

 
Week 3 : Heredity

Make sure you know:

• Important people of the DNA discovery
• Structure of DNA
• DNA replication
• Mutations
• Environmental changes with phenotypes (ex - smoking)

Projects

• Research about a specific mutation that occurs in the DNA.  Are there different types of mutations?  Are all of the mutations bad?  What good mutations are there?

 

• Research about the timeline and discovery of DNA.  Was there anything that seemed to be mischievous about the discovery of DNA? 

 

• What is the structure of DNA?  How is it replicated?  Create a model of the different parts or make a drawing with labels.

Test Review

Cell Theory

• All organisms are made of one or more cells.
• The cell is the basic unit (building block) of all living things.
• All cells come from existing cells. 

Cell Parts

• Cell membrane – outer protective layer and helps control what goes in/out
• Cell Wall –outer supportive layer and helps control what goes in/out
• Nucleus --brain of the cell where DNA is held
• Mitochondria - how animal cells get their energy (respiration)
• Chloroplast --how plant cells get their energy (photosynthesis)

Photosynthesis vs. Cellular Respiration

• Photosynthesis is how plant cells get food
• Photosynthesis uses carbon dioxide, water, and light.
• Photosynthesis makes oxygen and glucose
• Cellular Respiration is how animal cells get energy
• Cellular Respiration uses oxygen and glucose
• Cellular Respiration makes carbon dioxide, water, and light.
• They are connected because the end products of on is used in the start of the other.  It creates a cycle.

Mitosis

•  Mitosis is how more cells are created.  
• At the end of mitosis, two identical cells are created from one cell.  
• Mitosis happens by the DNA being copied.  The copies are then lined up and pulled apart into two new cells.

Learning Science Anywhere - Cells

Week 1 - Parts of a cell

Make sure you know all vocabulary words from Chapter 1.   Make sure you know the three parts of the Cell Theory. We will be having a vocabulary quiz on Friday.  

You may pick any one of these topics to research during this week:

1.  Research about the discovery of the cell.  What scientists were involved?  What did the scientist invent to discover cells?  What is the timeline of events that happened?  Make a timeline that can be displayed with the dates and important features.


2. Make a model of the eukaryotic cell.  What are the parts of the cell?  What are the major functions of those parts?  The model could be made out of anything (clay, jello, candy,  styrofoam, cloth).  Make a list of supplies so that they can be bought for you BEFORE Wednesday.


3.  Show the difference between prokayotic cells and eukaryotic cells.  What makes each one special?  What are different species (animals) in each group?  What does a typical cell look like?  Make drawings or a venn diagram to showcase the differences.




Week 2 -Cells in Action

Make sure you know all vocabulary words from Chapter 2.  Make sure you know photosynthesis, cellular respiration, and how they work together.  We will be having a CFA on Friday.


Pick any one of these topics to research during this week:

1.  Research about how two different organisms work together with one using cellular respiration and one using photosynthesis.  What would happen if one of the organisms died?  How would the process be affected if the sun was gone?  Make a drawing or picture representing how they are connected.

2.  Research about fermentation.  What are some items that can be fermented to make positive items?  How does the process work?  What happens when items ferment?  Is there any bacteria involved?  Pick something you want to ferment.  Make list of items you need and give to Mrs. Manuel.  (e.g. bread)



Week 3 - Mitosis

 Make sure you know all vocabulary words from Chapter 1-2.  Make sure you understand cell theory, photosynthesis, cellular respiration, and mitosis. 

You will be learning about Mitosis before the benchmark on Wednesday.  The instructions for you are listed below.

1.  Go to at least two of the following websites:

• Biology 4 Kids
• HigherEd
• Nature
• Biology Arizona
• Video

2.  Determine what is happening in each of the phases of Mitosis

• Interphase
• Prophase
• Anaphase
• Metaphase
• Telophase
• Cytokinesis

3. Make a display of what is happening in each phase.  Some suggestions are listed below.

• Drawing
• Video
• Model

PLANETS

Use these website to research for your planet.

•  NASA 
• http://solarsystem.nasa.gov/planets/index.cfm

•  Space.com
• http://www.space.com/56-our-solar-system-facts-formation-and-discovery.html

• Welcome to the Planets

• http://pds.jpl.nasa.gov/planets/

• Nine Planets.org

• http://nineplanets.org/ 

• The Planets

• http://www.frontiernet.net/~kidpower/planets.html 

• National Geographic
• http://science.nationalgeographic.com/science/space/planets/ 

Fun places to explore when you are done

•  http://amazing-space.stsci.edu/resources/explorations/index.shtml

• http://spaceplace.nasa.gov/
• http://sungazer.net/gallery
• http://planetquest.jpl.nasa.gov/

Learning Beyond Astronomy

Remember you must take all CFA's and Benchmark tests!


Look up and study the important vocabulary words for the ENTIRE unit of Astronomy so keep them in close for the next six weeks.

Week 1: CFA on Friday

• Astronomy
• Year
• Month
• Day
• Orbit
• Supernova
• Light-year
• Galaxy
• Nebula
• Rotation
• Revolution
• Constellation
• Solar System
• Star
• Planetary System
• Universe
• Milky Way

Explore and Discover:  Pick ONE bullet point and answer it to the best of your ability.  You may create a PowerPoint, written paper, poster, or anything that allows me to see you have gained the knowledge of that topic.  If you complete one of the bullet points, then pick another one to explore.

•  How was the calendar created?  What types of bodies in space do we use?  Who decided about the dates and times of the calendar.  Research about different calendars that were used before we came up with the one that we have now. 

• Who are the major contributors to astronomy?  What did they discover?  What is the timeline?  Take a look at the list of these scientist:  Ptolemy, Copernicus, Tycho Brahe, Johannes Kepler, Galileo, Isaac Newton, Edwin Hubble. 

• How does the Hubble Telescope work?  What kind of mirrors and lenses does it use?  What was the first mission?   Was it the first major telescope?  Who was in charge?  Why was it so important?

 

• Pick a constellation or two to illustrate.  Tell its story by explaining how did it come to be, how was it founded in the night sky, and what is its origin story?  Some examples of major constellations you could research are Ursa Major, Orion, Cassiopeia, Scorpio, and Cancer.

 

Learning Beyond Light

Remember you must take all CFA's and Benchmark tests!

Look up and study the important vocabulary words for Chapter 3 Nature of Light as well as understand these important topics.

Week 1: Test on Friday

• Electromagnetic wave
• Radiation
• Electromagnetic Spectrum
• Infrared Waves
• How are electromagnetic waves are individually different?
• What are the uses for radio and microwaves?
• How are frequency and wavelength different in the electromagnetic spectrum and specifically in the visible light spectrum?

Explore and Discover:  Pick any two bullet points and answer them to the best of your ability.  You may create a PowerPoint, written paper, poster, or anything that allows me to see you have gained the knowledge.

• Who discovered light?  What led them to those discoveries?  What did they find specifically?  What experiments of theirs could you recreate to help you understand light?  How did they discover how fast light traveled?

• How is lightning produced?  Why does it occur?  Does it have different colors?  Why do you see lightning first before thunder?  Describe how weather men use lightning during their forecasting? 

• Compare and contrast any THREE types of waves on the electromagnetic spectrum.  What are they used for in real life?  Can they harm you?  When were they discovered?  

• What is a prism? How does it work?  When can you see this the best?  What does it have to do with visible light?  How can we see colors?

Week 2: Test on Friday

• White Light
• Reflection
• Absorption
• Scattering
• Refraction
• Diffraction
• Transmission

Explore and Discover:  Pick any two bullet points and answer them to the best of your ability.  You may create a PowerPoint, written paper, poster, or anything that allows me to see you have gained the knowledge

• Compare and Contrast: Pick two appliances from the list below and explain how each makes use of the electromagnetic spectrum to do its job. (Appliances: microwave, police scanning radar, heat lamps, television, x-ray machines)

a.       Terms: electromagnetic spectrum

•  Compare and Contrast: reflection and refraction are very different. Explain, to an 8-year old, the difference between the two. Which presents the truer representation to the viewer?

a.       Terms: reflection, refraction

•  Explain: how do the headlights on a car function? Why would you be told not to use high beams headlights or “brights” when it is foggy outside? What prevents headlights from doing the job they’re meant to do?

a.       Terms: reflection, absorption, scattering, diffraction, interference

• Scenario/Create: I had a student once who loved art, but when she painted, she was frustrated when we didn’t have the color she wanted. She knew nothing about colors, other than what she could already see (like a bottle of red paint). If she wanted to paint a color on top of another, but still see both, she was upset when she couldn’t. Create a booklet for her to explain how colors work, like with paint. Think about their properties, how colors are absorbed and reflected, and how colors can be created. *Note – if it helps, think about explaining a painting you select to her and how that painting may have been created in terms of color.

a.       Terms: transmission, visible light (spectrum), transparent, translucent, opaque, pigment

Week 3: Benchmark on Friday

• Transparent
• Translucent
• Opaque
• Pigment 
• Cornea
• Pupil
• Iris
• Optic Nerve
• Sclera
• Retina
• Lens (Concave and Convex)
• Nearsightedness and Farsightedness
• What are the parts of the eye?
• How do you correct vision problems like nearsightedness and farsightedness?

Explore and Discover

• Explore the parts of the eye.  How do they work with your brain?  What is the real image that you see?  Make a diagram or a real life model to show how the parts work together.  For example, how do the muscles around the lens work?

• What are common vision problems that people have and how are they fixed?  What is the most common vision problem with children or with adults?  What is the best way to prevent vision problems?  You may choose one disease or problem and research fully.

 

• What is it like to be color blind?  What happens to their genes?  Is there any way to fix this problem?  What colors do they see?  How do you find out that you are color blind?  Take a survey in our class about the amount of people that are color blind? 

Sonar, Echolocation, & Telescopes

 TWO OPTIONS

• Research and pick two animals or devices that use sonar or echolocation.  Compare and contrast the two different items 
•  http://www.dosits.org/science/soundsinthesea/peopleanimalsuse/sonar/

 

• Research about Telescopes and how they use reflection and refraction to work.  
• http://space.about.com/cs/telescopes/a/scopebasics.htm

 

WHAT TO DO?

• Draw two important pictures your audience needs to understand
• Write out any important vocabulary for your audience to understand
• Write at least 4 complex sentences about how this relates to our wave unit.
• Write at least 4 complex sentences about important facts your audience needs to know.
• Create 1-2 summary sentences and post on the padlet

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