1. CATALYST Study “Designing an Experiment” Know bolded vocabulary and 4 questions to ask yourself in designing an experiment Be able to put this in your own words Number the pages of your SIN

2. First and last name Science fair question Period Date

3. STANDARDS S8CS1 a. Understand the importance of— and keep—honest, clear, and accurate records in science.

4. OBJECTIVES S8CS1 a. Understand the importance of— and keep—honest, clear, and accurate records in science. How will I stay organized in Science class this year? EQ

5. HW Complete SIN set-up (info. posted on class website). Read pp. 49-52 in text. Write vocabulary meanings and draw pictures for Week 2 vocabulary terms in the glossary of you SIN. __________________________________ COLLECT CITATION

6. PAGE 1 NAME FALL 2014 SCIENCE INTERACTIVE NOTEBOOK MS. ITALIANO If found, please return SCHOOL-APPROPRIATE PICTURE

7. TABLE OF CONTENTS PAGEDATEASSIGNMENT 1 8/18Cover Page 3 8/12 Class Goals 4 8/12 Learning Styles Inventory 5 8/13 2014 Goals for Science Class 7-14 Table of Contents 15-17 Standards 19-40Glossary 41-80Catalysts p. 7

8. GLOSSARY p. 19 GLOSSARY WEEKTERMMEANINGPICTURE 2ELEMENT 2COMPOUND 2 HETEROGENEOUS MIXTURE 2 HOMOGENEOUS MIXTURE

9. Week 2 Vocabulary

10. ELT Define the Problem Do Background Research Specify Requirements Brainstorm Solutions Choose the Best Solution Do Development Work Build a Prototype Test and Redesign

11. Engineering Design Process STEP 1: Identify the Problem STEP 2: Identify Criteria and Constraints STEP 3: Brainstorm Possible Solutions STEP 4: Generate Ideas STEP 5: Explore Possibilities STEP 6: Select an Approach STEP 7: Build a Model or Prototype STEP 8: Refine the Design

12. STEP 1: Identify the Problem - Students should state the challenge problem in their own words. Example: How can I design a __________ that will __________?

13. STEP 2: Identify Criteria and Constraints - Students should specify the design requirements (criteria). Example: Our growth chamber must have a growing surface of 10 square feet and have a delivery volume of 3 cubic feet or less. Students should list the limits on the design due to available resources and the environment (constraints). Example: Our growth chamber must be accessible to astronauts without the need for leaving the spacecraft.

14. STEP 3: Brainstorm Possible Solutions - Each student in the group should sketch his or her own ideas as the group discusses ways to solve the problem. Labels and arrows should be included to identify parts and how they might move. These drawings should be quick and brief.

15. STEP 4: Generate Ideas In this step, each student should develop two or three ideas more thoroughly. Students should create new drawings that are orthographic projections (multiple views showing the top, front and one side) and isometric drawings (three-dimensional depiction). These are to be drawn neatly, using rulers to draw straight lines and to make parts proportional. Parts and measurements should be labeled clearly.

16. STEP 5: Explore Possibilities - The developed ideas should be shared and discussed among the team members. Students should record pros and cons of each design idea directly on the paper next to the drawings. What prevents smooth flight? What are the forces of flight? What are the mechanics of flight? What shape of wings will…? What body shape will…? Research questions – take notes on what will help your design/support your idea. Cite any websites in APA format (www.citationmachine.net)

17. STEP 6: Select an Approach - Students should work in teams and identify the design that appears to solve the problem the best. Students should write a statement that describes why they chose the solution. This should include some reference to the criteria and constraints identified above.

18. STEP 7: Build a Model or Prototype - Students will construct a full-size or scale model based on their drawings. The teacher will help identify and acquire appropriate modeling materials and tools. See the design brief for a sample list.

19. STEP 8: Refine the Design - Students will examine and evaluate their prototypes or designs based on the criteria and constraints. Groups may enlist students from other groups to review the solution and help identify changes that need to be made. Based on criteria and constraints, teams must identify any problems and proposed solutions.

20. CATALYST 1. Partner with the other person at your table. 2. Sign on to the laptop under one of your usernames 3. Bring up a web browser (Chrome, Explorer, Firefox) 4. Go to www.explorelearning.com 5. In the upper right hand corner, click on the blue “Enroll in a Class” button. 6. Enter the class code for your period: 1 st JJEJGWUN6Z 3 rd BAWGCMJQJY 4 th 8QFVXJHZ4V 5th DRYP24FVTL Overflow Z2FM35ZFDC Register with your first and last name. You must register under the correct name to get credit. Both partners should do this.

21. STANDARD S8CS 9 b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating

22. OBJECTIVES

23. PLEASE DO NOT TOUCH THE COMPUTERS OR GLUE UNTIL GIVEN FURTHER INSTRUCTIONS THERE WILL NOT BE A WRITTEN CATALYST TODAY

24. CATALYST https://www.youtube.com/watch?v=l80bxaFrQuM&index=8&list=P LLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_ https://www.youtube.com/watch?v=l80bxaFrQuM&index=8&list=P LLvf0rO_bj8V0awTSgTmC-BYplNl_gsa_ What inspiration can y0u glean from this project? Write a scientific question for his project that includes what he is testing and what he hopes to find out.

25. STANDARD S8P1 b. Describe the difference between pure substances (elements and compounds) and mixtures

26. OBJECTIVES SWBAT identify pure substances and mixtures based on physical properties and chemical information SWBAT complete a “substance identification” investigation.

27. EQ What observable characteristics help in differntiating between unknown substances?

28. HW Create flash cards for Week 2 vocabulary terms- word on one side, meaning on the other side. Study twice both ways.

29. Quiz: Experimental Design B C D A What materials do you have available? What can you observe? What will you change? What will be measured?

30. CATALYST = VQ2 Get a half sheet of paper from Ms. Italiano Title your paper VQ 2 Write your name, date, and period in the upper right hand corner Copy these words (spelling counts) Element Compound Heterogeneous mixture Homogeneous mixture Under the words, number your paper 1-4

31. EXAMPLE Annie Italiano August 22, 2014 Period 1 VQ 2 Element Compound Heterogeneous mixture Homogeneous mixture 1. 2. 3. 4.

32. Directions: For each picture below, indicate if it is an element, compound, heterogeneous mixture or homogeneous mixture by writing the corresponding term next to the number of the picture on your paper. Watch your spelling 1. copper www.regencymint.com 2. Salt water blog.farwestclimatecontrol. com 3. M&Ms ™ www.quizlet.com 4. Baking Soda - Sodium Bicarbonate (NaHCO3) grime-scrubbers.com

33. EXPLORE On page 97 of your SIN, Make a chart with 17 rows: NumberSubstance Element, Compound, Heterogeneous Mixture, or Homogeneous Mixture? Justification – why did you choose what you did?

34. EXPLAIN How can you tell the difference between elements, compounds, homogeneous mixtures and heterogeneous mixtures?

35. EVALUATE Water Hydrogen Salt Salt water

36. PERIOD 4 JIGSAW Look up your topic in the textbook and read about it Describe your topic in note-form (shorthand, jot dots, bullets). Give an example of it Draw a picture to illustrate it. 1. the difference between an element and a compound 2. the difference between a heterogeneous mixture and a homogeneous mixture 3. the relationship between atoms and elements 4. what is a solution? 5. how do atoms form compounds? 6. what is the relationship between a molecule and a compound 7. What are physical properties of matter? How are they determined? 8. What are chemical properties of matter? How are they determined?