Summary

Today we will be finishing off for the year, as this will be your last year 7 Science lesson before the new timetable starts! Answer the following in your books:

1. What have you enjoyed about Science this year?
2. What would you have liked to change?
3. What do you feel you've got better at doing?
4. What are you most excited for about next year?
5. The last thing to do - and this is very important - is to try and find an activity or game that has something to do with Science from this year. It could be anything that you're interested in or even something that we haven't looked at in class - it just has to be related to Science! Send me the link if you find a good one, there will be achievement points for good resources.

Do the quiz

http://www.kidsastronomy.com/fun/quiz.htm

For each topic make a PowerPoint slide with as much information as possible. Answer the questions on the slide. This work will be marked and used to grade you. If you misbehave, you will be logged off and given a text book.

2 Planets with rings

Find a picture of a planet with rings, now answer the questions on a PowerPoint slide

Which planets have rings?

What are the rings made off?

Why do planets have rings?

How many planets are there in our galaxy?

3 Stars

Find a picture of a star

Go to

http://www.kidsastronomy.com/stars.htm

Find the name of two different types of stars and write it down 

Make a slide with photos of two types of stars

Write down 2 interesting facts about them

4 Black Holes

Find a picture of a black hole

http://www.kidsastronomy.com/black_hole.htm

How is a black hole formed?

What force do black holes have that is very high?

Write down 2 interesting facts about them

Where is t the nearest black hole to earth

5 Galaxies

Find a picture of a galaxy

Go to

http://www.kidsastronomy.com/galaxys.htm

Name three types of Galaxies 

Write down 2 interesting facts about them

What is our galaxy called?

What is the nearest galaxy to us called?

6 Universe

Can you explain the universe?

Alien life Lesson          14/6/12

1)Go to:

http://www.bbc.co.uk/schools/ks3bitesize/science/environment_earth_universe/astronomy_space/activity.shtml

Do the Activity

2)Go to:

http://www.enchantedlearning.com/subjects/astronomy/planets/index.shtml

Read about your favourite planet.

 

a)Write down,  5 facts about your planet on a powerpoint slide, and find a photo of your planet, Write down 5 similar facts about the earth 

b)Imagine you are an Alien living on your planet think about how you would would deal with the enviroment, Go through all 5 facts and decide how you alien will survive. Think about where they live, what they eat, how they move, how they communicate, how they repoduce

                For example:

                Jupiter is made of gas so my alien can fly with wings

Or

Mercury has a very hot surface temperature so my alien has a reflective skin

Draw a picture cartoon with powerpoint about your alien that lives on the planet.

Modelling particles and their processes 21/5/12

Hi Class we will continue our modelling activity today, the work you submit will be marked and you will be given a level based on it, so better put on the thinking caps and work quickly.

You will be judged on your scientific knowledge but also ability to follow the instructions and present work.

Have fun, remember rules about uniform, phones and misuse of computers-so don’t even think about misusing the internet for non work related purposes.

Good Luck!

TASK 1

i) Open PowerPoint and draw a particle using the circle tool, fill the particle in so it has a colour.

 ii)Copy and paste the particle so you can form the structure of what a solid should look like, write the title: This is a solid.

iii)Do the same for liquids and gases.

ACHIEVING THIS WILL GET YOU LEVEL 2

TASK 2

i) On a new slide make a title: Particles vibrating in a solid.

ii) copy your solid from the other slide,

iii) now copy the whole slide, and change the position of the particles so they look like they are vibrating when you go through the slides

iv) copy the slide again and move to solid molecules back to the original position, use a total of 5 slides to complete the animation

ACHIEVING THIS WILL GET YOU LEVEL 3

TASK 3

 Now continue using pictures and words to make a diagram or animation that shows,

·          A  solid melting into a liquid

·         A liquid boiling.  The particles escape into the air, and no longer touch each other.

·         A solid dissolving in water ( use two colours of particles)

ACHIEVING THIS WILL GET YOU LEVEL 4

TASK 4 Read the following:

·         Conduction is the transfer of heat through solids

·         Convection is the transfer of heat by particles moving upward in a liquid or gas

·         Radiation is the transfer of heat from a source in every direction through 

Can you write how the process of conduction, convection and radiation are all happening in a beaker full of water being heated on a Bunsen burner?

Write you answer on a slide

ACHIEVING THIS WILL GET YOU LEVEL 5

TASK 5 – Extension

·         See if you can find out what an egg is made of, and why it changes colour from transparent to white as it cooks.  Write an explanation on a slide, and include an animation or picture if you like.

ACHIEVING THIS WILL GET YOU LEVEL 6

Modelling particles and their processes 15/5/12

Hi Class!

We are doing animations today, so have fun, remember rules about uniform, phones and misuse of computers-so don’t even think about playing games..

1) 4 min Go to

http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/particle_model/activity.shtml

and do the activity

2i)) 15 min Open PowerPoint and draw a particle using the circle tool, fill the particle in so it has a colour

 ii)Copy and paste the particle so you can form the structure of what a solid should look like, write the title: This is a solid

iii) Do the same for liquids and gases

3)i) 5min, On a new slide make a title: Particles vibrating in a solid

ii) copy your solid from the other slide,

iii) now copy the whole slide, and change the position of the particles so they look like they are vibrating when you go through the slides

iv) copy the slide again and move to solid molecules back to the original position, use a total of 5 slides to complete the animation

4) 30 min Now repeat 3 with some of the following

·          Model a solid melting into a liquid

·         Model particles moving past each other in a liquid

·         Model a liquid boiling.  The particles escape into the air, and no longer touch each other.

·         Model a gas subliming into a solid (Hard)

·         Model a solid dissolving in water (Hard: use two colours of particles)

Today we will be seeing the thermite demonstration in period 3.  Before this, make sure you have printed off your notes on thermite from last week, and included the chemical reaction that occurs.
Once you've done that, answer these questions -

1. How can you tell a chemical change has occurred? - http://www.ric.edu/faculty/ptiskus/chemical/
2. Explain what kind of change happened to cook this egg, and how you would know if you'd been there when it happened -                                         
3. What is the term for when something goes from a solid straight to a gas? How about in reverse? - http://employees.csbsju.edu/hjakubowski/classes/chem%20and%20society/elementsatomsmol/olatommolstruct.htm
4. Watch this video.  What is the word for how thick a liquid is? - http://videosift.com/video/Non-Newtonian-Fluids-Explained-Lbs-of-Corn-Starch-Used
5. What is the name of the new teacher who will be helping us for the next few weeks?
6. Give one example of a physical change from this website, and one you think of yourself - http://www.edinformatics.com/math_science/p_change.htm
7. Try this activity, what methods of heat transfer do you use to make the biscuits? - http://www.mochigames.com/game/making-anzac-biscuits/
8. Watch this video in class if you can, otherwise do it for homework. Make sure you can explain to someone ALL the ways that you know this is a chemical change not a physical one.

Today we will be doing some research into something called thermite to get ready for next week. Try and find information on the following that you can print out at the end:

What is thermite?
What is used to make it?
What can it be used for?
What elements are involved?
Why is it dangerous?
Is the reaction a chemical or physical change?

Include any diagrams that you find, and save and print your work at the end of the lesson.

Introduction

Today we will be looking at the start of the 'Cook' unit.  Answer the following questions in your books to help get ready for the practical in period three:

1. How mayn ways of heating something are there? - http://www.wisc-online.com/Objects/ViewObject.aspx?ID=sce304 
2. Explain what types of things conduction, convection and radiation occur in - http://www.bbc.co.uk/scotland/learning/bitesize/standard/physics/energy_matters/heat_in_the_home_rev1.shtml#top
3. Imagine you are at a bbq cooking some food on the grill.  What types of heat transfer are warming up the food?

                  
4. Use the table on this page to give two examples of conduction during cooking - http://www.cookingforengineers.com/article/209/Heat-Transfer-and-Browning-Foods
5. List one thing you SHOULD do and one thing you SHOULD NEVER do when using Bunsen burners - http://www.wpi.edu/offices/safety/bunsen.html
6. How many people in the U.S. have burns injuries each year? - http://www.burnsurvivor.com/burn_statistics.html
7. What methods of heat transfer are used here? - http://www.ecookinggames.com/game/pumpkin-pancakes/  , http://www.cookinggames.com/ ,
8. Imagine someone was cooking your favourite meal for dinner. What is the recipe and what types of heat transfer are involved?


HOMEWORK - Watch this short video, and write down how Heston uses each method of heat transfer to make the meal.  Bring your answers in for an achievement point next week!

Cook

Today we will having a look at some things we will be doing next term in the 'Cook' unit. Answer the following questions in your book:

1. How many different ways can things be heated up? - http://www.wisc-online.com/Objects/ViewObject.aspx?ID=sce304 
2. Give three examples of radiation heating things - http://www.wisc-online.com/Objects/ViewObject.aspx?ID=sce304
3. What do you think is in this soup? Click on the link below to find out:

4. http://www.thatsweird.net/picture40.shtml
5. What are the three states that matter can exist in? - http://www.sciencekids.co.nz/gamesactivities/gases.html
6. What dangers are involved with using liquid nitrogen? How cold is it? - http://www.telegraph.co.uk/news/worldnews/europe/germany/5821433/German-Heston-Blumenthal-blows-off-both-hands-in-liquid-nitrogen-kitchen-accident.html
7. What are scientists doing to help make ice cream taste better? - http://www.geekosystem.com/avalanche-research-ice-cream/
8. What are century eggs? Are they cooked or made another way? - http://www.instructables.com/id/century-eggs/
9. Play this game, writing down one reversible and one irreversible change - http://www.bbc.co.uk/schools/ks2bitesize/science/materials/changes_materials/play.shtml

Electricity and Magnets

Today we're going to conclude our introduction to circuits and start ooking at magnets.  Answer the following in you books -

1. what are the two ends of a magnet? - http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricity_forces/magnets_electric_effects/revise2.shtml 
2. what is one way of creating a magnetic field with electricity?  - http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricity_forces/magnets_electric_effects/revise4.shtml
3. what is one common use for electromagnets? - http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricity_forces/magnets_electric_effects/revise5.shtml
4. Try this activity - what materials can the magnet pick up? - http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml
5. Which ends of magnets stick together? - http://www.coolmath-games.com/0-magnets/index.html
6. Which two kinds of particles are attracted to each other in this game? What repels what? - http://www.candystand.com/play/magnets
7. What charge does an electron have? - http://wiki.answers.com/Q/What_charge_does_an_electron_have
8. Extension - If an object (like a piece of plastic) had a lot of eletrons on it, would it attract more electrons or not? explain your answer.
9. If the electrons (red dots) are attracted to the blue circle, what charge must it have? - http://www.mjgames-online.com/games/electrons.php

Electromancer

Today we're starting on the new unit "Electromancer', looking at electricity and magnets. Answer these in your books -
1. Which three metals are magnetic - http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricity_forces/magnets_electric_effects/revise2.shtml 
2. What does a circuit need to allow a current to flow? - http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricity_forces/electric_current_voltage/revise2.shtml
3. Complete the activities on this site, draw and label the symbols for a battery and a switch in your books - http://www.hyperstaffs.info/work/physics/child/main.html
4. Explain the effect of using a longer wire on the brightness of the bulb in a circuit - use the link from question 3.
5. What do particles have to do to create electricity? -http://www.rkm.com.au/animations/animation-electrical-circuit.html
Extension - Complete this activity by building circuits and doing the quiz - http://www.bbc.co.uk/schools/scienceclips/ages/10_11/changing_circuits_fs.shtml 

Forensics Summary

Answer the following questions in your books:

1. Explain what happens to particles during diffusion. - http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/behaviour_of_matter/revise4.shtml
2. Name one gas that could have poisoned the gaurd.  Where does this gas come from? - http://www.netdoctor.co.uk/health_advice/facts/carbonmonoxide.htm
3. What was chloroform used for by Doctors and Dentists? - http://www.chloroform.co.uk/
4. What does insoluble mean? - http://chemistry.about.com/od/chemistryglossary/a/insolubledef.htm
5. List 2 things that influence how fast things diffuse - http://www.austincc.edu/~emeyerth/diffuse2.htm

Extension: What does the iodine do before it sticks to the fingerprint? - http://sciencefair.math.iit.edu/projects/fingerprints/

Try these once you're finished - http://www.sheppardsoftware.com/Elementsgames.htm ,
http://www.creative-chemistry.org.uk/ , http://investigation.discovery.com/interactives/fingerprint-memory/easy.html , http://www.nist.gov/public_affairs/licweb/suspect.htm ,

Types of forensic evidence

Today we will be looking at different types of forensic evidence.  We are covering some in class with practicals but there are plenty of other kinds of evidence.

1. How many bullets were fired during this crime? How did police know? - http://www.nibin.gov/press/firearms-forensics-boulder-co.pdf
2. Play the game on http://www.trutv.com/shows/forensic_files/games/hiddenmine/index.html , listing one clue that helped you catch the gold thief:
3. If someone's fingerprints are at a crime scene, does it mean they committed the crime?
4. Watch this video (there's music playing but no talking so don't worry if you don't have sound). Why would the Scientist be wearing gloves? - http://www.youtube.com/watch?v=dOdPirQQh9Q
5. A crime has been committed in this office.  See if you cna spot all the objects that have been moved.  make sure you list them in your book as you go!  - http://forensics.rice.edu/html/comparison.html
6. Match these fingerprints to the samples from the crime scene. http://www.trutv.com/shows/forensic_files/games/fingerprint/index.html 
7. How are the fingerprints on our bodies formed? - http://www.sharecare.com/question/how-fingerprints-formed-in-womb

Finally, try any of the links from this website - http://forensics.rice.edu/

Forensic observation skills

Today we will be doing some work on Forensic Scientists and thinking about the skills they need to be good at their job.

1. Here is another version of the video we saw this morning. 
   
   Write what you need to do to be able to do to see the Bear:

2. Read the article on this link - http://www.history.com/this-day-in-history/forensic-evidence-solves-a-crime What did the forensic investigators need to look for to convict the killer?

3. Why might it be important for Forensic Scientists to take lots of photos at a crime scene?- http://science.howstuffworks.com/crime-scene-photography.htm

4. What are latent fingerprints and how can they be recorded? - http://www.wisegeek.com/what-are-latent-fingerprints.htm

5. Why is teamwork important for Forensic investigators? Think about the activity we did in class with the skeleton last week: - http://www.askaforensicartist.com/great-teamwork-to-reading-and-west-reading-police-departments/



Here are some activities to try once you're finished -
http://www.trutv.com/shows/forensic_files/games/hiddenmine/index.html
http://investigation.discovery.com/interactives/interactives.html

This video is good to watch if you have headphones - http://investigation.discovery.com/videos/solved-trace-evidence.html

Test revision

To prepare for the test on period 3 next Wednesday, make sure you have a good look at the hand out from class and understand each question.  If you have finished all that or need more to revise, use these links:
Mammoths - http://www.enchantedlearning.com/subjects/mammals/mammoth/
Sea Turtles - http://www.worldwildlife.org/species/finder/marineturtles/marineturtles.html
Polar Bears - http://www.nwf.org/Wildlife/Wildlife-Library/Mammals/Polar-Bear.aspx
Remember that we will have period 1 on Wednesday to revise, so come prepared with any questions or thigns you aren't sure about.  Good luck!

The video about Mammoth adaptations that we watched in class.

Adaptations and keys

Today we will be looking at animal adaptations, and how sientists use keys. Answer the following questions using the links provided:

1. Explain what the word 'adaptation' means in relation to animals - http://www.biology-online.org/dictionary/Adaptation
2. What species do we belong to? - http://www.bbc.co.uk/schools/ks3bitesize/science/organisms_behaviour_health/variation_classification/revise7.shtml

3. Go to http://mrskingsbioweb.com/worksheets/Classification%20Keys.pdf There are several animals drawn on the page, and a key below to help you identify them.  Pick an animal and see if you can get to the end of the key. Write down the steps you used to get there.
HINT - Snakes, fish, frogs and reptiles (like tortoises) are ectothermic while everything else is endothermic.

4. What are dichotomous keys used for (they are the type of key we made yesterday and used in the last question)? - http://www.saskschools.ca/curr_content/biology20/unit3/unit3_mod1_les2.htm

Try this quiz and other activities once you're finished the questions - http://users.netrover.com/~kingskids/quiz_science/animals/quiz1.html
http://www.teachersdomain.org/asset/lsps07_int_animalclass/
http://sciencenetlinks.com/interactives/class.html
http://www.kidscom.com/games/animal/animal.html

Polar Bears

First of all, check the comments in your books about what youre doing well and what you should try and improve on.

Today we will be finding out more about how polar bears live and survive in thie habitat.  Use the links to answer each question in your books.  Make sure you write in full sentences!

1. What do Polar Bears mainly eat? - http://www.seaworld.org/animal-info/info-books/polar-bear/diet.htm
2. What colour is their skin? How does this help them? - http://library.thinkquest.org/3500/polarbear.htm
3. How many are there estimated to be left in the wild? - http://www.worldwildlife.org/species/finder/polarbear/polarbear.html
4. What is the main threat facing Polar Bears? - http://www.worldwildlife.org/species/finder/polarbear/polarbear.html
5. When do Scientists think that the polar sea ice might stop forming in winter? - http://www.wwf.org.uk/adoption/polarbear/
6. Give one similarity between Polar Bears and Mammoths: (Think about what they looked like, and threats that they both faced)

Try these once you're done - http://www.electrocity.co.nz/ or http://www.3form.net/flakeshake/

Animal reproduction

This morning we will be looking at how different animals reproduce.  Choose two of the animals from the list below and explain the points from the board about how they reproduce.

• Clownfish (Nemo fish) - http://tolweb.org/treehouses/?treehouse_id=3390
• Great White Shark - http://www.enchantedlearning.com/subjects/sharks/species/Greatwhite.shtml
• Sea Horse - http://www.animalcorner.co.uk/marine/seahorse/seahorse_reproduction.html
• Blue Whale - http://www.blue-whale.info/Reproduction_of_Blue_whale.html
• Elephant - http://www.elephant-world.com/elephant-reproduction.html
• Penguin - http://www.penguins-world.com/penguin-reproduction.html 
• Frog - http://www.vnc.qld.edu.au/enviro/ens/2004/p1-cza-grap.htm

Once you're finished, find someone with different animals to you and compare ways of reproduction. Last of all, try this - http://pbskids.org/dragonflytv/games/dog_breeding_v37.swf

Revision for Monday

Here are the key points that you should be comfortable with for the test tomorrow:

• What the organs of the body do: Brain - controls the body via nerves, Stomach - digests (breaks down) food, intestine - absorbs digested food, lungs - take in oxygen, heart - pumps blood, blood - carries sugar and oxygen to the muscles, muscles - help us move.
• That cells are different in plants and animals.
• Similar cells working together make tissues, tissues make organs and organs make organ systems.
• Problems that can occur with cells (dividing too quickly and forming a tumor), and what they can do (cause cancer).

If you're ok with the points above you'll be fine for the test, don't worry if you have any problems or things you're unsure about, my email is tco with the rest of the cheney address after it (you can get it from the school website, I just don't want to put it up here!).  We'll also have a few minutes to revise before we start that test so bring any questions that you want to ask then too.  Everyone in class has worked really well and we don't need to worry!

I.T. lesson

Today we will be preparing for the chicken thigh dissection that we will be doing in period 3.  Answer the following questions in your books, using the links below to help you if you aren't sure.

1. What makes up all living things?
2. Copy the following sentence into your books, filling inthe gaps: A group of similar               working together make a                , and different tissues working together make                    .  Organ can work together to form                                   .
3. Name three different types of tissue, and what they do in the body:
4. Draw a diagram of a single animal cell, labelling the nucleus, mitochondria and cell membrane.
5. Name one single celled organism:

http://www.bbc.co.uk/schools/ks3bitesize/science/organisms_behaviour_health/cells_systems/revise1.shtml - This link will help you with questions 1 and 2.
http://msnucleus.org/membership/html/k-6/lc/humanbio/4/lchb4_3a.html - This link has some good information about types of tissues.
http://www.cellsalive.com/cells/cell_model.htm - Cilck on 'Animal Cell' and use the interactive display to find what you need to draw in an animal cell.
http://www.lanesville.k12.in.us/lcsyellowpages/tickit/carl/protists.html#Animal - This site has lots of information, but protists are single celled living things, and it mentions several single celled animals that you can use.

Finally.... try any of the activities on this site - http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml or http://msjensen.cehd.umn.edu/webanatomy_archive/GAME/default.html