email: [Link]bedwards@rahway.net
Because of telephone availability in the school, the most effective and preferred means to contact me is via email. I am able to check email far more frequently and can respond immediately. If you would like to meet with me, contact the Guidance Department at (732) 396-1029 and request your student's counselor.
 Course Materials:
1. 3-Ring Binder (at least 1 inch)
2. Lined Paper
3. Pen or Pencil
4. Highlighter (Optional)
Course Description and Long Term Projects:
Seventh Grade Science is predominantly hands-on. Students are engaged in activities of scientific discovery. The students are given a great deal of freedom to explore scientific questions that arise out of our guided activities. During the Planetary Science unit, students will learn about our universe through various simulations and multimedia. Our physics unit provides the students with the opportunity to construct machines such as cars, motors, batteries, and roller coasters that they can use to learn about motion, energy, and other topics. During our Ecology unit, students will construct habitats for various organisms and observe behaviors.
Grading Policy:
1. 30% Classwork, Projects, Presentations, Participation
2. 25% Tests and Quizzes
3. 25% Homework
4. 20% Notebook & Folder
Please be aware that because of the hands-on nature of this class, the volume of homework in Science is moderate at best, maybe a few nights a week. Binders and notebooks are very important we need your help making sure your student keeps them neat and organized.
Current Unit (as of January 3, 2012)
 Physical Science -- Energy, Machines, and Motion
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The second unit that we will be completing is physics. In this unit, we will be studying energy and how it relates to machines and motion. It is important for students to have a friend in class who can share work when absences occur. This unit also provides supplemental activities as well as activities we do in class online.
Students should be able to talk in detail about all the things found in the "Big Ideas" Section of this page.
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 Each day when you arrive to class, you should turn to a new page in your notebook. Start with the date, skip a line, complete the "Do Now:", skip a line, and then copy the objectives for the day. (9/7/2011)
The Bioglyphs activity taught us that we have many things in common with people that we are not aware of. Regardless of what group we are working in, we can successfully work with others. (9/9/2011)
Lesson 1: Where am I?
A Planetary System is made of a star and all the planets, moons, and other material that orbit the star.(9/12/2011)
Location is an object's position relative to other objects. You describe location by using objects around it.(9/12/2011)
Frames of Reference are the objects, distances and directions that you use to identify a location.(9/12/2011)
The frames of reference that you use depend on your POINT of VIEW.(9/12/2011)
Point of view is the position from which an observation is made.(9/12/2011)
A map is a representation of a place or area.(9/12/2011)
A map's point of view is the view from above also known as the BIRD'S EYE VIEW.(9/12/2011)
Elevation or Altitude is the distance above Earth's surface, often measured from sea level.(9/13/2011)
Resolution is the ability of the eye to tell two things apart.(9/13/2011)
At higher elevations, you will see far more natural objects than human objects.(9/14/2011)
At higher elevations, resolution decreases. In other words, it is harder to tell things apart.(9/14/2011)
Lesson 2: Round Earth/Flat Earth
Line of Sight: the straight path from your eye to what you are looking at.(9/16/2011)
Horizon: where the sky and Earth appear to meet.(9/16/2011)
Because the Earth is round, objects that move away from us and towards the horizon will get smaller and smaller until they leave our line of sight and disappear over the horizon.(9/16/2011)
If the Earth was flat, objects moving away from us and towards the horizon would keep getting smaller and smaller and never leave your line of sight.(9/16/2011)
Many people would make the observation of an object going over the horizon and think it was falling off the Earth. This is a classic case of observations being made and incorrect conclusions being drawn.(9/16/2011)
Eratosthenes was first to calculate the size of the Earth over 2200 years in Egypt.(9/19/2011)
Shadows on the Earth provide evidence of a round Earth.(9/19/2011)
Shadows near the equator are small. As you move farther away from the equator, shadows increase in length. (For example, if you had two identical twins--one standing outside in Miami and one in New York, the twin in New York would have a longer shadow because that twin is farther away from the equator. (9/19/2011)
Lesson 3: Day and Night (Seasons)
Luminous: a source of light.
Light leaves the sun in all directions.
 Illuminated: when something is receiving light from a light source.(9/21/2011)
The sun is the main luminous object (light source) in our Solar System. When an object is in the path of that light, part of it becomes illuminated.(9/21/2011)
Half of the Earth is illuminated by the sun at all times because it is an opaque sphere.(9/21/2011)
Opaque means the object does not allow light to pass through it. (9/21/2011)
The Earth's rotation on its axis causes day and night.(9/21/2011)
Day is when you are on a part of the Earth facing the sun.(9/21/2011)
Night is when you are on a part of the Earth facing away from the sun.(9/21/2011)
The sun rises in the east and sets in the west because the earth rotates counterclockwise (west to east).(9/23/2011)
Sunrise and sunset happen where the light (day) meets the dark (night).(9/23/2011)
 Noon is the midway point of the illuminated part of the Earth.(9/23/2011)
It is also halfway between sunrise and sunset.(9/23/2011)
Midnight is the midway point of the darkness and halfway between sunset and sunrise.(9/23/2011)
Because the earth is revolving around the sun while it rotates on its axis, the sun's path across the sky is an arc from our point of view on the Earth's surface.(9/26/2011)
The diagram below is drawn from a point of view where we are standing on the Earth's surface looking south towards the equator. That is why the east is on the left and the west is on the right.(9/26/2011)
From the point of view in the diagram, sunrise is when the sun comes up over the eastern horizon.(9/26/2011)
Sunset takes place when the sun moves below the western horizon. (9/26/2011)
From our point of view, we can say that day occurs when the sun is anywhere above the horizon.(9/26/2011)
Night is when the sun is below the horizon.(9/26/2011)
The midpoint between sunrise and sunset (the exact middle of the day) is called LOCAL NOON.(9/26/2011)
 From sunrise to LOCAL NOON, the sun appears to be getting higher in the sky.(9/26/2011
From LOCAL NOON to
sunset, the sun appears to be getting lower in the sky.(9/26/2011)
At Local Noon, the sun reaches its highest point in the sky that day. (9/26/2011)
The sun stops rising and starts setting at Local Noon. (9/26/2011)
Because the rotation and revolution of the Earth are so consistent, sunrise and sunset can be easily predicted. Sunrise and sunset times can be found in newspapers, on television, and online. (9/27/2011)
There are three steps to calculating Local Noon: (9/27/2011)
1. Calculate how long the sun was above the horizon. 2. Divide that amount of time in half. 3. Add that amount of time to the time the sun rose. (9/27/2011)
Military time is a 24-hour time keeping system with only one frame of reference, 12:00 Midnight. All times indicate how much time has passed since midnight. For example, 8:00 am is 0800 in military time because it is 8 hours past midnight. If the time is 2:50 pm, military time would call it 1450 because it is 14 hours and 50 minutes past midnight. (9/27/2011)
The Earth rotates once every 24 hours. (10/4-6/2011 Learning Stations)
The Earth revolves around the sun counterclockwise. The revolution of the Earth along with the 23 1/2 degree tilt of the Earth's axis causes the seasons.(10/4-6/2011 Learning Stations)
Local Noon is when the Sun is highest in the sky. it is the exact center of the day.(10/4-6/2011 Learning Stations)
There are 24 time zones on Earth. The United States has four: Eastern, Central, Mountain, and Western. (10/4-6/2011 Learning Stations)
When you move east, you move your watch forward one hour for each time zone. When you move west, you move your watch backwards one hour for each time zone.(10/4-6/2011 Learning Stations)
The International Date Line passes through Greenwich, England and is the start of the time zones. Moving east across the line moves you forward one day while moving west across it takes you back one day. (10/4-6/2011 Learning Stations)
 The Time Zones of the United States
 World Time Zone Map
What’s going on during the Seasons?
(This information was discussed in class in conjunction with a review from 6th grade. Students were not required to copy this into their notebooks, but should know the content.)
On or around December 20th, at local noon, the sun will be lower in the sky than any other local noon of the year. This is the first day of WINTER and is called the winter solstice. The winter solstice is the shortest day of the year. The amount of direct sunlight striking the hemisphere is far less than the amount of indirect sunlight. Each day following the winter solstice, local noon is a little bit higher in the sky than the day before. As the days continue, daylight time increases a small bit each day. Overall, the temperatures also increase until March. During the WINTER, a hemisphere is tilted farthest away from the sun.
On or around March 20th, everywhere on Earth receives 12 hours of daylight and 12 hours of darkness. This day is called the vernal equinox. Following the vernal equinox, the days continue to get longer and the temperatures continue to increase. The amount of direct sunlight becomes greater than the amount of indirect sunlight. Local noon continues to be a little bit higher in the sky than the day before. This season is SPRING. During spring, a hemisphere is tilted slightly towards the sun.
On or around June 20th, local noon places the sun higher in the sky than any other day of the year. This day is called the summer solstice. The summer solstice is the longest day of the year. Because the amount of direct sunlight is far greater than the indirect sunlight, temperatures are the highest and the days the longest. Following the summer solstice, local noon is a little bit lower in the sky each day. As the days continue, daylight time decreases a small bit each day. By the end of the SUMMER, the temperatures also decrease. During the summer, the hemisphere is tilted closest to the sun.
On or around September 20th, once again everywhere on Earth receives 12 hours of daylight and 12 hours of darkness. This day is called the autumnal equinox. Following the autumnal equinox, the days continue to get shorter and the temperatures continue to decrease. The amount of direct sunlight becomes less than the amount of indirect sunlight. Local noon continues to be a little bit lower in the sky than the day before. This season is AUTUMN. During autumn, a hemisphere is tilted slightly away from the sun.
Lesson 4: Discover the Moon
The moon's appearance changes.
The major features of the moon are craters, maria, highlands, rilles, rays, and regolith. (10/11/2011 These notes should be found on page 25 of the lab notebook, Part 3.)
Craters are the round holes of various sizes found on the surface of the moon, Earth, and some other planets and moons.(10/11/2011 These notes should be found on page 25 of the lab notebook, Part 3.)
Mare (plural Maria) are the dark, smooth, lowlands of the moon.(10/11/2011 These notes should be found on page 25 of the lab notebook, Part 3.)
Highlands are the light-colored, mountainous regions of the moon.(10/11/2011 These notes should be found on page 25 of the lab notebook, Part 3.)
Rilles are lunar canyons.(10/11/2011 These notes should be found on page 25 of the lab notebook, Part 3.)
Rays are the white lines of various sizes extending in all directions from some craters.(10/11/2011 These notes should be found on page 25 of the lab notebook, Part 3.)
Regolith is the dusty outer layer of the moon.(10/11/2011 These notes should be found on page 25 of the lab notebook, Part 3.)
Cultures often use myths to explain phenomena that they to not totally understand. (10/12/2011)
The moon is 4.6 billion years old. (10/13/2011)
The moon's diameter is 1/4 the size of Earth's and measures about 3476 kilometers.(10/13/2011)
Lesson 5: Moon Craters
There are millions of asteroids orbiting the sun between Mars and Jupiter. (Video Notes for 10/17/2011 through 10/19/2011)
Sometimes, asteroids can be knocked out of the asteroid belt becoming meteoroids. (Video Notes for 10/17/2011 through 10/19/2011)
When an object enters Earth's atmosphere, friction causes the object to catch fire and we see a streak of light called a meteor (or shooting star). (Video Notes for 10/17/2011 through 10/19/2011)
Most objects that enter the Earth's atmosphere are burned up completely in the Earth's atmosphere. However, if an object manages to strike the Earth's surface, we call it a meteorite. (Remember the "ite" as IT TOUCHES EARTH.) (Video Notes for 10/17/2011 through 10/19/2011)
Comets are objects composed of rock, ice, dust and other materials that are found orbiting the sun. (Video Notes for 10/17/2011 through 10/19/2011)
They are often described as "dirty snowballs" in space. (Video Notes for 10/17/2011 through 10/19/2011)
Solid objects moving at high rates of speed strike surfaces and causing craters. (Video Notes for 10/17/2011 through 10/19/2011)
Different sizes and different speeds lead to different sized craters. (Video Notes for 10/17/2011 through 10/19/2011)
Dr. Eugene Shoemaker was a geologist. He studied rocks and the structure of the Earth. (Video Notes for 10/17/2011 through 10/19/2011)
Meteor Crater (aka Barringer Crater) is located in Arizona and studying it important to uncovering the mysteries of impact. (Video Notes for 10/17/2011 through 10/19/2011)
Comet Shoemaker-Levy 9 collided with Jupiter in 1994 and was another piece of evidence that impacts do take place. (Video Notes for 10/17/2011 through 10/19/2011)
Dr. Shoemaker observed nuclear bomb testing and the craters they created.(Video Notes for 10/17/2011 through 10/19/2011)
He figured out that the meteorite explodes during large impacts.(Video Notes for 10/17/2011 through 10/19/2011)
The explosion is so intense during an impact that quartz is compressed into a new mineral called coesite. (Video Notes for 10/17/2011 through 10/19/2011)
The USA wanted to get to the moon faster than the Russians.
Nordlingen is the German city built inside of a crater!
  (coesite)Since there is no natural event on earth that can create coesite, Dr. Shoemaker figured out the crater must have been formed by an impact. (Video Notes for 10/17/2011 through 10/19/2011)
Gene Shoemaker did not get to go to the moon because he became sick. (His adrenal glands failed.)(Video Notes for 10/17/2011 through 10/19/2011)
 Twelve Men Have Been On the Moon And They Have All Been From the USA
1. Neil Armstrong - Apollo 11 - July, 1969
2. Edwin "Buzz" Aldrin - Apollo 11 - July, 1969
3. Charles "Pete" Conrad - Apollo 12 - November, 1969
4. Alan Bean - Apollo 12 - November, 1969
5. Alan Shepard - Apollo 14 - February, 1971
6. Edgar Mitchell - Apollo 14 - February, 1971
7. David Scott - Apollo 15 - July, 1971
8. James Irwin - Apollo 15 - July, 1971
9. John Young - Apollo 16 - April, 1972
10. Charles Duke - Apollo 16 - April, 1972
11. Gene Cernan - Apollo 17 - December, 1972
12. Harrison Schmitt - Apollo 17 - December, 1972
Later in his life, Gene Shoemaker became an ASTRONOMER.(Video Notes for 10/17/2011 through 10/19/2011)
Earth Crosser: an object with a path that goes through the Earth's orbit.(Video Notes for 10/17/2011 through 10/19/2011)
An asteroid hit the Earth 65 million years ago. (10/24/2011)
The crater that it created is called the Chicxulub Crater. (10/24/2011)
The Chicxulub Crater is 112 miles wide. (10/24/2011)
It is found off the coast of the Yucatán Peninsula by Mexico. (10/24/2011)
Part of the crater is hidden underwater. (10/24/2011)
Dr. Walter Alvarez discovered a rare element called IRIDIUM in sedimentary rock. (10/24/2011)
IRIDIUM is found in small quantities naturally on Earth, but extensively in space. (10/24/2011)
A large dust cloud is thought to have blocked the sun causing plants and animals to die. (10/24/2011)
Acid rain, fire, and shock waves also could have helped with the extinction. (10/24/2011)
Ejecta is the material that is blasted out when an impact crater is formed.(10/25/2011)
Simple Craters look like a small bowl. (10/25/2011)
Complex Craters have a rim, rays (white lines extending in all directions), and often a central peak.(10/25/2011)
Terraced (or Tiered) Craters have a rim, rays, a central peak, and step-like levels.(10/25/2011)
Craters become flooded when filled with something.(10/25/2011)
Mare (Maria) and basins were formed by lava that poured out onto the moon surface after huge impacts and hardened.(10/25/2011)
The process of science begins with a question. (10/26/2011-10/27/2011)
In a well designed experiment, there are certain things that do not change. These things are called the controls.(10/26/2011-10/27/2011)
In a well designed experiment, only one thing can be changed. This item is called the variable.(10/26/2011-10/27/2011)
The changing of the variable in the experiment may lead to a result beyond the experiment so it can be viewed in two ways.(10/26/2011-10/27/2011)
The independent variable is what was manipulated in an experiment. On a graph, it is always put on the x-axis. (REMEMBER M.I.X.)(10/26/2011-10/27/2011)
The dependent variable is the reaction or result of an experiment. On a graph, it is always put on the y-axis. (REMEMBER D.R.Y.)(10/26/2011-10/27/2011)
In science, we use graphs to look for comparisons or relationships between data that we have collected.(10/26/2011-10/27/2011)
Our crater simulation graphs taught us that a faster meteorite will create a crater with a larger diameter and longer rays.(10/26/2011-10/27/2011)
Lesson 6: Mapping the Moon
Scale is the size relationship between a representation of an object and the real object. (11/2/2011-11/3/2011)
We use scales on maps and images so that we can figure out how sizes in a picture translate into the real world.(11/2/2011-11/3/2011)
A Scaling Factor tells us how much 1 unit in the picture equals in the real world.(11/2/2011-11/3/2011)
To find a scaling factor, you take a real life measurement and divide it by the same measurement from the picture.(11/2/2011-11/3/2011)
You can multiply the scaling factor by measurements in the picture to calculate something's real world size.(11/2/2011-11/3/2011)
This map of some major maria and craters was constructed in class on 11/4/2011. The map is found on page 41 of the Lab Notebook. Students will use this map a guide for several upcoming activities.
 Investigation 7: Landing on the Moon (All Notes in this section were taken during the lessons of November 7th, 2011 and November 11th, 2011)
Sputnik was the first satellite in space and was put there by the Russia in 1957.
Moon Exploration involves the use of robotic probes and manned missions.The United States originally wanted to go to the moon to get there before Russia and not necessarily to do science.
The moon's rotation causes day and night on the moon.
The Apollo series of NASA missions were manned missions.
The distance from the Earth to the moon is about 385,000 kilometers. That is about the same as about 13 times the Earth's diameter or 9 times around the Earth at the equator.
The distance from the Earth to the moon varies slightly because the moon's orbit is elliptical and the Earth is not in the exact center.
The planets' orbits around the sun are also elliptical.
It takes nearly 3 days to travel from the Earth to the moon if you are traveling about 5900 kilometers per hour.
Apollo 11 was the first mission that put a man on the moon. Neil Armstrong was the first man on the moon. Buzz Aldrin was second. The third astronaut, Michael Collins stayed in orbit around the moon preparing the ship for the 3 day journey home.
Neil Armstrong's first words on the moon were, "That's one small step for man, one giant leap for mankind."
The Apollo 11 Mission landed in the Sea of Tranquility (a mare) for several reasons.
It was a smooth place to land.
It was an area that was going to be illuminated by the sun for the entire mission.
Examples of all of the major features of the moon were nearby.
The Sea of Tranquility is on the side of the moon facing the Earth so communicating with the Earth would not be a problem.
There have been a total of 12 men to walk on the moon and they were all from the United States.
Lesson 8: Introduction to the Planets(All Notes in this section were taken during the lessons of November 14th, 2011 and November 23rd, 2011)
In our solar system, planets fall into two main groups.
The inner planets are Mercury, Venus, Earth and Mars.
They are called the inner planets because they are between the sun and the asteroid belt.
They also have rocky surfaces.
The outer planets are Jupiter, Saturn, Uranus, and Neptune.
The outer planets are also called the gas giants because they are huge spheres of gas.
The inner planets are relatively close together while the outer planets are very far apart from each other.
Lesson 9: Moon Phases
The moon revolves counterclockwise around the earth every month. It also rotates one time in that span. (11/28/2011)
At all times, half of the moon is illuminated. Because our point of view changes as the moon orbits the Earth, the amount of the illuminated side of the moon we see from Earth changes.(11/28/2011)
Moon phases are caused by the angle created between the Earth, moon, and sun as the moon travels around the Earth. (11/28/2011)
 There are eight phases of the moon shown above are: 1. New Moon, 2. Waxing Crescent, 3. First Quarter, 4.Waxing Gibbous, 5. Full Moon, 6. Waning Gibbous, 7. Last Quarter, 8. Waning Crescent.(11/28/2011)
When the moon is waxing, it appears to be getting more illuminated each night. (Remember: Right Light is Returning)(11/28/2011)
When the moon is waning, it appears to be getting less illuminated each night. (Remember: Left Light is Leaving)(11/28/2011)
The moon waxes and then wanes. If the moon is waxing, the light appears to be to the right side of the moon. If the moon is waning, the light appears to be on the left side of the moon.(11/28/2011)
There are about 3.5 days between each moon phases. There are about two weeks between a new moon and a full moon. If you see one moon phase, you will see it again about one month later.(11/28/2011)
We never see a new moon because it is out during the day and the brightness of the sun prevents us from seeing it.(11/28/2011)
If you see the moon in the morning, it is definitely a waning moon.(11/28/2011)
If you see the moon in the early evening, it is definitely a waxing moon.(11/28/2011)
In the Southern Hemisphere, the moon phases are opposite. In other words, the light appears to move from left to right. This is because people in the Southern Hemisphere are standing on a different part of the Earth's curve.(11/28/2011)
Solar Eclipses and Lunar Eclipses (12/5/2011 & 12/12/2011)
Solar Eclipses occur when the moon blocks the sun and the moon's shadow is cast onto the Earth.
 Solar Eclipses can only happen during a New Moon.
The moon's shadow has two parts.
The darker, inside part of the shadow is called the umbra.
The lighter, outside part of the shadow is called the penumbra.
Where the umbra strikes the Earth, it is a total solar eclipse. The entire sun appears to be covered by the moon. From the Earth's point of view, an observer sees this:
 When the penumbra strikes the Earth, it is a partial solar eclipse. Only part of the sun appears illuminated. It looks like this:
 Looking at a solar eclipse without proper eye protection will blind you!!!
Lunar Eclipses occur when the Earth blocks the sun from the moon and casts its shadow onto the moon.
 Lunar Eclipses can only happen during a Full Moon.
The Earth's shadow has two parts.
The darker, inside part of the shadow is called the umbra.
The lighter, outside part of the shadow is called the penumbra.
If the moon is inside the Earth's umbra, it is called a total lunar eclipse. It looks like this:
 If the moon is in the Earth's penumbra, it is called a partial lunar eclipse. It looks like this:
 Since lunar eclipses happen at night, it is safe to look at them without eye protection.
AN IMPORTANT THING TO KNOW ABOUT ECLIPSES IS WHY THEY ARE RARE. ECLIPSES ARE RARE BECAUSE THE MOON'S ORBIT AROUND THE EARTH IS TILTED SLIGHTLY. THE TILT MAKES IT HARD FOR THE TIMING TO CREATE THE NEEDED ALIGNMENTS NEEDED FOR ECLIPSES. REMEMBER, THE EARTH MOVES AROUND THE SUN, THE MOON IS MOVING AROUND THE EARTH, AND IT IS ALL MOVING AROUND THE GALAXY. THERE ARE A LOT OF THINGS THAT HAVE TO BE PERFECT FOR AN ECLIPSE TO HAPPEN. LUNAR ECLIPSES HAPPEN MORE FREQUENTLY THAN SOLAR ECLIPSES. JUST THINK, IT'S MORE LIKELY FOR THE EARTH'S BIG SHADOW TO HIT THE SMALLER MOON THAN IT IS FOR THE SMALLER MOON'S SHADOW TO HIT A BIGGER EARTH.
Black Holes Lab Investigation
There are several stages to a star's life cycle.
 A Black Hole forms when a massive star eventually explodes in a supernova and then collapses.
As the star collapses, its density increases.
A black hole has mass and volume, just like the star from which it was formed.
The pull of gravity in a Black Hole is so strong that nothing can escape it, including light.
The nearest black hole to the earth is believed to be 1600 light years away.
Our sun is not a large enough star to eventually become a black hole.
TIDES
(Understanding Tides Lab Activity was completed on during the week of December 12th)
Tides are the rising and falling of the Earth's waters.
They are caused by the moon's gravitational pull on Earth.
Tides are sometimes made higher or lower by the sun's gravity.
Opposite sides of the Earth have the same tides.
Tides change from high to low every 6 hours. There are 4 tides each day.
Tides are later each day because the Earth's rotation has to catch up with the moon's revolution around the Earth.
During a New Moon and a Full Moon, the sun's gravity makes high tide higher than normal. This is called a Spring Tide.
During First and Last Quarter Moons, the sun's gravity makes high tide lower than usual. This is called a Neap Tide.
Investigation 10: Explore the Planets
(Individual Planets were covered during the research project)
The Solar System has at least 9 planets, many moons, and millions of asteroids and comets orbiting the sun.
Terrestrial Planets are planets that have rocky surfaces. They are the first four planets from the sun. Mercury, Venus, Earth, and Mars are the terrestrial planets.
Gas Giant Planets are the larger planets that come after the asteroid belt. They are huge and made mainly of gases. Jupiter, Saturn, Uranus, and Neptune are the gas giant planets.
Pluto is an unusual case. It is solid like a terrestrial planet, but far away from the sun like the gas giants.
Vitruvian Man Meets the Scientific Method
Physics is the study of how matter and energy interact with each other.
A hypothesis is:
1) a possible explanation for a set of observations
2) it can be tested
3) it is written as an if-then statement.
Gallileo and Experimental Science/The Metric System/Significant Figures
The metric system was developed by the French after they calculated the distance from the North Pole to the Equator. It is based on powers of 10.
The diagram below shows basic information needed in class when using the metric system. Since the metric system revolves around powers of 10, converting in the metric system only involves moving the decimal point.
 Graphing Skills and Analysis
Bar graphs and histograms are useful when making comparisons of data.
Line graphs are used when trying to find a relationship between sets of data.
The independent variable is what is controlled in an experiment. On a graph, it is always put on the x-axis.
The dependent variable is the reaction of an experiment. On a graph, it is always put on the y-axis.
There are 5 areas that should be considered when making a graph for a total of 10 points:
Title: Easiest way to make a title for a graph is to write the dependent variable vs. the independent variable. (2 points)
Axis Labels: Remember the independent variable goes on the x-axis and the dependent variable goes on the y-axis. (2 points)
Units of Measurement: These can be put in parentheses next to the axis labels. (2 points)
Neatness/Spacing: The numbers on each axis should be evenly spaced. Remember to consider the minimums and maximums of the data. A good graph will use most of the graphing space. Points should be accurately plotted. If a line of best fit is necessary, then it should be drawn. (2 points.
Analysis: Graphs should have at least 2 statements of analysis. This may include if there is a relationship between the data, minimums, maximums, smallest and largest changes, etc. (2 points)
If the value of the variables moves in the same direction (x increases and y increases or x decreases and y decreases) there is a direct relationship. Lines on a graph with a direct relationship move up and to the right.
If the value of the variables moves in the opposite direction (x increases and y decreases or x decreases and y increases) it is an indirect relationshihp. Lines on a graph with an indirect relationship move down and to the right.
(more to come).
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 Tuesday, 1/17/2012 - Friday 1/20/2012 - This week, students learned the proper techniques for constructing graphs. Students also received their second packet for the unit. Wanted posters were collected as well as the first packet of the unit on Wednesday.The histogram in the second packet and the conclustion questions on page 94 are due Friday.
Wednesday, 1/11/2012 - Friday, 1/13/2012 - Students learnd about the process of expermental science as opposed to observational science. We also explored systems of measurments and how they have evovled. By the end of the week, students were able to make unit conversions in the metric system using the Metric Staircase.
Monday, 1/9/2012 and Tuesday 1/10/2012 - To learn about how to write effective hypotheses, students tested Vitruvius' theory that height and arm span are equal. Students are responsible for completing the "Conclusion Questions" in this week's packet for the activity. Students must write in full sentences, circle vocabulary words, and underline any evidence/data they use in their responses.
Monday, 12/19/2011 - Students prepared review guides from their notes for the End of Unit Assessment. The assessment is Wednesday and Thursday of this week. Below is the list of items students need to find in their notebooks to study for the assessment.
DAY AND NIGHT
KNOW WHAT CAUSES DAY AND NIGHT.
KNOW HOW LONG IT IS.
KNOW THE DIRECTION OF THE EARTH’S ROTATION.
KNOW WHERE THE SUN RISES AND SETS.
KNOW THE USA’S TIME ZONES AND THE TIME BETWEEN THEM.
KNOW WHAT EARTH’S REVOLUTION IS AND HOW LONG IT TAKES.
KNOW WHAT CAUSES SEASONS.
KNOW WHAT LOCAL NOON IS.
CRATERS
KNOW WHAT CAUSES THEM.
MOON
KNOW THE MAJOR SURFACE FEATURES OF THE MOON.
KNOW THE MOST ACCEPTED SCIENTIFIC THEORY OF THE MOON’S ORIGIN.
MOON PHASES
KNOW THE PHASE NAMES, THEIR ORDER, AND WHAT THEY LOOK LIKE.
KNOW THE TIME BETWEEN THE NEW MOON AND FULL MOON.
ECLIPSES
KNOW THE ORDER OF THE CELESTIAL OBJECTS IN EACH TYPE OF ECLIPSE.
KNOW THE MOON PHASES OF EACH TYPE OF ECLIPSE.
BE ABLE TO DRAW A DIAGRAM OF EACH ECLIPSE AND EXPLAIN WHAT IS GOING ON.
TIDES
KNOW WHEN THE TIDES ARE HIGHEST.
KNOW HOW MANY TIDES THERE ARE IN A 24-HOUR PERIOD.
SCALING
KNOW HOW TO UTILIZE A SCALE TO CREATE ACTUAL SIZES OF CRATERS AND DISTANCES BETWEEN THEM.
KNOW HOW TO COMPARE DISTANCES OF A SCALE IN SPACE TO LOCATIONS ON THE EARTH.
SPACE MISSIONS
KNOW WHY APOLLO 11 MISSION LANDED IN THE SEA OF TRANQUILITY.
PLANETS
KNOW THE DIFFERENCE BETWEEN THE TERRESTRIAL PLANETS AND THE GAS GIANT PLANETS.
KNOW WHICH PLANETS ARE TERRESTRIAL.
KNOW WHICH PLANETS ARE GAS GIANTS.
VOCABULARY TERMS
KNOW THE DIFFERENCE BETWEEN LUMINOUS AND ILLUMINATED OBJECTS.
KNOW WHAT THE HORIZON.
KNOW WHAT A MAP IS.
Tuesday, 12/13/2011 - Friday, 12/16/2011- To learn about the causes and types of tides, students used a model of the sun, moon, and Earth system. The end of unit assessment will be completed next week. After the new year, we will be begin the Energy, Machines, and Motion Unit.
Monday, 12/12/2011 - Today was the final day we worked in the computer lab on planetary research and crater projects. Students are expected to complete both assignments by Wednesday, December 14. Below are links to the web pages we students may have used in class. They may explore other sites if needed, but all information should be on one of the five.
http://enchantedlearning.com/subjects/astronomy/planets/
http://nineplanets.org/
  Friday, 12/9/201 - Students continued to research planets. If students completed pages 75-83, they were allowed to work on their crater project. Both projects can be worked on at home and will be due next week no the 13th.
Thursday, 12/8/2011 - Students began researching a planet in the computer lab. They will continue working Friday and Monday, however, they can work on the project at home. The pages they must complete in their workbook are 75-83.
Wednesday, 12/7/2011 - Students built and analyzed models of black holes to learn about how they are formed and why their gravity is so absolute.
Tuesday, 12/6/2011 - Students completed Mid-Summative Exams 6-7 covering aspects of the moon.
Monday, 12/5/2011 - Students modeled the alignment of the sun, moon, and Earth during a lunar eclipse.
Monday, 11/28/2011 through Friday, 12/2/2011 - The focus of this week was the moon phases. Students used a model of the sun moon and Earth to understand what causes the 8 phases of the moon. After completing the activities, students are expected to study the moon phases and information about their predictability on a regular basis. Student are responsible to know all of the information in the Lesson 9 notes above. There will be a test next Tuesday. A review guide was given in class on Friday.
Monday, 11/14/2011 through Wednesday, 11/22/2011 - These two weeks were spent constructing small scale models of the solar system. Students first made accurate replicas of the planets to clarify any misconceptions they had about the relative sizes of the planets compared to each other. In the next lesson, students placed their planets at the appropriate scale distances in the hallway. Based on the size of the models we made, the entire model stretched down the hallway nearly 40 meters (over 120 feet!). One of the lesson's goals was to show students that most depictions of the solar system they see in books are inaccurate because the distances are so great and the books are limited to the sizes of the page. As
we built models of the Earth and moon, we learned the distance to the moon is almost equivalent to 9 times the Earth's circumference. If you lined up 30 Earths side by side, you would also have the distance to the moon. It takes 3 days to travel to the moon. To wrap up our scaling work, students completed an activity where they decided had to survive a crash landing on the moon and then get safely to their base with limited materials.
Wednesday, 11/8/2011 - Students calculated the scaling factor of the moon photo on page 17 of the resources book. They then used that factor to calculate the size of Copernicus Crater and Plato crater in their workbooks. We will continue to work on the activity next week.
Monday, 11/7/2011 & Tuesday, 11/8/2011 - Students learned about the specifics of moon travel. They were able to view actual footage taken of the Apollo missions to the moon in the late 1960s and early 1970s. Students even were able to see a scale replica of the Saturn V rocket that carried astronauts to the moon.
Friday, 11/4/2011 - Today students constructed the map of the moon shown above on page 411 of the Lab Notebook. The map will be necessary for several upcoming activities. While constructing the map, students were given background on each of the men the particular crater was named after. Next week, students will be assigned a crater to research.
Thursday, 11/3/2011 - In preparation for our scaling of lunar features, we continued to calculate and use scaling factors. Students worked cooperatively to make real world calculations from pictures. There will be a project coming home in the coming days. Details will also be posted on this page.
Wednesday, 11/2/2011 - In today's lesson, students learned how using scaling factors are useful in science. They calculated and used a scaling factor related to an image on page 43 of the lab notebook.
Tuesday, 11/1/2011 - Over the next few weeks, activities will involve more math as we work on scaling. After assessing the students previous knowledge of solving proportions, students analyzed images of craters and identified the types of craters. We will be using the CPS student response pads more frequently in class. Students answered a variety of questions using the response pads today.
Friday, 10/28/2011 - Students completed Mid-Summative Exam 5. The assessment required the use of their resources and workbook. The assessment was designed to see how well students could look at features of the moon, identify and classify features, as well as predict where certain features may have come from.
Wednesday, 10/26/2011 through Thursday, 10/27/2011 - Over these two days, we simulated the formation of impact craters in a lunar surface made from flour and chocolate powder. In the process, we were able to discuss the characteristics of a good experiment. We also learned the basics of constructing a graph and how to analyze connections between the data and scientific concepts. Students should have pages 33 and 35 completed in their lab notebooks.
Tuesday, 10/25/2011 - In class today, students began learning how to classify the different types of craters they will be seeing over the next few weeks. A computer simulation was used to show the types of impacts that would lead to the formation of the different types of craters. Through the simulations and use of the Resources books, students completed page 39 of the Lab Notebook. Students were also reminded to continue working on their Moon Logs.
Monday, 10/24/2011 - Students explored evidence related to the KT Asteroid impact. The impact formed the Chicxulub Crater in Mexico's Yucatán peninsula. The crater is 122 miles wide and was 20 miles deep at its deepest. The KT Asteroid was estimated to be six miles wide and bigger than Mount Everest. Remember, students should be continuing with their moon logs.
Friday, 10/21/2011 - Students read some background about the KT Asteroid. The KT Asteroid's impact in the Yucatán Peninsula 65 million years ago was responsible for the extinction of the dinosaurs.
Thursday, 10/20/2011 - As a part of the National Day on Writing, students wrote persuasive essays about whether or not Dr. Gene Shoemaker should have been prevented from going to the moon because of his illness.
Wednesday, 10/19/2011 - In the final segment of the video, students observed how Dr. Shoemaker helped to develop technology for moon exploration. Despite his expertise, illness prevented him from ever going to the moon. Later in his life, Dr. Shoemaker and his wife, Carolyn, became astronomers and searched space looking for earth crossing asteroids.
Tuesday, 10/18/2011 - In today's video segment, students saw how Dr. Shoemaker uncovered the evidence to support his theories on impact. Students learned how impacting objects explode and the pressure of the explosion creates a new mineral called coesite. Only a nuclear explosion or an impact can create coesite.
Monday, 10/17/2011 - Today's lesson explored different object in space, ranging from asteroids to meteorites. Students were also introduced to the historical debate on the origin of craters. Many believed that craters were remnants of volcanoes, while Dr. Eugene Shoemaker felt they they were caused by impacts. We also began watching the National Geographic video, "Asteroids: Deadly Impact." The video follows Dr. Shoemaker's long career studying impact.
Friday, 10/14/2011 - Students completed Mid-Summative Exam 4. The assessment covered the major surface features of the moon.
Thursday, 10/13/2011 - We finished our study of moon myths and began to organize questions that student groups developed about the moon. Each group prioritized questions and made a creative poster that will be displayed in the classroom area. Students were also assigned the Moon Log (Page 23 of the Lab Notebook.) Every day, students should be looking at the moon and sketching its image on the worksheet. This is a list of the moonrise and moonset times for Rahway for the next month to help guide the observations.
Students will also be taking Mid-Summative Exam 4 tomorrow. Studying should focus particularly on part 3 of page 27 of the Lab Notebook.
Wednesday, 10/12/2011 - Today we read myths about the moon from several different cultures. Each myth was used by its particular culture to explain some characteristic of the moon. Each group read a particular story, analyzed it, and reported their analysis to the rest of the class.
Tuesday, 10/11/2011 - Students completed page 25 of the lab notebook as an introduction to the moon. In the first two parts of the investigation, students looked at a photograph of the moon and documented features that were interesting to them. In the final part, students learned the actual names of the features they identified. Also, students may turn in the time zone practice worksheet up until Friday, 10/14/2011.
Monday, 10/10/2011 - Happy Metric Day everyone. Today we practice moving from one time zone to another. Students have a worksheet for practice that is due tomorrow. Students can use the following website for the conversion problems.
Friday, 10/7/2011 - Students completed Mid-Summative Exam 3. The assessment covered luminous and illuminated objects, day/night, local noon, and time zones.
Thursday, 10/6/2011 - Today was the final day of the six learning stations. Students did a great job working cooperatively through the activities.
Wednesday, 10/5/2011 - Students continued to work on supplemental learning stations.
Tuesday, 10/4/2011 - Today we began working on Learning Stations to supplement and reinforce some of our previous activities. Stations will engage students' minds in the area of day/night, time zones, local noon, introduction to the moon, and assess their ability to find information in their notes. We will be rotating through stations for the next several days.
Monday, 10/3/2011 - Today we used sunrise and sunset data to fully calculate Local Noon for the first time. First we had to find the time the sun was above the horizon. Then we divided that amount of time in half. (Students learned that dividing time may be a little less tricky if you divide the hours and minutes separately and then add them together. For example, if you wanted to divide 11 hours and 46 minutes in half, first divide the 11 hours in half and get 5 hours and 30 minutes. Then divide 46 minutes in half to get 23 minutes. When you add 5 hours and 30 minutes to 23 minutes, you get a total of 5 hours and 53 minutes. This is half of 11 hours and 46 minutes.) The third and final step of
calculating Local Noon was adding the amount of time calculated in step 2 to the time the sun rose that day. This work is on page 17 of the Lab Notebook. In class, we successfully worked on the first two examples. At the end of the period, students were told that the answer to the last example is 12:18 pm and 30 seconds. Their homework tonight is to show proper work for each step to arrive at that answer.
Wednesday, 9/28/2011 - Today we completed page 15 of the workbook. Students now have at least two strategies for calculating elapsed time. On Monday, we will be calculating Local Noon. Being able to calculate collapsed time will be an important part of that activity.
Tuesday, 9/27/2011 - Continuing from Monday, we talked about how sunrise and sunset are easily predictable because the Earth's rotation and revolution are consistent. After going over the basic steps to calculate local noon, we began practicing time math using military time. Each class practiced using page 15 of the workbook, "How Many Hours Have You Worked?"
Monday, 9/26/2011 - We continued to look at aspects of day and night on Earth. Our models last week gave us a bird's eye point of view. Our point of view today was from the north looking south to the equator. From this point of view we developed additional definitions of day, night, sunrise, sunset, and noon. We also talked about how having multiple acceptable definitions of the same concept is an important part of being a scientist. Because I did not see periods 7 and 8 today because of the assembly, the students in these classes were instructed to copy the notes from today's lesson from this Big Ideas section of this page for tomorrow's class. Copying the diagram and notes will be graded as a homework
assignment.
Friday, 9/23/2011 - Student modeled additional aspects of day and night. They modeled the direction of the earth's rotation, sunrise, sunset, noon, and midnight. By the end of class, students had extended their knowledge of day and night well beyond the Earth's 24-hour rotation.
Thursday, 9/22/2011 - Students have had many questions about Pluto's demotion to a dwarf planet. Today they completed a writing prompt where they took the role of Pluto and wrote about Pluto's feelings about the demotion.
Wednesday, 9/21/2011 - Today we began to talk about and model day and night on the Earth using flashlights and globes. We talked about the difference between a luminous object and an illuminated object. Part of this lesson was reviewing some basics about day and night that were taught in sixth grade. By the end of the period, we developed one of several acceptable definitions of day an night using the model.
Tuesday, 9/20/2011 - Today students completed Mid-Summative Exam 2 with the use of their notebooks. An important skill we are trying to develop this year is the ability to find information effectively in their notes. From time to time, assessments will be open notebook. We also talked about how they are expected to write with the same quality as they would in Language Arts. The general rule is, "If you would not turn it in to your Language Arts teacher, then do not turn it in to your Science teacher." As a result, students were told to take last night's homework home and reevaluate their writing and turn it in tomorrow. Parents please note that all writing assignments require students to do the following:
1. Answer the question 2. Cite Evidence/Examples 3. Explain what the evidence means. One sentence is never a complete response. There are a few students who still do not have 3-ring binders. Your students need them as soon as possible as their papers are piling up.
Monday, 9/19/2011 - Today we watched a video segment narrated by famous Rahway High School graduate, Dr. Carl Sagan (Class of 1951). The video taught us how a man named Eratosthenes first calculated the circumference of the round Earth with amazing accuracy over 2000 years ago. We then used evidence from shadows made at different lines of latitude to confirm the Earth was round. We also learned that shadows increase in size as you move away from the Earth's equator.
Friday, 9/16/2011 - Today we observed two computer simulations of ships sailing away from us. One simulation was on a flat Earth, while the other was on a round Earth. Page 7 of the workbook was completed as a part of the activity. Page 9, (Response Sheet: Round Earth/Flat Earth) was assigned for homework and is due on Tuesday, September 20th. Students should think about the following question over the weekend. If the Earth was flat and a ship fell off the edge like many people used to think, then what part of the ship will be visible last?
Thursday, 9/15/2011 - Students completed Mid-Summative Exam 1 today. The assessment covered the this week's activities. They also used the CPS student response system for the first time. Many assessments will be completed using the system and students will have the results to the assessment immediately. Last night's homework, "Response Sheet: Where Am I?" was also collected.
Wednesday, 9/14/2011 - Our first assessment will be on Thursday, September 15th. The assessment will cover the "Big Ideas" of Lesson 1: Where Am I? Today's activity in class is page 3 in the Lab Workbook entitled, "Bird's Eye Views." Tonight for homework, students should complete page 5 in the workbook, "Response Sheet: Where Am I?" They are expected to use the same response model that they would in Language Arts responses- "ACE" it. (Answer the Question, Cite examples, Explain the connections)
Tuesday, 9/13/2011 - We began exploring the ideas of elevation and resolution. We watched the video, "Powers of 10" to visually see how the world looks from extreme elevations. If anyone is interested in watching the video at home, follow this link http://www.powersof10.com/film. Maps of the school were collected in class also.
Monday, 9/12/2011 - Students worked on maps of the RMS property in class today. If they did not finish, they are to finish them at home tonight. Each student received a map worksheet that should be in the binder.
Friday, 9/9/2011 - Students should have all completed the "Bioglyphs" activity. The worksheet for the activity should be kept in their binder.
Thursday, 9/8/2011 - All students received a "FOSS Planetary Science Lab Notebook." The booklet is 3-hole punched and should be kept in their binder.
 Any student who was absent needs to pick one up from Mr. Edwards.
Tuesday, 9/6/2011 - Students need their three ring binders no later than Friday, September 9th.
Find activities and some of the computer simulations we have done in class at www.fossweb.com
See Mr. Edwards for the Username and Password needed to access the site.
 One pinhead of the sun's energy is enough to kill a person at a distance of 160 kilometers.
  Follow this link to a game with solar system trivia!!!
If you are curious how old you are on other planets, click this link and enter your date of birth.
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