In class we learned about the concepts of Carrying Capacity and Limiting Factors. Students completed an investigation where they explored the effect of limiting factors on a population of “Alien Bugs”
Click here to download the handout https://drive.google.com/file/d/0B6NqXT4MtQ9nWEpZUlN2UjM2Z2c/view?usp=sharing
We all know that living things need resources in order to survive. We often, however, don’t make the connection that the amount of available resources dictates the size of a population – that a population will grow when resources are in surplus, decline when resources are scarce, and stabilize when the population is at the maximum level that can be sustained.
No matter how well a population succeeds in its area, it is still limited even if no outside forces are applied. Three main factors limit population expansion. There are others, but these are some biggies.
There are physical limits. Sometimes other environments are just bad places to live. They may be too hot, too cold, or too dangerous.
Next are the competition limits. You might have a great place to live but there may be other organisms competing for your food. If there is a smarter bird in the next area, you might not be able to get all of the food you need. A worse situation would be to meet a bird that wants to eat you.
Last are the geographic limits. If you are a mouse living in a valley and there are mountains in every direction, are you going to leave your area? Probably not. You live a good life and might die if you tried to get over the mountains. An ocean might be another geographic limitation.
The following letter has been distributed in class on Wednesday (A day) and Thursday (B day). A copy must be returned no later than Thursday, October 15th.
This spells out the Science Project options for my 8th grade students — information for 7th grade students will be shared early next week.
Dear Students and Parents,
All students at Julia Landon College Preparatory and Leadership Development School are expected to complete a science project. This year students in the eighth grade may choose from several options for their project. Each option has guidelines for completion. Student projects will be graded according to appropriate criteria for the option chosen. By choosing an option, a student is committing to completing that style of project. Parents must approve the option chosen by their child. It is each student’s responsibility to choose an option, obtain parental permission to complete the option, and complete the project according to established rules and/or policies.
The options possible include
o A project that is completed in class. Students may use Gizmo simulations for this project or may conduct an approved experiment in the classroom. A student who completes an in-class project is not eligible to enter the school science fair. Students are expected to present their projects in class. Students will still be responsible for all parts of a traditional science project including forms, research, and data collection.
Students who are highly motivated and wish to complete an independent project outside of the classroom may choose one of the options to do so and can receive ongoing mentorship from JLCP science teachers after school .
o An individual science project that follows the traditional format. Each student will complete all forms required for the project. All rules for Intel –ISEF, SSEF, and NEFRSEF will be followed. Projects in this option are eligible to seek entry into the school science fair. Participants of the school science fair are eligible to be selected to advance on to the DCPS science fair and/or NEFRSEF. Winners at NEFRSEF may be selected to attend the Florida Science Fair. Rules and information about forms and dates can be found at http://www.nefrsef.org/ . Teacher assistance will be available in class and students who choose this option are eligible to meet with interested and available science teachers for after school coaching on Thursday afternoons.
o The Verizon Innovative App Challenge. In this option, students work on a team of 5-7 students.The team must have an adult advisor who works at JLCP. Full information can be found athttp://appchallenge.tsaweb.org/participants. Students are expected to present their projects in class. Teacher assistance will be available in class and students who choose this option are eligible to meet with interested and available science teachers for after school coaching on Thursday afternoons.
o Toshiba ExploraVision. In this option, students work on a team of 2-4 students. The team is sponsored by a teacher from JLCP. Full information can be found at http://www.exploravision.org/.Students are expected to present their projects in class. Teacher assistance will be available in class and students who choose this option are eligible to meet with interested and available science teachers for after school coaching on Thursday afternoons.
o E-cybermission. In this option, student teams choose to complete a mission in one of seven categories by first identifying a problem in the community and then using the scientific method to develop a solution. Full information can be found at https://www.ecybermission.com/. Students are expected to present their projects in class. Teacher assistance will be available in class and students who choose this option are eligible to meet with interested and available science teachers for after school coaching on Thursday afternoons.
Please complete the following and submit it to your teacher.
□ I decline the offer to complete an independent project outside of class. I choose to participate in the in-class projects instead. I understand that because these are group projects, I will be not be invited to compete at a science fair. (Note: Group projects are permitted in high school.)
□ I would like to complete an independent science project outside of the classroom. I understand that by completing an independent project, I may be invited to compete at a science fair. I understand that I may receive after-school mentorship to assist me with my independent project.
For students who are interested in completing an independent science project outside of the classroom, please indicate which option you are selecting.
[ ] An individual science project that follows the traditional format. Rules and information about forms and dates can be found at http://www.nefrsef.org/ .
[ ] The Verizon Innovative App Challenge. Full information can be found athttp://appchallenge.tsaweb.org/participants.
[ ] Toshiba ExploraVision. Full information can be found at http://www.exploravision.org/ .
[ ] E-cybermission. Full information can be found at https://www.ecybermission.com/.
An informational meeting to answer questions and begin selecting a focus for the research process selected will be held on Thursday October 15th from 3:10-4pm. Please arrange transportation. Parents are welcome to attend. Please return this form no later than Thursday, October 15, 2015.
Please do not hesitate to contact us with any questions or concerns.
Pamela L. Smith, NBCT and Daniel Geary
Advanced Comprehensive Science 3 Teachers
**REQUIRED** The section below must be completed and will be kept on file for each student. Parents, by signing you are agreeing to the option that your child has chosen.
Student Signature _________________________________________
Parent Name _____________________________________________
Parent Signature _________________________________________
Parent Contact Number ____________________________________
Parent e-mail ________________________________________
In class students will working through the following Gravity activity stations:
- Gravity and Orbit Simulation
Students will explore the Gravity and Orbit simulation to develop a testable question, gather and analyze data.
- Modeling Elliptical Orbits
In this investigation, you will make models of planetary orbits. Johannes Kepler revolutionized astronomy when he proved that planetary orbits are ellipses, not perfect circles. His first law of planetary motion states that planetary orbits are ellipses (ovals) that have the sun as one focus and an empty point in space as the other focus.
- Law of Universal Gravitation Investigation
In this investigation, students will use a model of the Earth on a string to explore the relationship between the Earth and the Sun around which it revolves.
Students will be given ample time in class to complete all three activities.
Note – These are other Classwork & Home Learning Activities that should have ALREADY been completed:
- Gravity Guided Notes
- Gravity Lesson Review pg. 129
- Achieve 3000 article: Floating Free (w/analysis sheet)
I hope everyone is having a great weekend! I wanted to put a quick update about some grades:
8th Grade (A day students only) The following assignments grades have been updated in FOCUS:
- Eclipses Foldable
- Tides Extend Investigation
- E/S/M Study Guide (quiz grade)
- Tides Lesson Review
- Earth Sun Moon System Test — NOTE Students also took the DCPS Sept. Formative test and received the better of the two scores.
7th Grade The following assignment grades have been updated in FOCUS:
- Symbiosis Exit ticket
- Coral Reefs Gizmo (Exploration guide + Assessment Questions)
I will be grading/updating the 17.2 Checkpoint, and the Oh Deer Investigation next week
In this investigation, you will explore how gravity controls the motion of our solar system.
The last few days have been focused on exploring the various relationships between organisms (Predator-Prey, Symbiosis – commensalism, parasitism, mutualism). Students have completed several activities to reinforce these relationships.
Identifying Symbiotic Relationships Exit TIcket
- Clownfish lives among the venomous tentacles of a sea anemone. The sea anemone are protected from predators, and the clownfish keep the sea anemone clean.
- Barnacles attach themselves to the shells of crabs. The barnacles receive a home. The crab is unaffected.
- Bees use flower nectar for food, and they carry flower pollen to other flowers, allowing the flower to reproduce.
- Dutch elm disease is caused by a fungus that grows and feeds on elm trees. The fungus destroys the trees.
- Orchids grow in tree branches. They receive light, and their roots get water from the air. The tree is not affected.
- Small mites live on your skin, eating dead skin cells. You don’t even notice.
- Lichens are composed of a fungus and an alga. The alga makes food through photosynthesis. The fungus absorbs water and minerals from the environment. The food and water are used by both the fungus and the alga.
- Tapeworms live in the intestines of cats and absorb nutrients from the food the cats eat. The cats do not get enough nutrients.
Review for 17.2 checkpoint NEXT CLASS
TEST on Wednesday (A Day) or Thursday (B day)
Tides including Neap and Spring Tides
Study guides were passed out in class on Monday and Tuesday.
Attention Students: Please do NOT complete the “Tides Extension Activity” at home. We will complete it next class!
Today in class we analyzed our Bay of Fundy tide graphs and explored the connection to the moon phases.
Students learned about 2 special tides: Spring and Neap tides and when they occur.
We also got started on a Tides Extension Activity that will be completed Mon/Tues.
Fusion Textbook Pg. 229 Q 1-9
Begin reviewing all your Earth/Moon/Sun system material. We will have a test next week!
I hate to break it to everyone, but today marks the official last day of the Summer…
Wednesday is the beginning of Fall! Here’s a great article from NatGeo about the Equinox: