Entering the Classroom Get out your binder, a sharp pencil, and your science fair packet. If you don’t have a science fair packet, get out 2 blank pieces of paper (pick up a science fair handout from Mr. S.)

Objectives C: Use print and web resources to research information for the science fair (or labs) L: Write the research paper and project journal for your science fair project. Standard: I.I.I.1. Use a variety of print and web resources to collect information, inform investigations, and answer a scientific question or hypothesis.

Reliable Web Sources.gov – published by the US Government.org – published by a non-profit organization (usually the do research).com – can still be reliable, but you must check the author and the last update

Places to look – (you must other sources to back up your information) ts.shtml ts.shtml BOOKS!

Entering the Classroom No binders needed – Measurement Test today! Get out a sharp pencil and your measurement study guide You have 5 minutes to study, while I go around and check study guides Note: If you lost or forgot your study guide, please pick one up at the front of the classroom (in the cart).

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

(use dimensional analysis) How many liters are in 10 gallons? (1 gallon = 3.8 Liters) 1.Write what you are looking for with a question mark. ? Liters 2. Write what you are given ? Liters = 10 gallons 1 3. Multiply by the conversion factor ? Liters = 10 gallons X 3.8 Liters 11 gallon = 38 Liters

Entering the Classroom Pick up a NMSBA practice test at the door. Get out your binder, blank paper, and your notes from the last practice test (last week) Get out p. 5-7 of the Science Fair Packet (project journal, bibliography, question) Note: If you don’t have a blank piece of paper, please borrow from someone around you or borrow from Mr. Switzer.

Objectives: C: Complete the NMSBA practice test with 80% or higher L: Write complete sentences in the short answer part of the practice test.

NMSBA Practice Test Write your name at the top of your paper and title your paper, NMSBA Practice Test Take about minutes to answer each question on a blank sheet of paper. Mr. S is taking a grade on only #1-4. Try your best on the rest. *if you finish early, you may draw, read or write (but not talk)

1. Describe one difference and one similarity between animal cells and plant cells Animal and plant cells are both similar and different. Both cell types have a cell membrane, nucleus, mitochondria, and endoplasmic reticulum. However, plant cells have a cell wall, chloroplast, and large vacuole. Animal cells do not have these things. These are the similarities and differences of plant and animal cells.

2. Identify two factors that allow organisms to live on Earth. Organisms can live on Earth for two reasons. The Earth has an atmosphere that allows humans to breath. The atmosphere contains oxygen. Also, the Earth has lots of liquid water. Living things all need water. These are the two things that allow organisms to live on earth.

3a. Identify a source of bias in this investigation and explain why it is bias. This investigation is biased. A source of bias is the researchers asking their own dentists to be part of the study. It is bias because the dentists know the researchers and might be favorable in their response to the questionnaire. This is one source of bias.

3b. Describe two ways to improve the investigation that will eliminate sources of bias. This investigation could be improved in several ways. First, researchers could ask a random sample of dentists to test the toothpaste. Second, the researchers could not pay the dentists or clients. These are two ways to improve the investigation.

4. Select two organisms from the food chain and describe their niche in the ecosystem. The mouse has a niche in the ecosystem. The mouse’s role is a consumer or pine cones. It also plays a role as prey for the hawk. The mouse lives on the forest floor and hides in the grass. This is the mouse’s niche. The mushroom has a niche in the ecosystem. The mushroom is a decomposer. It grows on dead things. Mushrooms are at the end of the food chain. This is the niche of a mushroom.

5a. Predict 1 way that this population could be different from the original population of cardinals and describe what would have caused the change. The population of cardinals would probably change from the original population over many years. One characteristic that might change in this population is beak shape. If the cardinals were eating different food from the original population, their beaks might gradually change shape over many generations. In addition, the cardinals might be living in a new environment that could cause the coloration of the birds to change. The birds’ coloration may change over many generations to make them a new color. These are a few ways the cardinals might change.

5b. Explain how to determine, without using DNA analysis, whether these cardinals have become a different species. Scientists could determine whether these cardinals have become a distinct species, without using DNA analysis. The easiest way to determine if they were still the same species would be to put the new cardinals together with the original cardinals. If the cardinals could breed to make fertile offspring, then they would be the same species. However, if they couldn’t breed and produce fertile offspring, then they would be a different species. This is how scientists could determine if the two populations were different species.

6. Identify which of the traits listed are inherited traits and which are learned traits. You may use a chart to display your answer. Traits can be classified as either acquired (learned) or inherited. Using a tool and playing guitar are learned or acquired traits. Bone structure, ability to taste, and eye color are inherited traits. These are some examples of acquired and inherited traits.

7. Identify 2 other things the student can do to investigate his hypothesis. The student can do several other things to investigate this hypothesis. The student could measure the amount of greenhouse gases during the same months in Northern Alaska. The student could look up the monthly temperatures in the past. The student could find the amounts of greenhouse gases in past years in northern Alaska. Lastly, the student could compare the data between the years. These are a few things the student can do to investigate the hypothesis.

Grading Your Paper At the bottom, write CB: [your name] Add up the total from #1-4 – #1,2,4 = 2 points – #3 = 4 points Write the score out of 10 – Example: If a person missed two points, you would write 8/10 at the top.

Entering the Classroom Get out your binder, blank paper, and your notes from the last practice test (last week). Get out p. 5-7 of the Science Fair Packet (project journal, bibliography, question) Wait quietly until you have received your NMSBA practice test. Note: If you don’t have a blank piece of paper, please borrow from someone around you or borrow from Mr. Switzer. 4,6,7

Objectives: C: Complete the NMSBA practice test with 80% or higher L: Write complete sentences in the short answer part of the practice test. 4,6,7

NMSBA Practice Test Write your name at the top of your paper, and title your paper, NMSBA Practice Test. Take about minutes to answer each question on a blank sheet of paper. Mr. S is taking a grade on only #4,5,6, and 10. Try your best on the rest. *if you finish early, you may draw, read or write (but not talk) 4,6,7

1. Two students think that wintertime thunderstorms are always followed by snow. Which of the following would be the best way to test this hypothesis? A. Measure the snowfall after the first winter thunderstorm B. Compare data collected for one week with data from another group C. Tape record a show on tornadoes and their destruction D. Analyze winter weather records from the past five years. 4,6,7

1. Two students think that wintertime thunderstorms are always followed by snow. Which of the following would be the best way to test this hypothesis? A. Measure the snowfall after the first winter thunderstorm B. Compare data collected for one week with data from another group C. Tape record a show on tornadoes and their destruction D. Analyze winter weather records from the past five years. 4,6,7

2. Some elements, such as uranium and plutonium, are radioactive. These elements decay over time to form-- A. living elements B. different elements C. larger compounds D. chemical reactions 4,6,7

2. Some elements, such as uranium and plutonium, are radioactive. These elements decay over time to form-- A. living elements B. different elements C. larger compounds D. chemical reactions 4,6,7

3. In 1900, infectious diseases accounted for 8 out of 10 deaths in the US. In 2000, infectious diseases were responsible for only 3 out of 10 deaths. Which of the following has been most responsible for this change? A. The development of a variety of antibiotics and vaccines B. The use of technology to transmit ill patients’ records C. The modification of bacteria and viruses using genetic engineering D. The ability to see inside the body with X- rays. 4,6,7

3. In 1900, infectious diseases accounted for 8 out of 10 deaths in the US. In 2000, infectious diseases were responsible for only 3 out of 10 deaths. Which of the following has been most responsible for this change? A. The development of a variety of antibiotics and vaccines B. The use of technology to transmit ill patients’ records C. The modification of bacteria and viruses using genetic engineering D. The ability to see inside the body with X- rays. 4,6,7

4. Identify two factors that allow organisms to live on Earth. Organisms can live on Earth for two reasons. The Earth has an atmosphere that allows humans to breath. The atmosphere contains oxygen. Also, the Earth has lots of liquid water. Living things all need water. These are the two things that allow organisms to live on earth. 4,6,7

5. Describe one difference and one similarity between animal cells and plant cells Animal and plant cells are both similar and different. Both cell types have a cell membrane, nucleus, mitochondria, and endoplasmic reticulum. However, plant cells have a cell wall, chloroplast, and large vacuole. Animal cells do not have these things. These are the similarities and differences of plant and animal cells. 4,6,7

6a. Identify a source of bias in this investigation and explain why it is bias. This investigation is biased. A source of bias is the researchers asking their own dentists to be part of the study. It is bias because the dentists know the researchers and might be favorable in their response to the questionnaire. This is one source of bias. 4,6,7

6b. Describe two ways to improve the investigation that will eliminate sources of bias. This investigation could be improved in several ways. First, researchers could ask a random sample of dentists to test the toothpaste. Second, the researchers could not pay the dentists or clients. These are two ways to improve the investigation. 4,6,7

7. Which process results in offspring that are the most genetically different from parents? A. Division of bacteria cells B. Mitosis in human skin cells C. Budding in hydra cells D. Fertilization of sex cells 4,6,7

7. Which process results in offspring that are the most genetically different from parents? A. Division of bacteria cells B. Mitosis in human skin cells C. Budding in hydra cells D. Fertilization of sex cells 4,6,7

8. Centipedes are important organisms in temperate forest ecosystems. They live under decaying materials and hunt for small insects at night. What is most likely the role of the centipede in the temperate forest ecosystem. A. Decomposer B. Herbivore C. Predator D. Producer 4,6,7

8. Centipedes are important organisms in temperate forest ecosystems. They live under decaying materials and hunt for small insects at night. What is most likely the role of the centipede in the temperate forest ecosystem. A. Decomposer B. Herbivore C. Predator D. Producer 4,6,7

9. Identify two other things the student can do to investigate his hypothesis. The student could do several things. (1) The student could measure the amount of greenhouse gases during the same months in Northern Alaska. (2) The student could find the amounts of greenhouse gases in past years in Northern Alaska. (3) Last, the student could compare the data between years. This is how the student could investigate the hypothesis. 4,6,7

10. Select two organisms from the food chain and describe their niche in the ecosystem. The mouse has a niche in the ecosystem. The mouse’s role is a consumer or pine cones. It also plays a role as prey for the hawk. The mouse lives on the forest floor and hides in the grass. This is the mouse’s niche. The mushroom has a niche in the ecosystem. The mushroom is a decomposer. It grows on dead things. Mushrooms are at the end of the food chain. This is the niche of a mushroom. 4,6,7

11. Identify which of the traits listed are inherited traits and which are learned traits. You may use a chart to display your answer. Traits can be classified as either acquired (learned) or inherited. Using a tool and playing guitar are learned or acquired traits. Bone structure, ability to taste, and eye color are inherited traits. These are some examples of acquired and inherited traits. 4,6,7

12a. Predict 1 way that this population could be different from the original population of cardinals and describe what would have caused the change. The population of cardinals would probably change from the original population over many years. One characteristic that might change in this population is beak shape. If the cardinals were eating different food from the original population, their beaks might gradually change shape over many generations. In addition, the cardinals might be living in a new environment that could cause the coloration of the birds to change. The birds’ coloration may change over many generations to make them a new color. These are a few ways the cardinals might change. 4,6,7

12b. Explain how to determine, without using DNA analysis, whether these cardinals have become a different species. Scientists could determine whether these cardinals have become a distinct species, without using DNA analysis. The easiest way to determine if they were still the same species would be to put the new cardinals together with the original cardinals. If the cardinals could breed to make fertile offspring, then they would be the same species. However, if they couldn’t breed and produce fertile offspring, then they would be a different species. This is how scientists could determine if the two populations were different species. 4,6,7

Grading Your Paper At the bottom, write CB: [your name] Add up the total from #4,5,6,10 – #4,5,10 = 2 points – #6 = 4 points Write the score out of 10 – Example: If a person missed two points, you would write 8/10 at the top. 4,6,7

Entering the Classroom Pick up pollution reading at the door. Get out your binder, a sharp pencil, and a blank piece of paper. Note: If you don’t have a blank piece of paper, please borrow from someone around you or borrow from Mr. Switzer.

Objectives: C: Describe the causes and effects of different types of pollution (water, air, and land) L: Write a cause and effect paragraph for water, air, and/or water pollution

Partner Reading Directions Partner 1: Paragraphs 1, 3, 6 Partner 2: Paragraphs 2,4,5 After each section (Our Air, Our Soil, Our Water), fill out the graphic organizer on p. 47.

Air ________________ Cause ________________ Effect

Air Pollutants (fossil fuels) Cause __smog__________ Effect __Acid Rain___ Effect __Acid Rain___ Effect Warm Earth (greenhouse effect) ____________ Effect Warm Earth (greenhouse effect) ____________ Effect

Soil ________________ Cause ________________ Effect

Soil ___Chemicals_____ Cause ___kill bacteria____ Effect ___kill bacteria____ Effect __plants absorb chemicals Effect __plants absorb chemicals Effect __people get sick__ Effect __people get sick__ Effect

Water ________________ Cause ________________ Effect ________________ Cause

Water ___Waste in water Cause plants and animals die Effect plants and animals die Effect ___people get sick_ Effect __Pesticides______ Cause __Pesticides______ Cause

Cause and Effect ACE Paragraph TS  state the problem SD1  Give the Cause of the problem. – Exp  Give one example that you’ve seen or heard of in real life. SD2  Give the Effects of pollution. – Exp  Give an example that you’ve seen or heard of in real life Or… – Exp  Tell how we can stop pollution from happening. C  Restate the TS

Directions: On a blank piece of paper, write an ACE paragraph about the causes and effects of air pollution, soil pollution, or water pollution. When you finish early, you may work without talking: – Write another ACE for extra credit – Read – Write – Draw

Exemplar: Air Pollution [TS] Air pollution is a large problem. [SD1] Air pollution is caused by pollutants released when fossil fuels are burned. [Exp] When you drive your car, you are burning a fossil fuel. [SD2] Air pollution makes smog, acid rain, and greenhouse gases that warm the Earth. [Exp] In order to reduce air pollution, humans could stop burning so many fossil fuels. [C] In summary, these are the causes and effects of the problem of air pollution.

Exemplar: Air Pollution [TS] Air pollution is a large problem. [SD1] Air pollution is caused by pollutants released when fossil fuels are burned. [Exp] When you drive your car, you are burning a fossil fuel. [SD2] Air pollution makes smog, acid rain, and greenhouse gases that warm the Earth. [Exp] In order to reduce air pollution, humans could stop burning so many fossil fuels. [C] In summary, these are the causes and effects of the problem of air pollution.

Exemplar: Air Pollution [TS] Air pollution is a large problem. [SD1] Air pollution is caused by pollutants released when fossil fuels are burned. [Exp] When you drive your car, you are burning a fossil fuel. [SD2] Air pollution makes smog, acid rain, and greenhouse gases that warm the Earth. [Exp] In order to reduce air pollution, humans could stop burning so many fossil fuels. [C] In summary, these are the causes and effects of the problem of air pollution.

Exemplar: Air Pollution [TS] Air pollution is a large problem. [SD1] Air pollution is caused by pollutants released when fossil fuels are burned. [Exp] When you drive your car, you are burning a fossil fuel. [SD2] Air pollution makes smog, acid rain, and greenhouse gases that warm the Earth. [Exp] In order to reduce air pollution, humans could stop burning so many fossil fuels. [C] In summary, these are the causes and effects of the problem of air pollution.

Exemplar: Air Pollution Air pollution is a large problem. Air pollution is caused by pollutants released when fossil fuels are burned. When you drive your car, you are burning a fossil fuel. Air pollution makes smog, acid rain, and greenhouse gases that warm the Earth. In order to reduce air pollution, humans could stop burning so many fossil fuels. In summary, these are the causes and effects of the problem of air pollution.

Exemplar: Soil Pollution Pollution in the soil is a big problem. Soil pollution is usually caused by chemicals. Farmers put chemicals on their soil. These chemicals kill bacteria, get absorbed by plants, and make people sick. We can reduce the amount of soil pollution by reducing the amount of chemicals we put on the soil. In summary, these are the causes and effects of soil pollution.

Exemplar: Water Pollution Water pollution is a big problem. This type of pollution is caused by waste in the water and by pesticides. Pesticides can get into the water that humans drink. Waste makes plants and animals to die, and pesticides make people to get sick. Pesticides in fields can kill wildlife, like ducks. In summary, these are the causes and effects of the problem of water pollution.