Download Investigation 2: Genetic Traits

Science – 8th Grade Summer Assignment Packet
Name:_________________________
Summer science work is intended to keep your mind active and to help me learn
about you as a scientist. There are two sections of your summer assignment. Each
assignment will count as two homework grades for the first marking period, as well
as prepare you for our projects next year.
Assignment:
1) All students must read The Human Genome by Bridget Heos and complete
the graphic organizer task associated with it. This book is available as an
ebook. The text will be used in our Tay-Sachs Case Study in the fall.
A. To Access the shared ebook:
Go to https://wbb48755.follettshelf.com this is the URL for
our MAELS Follett Shelf
2) Login into the shared account with
a.Username: See information per student given in
class. In most cases it is the students’ last name.
b.password: MAELS063
B. Click on the image of the book Human Genome
2) Scientific Method – Choose one Experiment
a. Choose one of the three investigation options to complete. Track your
observations and data in the packet provided.
b. Once the investigation is complete, answer the analysis questions
provided. Your investigation will allow you to be an expert for the
topic next year.
Directions for each of the activities are inside. Do your best work and
remember to have fun!
Science – 8th Grade Summer Assignment Packet
Name:_________________________
Assignment 1 – The Human Genome
Task 1: Pre-Reading
BEFORE reading the book The Human Genome by Bridget Heos, define the terms below:
Vocabulary
What do you think it means?
Research the Definition
DNA
Natural Selection
Mutation
Genome
Genetic Selection
Genetic
Engineering
Task 2: After Reading the book, complete the graphic organizers below.
Science – 8th Grade Summer Assignment Packet
List the methods for studying genetics over the
years.
Name:_________________________
Describe each of the methods listed
Genetic Diseases
Tay-Sachs
Cause:
Possible Treatment
Cystic Fibrosis
Cause:
Possible Treatment
Science – 8th Grade Summer Assignment Packet
Name:_________________________
Genetic selection is legal, but can be controversial. Using evidence from the text and your own
opinions, find support for and against use of genetic engineering. Incorporate as many ideas as
possible so that you may use this graphic organizer during the first semester to develop an
essay discussing the subject of genetic engineering.
Reasons Supporting Genetic
Engineering
Textual Evidence
Based on the textual
evidence, what is your
opinion? This may require you
to do some extra research.
Reasons Opposing Genetic
Engineering
Science – 8th Grade Summer Assignment Packet
Name:_________________________
Assignment 2 – Scientific Inquiry
Directions: Choose one of three investigations explained on the next pages. Complete the questions that
with the investigation you chose. When we study each topic this year, students that completed the
matching investigation will serve as an expert in their class. The time need varies depending on the
investigation you choose. (Investigation 3 requires a month between the day you set up the experiment
and the day you finish it.) If you have the time and interest, feel free to try more than one of the
investigation!
Investigation Choices:
1.
2.
3.
Moon Diary
Genetic Traits
Newton's Laws Experiment
Science – 8th Grade Summer Assignment Packet
Name:_________________________
Investigation 1: Moon Diary
Background:
(Adapted from http: //www.scienceu.com/ observatory/ articles/phases/phases.html)
The Moon is the most noticeable object in the night sky, so it is no surprise that it has fascinated
mankind since antiquity. If you observe it for several days, you will notice that its appearance changes:
most of the time only part of it is illuminated (shining), and this part seems to grow until it covers the
whole moon full moon) and then decrease until nothing is illuminated (new moon), and then grow
again, in a cycle that repeats about every month.
Why does the Moon have phases, then? The Moon does not emit (give off) light on its own; all the
moonlight we see is actually light coming from the sun that is reflected on the moon surface. The part of
the Moon that is illuminated is the half that is facing the Sun. However, from the Earth we cannot
always see that same half; instead, we see only the half facing us.
Table 1. The Eight Phases of the Moon.
New Moon – When the Moon is roughly in the same direction as the Sun,
its illuminated half is facing away from the Earth, and therefore the part
that faces us is all dark: we have the new moon.
Waxing Crescent – As the Moon moves around the Earth, we get to see
more and more of the illuminated half, and we say the Moon is waxing. At
first, we get a sliver of it, which grows as days go by. This phase is the
waxing crescent moon.
First Quarter – A week after the new moon, when the Moon has completed
about a quarter of its turn around the Earth, we can see half of the
illuminated part; that is, a quarter of the Moon. This is the first quarter
phase.
Waxing Gibbous – During the next week, we keep seeing more and more of
the illuminated part of the Moon, and it is now in the waxing gibbous phase.
Full Moon – Two weeks after the new moon, the moon is now halfway
through its revolution, and now the illuminated half faces the Earth, so that
we can see a full disk: we see a full moon.
Science – 8th Grade Summer Assignment Packet
Name:_________________________
Waning Gibbous – The first week after a full moon, the phase is a waning
gibbous. From now on, until it becomes new again, the illuminated part of
the Moon that we can see decreases, and we say it's waning.
Last Quarter – Three weeks after the new moon, we again can see half of
the illuminated part. This is the last quarter phase.
Waning Crescent – Finally, during the fourth week, the Moon appears to be
a thin sliver, called waning crescent. A while after four weeks (29.5 days,
more precisely) the illuminated half of the Moon again faces away from us,
and we come back to the beginning of the cycle: a new moon.
Materials:
 Moon observation calendar
 Pen/pencil
Procedure:
1. Set up the calendar by writing the name of the month (or multiple months, if you are not
starting on the 1st of the month) at the top. Write the number of each day in upper left-hand
corner of each square on the calendar.
2. Over the course of the month, observe the moon at least three times per week. You may have
to observe during the day. More observations are better! (Note: if you are unable to observe the
moon, you may have to
3. When observing the moon, draw what you see in the circle for that date on the calendar. If you
see a full moon, keep the circle blank, and write "full moon" on the calendar. If you see part of
the moon, pay attention to the shape of the bright part and draw it accurately (note whether
the bright part is on the right or left side of the face of the moon).
Science – 8th Grade Summer Assignment Packet
Name:_________________________
Month:___________________________________________
Sun
Mon
Identify the Dates for each of the following Phases:
New Moon:_______________________
First Quarter:______________________
Full Moon:________________________
Last Quarter: _____________________
Tues
Weds
Thurs
Fri
Sat
Science – 8th Grade Summer Assignment Packet
Name:_________________________
Analysis:
1. What do you notice about the shape of the moon over the course of the month? Describe any
patterns or trends that you see.
2. Look back at the Background section for this experiment. Which phases of the moon did you
see, on which dates? Explain how you know.
3. Descibe the location of the Moon within its orbit during the three phases it seems to be
“growing” larger, or waxing? (Ex: Is it closer to the Sun or Earth? Is it moving toward the Sun, or
away?)
4. Describe the location of the Moon within its orbit during the three phases it seems to be
“getting smaller”, or waning? (Ex: Is it closer to the Sun or Earth? Is it moving toward the Sun, or
away?)
Science – 8th Grade Summer Assignment Packet
Name:_________________________
Investigation 2: Genetic Traits
Background: A genetic trait is a physical characteristic that a person shows. The traits you have are
caused by the specific patterns in your DNA. DNA is found inside your cells. Your DNA is divided into
shorter pieces called genes, and genes determine what traits you will have. Your genes are a mix of
genes from your biological parents.
In this activity, you will compare your genetic traits to those of your friends and family members. Some
examples of traits that are determined by genes are: handedness (whether you are left- or righthanded), earlobe shape (attached to your head or loose), dimples, and whether or not you can roll your
tongue. If you wish to expand your investigation, more observable traits are described on the Learn
Genetics website: http://learn.genetics.utah.edu/content/inheritance/observable/
Table 1. Common Observable Genetic Traits
Tongue Rolling
Dimples
Hand Clasping
Earlobe Attachment
Question: How do my genetic traits compare to the genetic traits of my friends and family members?
Hypothesis:
Make a prediction: Will you share few or many traits with your family members? Why or why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
Will you share few or many traits with your friends? Why or why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
Science – 8th Grade Summer Assignment Packet
Name:_________________________
Materials:



Traits chart
2-3 family members
2-3 friends (unrelated to you)
Procedure:
1. Review the different traits on the reference sheet. Make sure you understand what each trait
looks like.
2. Record your own traits on the chart.
3. Interview 2 or 3 family members. Record their traits on the chart.
4. Interview 2 or 3 friends. Record their traits on the chart.
5. Compare your traits to your family members and to your friends. Who do you share the most
traits with? Who do you share the fewest traits with?
Observations Notes:
Science – 8th Grade Summer Assignment Packet
Name:_________________________
Observation Table
Name
Friend, Family or
Self
Can s/he roll their
tongue?
Does s/he have
dimples?
Does s/he have
naturally curly
hair?
Is s/he left or right
handed?
Which tumb is on
top (left or right)
when s/he clasps
their hands
together?
Science – 8th Grade Summer Assignment Packet
Name:_________________________
Analysis:
1. Compare your own traits to those of your family members. In what ways are you similar? In
what ways are you different? Do you see any patterns?
2. Compare your own traits to those of your friends. In what ways are you similar? In what ways
are you different? Do you see any patterns?
3. Does the data and observations support or refute your hypothesis? Why or why not?
Science – 8th Grade Summer Assignment Packet
Name:_________________________
Investigation 3: Newton's Laws of Motion
Background:
(Adapted from http://www.physics4kids.com/files/motion_laws.html)
Newton's Laws of Motion
There was this fellow in England named Sir Isaac Newton: a little bit stuffy, bad hair, but quite an
intelligent guy. He worked on developing calculus and physics at the same time. During his work, he
came up with the basic ideas that are applied to the physics of most motion. The ideas have been tested
and verified so many times over the years, that scientists now call them Newton's 3 Laws of Motion.
First Law
The first law says that an object at rest tends to
stay at rest, and an object in motion tends to
stay in motion, with the same direction and
speed. Motion (or lack of motion) cannot
change without an unbalanced force acting. If
nothing is happening to you, and nothing does
happen, you will never go anywhere. If you are
going in a specific direction, unless something
happens to you, you will always go in that
direction - forever.
You can see good examples of this idea when you see video footage of astronauts. Have you ever
noticed that their tools float? They can just place them in space and they stay in one place. There is no
interfering force to cause this situation to change. The same is true when they throw objects for the
camera. Those objects move in a straight line. If they threw something when doing a spacewalk, that
object would continue moving in the same direction and with the same speed unless interfered with; for
example, if a planet's gravity pulled on it (Note: This is a really really simple way of descibing a big idea.
You will learn all the real details - and math - when you start taking more advanced classes in physics.).
Second Law
The second law says that the acceleration of an
object produced by a net (total) applied force is
directly related to the magnitude of the force,
the same direction as the force, and inversely
related to the mass of the object (inverse is a
value that is one over another number... the
inverse of 2 is 1/2). The second law shows that if
you exert the same force on two objects of
Science – 8th Grade Summer Assignment Packet
Name:_________________________
different mass, you will get different accelerations (changes in motion). The effect (acceleration) on the
smaller mass will be greater (more noticeable). The effect of a 10 newton force on a baseball would be
much greater than that same force acting on a truck. The difference in effect (acceleration) is entirely
due to the difference in their masses.
Third Law
The third law says that for every action (force) there is an equal and opposite reaction (force). Forces are
found in pairs. Think about the time you sit in a chair. Your body exerts a force downward and that chair
needs to exert an equal force upward or the chair will collapse. It's an issue of symmetry. Acting forces
encounter other forces in the opposite direction. There's also the example of shooting a cannonball.
When the cannonball is fired through the air (by the explosion), the cannon is pushed backward. The
force pushing the ball out was equal to the force pushing the cannon back, but the effect on the cannon
is less noticeable because it has a much larger mass. That example is similar to the kick when a gun fires
a bullet forward.
Question: What happens when we flick a card out from under a coin, balanced on a cup? Why does it
happen?
Hypothesis: If we place an index card on top of a cup, and a penny on top of the card, and then flick the
card, then___________________________________________________________________________
_____________________________________________________________________________________
Because ______________________________________________________________________________
_____________________________________________________________________________________
Materials:



1 penny or other coin
1 cup with a smooth rim
1index card
Procedure:
1.
2.
3.
4.
Place the index card on top of the cup.
Place the coin in the center of the index card, over the cup.
With your thumb and first finger, flick the index card so it slides horizontally (sideways) off
the cup.
Repeat steps 1-3 at least 5 times (trials). Observe and record what happens to the coin.
Science – 8th Grade Summer Assignment Packet
Name:_________________________
Observations:
Trial
How did the position and/or motion of the
coin change?
Notes/Observations
1
2
3
4
5
Analysis:
1. Describe the trends in the motion of the card and relate it to Newton’s Three Laws of Motion.
(Ex. I saw Newton’s First Law of Motion when…)
Science – 8th Grade Summer Assignment Packet
Name:_________________________
2. Describe the trends in the motion of the coin and relate it to Newton’s Three Laws of Motion.
(Ex. I saw Newton’s First Law of Motion when…)
3. Does the data and observations support or refute your hypothesis? Why or why not?