Download 7th grade Homework`s for 2016-2017

7th grade Homework's for 2016-2017
Term 2:
HW#24: Year in Review: Explain what you have learned in 7th grade science. Focus on what you feel are the most important
topics
Hand in the igneous rock lab (using the reference table diagram
HW#25: Explain the beach using scientific terms
Choices: poem (you created), draw/label, create a quiz, description, song (you created), comic.
HW#26: Explain the different terms related to igneous and sedimentary rocks.
Choices: poem (you created), draw/label, create a quiz, description, song (you created), comi
Hand in the sedimentary lab
HW#27: What are metamorphic rocks?
Choices: poem (you created), draw/label, create a quiz, description, song (you created), comic.
HW#28: Explain the rock cycle
Choices: poem (you created), draw/label, create a quiz, description, song (you created), comic.
HW#29: Notebook Check
_: Updated tables of content entries
_: Completed Smart Starts
_: Neat/Organized
_: Vocabulary (5): cementation, clastic, compaction, igneous, metamorphic, sedimentary
Hand in the metamorphic rock lab
Hand in the rock crayon lab
HW#30: Explain physical and chemical weathering
Choices: poem (you created), draw/label, create a quiz,
description, song (you created), comic.
Hand in the chalk weathering lab
Hand in the group alka-seltzer lab report
HW#31: Explain erosion
Choices: poem (you created), draw/label, create a quiz,
description, song (you created), comic.
Name: __________________________________ Igneous Rock Identification (g)
Date_________________
Directions: Use the Earth Science Regents Chart to identify each igneous rock given to you.
Purpose: To determine ____________________________________________________________________________
_______________________________________________________________________________________________
Sample Name
Texture
(Fine, Coarse)
(fine- small Coarse-large)
Common Minerals
(look at the bottom of the chart)
Density
(high, med, low)
-middle-
Felsic, mafic, or
ultramafic
Heavy or light
1. ______________
________________
2. ______________
________________
3. ______________
________________
4. ______________
________________
Paragraph Explanation: Explain how you determined each of the rocks. Use the terms in the chart above (ex: minerals)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Which rock was the easiest to identify? Explain: __________________________________________________
_______________________________________________________________________________________________
Which rock was the most difficult to identify? Explain: ____________________________________________
_______________________________________________________________________________________________
Name: ____________________________________________ Sedimentary Rock Identification
Directions: Use the Earth Science Regents Chart to identify each sedimentary rock given to you.
Purpose: _______________________________________________________________________________________
_______________________________________________________________________________________________
Sample Name
Grain Size
Composition
Comments
Map Symbol
1. ______________
________________
2. ______________
________________
3. ______________
________________
4. ______________
________________
Summary of the week: Explain what you learned this week that allowed you to perform this lab.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Name: _________________________ Metamorphic Rock Identification Lab (g)
Date___________
Directions: Use the Earth Science Regents Chart to identify each metamorphic rock given to you.
Foliated: contains lines Banding: contains different color foliations Hints: Marble is usually white Phyllite is shiny
Rock #
1
Rock Name
Explain how you determined your answer.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
7
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
9
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
13
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
1. Which rock was the easiest to identify? Explain.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2. Which rock was the most difficult to identify? Explain.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
3. **(EXTRA CREDIT)** Explain how you can distinguish between igneous, sedimentary, and metamorphic rocks.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Name: ___________________________ The Rock Cycle Demonstration
(g)
* If you are absent, you can do this activity at home using the materials listed.
Date______________
Introduction:
This activity introduces to the rock cycle through the use of wax crayons. Crayons have the ability to be ground into
small particles (weathered), heated, cooled and compressed just like rocks. However, unlike rocks, all these processes
can be done safely and at reasonable temperatures.
Materials:
- Crayons – at least two different colors of wax crayons, one per group.
- Source of very hot water (carefully poured by Mr. Frank)
- Aluminum Foil (can use foil cupcake cups)
- Container to hold hot water
- Simple scrapping device (kid friendly scissors/tweezers)
Procedure:
Section A:
1) Take the scrapping device and scrape small, particle sized sediments out of your (igneous, sedimentary, or
metamorphic) crayons. Let the sediments sit on a piece of aluminum foil.
2) Gather the pile of sediments. Press down/step on to help keep the sediments together.
Q1: What kind of rock was formed here? Explain how you know: (the crayons were combined)____________
________________________________________________________________________________________________
_________________________________________________________________________
Section B:
1) Place a small pile of sedimentary, metamorphic, or igneous crayons into a piece of aluminum foil.
2) Float this foil on hot water (be careful!)
3) Remove the foil from the water (before they melt!). Use a popsicle stick to move around the crayons.
Q2: What kind of rock was formed here? Explain how you know: (it didn’t fully melt)___________________
________________________________________________________________________________________________
__________________________________________________________________________________
Section C:
1) Place a small pile of sedimentary, metamorphic, or igneous crayons into a piece of aluminum foil.
2) Float this foil on hot water (be careful!)
3) Allow the crayons to melt until smooth liquid forms.
4) Let the crayon wax cool.
Q3: What kind of rock was formed here? Explain how you know: (The crayons melted) _________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Part II: Use the reading and diagram on the other side to answer the following questions:
This crayon cycle is designed to model the rock cycle. The rock cycle is a continuing process that has occurred
throughout geologic time. One type of rock can become another rock type over time. This process can be thought of
as a cycle and can be diagramed (see below). The particles that constitute an igneous rock held in one’s hands today
may become part of a sedimentary or metamorphic rock in the distant future.
Very little rock on the surface of the earth has remained fixed in its original rock type.
Most rocks have undergone several iterations of the rock cycle.
Melting: To turn from a solid into a liquid.
Solidification: To turn from a liquid to a solid
Weathering: The breakdown of rocks.
Erosion: The transfer of rocks.
Deposition: The laying down of sediment.
Compaction: To combine two objects.
Cementation: To glue two objects.
Metamorphism: A process responsible for
change.
Concluding Questions:
1) Use the vocabulary from the diagram and the information that you have learned to explain how igneous rocks
form. __________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2) Use the vocabulary from the diagram and the information that you have learned to explain how sedimentary rocks
form. __________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3) Use the vocabulary from the diagram and the information that you have learned to explain how metamorphic
rocks form. _____________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
4) Compare and contrast how igneous and metamorphic rocks form using language from the diagram.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Name _________________________________
Date __________________________ Period _____
Chalk It Up to Weathering!
Chalk is a type of limestone made of the shells of tiny organisms. When you write you name on the
chalkboard or draw a picture on the driveway with a piece of chalk what happens to the chalk? It is
mechanically weathered. This experiment will help you understand how chalk can be chemically weathered.
Problem: What variables affect the rate of chemical weathering?
Hypothesis: How do you think acidity affects the rate (speed) of weathering of chalk? Answer the
question below, remember to include a reason for your guess.
Acidity: What happens to chalk in water or acid (vinegar)? _______________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Materials:
 6 pieces of chalk
 2 beakers
 Cup of Vinegar
 Cup of Water
Procedure:
Test: Acidity (chalk)
1.
2.
3.
4.
5.
6.
7.
The chalk is broken into 6 pieces (should be even, but aren’t).
In the “W” cup, add water until the line. (monitor will fill)
Place 1 broken piece of chalk into the cup with the water.
In the “V” cup, add vinegar until the line. (monitor will fill)
Place 1 broken piece of chalk into the cup with the vinegar.
Wait 2 minutes: Estimate the length of the chalk using a ruler.
Pour the liquid into the beaker. Repeat steps 1-7, two more times.
Data Table: (Remember to include a title, labels, and detailed observations)
Table 1: Effects of acidity
Liquid
Trial 1
Water Line
Vinegar Line
Estimated length of chalk after 2 minutes (cm)
Trial 2
Trial 3
Average
Analysis and Conclusion
1. What were some signs that weathering was occurring?
2. Which substance, water or acid (vinegar) weathered the substance more quickly?
3. Was your hypothesis supported by the data? Explain your answer. Restate the hypothesis and
explain why it was or was not supported.
a. Acidity:
4. How could this experiment be improved?
a. Acidity:
5. Predict what would be different if you were to pour vinegar on a limestone building (chalk is made of
limestone).
6. Review: What was the Independent variable? _____________________________
7. Review: What was the dependent variable? ________________________________
8. Review: Name 2 constants: ________________________ and _____________________________
(write on)
Create Your Own Experiment: Surface Area/Stirring Vs. Chemical Weathering Rate (Tables 1 and 2)
* Read the directions. You may use the dry erase marker to check off each section you complete. *
1) Choose the experiment you want to perform:
____Choice 1: How does surface area impact the rate of chemical weathering? (3 trials)
____Choice 2: How does stirring impact the rate of chemical weathering? (3 trials)
2) Read the following research as a group
Weathering is a mechanical or chemical surface process that breaks rocks into smaller pieces. Freezing,
thawing, oxygen in the air, and even plants and animals affect the stability of rock. Mechanical
weathering breaks rocks into smaller pieces without changing them chemically. Chemical weathering
occurs when the chemical composition of a rock changes. Surface area relates to the total size of an
object. A larger object takes up more area on a surface, which means it has a higher surface area.
Stirring and surface area play a major role in chemical weathering.
3) Materials for you to choose from:
Stirring Experiment:
6 alka-seltzer effervescent tablets, beaker/measuring cup, timer (clock), popsicle stick, room
temperature water.
Surface Area Experiment:
9 alka-seltzer effervescent tablets, beaker/measuring cup, timer (clock), room temperature
water.
4) Make a plan (on loose-leaf) – Each student should record at least 2 sections.
____ A) Hypothesis (if IV…then DV…because)
____ B) Independent variable (what you change/manipulate):
____ C) Dependent variable (what you measure):
____ D) Constants (stay the same no matter what):
____ E) Control (the IV part that doesn’t get manipulated): example: if testing vinegar on plant growth, 1
plant will not get vinegar.
____ F) Procedure (step 1…step 2): (do not use me, we, I, or you)
____ G) Data Table and Bar Graph: create your own and record the data. (3 trials)
Example of a partially filled data table.
IV: _________________________
Example of Bar Graph
DV
DV: ____________________________________________________________
Trial 1
Trial 2
Trial 3
Average
IV
(more on the other side)
____ H) Data Analysis: What does the data tell you? (use numbers and describe them)
5) Test It!
1) Get Mr. Frank to approve your hypothesis, procedure, variables, and data table.
2) Carry out the experiment.
3) Record your observations in the data table and fill out your bar graph.
6) Conclusion: (on loose-leaf) – Each student should write part of the answer.
1) What can you claim about your data? Does it support your hypothesis?
Include numbers in this answer.
2) Relate your claim to the background information.
Question
Hypothesis
Independen
t
dependent
constant
variables
Procedure
Data/
Results
Discussion
Conclusion
4
Correctly states how IV
affects DV and is testable
a) Predicts how the IV will
change the DV and
explains reasoning
(because)
3
Incorrect IV
and DV.
a) same as 4,
but because is
weak
2
Present but
not testable
because is
missing
1
Not attempted
a) Correct independent
b) Correct dependent
c) Correct constants
2 out the 3 to
the left are
correct
1 out of the 3
to the left are
correct
Not attempted
a) A step-by-step
description
b) consistent with
hypothesis
c) includes multiple trials
a) Includes a chart filled
out and correct.
b) Includes a graph filled
out and correct.
c) Answers the analysis
questions
a) Makes a claim,
supports with evidence
and background research.
2 out the 3 to
the left are
correct
1 out of the 3
to the left are
correct
Not attempted
2 out the 3 to
the left are
correct
1 out of the 3
to the left are
correct
Not attempted
Does not
include
evidence or
research
Does not
include
evidence and
research
Not attempted
Self
Peer
=____
=____
=____
=____
=____
=____
=____
=____
=____
=____
=____
=____
Not attempted
Total Grade: