The solubility labs should be completed and I should have a hard copy. 

The Pythagorean exemplar booklets (example problems from the levels work sheets) should also be handed in. 

We have reviewed all we know of 2D shapes and will be practicing applying these skills to practical problems in the coming week. 
This is the basis for our work with 3D shapes and their properties!

Coming up next week is the final wrap up to our chemistry unit. 

There will be a practical quiz on Friday, Nov. 23rd that will encompass our last concepts: Viscosity, Density, and Buoyancy. In addition, we will be carrying out a viscosity investigation (using our "sparkling water") and a Buoyancy Challenge!

On Monday Nov. 12th, the solubility/temperature lab report will be due in a hard copy. In all, the kids have had 3 work periods totally over 3hrs to complete this lab. It is being typed up on a google document so if parents would like to check it out, feel free to help edit. 

There is an extensive rubric to help with expectations for each section and I have a checklist that resides on the board to help with the calculation and hypothesis sections (see the picture below).

We are rounding out the Pythagorean Theorem unit this week and we will be beginning our geometry unit. This will begin with review of 2D objects vocabulary, area, and perimeter. 

If you feel you need some more practice, check out the square rooting practice at this web page (you will need to scroll down):

These are the 5 things you should know:

1. Know your perfect square numbers i.e. 1, 4, 9. 16...​
2. Know how to provide evidence if a number is a perfect square number or not
   1. The square root of a number is a natural number
   2. The side length of a square with the area of the number is a natural number
   3. The number has an odd number of factors due to one of the factor pairs being a number multiplied by itself
3. Know these key words and what they mean: perfect square number, squaring, square rooting, inverse operations, factors
4. Know how to estimate the square root of a number to within +/- 0.1 decimal point of the actual answer (without the use of a calculator)
5. Know how to use method 1 to estimate the side length of a square

A review booklet was given out today. Extra practice can be found on p. 30 of the textbook (all questions). 

Continuing on in our notes, we will be further analyzing what it means to be a homogenous solution. 

We have moved on to our second set of notes having to do with solutions and concentrations. If you missed Friday, you will need to get the notes from a friend on Tuesday!

Our Chromatography lab should have been completed today during work time and handed in. For those who were absent, I have posted the lab document below. Alternatively, this can be completed for homework Tuesday and handed-in the morning Wednesday. 

People must have their "Length of the Line" booklet complete. If it is not already handed in this week, then you need to get busy and have it ready for Tuesday. 

Likewise, the textbook questions assigned in the new question set should have been completed today during work time. The set is as follows:

p. 20-21 #3, 5, 6, 7, 9, 10, 14 (14 is challenging but must be attempted)

Please enjoy your family and rest time this long weekend! 

If you get bored and would like to watch something cool, check this out this video:

The 108s (don't worry 102s, we'll get there) have started a booklet working on our skills of finding the side length of a non-perfect square using a method that we have developed a guide on. 

Due tomorrow:
The journal entry of the guide to "Method 1" and "Method 2" for finding the side length of a square with an area that is not a perfect square. 

The kiddos have been informed that if they are not finished by tomorrow, it is in their power to send me an email (krantulov@cbe.ab.ca) outlining an estimated date of completion. A reasonable estimate would be Monday. 

In class, we have developed a dichotomous key to assist in the classification of substances as pure substances or mixtures (and their sub-categories). Within their table groups, students have been assigned a substance that they are to classify using the dichotomous key. 

Requirements:
1. Names of group members on the sheet
2. The recorder is in charge of writing down the ideas of the group
​3. Clearly state what substance your group was assigned and what classification of matter was chosen. 
4. Provide evidence to support your choice through lesson definitions, personal observations, and anecdotal evidence. 
5. You are NOT ALLOWED to use first person language. I.e. No "I think," "We think," "My thoughts," etc. Science does not care what you think, it cares what you can support with evidence! We are practicing scientific/academic writing styles to kick the habit of first person language. 

Check out this website to see a comparison of sizes throughout the universe? 

You will have to enable adobe for it to work. As a size comparison, are there more things larger than us or smaller than us?

Be prepared to present your redesigned zoo enclosure on Tuesday, Sept. 18!

p. 8-10 of the math text
            Standard questions: 5, 8, 9, 14
            Challenging questions: 17, 19, 20
We will continue work on these questions on Tuesday

We are heading on a walking field study to Telus Spark on Monday, Sept. 17 (All day)!

p. 324-325 . #8, 9, and 12

As a follow-up to our eye dissection today, here is a virtual eye dissection activity:

Also give this game a try:

This website can help you apply what you have learned about lenses and mirrors:
Check out the modules labelled:

• Plane mirror #2
• The eye: inverted image
• Nearsightedness
• Farsightedness
• Focusing 
• Converging lens #2
• Diverging lens #2

** If the website says "subscription" just press the back button and then go back into your module. **