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Category: Grade 8

Water Systems (Grade 8)

Water Systems (Grade 8)

All information, assignments, links, videos, and rubrics for our final unit on water can be found below.

Water molecule Simulator

Try out this ‘Build a Molecule’ online simulator (Complete the ‘single’ category)

COULD DO (Complete the ‘multiple’, and ‘playground’ categories)

Safe Drinking Water

10.2 – What is Water? , 10.3 – The Water Cycle & 10.5 – Making Water Drinkable

Water Quality

11.1 – Fresh Water and Salt Water & 11.2 Contaminants in Water

11.4 – Watersheds & 11.7 – Wastewater Treatment

Water, Weather, and Climate

12.1 – Surface Water and Climate & 12.2 – Glaciers, Polar Ice, and Global Warming

12.4 – Floods and Droughts & 12.6 – Water is Life

Innovation Day 2024

Innovation Day 2024

Welcome to the 2024 Innovation Day. A day to celebrate Science here at the OJCS. Find all the schedules for presentations in the graphic below. Innovation Day outlines and rubrics for the middle school projects are also posted below.

Grade 6 Innovation Day – Electricity Project

Grade 7 Innovation Day – Animal Structures Project

Grade 8 Innovation Day – Simple Machines Project

OJCS Innovation Day:  Tues., March 19th and Wed., March 20th

Day 1

  • 2:20 – 3:00 Set up for grades 6, 7, and 8 (gym)
  • 3:00 – 4:00 Open to parents and K – 5 classes to visit grades 6 to 8 projects (gym)

Day 2

  • 9:00 – 10:50 Judging in the gym of Grade 6, 7, and 8 Projects (by external judges)
  • 9:00 – 9:45 In-class presentations for K-5 (Open to parents and friends to visit K-5 projects)
  • 10:50 – 11:10 Tefillah for grades 6 to 8 students.
  • 11:10 – 11:25 Snack break in regularly scheduled class with the teacher for grades 6 to 8 followed by class as usual
  • 11:05 – 1:05 Grade 6 to 8 projects left up in the gym for K–5 classes to visit
  • 1:45 – 2:25 Clean-up of grades 6 to 8 Projects in gym
  • 3:15 Whole school assembly to announce the grade 6, 7, and 8 bronze, silver, and gold medalists.
Systems in Action (Grade 8)

Systems in Action (Grade 8)

All presentations, links, activities, homework, and videos from the Systems in Action unit will be posted below.

Lesson 1: Simple Machines

2.1 – Simple Machines (Answer questions #2 and 4 in your Simple Machines folder)

Lesson 2: Mechanical Advantage

2.3 – Mechanical Advantage (Read and answer questions #1-4)

Mechanical Advantage Word Problem Practice Sheet

Solutions to Mechanical Advantage Practice Sheet – link

Lesson 3: Work

2.5 – How to Calculate ‘Work’(Read and answer questions #1, 3, 4, & 5)

Lesson 4: Introducing Systems

Student Note

1.1 – Types of Systems (Complete questions #1, 2)

1.2 – System Components (Read and answer questions 2a, and 3)

Simple Machines Quiz Study Sheet

Lesson 5: Simple Machines Video Worksheet

Simple Machines video worksheet

Lesson 6: Designing Efficient Systems

3.1 – Energy on the Loose (Read and answer questions #1-4)

3.2 – Efficiency (Read and answer questions #1-5)

3.3 – Energy, Work, and Mechanical Efficiency (Read and answer questions #2, 3, 4)

Calculating Mechanical Efficiency Practice Problems (Answer questions #1-3)

Designing Efficient Systems Assignment 1

Designing Efficient Systems Assignment 2

 

 

Innovation Day

Ottawa Regional Science Fair

Students who want to enter an independent project in the ORSF can find all information, links, rubrics, and registration details below.

ORSF (Ottawa Regional Science Fair Info) – March 31st

The Scientific Method

Fluids (Grade 8)

Fluids (Grade 8)

Our learning, links, and information on Fluids can be found here. All student homework should be saved to your Science: Fluids folder in your Google Drive.

Fluids Unit Test Student Review Sheet

Lesson 1: Introduction to Fluids

7.1 – Introduction to Fluids (read and answer questions # 1-3)

Lesson 2: Laminar and Turbulent Flow

7.2 – Characteristics of Fluids (read and answer questions #1, 3, 5ab, 6)

Laminar vs. Turbulent Flow example

Lesson 3: Viscosity

7.3 – Flow Rate and Viscosity (read and answer questions # 1,2,3, 5)

Calculating Flow Rates Worksheet (Make a copy and answer the 2 questions)

Lesson 4: Density

8.1 – Weight, Mass, and Volume (read and answer questions #2 & 3)

8.3 – Density (read and answer questions # 2 -5)

Lesson 5: Calculating Density

  1. What is Density and How to Calculate Student Note (Read for understanding)
  2. Calculating Density Worksheet #1 (Answer #1 – 3, 5 – 7)
  3. Calculating Density Worksheet # 2 (Answer #1 – 4)
  4. Comparing Densities Enrichment Questions
  5. Comparing Densities: Worksheet Answer questions A, B, and C using the Chart

SOLUTIONS

Worksheet #1 and #2 Solutions 

Density Calculation Quiz

To prepare for your quiz, go over and practice 1 – 5 (above from lesson 5).

Lesson 6: Buoyancy and Displacement

Archimedes and The Ups and Downs of Buoyancy – link

8.5 – Buoyancy (Read to learn more about buoyancy, displacement, density, and how ships carry cargo)

Answer questions #1-4

Density Lab link (refer to lab report rubric for help on writing your conclusion)

Lab Report Rubric link

Lesson 7: Fluids Under Pressure

9.1 – Putting the Squeeze on Fluids (Read and answer questions #1-4)

Lesson 8: Fluids in Real Life

9.5 – Pressure, Volume, and Temperature (Read and answer questions #1 and 4)

9.7 – The Value of Valves (Read and answer questions #1-3)

Fluids Textbook Sample Solutions (click here to check your answers)

#Global Maker Day 2023

#Global Maker Day 2023

On Tuesday, October 17th, Science classes will participate in Global Maker Day. A day dedicated to learning, sharing, and playing while completing STEM-related challenges. Challenges will allow students to practice problem-solving, be creative, and have fun learning.

Students have been asked to collect items for the OJCS Global Maker Day, on October 17th. We are looking for any cardboard boxes (think cereal boxes) toilet paper tubes, paint stir sticks, popsicle sticks, and plastic tubs (think yogurt pots, sour cream tubs – clean please!) items to help with our creativity. 

The challenges are listed below.

Check out globalmakerday.com for more information!

 

Cells (Grade 8)

Cells (Grade 8)

Lesson 1: Cell Theory

4.2 Postulates of the Cell Theory (Read and answer questions 1 -3: Due Wednesday, September 13)

Lesson 2: Plant and Animal Cells

  1. 4.5 Plant and Animal Cells (Read and answer question 4 at the end of the text)
  2. Organelle chart example (From question 4 above)
  3. Plant vs. Animal Cell Labelling Sheet 1 (Make a copy and save it to your Cells folder)

Lesson 3: The Compound Microscope

  1. 4.3 – The Compound Microscope (Read and answer questions 2-5 at the end of the text)

2. Microscope Labelling Diagram (Make a copy and fill in the blanks)

3. Microscope Labelling Diagram Solutions

Lesson 4: Advances in Microscopy

  1. 4.8 – Advances in Microscopy (Read and answer questions 2 – 6)
  2. Add Mitochondria, Ribosomes, Endoplasmic reticulum, Golgi apparatus, and Lysosomes to your cell organelle and function study sheet (lesson 2).
  3. Animal vs. Plant Cell Labelling Sheet # 2
  4. Solutions to Labelling Sheet # 2
  5. Organelle Functions (Full set)

Lesson 5: Comparing Plant & Animal Cells Lab 

  1. Lab Rubric (Go over and read before reading instructions)
  2. Cells Lab Instructions Page 1
  3. Cells Lab Instructions Page 2
  4. Lab sheet for students (make a copy for yourself)
  5. Microscope Cell Drawing Template

Lesson 6: Selectively Permeable Membranes

5.1 – The Cell Membrane (Answer questions #1-3 and add to your Cells folder)

Lesson 7: Diffusion and Osmosis

5.2 – Diffusion (Answer questions #2, 4, 5 and add to your Cells folder)

5.3 – Osmosis and Turgor Pressure (Answer questions #2, 3, 4 and add it to your Cells folder)

Here is a presentation on Osmosis and Turgor Pressure that may help your understanding of concepts.

I realized that the screen went black on the last slide of the screencast. Here is the slide on Turgor Pressure to go along with the audio.

Lesson 8: Cell Wars – Defending against invaders

Cell Wars Student Note link (Make a copy, add it to your Cells folder and answer questions #1-3)

Lesson 9: Cell Systems

The Levels of Organization

Lesson 10: Unicellular Organisms

Unicellular Organisms Defined:

Unicellular organisms are composed of a single cell, unlike multicellular organisms which are made of many cells. This means they each live and carry out all of their life processes as one single cell. Most unicellular organisms are microscopic;

  • Also called microorganisms or microbes since they are only visible under a microscope.
  • The single cell is responsible for feeding, digestion, excretion and reproduction.
  • Some microorganisms make us sick, but without the others we could not survive.
  • The following are examples of unicellular organisms:
    • Bacteria
    • Protists
    • Some Fungi

Multicellular Organisms Defined: 

A tissue, organ or organism that is made up of many cells is said to be multicellular. Animals, plants, and fungi are multicellular organisms and often, there is specialization of different cells for various functions. In contrast, unicellular, or single-celled organisms are much smaller in size and less complex as they are composed of just one cell that senses its environment, gathers nutrients and reproduces asexually. The following are examples of multicellular organisms: human beings, organs and tissues,  plants, animals, birds and insects. 

~Generally speaking, we can say that unicellular and multicellular organisms are alike in that they exhibit all the functions of life, such as metabolism and reproduction, they contain DNA and RNA, they can exhibit a wide range of lifestyles, and they are essential to almost every ecosystem that we currently know of.

 

 

Amoeba, Euglena, and Paramecium on the move

The paramecium are the larger protists, the amoeba are the blob-like protists, and the euglena are the smaller unicellular organisms.

Unit Review

Cells Unit Study Sheet

Student Note Study Package (Make a copy for yourself to modify/print out)

Create a Plan to Study – link

Grade 8 – Water Systems

Grade 8 – Water Systems

All information, assignments, links, videos, and rubrics for our final unit on water can be found below.

Water molecule Simulator

Try out this ‘Build a Molecule’ online simulator (Complete the ‘single’ category)

COULD DO (Complete the ‘multiple’, and ‘playground’ categories)

Safe Drinking Water

10.2 – What is Water? , 10.3 – The Water Cycle & 10.5 – Making Water Drinkable

Water Quality

11.1 – Fresh Water and Salt Water & 11.2 Contaminants in Water

11.4 – Watersheds & 11.7 – Wastewater Treatment

Water, Weather, and Climate

12.1 – Surface Water and Climate & 12.2 – Glaciers, Polar Ice, and Global Warming

12.4 – Floods and Droughts & 12.6 – Water is Life

Assignment, Rubric, and Graphic Organizer

Science, Phys. Ed., and The Design Process

Science, Phys. Ed., and The Design Process

We often say that doing something with a machine requires less work. In this design competition, grade 8 students were challenged to help upgrade the gymnasium and physical education programming here at OJCS. Using their knowledge of simple machines, they had to use the design thinking process to design, test, and build a simple machine prototype that enhances our physical education curriculum. Physical education equipment is expensive and gets used up with frequent use. PE is a favourite class for many OJCS students and anything we could do to help upgrade the gymnasium’s physical space or by providing more games and equipment would benefit the school and student Ruach.

What is the Design Thinking Process?

The 5 steps in Design Thinking (link)

  • EMPATHY – Display an understanding of the problem you are solving by gaining real insight into the needs of the end-users (the OJCS students)
  • DEFINE – Identify a key area that a product can solve and provide focused research that helps provide a solution to a specific goal (Research of Simple Machines)
  • IDEATE – brainstorm a variety of solutions to the problem (Documentation of all ideas)
  • PROTOTYPE – create a model based on rough drafts or blueprints (The physical build!)
  • TEST – the prototype is shared with others for feedback (Documented feedback)

How did they do it?

Students had to decide what to build, connect our simple machines learning from Science class as part of their research, and create a plan for their prototype. They then had to determine what materials they needed next by searching through Home Depot’s website and placing their order with their teacher. And then, the fun part…

Not only did the grade 8’s successfully link the Science and PE curriculum using the Makerspace to improve the PE department, but it also connected our OJCS students in the process. On Innovation Day they wowed the judges, parents, teachers, and definitely their younger peers, who were enthusiastically asking when they would get the chance to participate in the Simple Machines Project. The grade 8’s should be proud of the legacy they are leaving behind and for starting something new for younger grades to further innovate.

Hannukia li yesh חנוכיה לי יש

Hannukia li yesh חנוכיה לי יש

As part of our cross-curricular learning and technology piece of the Science & Technology portion of our class, students will be 3D modelling a Hanukkia in a class-wide STEAM competition. Students are challenged to build candle holder parts of the Hannukah lamp using the online software program, Tinkercad. Each design will creatively incorporate a Jewish hero theme.

All of our class competition information and Tinkercad links will be housed here.

Sizing Guidelines

  • Your candle holder should be 10cm (100mm) tall with a diameter of 2.5cm (25mm).

Choose a Theme for your Design

  • Your candle holder design should reflect the theme and can be further explained in your artist’s statement.
  • There are multiple ways that Jewish individuals have impacted our world. Pick one Jew/group of Jews who demonstrated/demonstrates pride in their Jewish identity and has/have made one of the greatest contributions to our universe. Design your candle holder to reflect this person or group of people. Your artist’s statement should explain your choice and how you think the chosen individual’s/group’s identity as a Jew impacted their contribution to this world.

The Designs are in!

Which one is your favourite?

Important Info

Tinkercad login instructions link

Voting Machine

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