Science Journal Entries
Throughout the school year you will be asked to complete journal entries that pertain to the topics we are studying in class. There are several important things to consider in order to achieve the highest possible score: First, entries must be at least one full paragraph (6-8 sentences). Secondly, information must be accurate and complete; the entire journal entry prompt must be answered. Third, including visual support, such as graphs, charts and diagrams, can help create a thorough journal entry.
Journals should be kept up to date and in numerical order in the journal portion of your binder. JOURNALS DO NOT NEED TO BE COMPLETED UNTIL THEY ARE ASSIGNED. Some entries need to be taught before you can thoroughly answer the prompt.
1. Everyone has strengths and weaknesses in all areas of life. Respond to the questions below in paragraph form. For visual support, include pictures and labels of your favorite topic in science.
· What do you consider to be your strengths in science?
· What do you consider to be your weaknesses in science?
· What is the best way that you learn (reading a book? listening to the teacher? Other ways?)?
· Is science one of your favorite/least favorite subjects in school? Be honest!
2. Explain in detail what a properly prepared student would look like in a science lab. What safety precautions would that student take in a lab that deals with chemicals (state at least 2 precautions)? Illustrate a properly prepared science lab student for visual support.
3. Observe the picture below. In paragraph form, make two observation statements about the picture and explain why they are observations. Next, make two inference statements about the picture and explain why they are inferences. For visual support, include a picture and make your own observations and inferences of that picture.
4. Define the terms quantitative and qualitative observations. Write a descriptive event (example: Zed the Alien) stating three quantitative and three qualitative observations. Be sure to highlight or circle your six observations. For visual support, make a t-chart dividing your observations into quantitative or qualitative.
5. Your teacher hands you a sample of an unknown mineral and would like you to identify the mineral by its quantifiable (measurable) properties. State and describe four measurable properties you could use to help you identify the mineral. For visual support, include pictures and labels of 4 tools you would use to help measure mineral properties (ex: streak plate).
6. Rocks and minerals appear very similar. What is the difference between a rock and a mineral? How are they alike? Where do you find minerals? For visual support, create a chart of 4 different minerals and a specific location where they can be found.
7. Describe the characteristic of each of the three types of rocks and their unique properties (ex: fossilization, layering, etc.) Next, explain how one type of rock can change into a different type of rock over time. For visual support, create a 3 t-chart including specific examples of each type of rock (ex: granite).
8. Discuss how human activity affects soil. Use section 4.3 in your Earth’s Surface textbook as a resource. Be sure to include and describe at least 2 human activities that impact our soil. For visual support, write two impacts you can make to conserve (protect) soil.
9. Choose four (4) different forms of energy from the list below. Define each of the four forms in your paragraph. Give examples of how each form is used for visual support.
Pick 4 from the following choices:
mechanical, chemical, radiant, thermal, nuclear, electrical, acoustic
10. You observed many energy convertors in class. Refer to your notes and handouts about energy convertors to explain the energy conversion/transfer that occurs in three (3) convertors. Finally, choose one (1) energy convertor in your house and explain the transfer of energy. For visual support, include 2 energy converters and label the energy transformations including waste energies.
11. What does the Law of Conservation of Energy state and how was it applied to your Potential/Kinetic Energy golf ball lab? Give two other examples where the law of conservation of energy can apply. Use your Matter and Energy book page 82 for assistance on this journal. For visual support, include pictures of two other examples where the Law of Conservation of Energy applies.
12. Choose one renewable resource and explain the environmental consequences of using that resource. Choose one nonrenewable resource and explain the environmental consequences of using that resource. For visual support, make a t-chart of 2 additional resources and their environmental consequences.
13. Come up with an energy plan for you and your family to conserve energy. List what actions your parents, siblings and you can take to reduce the amount of energy used in your home. Be sure to include at least 4 actions your family can take. For visual support, illustrate the actions you can take to reduce energy use.
14. Explain the difference between a chemical and physical change. Describe your typical school day routine. What physical changes happen throughout your day? What chemical changes happen throughout your day? Describe at least two physical and two chemical changes to earn full points. For visual support, illustrate several changes that occurred during the day.
15. Describe the terms: mass, density and volume. How can we measure these characteristics of an object? What scientific tools can we use to measure the density, mass and volume? For visual support, create a diagram of the tools with labels.
16. Three objects are exactly the same size. When placed in water one sinks to the bottom, the second one floats, and the third one stays in the water but neither floats nor sinks. Discuss what happened and why. For visual support, include a chart of objects and their densities.
17. You have adopted an element in class. What are some of the characteristics of elements that enable chemists to distinguish one from another? Why do elements combine the way they do? What do the numbers in the formulas, such as H2O, tell you about the way they bond? For visual support, give other examples of formulas and what elements are in that formula.
18. What is the difference between an element and a compound? How is a mixture different from an element and compound? Between compounds and mixtures, which is easier to separate? Why? For visual support, provide pictures and labels of an element, compound and mixture.
19. What is an acid? What is a base? Give some examples of common objects we see in our lives that are acids, as well as bases. For visual support, draw the pH scale and include 4 examples of items and their pH value.