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Science 8th Grade Ages 13–14
8th Grade Science — Evolution — Antibiotic Resistance Is Selection You Can Watch A free 1-page hands-on science activity for 8th Grade (ages 13–14). It practices science, observation, inquiry. Download the PDF with no account and no email.
Free printable antibiotic resistance is selection you can watch science worksheet. Antibiotics do not produce resistant bacteria. Rare resistant mutants are already present in a large population, and the antibiotic kills everything else, leaving them to inherit the whole environment. With generation times near twenty minutes, a strain can go from rare to dominant within days. Finishing a prescribed course matters for exactly this reason: stopping early leaves the partly-resistant survivors alive and hands them the population. Part of the Evolution lesson track. For 8th Grade Science (ages 13–14).
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Lab Report — Antibiotic Resistance Is Selection You Can Watch SCIENCE · 8TH GRADE Name Date Complete this lab report for your investigation. Purpose / Research Question: Which liquid keeps a cut apple from turning brown? Materials: apple, knife (adult), lemon juice, water, milk, vinegar, 4 saucers, timer Hypothesis (If... then... because...): Write your own: If I change ___, then ___ because ___ Independent Variable: The liquid brushed onto the apple slice Dependent Variable: How brown the slice looks after 1 hour Procedure: 1. Cut four slices of the same size 2. Brush each with a different liquid; leave one plain 3. Leave all four on saucers in the same place 4. Draw each slice after 20, 40 and 60 minutes 5. Score the browning from 0 to 5 Data / Results: Liquid 20 min 60 min None (control) Lemon juice Water Conclusion: The slice that stayed freshest was... because... www.littleactivity.com 8th Grade · Science
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Lab Report — Antibiotic Resistance Is Selection You Can Watch SCIENCE · 8TH GRADE Name Date Complete this lab report for your investigation. Purpose / Research Question: Which liquid keeps a cut apple from turning brown? Materials: apple, knife (adult), lemon juice, water, milk, vinegar, 4 saucers, timer Hypothesis (If... then... because...): Write your own: If I change ___, then ___ because ___ Independent Variable: The liquid brushed onto the apple slice Dependent Variable: How brown the slice looks after 1 hour Procedure: 1. Cut four slices of the same size 2. Brush each with a different liquid; leave one plain 3. Leave all four on saucers in the same place 4. Draw each slice after 20, 40 and 60 minutes 5. Score the browning from 0 to 5 Data / Results: Liquid 20 min 60 min None (control) Lemon juice Water Conclusion: The slice that stayed freshest was... because... www.littleactivity.com 8th Grade · Science
Sound Vibration Experiment SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How do vibrations make sound? What we need: tuning fork, rubber band, drum, cup of water, rice What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Object that is vibrating What I will watch: Whether you can see, feel, or hear the vibration What to do: 1. Strike the tuning fork — touch water surface 2. Put rice on a drum — tap the drum 3. Pluck a rubber band — watch it move 4. Hold the tuning fork to your hand — feel it 5. Record what you see, feel, and hear What we saw: Object See It? Feel It? Hear It? Tuning fork Water splashes Tickles hand Humming sound Drum + rice Rubber band What I learned: Sound is made by... I could see vibrations when... www.littleactivity.com 1st Grade · Science
Diagram — Light Spectrum SCIENCE · 1ST GRADE Name Date Label the diagram. Use the word bank below. Light Spectrum Prism White Light Red Orange Yellow Green Blue Violet Word Bank: green yellow orange red blue violet Which part matters most, and why? www.littleactivity.com 1st Grade · Science Lab Report — Pitch SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds high or low? What we need: rubber bands (thick & thin), glasses with water, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Size, length, or thickness of the object What I will watch: Whether the pitch is high or low What to do: 1. Pluck a thick rubber band — note the pitch 2. 3. Tap glasses with different water levels 4. 5. Record your observations What we saw: Object Thick/Thin? Pitch (high/low) Thick rubber band Thin rubber band Glass — lots of water What I learned: Now change one other thing and predict what happens. www.littleactivity.com 1st Grade · Science
Lab Report — Volume SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds loud or soft? What we need: ruler, rubber band, drum/pot, pencil, cup What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: How hard you pluck, hit, or tap the object What I will watch: How loud or soft the sound is What to do: 1. Pluck a rubber band gently — listen 2. 3. Tap the drum softly, then loudly 4. 5. Record your results in the table What we saw: Object Soft Tap Hard Tap Rubber band Drum/pot Ruler on desk What I learned: What could have made this test unfair? www.littleactivity.com 1st Grade · Science
Lab Report — How Does Sound Travel? SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How does sound travel through different materials? What we need: tuning fork, string phone (cups + string), water, desk, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Material sound travels through (air, string, water, desk) What I will watch: How loud or clear the sound is What to do: 1. Strike the tuning fork and listen in air 2. Press the fork against the desk and listen 3. Put the fork in water and observe 4. Use the string phone and listen 5. Compare results in your table What we saw: Material Loud/Soft? Clear/Muffled? Air Desk (solid) Water Trial 4 What I learned: Sound travels best through... because... www.littleactivity.com 1st Grade · Science
Lab Report — Transparent, Opaque, and Translucent SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? Which material is best for the job — and why? What we need: paper, foil, cloth, plastic, wood block, water, weights What I think will happen: If I test each material, then the strongest one will be... What I will change: The material being tested What I will watch: Whether it is hard, bendy, waterproof or strong What to do: 1. Feel each material and describe it 2. 3. Drip water on each and watch 4. 5. Record what you found What we saw: Material Bendy or stiff? Waterproof? Foil Paper Wood Trial 4 What I learned: The best material for a raincoat would be... because... www.littleactivity.com 1st Grade · Science
