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Science 10th Grade Ages 15–16
Atomic structure and periodic trends — Take-Home — 10th Grade Uses the periodic table to predict properties, and explains trends by electron arrangement. This one-page 10th Grade take-home carries the two-minute check that tells you whether the skill is wobbly, then "Predict Before You Look" — 30 minutes with a periodic table, paper — plus what to say when it…
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Atomic structure and periodic trends SCIENCE · 10TH GRADE Name Date TAKE-HOME PRACTICE Science · 10th Grade 30 minutes WHAT THIS BUILDS Uses the periodic table to predict properties, and explains trends by electron arrangement. 1 THE TWO-MINUTE CHECK ASK "Why is sodium more reactive than magnesium? Why does atomic radius shrink across a period?" A SOLID ANSWER Reasons about outer electrons and nuclear charge, not memorised statements. Not yet Getting there Solid 2 PREDICT BEFORE YOU LOOK You need: A periodic table, Paper Cover the data and predict which of two elements is more reactive, larger, or a better conductor. Write the reasoning before checking. Check against real data and mark where the reasoning failed, not just the answer. Draw electron arrangements for the first twenty elements and connect them to group behaviour. Find real-world evidence: why sodium is stored in oil, why noble gases fill light bulbs. SAY THIS WHEN IT STALLS "Don't tell me the trend — tell me why the trend has to be that way." Predict within one group. Explain an anomaly in a trend and find out why it exists. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-10 www.littleactivity.com 10th Grade · Science
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Atomic structure and periodic trends SCIENCE · 10TH GRADE Name Date TAKE-HOME PRACTICE Science · 10th Grade 30 minutes WHAT THIS BUILDS Uses the periodic table to predict properties, and explains trends by electron arrangement. 1 THE TWO-MINUTE CHECK ASK "Why is sodium more reactive than magnesium? Why does atomic radius shrink across a period?" A SOLID ANSWER Reasons about outer electrons and nuclear charge, not memorised statements. Not yet Getting there Solid 2 PREDICT BEFORE YOU LOOK You need: A periodic table, Paper Cover the data and predict which of two elements is more reactive, larger, or a better conductor. Write the reasoning before checking. Check against real data and mark where the reasoning failed, not just the answer. Draw electron arrangements for the first twenty elements and connect them to group behaviour. Find real-world evidence: why sodium is stored in oil, why noble gases fill light bulbs. SAY THIS WHEN IT STALLS "Don't tell me the trend — tell me why the trend has to be that way." Predict within one group. Explain an anomaly in a trend and find out why it exists. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-10 www.littleactivity.com 10th 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
