Student Name: 7th Grade Extended Break Work Packet

Student Name: _________________________________________

7th Grade Extended Break Work Packet

Table of Contents: Social Studies

We will be moving on to a new unit- Medieval History. Science

Students will write an Earth Day journal. They may choose one of the prompts I have provided or write their own. 

Math- Regular (Craig) Students will have two worksheets to complete each week plus one page of notes: one review, one new lesson (reteach - notes), one skills practice of the new topic. Do your best to look at the explanations at the top of the worksheets to help you. If you have 

internet access, I will have extra videos posted in Google Classroom to help with the new topics. Mr. Myers and I would love to 

continue helping with any questions. Email us any time! ~ Mrs. Craig 

Mrs. Guinther’s 7th grade math is working on Statistics and Geometry. Please log on to your google classroom to get your work. 

On Thursdays answer keys will be posted and on Fridays you will have a weekly assessment. Please take a picture when you 

are done with the work and email it to me at [email protected]. If you have any questions don’t hesitate to ask. 

Miss you all! 

Math- Honors We are working on Geometry and statistics. All of your assignments are posted on Google classroom. We will follow the same 

format as last time. Monday your assignments will post. Thursday you will be able to check your work with the answer keys I will 

post. Then on Friday you will be able to take your assessment. If you have any questions please email me. Also when you have 

completed your assignments please take a picture so I can see them and e-mail that to me. I have been posting your grades for 

assignments on PowerSchool for you to check and see what you are missing. Miss you! 

English Language Arts- Regular and Honors Students will be asked to continue to complete a Reader’s Response assignment for each week we are out of school. Additional 

optional assignments from CommonLit, Newsela, and No Red Ink will also be posted on our Google classrooms for those with 

access to the internet. Engineering

Students: All work has been posted in google classroom. 2 projects for you to complete

Marketing Students please see slides for weekly assignments. Also Google Classroom has all the work as well, any phone can access 

Google Classroom through the app.  

If you have any questions, please email the appropriate teacher:

Social Studies: Miss Mccullough [email protected] Science: Mr. Hoover [email protected] 

Ms. Haldeman [email protected] Math: Mrs. Craig (block 1/2 and 5/6) [email protected]

Mrs. Guinther (honors and 8/9 block) [email protected] English Language Arts: Mrs. Plumley [email protected]

Mrs. Pearce [email protected]

Intervention Specialists: Mr. Calder [email protected] Ms. Dillinger [email protected]

Mr. Myers [email protected]

Art: [email protected] Gym: Mr. Hill [email protected]

Engineering: Mr. Slone [email protected] Marketing: Mrs. Tackett [email protected]

Miss McCullough’s 7th Grade  Hello, I hope you are all doing well and staying healthy. I am attaching the second packet for 7th grade Social Studies. If you are at home and have computer access, all of these materials can be found on a new google classroom site that I created. You can go to each assignment, click on the reading, and then do the google form that goes with it to answer the questions. That way, you do not have to worry about sending me back pictures of the completed documents. However, this is only if you are able to get on the internet at home. My google classroom code for 7th grade is: g57lkop   Just make sure to go to google classroom under your school email account and hit the plus button to add a new class, and when it prompts you for the code, put in the one above. It should say something like Miss McCullough’s 7th Grade World History. Please email me if you are having any issues with it!   For everyone: There are four worksheets in the packet- one of the worksheets is just new vocabulary for you to learn and work on- it does not require any response. You should try to learn those words and their definitions over the next few weeks. Then, there are three worksheets that require responses. Try to do one a week for the next three weeks- the Europe/Japan one may take the longest as it is a NewsELA article and a little bit lengthier than the other two. Make sure to answer all the questions for each worksheet!!  Hope to see you all very soon, Miss M.      

Medieval Vocabulary  Social Studies 

  Directions- This is just our new set of words for the unit- you do not have to do anything with this page other than try to learn the words and their corresponding definitions!  1. feudalism (foo-duh-liz-um) A system of protection where land and people are protected by skilled warriors in exchange for a small portion of land.  2. Middle Ages Another name for Medieval Europe. Also referred to as the Dark Ages. 3. monks Religious men that lived apart, in isolated communities called monasteries. 4. Christianity The religion based on the life and teachings of Jesus Christ.  5. knights Mounted warriors who fought and protected people and land. Often given small plots land or “fiefs” in exchange for their loyalty. 6. manor A large estate of land often owned by a lord. 7. lord Noblemen that were given land by the king. Lords hired knights to both protect their land and the serfs who lived on it. 8. serfs - Peasants who lived and worked on the manor in exchange for protection. 9. chivalry code of honorable behavior of knights 10. excommunicate to cast a person out of the church 11. heresy Religious ideas that oppose traditionally accepted church beliefs. 12. Black Death A deadly plague that swept through Europe from 1347-1351. 13. Crusades A series of wars fought over the Holy Land (Palestine, where Jesus lived, preached and died) between Muslims and Christians. 14. Magna Carta Called the “Great Charter” which was a document listing basic rights that the king had to honor.           

Feudalism in Japan and Europe By ThoughtCo.com, adapted by Newsela staff on 10.17.19 

Word Count 728 Level 800L 

  Until about 400 years ago, Japan and Europe did not have much contact. On their own, though, they both developed feudalism. Feudalism is a kind of class system, or a way that different groups of people are organized. Feudalism created many problems. Under feudalism, many people were quite poor, and there was a great deal of fighting. What Is Feudalism? Marc Bloch was a famous French historian. He defined feudalism as a system where most people are peasants or serfs. Peasants are tied to the land. They do not work for money, but for protection from the landlord and for food. Warriors control the society and are bound by codes of behavior. There is no strong central government like those in many countries today. Instead, lords of smaller units of land control the warriors and peasants. The lords owe obedience to a distant and relatively weak duke, king or emperor.  The Feudal Eras In Japan And Europe Feudalism was well established in Europe by the 800s, around 1,200 years ago. The class system appeared in Japan only in the 1100s, around 900 years ago, when military dictators took power. European feudalism died out in the 1500s. People started to organize themselves into political states like countries. Japanese feudalism held on until about 150 years ago. In 1868, power was once again returned to the emperor of Japan.   Class Hierarchy Under feudalism, Japanese and European societies were built on a system of classes. The nobles were at the top, followed by warriors, with farmers or serfs below. The farmers and servants did not own their land. They lived under the protection of the nobles. People stayed in the classes they were born into. The children of peasants became peasants, while the children of lords became lords and ladies. Constant warfare made warriors the most important class. Called knights in Europe and samurai in Japan, the warriors served local lords. In both cases, the warriors had to behave in certain ways. Warfare And Weaponry Both knights and samurai rode horses into battle. They used swords and wore armor. European armor was usually all-metal and very heavy. Japanese armor was made of leather and was much lighter but did not offer as much protection.In Europe, lords built stone castles for protection. Japanese lords, known as daimyo, also built castles of wood.  Moral And Legal Frameworks Japanese feudalism was based on the ideas of the Chinese philosopher Kong Qiu, or Confucius. He lived from 551 to 479 B.C. Confucius stressed respect for people of higher rank. In Japan, it was the duty of the daimyo and 

samurai to protect the peasants and villagers. In return, the peasants and villagers had to honor the warriors and pay money to them. European feudalism was based on ancient laws and the rules of different European tribes. The system was also supported by the Catholic Church. European lords agreed to offer food and protection. In return, peasants were loyal.   Land Ownership And Economics European lords gave knights land to pay the knights for fighting for them. Japanese samurai, on the other hand, did not own land. The Japanese lords gave the samurai a salary, usually in rice. Role Of Gender Samurai and knights differed in several other ways, especially when it came to women. Samurai women were expected to be strong. Hundreds of years ago, European women were considered weak and had to be protected by knights. In addition, samurai were supposed to be cultured and artistic. They painted and wrote poetry. Knights usually could not read, preferring to hunt or joust.  Philosophy Of Death Knights and samurai had very different approaches to death. Knights were bound by Catholic Christianity. They were supposed to avoid death at all costs. Samurai, on the other hand, had no religious reason to avoid death. After a defeat, samurai would sometimes kill themselves to protect their honor in a ceremony called seppuku.    Conclusion Although feudalism in Japan and Europe has vanished, a few traces remain. Monarchies still exist in both Japan and some European nations, although the monarchs do not have real power. Knights and samurai are now titles of honor. Unequal living conditions exist, though nowhere nearly as extreme.     

Quiz 1 Read the following selection from the section "Class Hierarchy." Under feudalism, Japanese and European societies were built on a system of classes. The nobles were at the top, followed by warriors, with farmers or serfs below. The farmers and servants did not own their land. They lived under the protection of the nobles. What is the meaning of the word "classes" as it is used in the selection above? (A) strong warriors (B) fancy places (C) places to learn something (D) different groups of people  2 The word "samurai" is essential to understanding feudalism in Japan. Which sentence from the article explains what "samurai" means? (A) The lords owe obedience to a distant and relatively weak duke, king or emperor. (B) Called knights in Europe and samurai in Japan, the warriors served local lords. (C) Japanese armor was made of leather and was much lighter but did not offer as much protection. (D) After a defeat, samurai would sometimes kill themselves to protect their honor in a ceremony called seppuku.  3 This article is mostly organized using compare and contrast. Why do you think the author chose to organize the information this way? (A) to describe historical events and explain why feudalism lasted longer in Japan than in Europe (B) to show the problems of feudalism in both Japan and Europe and how they were solved (C) to highlight the similarities and differences between feudalism in Japan and Europe  (D) to describe how feudalism is similar to most Japanese and European governments today  4 If this article were organized using chronological order, which paragraph would come FIRST? (A) Until about 400 years ago, Japan and Europe did not have much contact. On their own, though, they both developed feudalism. Feudalism is a kind of class system, or a way that different groups of people are organized. Feudalism created many problems. Under feudalism, many people were quite poor, and there was a great deal of fighting. (B) Feudalism was well established in Europe by the 800s, around 1,200 years ago. The class system appeared in Japan only in the 1100s, around 900 years ago, when military dictators took power. (C) European feudalism died out in the 1500s. People started to organize themselves into political states like countries. Japanese feudalism held on until about 150 years ago. In 1868, power was once again returned to the emperor of Japan. (D) Although feudalism in Japan and Europe has vanished, a few traces remain. Monarchies still exist in both Japan and some European nations, although the monarchs do not have real power. Knights and samurai are now titles of honor. Unequal living conditions exist, though nowhere nearly as extreme.    

Lords and Ladies By Sharon Fabian     ________________________________________ 1 At the beginning of the Middle Ages, Europe wasn't divided into countries as it is today. Smaller areas were each controlled by the leader of the tribe that had conquered the area. Eventually, some tribal leaders became more powerful than others, and the land that they controlled became larger and larger. When their land became very large, it became known as a kingdom, and the tribal leader became known as the king.   2 It was too difficult for the king to oversee everything that went on in his kingdom. He needed help. So he subdivided his land into smaller parcels and named a ruler for each part. These rulers, who were next in charge after the king, were known as lords, and their wives were known as ladies.   3 This system of sharing the power worked out well for the lords and also for the king. The lords gained a large piece of land, known as a fief, and the power to rule it. The king, in return, received a pledge of loyalty from his lords. This method of ruling the land and its people became known as the feudal system.   4 Under the feudal system, every lord pledged loyalty, or homage, to the king. He agreed to always support the king; he agreed to provide troops of knights ready to fight when needed; and he promised to do a good job of governing his part of the kingdom.   5 These pledges put a lot of responsibility on the shoulders of the lords.   6 Having a large group of knights ready to fight at all times was a big job. The knights had to be trained, and they had to stay in practice. Their horses and equipment had to be kept ready. The lord was in charge of overseeing all of these activities.   7 Governing his estate was also a big job. Many peasants worked on the land. Many more worked in the shops and in the lord's castle. The lord was the manager of it all. He had to make sure that everything got done and that all of the people were taken care of.   8 Sometimes problems arose on the estate. Then, the lord acted as a judge, holding court to settle the disputes.   9 When the king called, the lord had to drop everything else and go to serve his king. When this happened, his wife, the lady of the castle, stepped in to manage the estate. She governed while the lord was away.   10 The lady of the castle had other duties too. She cared for her children and taught them while they were very young. Sometimes she oversaw the care and education of children from other noble families who were sent to stay on her estate. She entertained guests when they came to stay at the castle. She also was in charge of the household 

at all times, managing the kitchen, the meals, and the family accounts. Some ladies were even called on to lead their subjects in defending the castle if it was attacked while the lord was away.   11 The children of the lord and the lady had a much different life than children today. Often, they were sent away to another castle to be educated. Children were not expected to stay at home and be spoiled after the first few years of their life. They had to be educated and learn to deal with the world early on, because childhood lasted only a short time in medieval society. Many children were already engaged to be married before their teenage years. Most were married by the age of twelve to fourteen. Once they were married, it was time to take on adult responsibilities. Since the fiefs were passed down from fathers to sons, the boys would one day soon be rulers of their own land. The girls would marry the sons of other nobles and become the ladies of their own castles.   12 The feudal system lasted throughout the Middle Ages. Under this system, the peasants could feel a little bit safer within the walls of their lord's castle, and the king could feel a little bit safer too with his lords and knights always at the ready. In an uncertain time like the Middle Ages, the feudal system provided some welcome security.                            

Name _____________________________   Date ___________________ Lords and Ladies  1.  The ruler of a feudal estate was known as a ______.  King  Knight  Lord  None of the above  2.  The wife of a lord was known as a ______.  Lady  Princess  Duchess  Queen  3.  Lords had to pledge loyalty to ______.  Their knights  Their children  The king  Their wife  4.  Lords would leave their estate whenever ______.  They went to school  The king called for them  Invaders attacked their castle  They needed to buy supplies  5.  Children of lords and ladies were often educated ______.  At local schools  With the peasant children  At another castle  At home  6.  Kings appointed lords because ______.  They wanted to share their land  Lords could rule better than the king could  They needed help when they were away  They needed help ruling a large kingdom    

7.  ______ was/were in charge of managing the household of the castle.  The daughters  The lord  The lady  The sons  8.  According to the information in this article, you can infer that feudalism continued after the Middle Ages.  False  True    9. Explain what the term "feudal system" means.          

Health in the Middle Ages By Sharon Fabian 

 When we are sick, we go to the doctor. There we can depend on getting medical care that is based on 

knowledge from a good medical school. In medieval Europe, people weren't so lucky. Many people never saw a doctor. There were very few doctors in Europe during the Middle Ages, and only the wealthy could afford their services. Even these wealthy people often did not get the best of care, since medieval doctors often did not have much medical training. Some wealthy people sought out medical care from doctors who were educated further east, in Asia, where centers of higher education were thriving. 

Medieval peasants and townspeople were often treated for illnesses by members of their own family or by barber-surgeons. Others bought remedies from apothecaries, shops that sold ingredients for medicines to both doctors and everyday people. 

Women in the Middle Ages grew herbs in their gardens and used them to treat many illnesses and injuries. Herbs were taken as medicines and were also combined into poultices. A poultice was a moist, warm packet containing herbs and other ingredients that was applied to any part of the body that hurt. 

Barber-surgeons supplied a variety of medical services, in addition to cutting hair. They served as the dentists of their day, pulling teeth once they hurt so badly that the patient had no other choice. People didn't have a tooth pulled until they absolutely had to because medieval barbers had no anesthesia to numb the pain when they did their dental surgery. Barber-surgeon did other types of surgery too, all without the benefit of anesthesia. Another service provided by barber-surgeons was blood-letting. People in the Middle Ages believed that "bad blood" was the cause of many ailments. The way to cure these ailments, they reasoned, was to get rid of the bad blood. So people would go to the barber-surgeon to be bled. There were two ways of doing this. One way was for the barber to cut a little incision in the person's vein and simply drain some of the blood out. Another way was to apply leeches to the person's body and let the leeches suck out the blood. 

Some people tried religious remedies for their illnesses and injuries. They went on pilgrimages or prayed to their favorite saints in hopes of a cure. 

People also used diet to improve their health, but not in the same way that we do today. In those days, it was a common belief that a person's body, just like the earth, was made up of four "humours." The four humours of the earth were earth, fire, water, and air. The four humours in a person's body were black bile, yellow bile, phlegm, and blood. So if a person was feeling ill, he was advised to eat the foods that would restore the balance of those four bodily fluids. 

One thing that people didn't know about in the Middle Ages was germs. Since they didn't know that germs existed, they had no way of understanding how contagious diseases spread. Still, they could see that diseases did spread. One way that they attempted to control the spread of diseases was to isolate the sick person from the rest of society. So a person with a fearsome disease, such as leprosy, was banished from society and had to live on his own or with other ill people. 

Another way that people in the Middle Ages controlled the spread of diseases was to control the animal population that spread diseases. This is why the rat catcher was a valued member of medieval society. 

Like all people, the people of the Middle Ages did what they could to cure and control illnesses. They did what they could to care for people who were sick and injured. But to sum it up simply, the Middle Ages was just not a good time to get hurt or sick.    Questions  

1. Most people in the Middle Ages saw their doctor regularly.  

A). True B). False  

    2. Doctors in medieval Europe were trained in the best medical schools.  A. false B. true     3. Leeches were used to cure diseases in the Middle Ages.  A. false B. true      4. Medieval surgeons were also barbers.  A. false B. true     5. Apothecaries were ______. A. shops that sold ingredients for medicines  B. medieval doctors C. a type of leech  D. a type of medicine     6. One popular cure was ______.  A. antibiotics  B. resting C. blood-letting  D. aspirin 

     7. Rat catchers helped to ______. A. experiment to find cures for diseases  B. treat patients C. stop the spread of diseases  D. all of the above    8. Medical care in the Middle Ages might be described as ______.  A. excellent B. well-informed  C. uneducated D. free for everyone    Why do you think there were so few good medical schools in Europe during the Middle Ages?    Suppose that you were living in the Middle Ages, and you had a painful toothache. What would you do? 

7th Grade Science Distance Learning Assignments: 

Earth Day is April 22nd, so we are going to use this month to reflect and think of ways that we can help planet Earth. For each week, choose 1 journal topic to write about. You can submit them via google classroom. Each entry should be at least a paragraph long.  

Journal Topics: 

*What are five ways our school could start a recycling program? 

*Write a letter to a local politician about the importance of saving the environment. 

*I see the effects of pollution when _______________________. 

*Create five Earth Day slogans to promote recycling. 

*Do you think that your family could grow its own food? Give details how. 

*How can technology be good for the environment? 

*The worst example of waste I’ve ever seen …… 

*How could your family start saving gas? 

*What is the best way that YOU can help the environment? 

*Do you think using reusable bags at stores is helpful and worth the energy they take to make? 

Craig Math (Week 1: April 14 - April 17) Lesson 6.1 Reteach - Needs to be turned in! Solve One-Step Addition and Subtraction Equations

Remember, equations must always remain balanced. If you subtract the same number from each side of an equation, the two sides remain equal. Also if you add the same number to each side of an equation, the two sides remain equal.

Example 1

Solve x + 5 = 11. Check your solution.

x + 5 = 11 Write the equation. – 5 = –5 Subtract 5 from each side. x = 6 Simplify. Check x + 5 = 11 Write the original equation.

6 + 5 ≟11 Replace x with 6. 11 = 11 P This sentence is true.

The solution is 6.

Example 2

Solve 15 = t – 12. Check your solution.

15 = t – 12 Write the equation. +12 = + 12 Add 12 to each side. 27 = t Simplify.

Check 15 = t – 12 Write the original equation. 15= 27 – 12 Replace t with 27. 15 = 15 P This sentence is true.

The solution is 27.

Exercises

Solve each equation. Check your solution.

1. h + 3 = 14 2. m + 8 = 22 3. 17 = y + 8

Solve each equation. Check your solution.

4. w + 4 = –1 5. k + 5 = –3 6. 57 + z = 97

7. b – 3 = 6 8. 7 = c – 5 9. v – 4 = 18

10. –9 = w – 12 11. y – 8 = –12 12. 23 = n – 12

Craig MATH NOTES - Does not need to be turned in! 

Craig MATH - Needs to be turned in! 

Craig Math (Week 2: April 20 - April 24) Needs to be turned in!

Craig MATH NOTES - Does not need to be turned in! 

Craig MATH - Needs to be turned in! 

Craig Math (Week 3: April 27 - May 1) Needs to be turned in! 

Craig MATH NOTES - Does not need to be turned in! 

Craig MATH - Needs to be turned in!  

ELA -Honors and Regular

Reader’s Response

Directions: Complete this assignment once for each week that we are out of school (i.e. if we are out of school for 3 weeks, you will complete 3). This is a required assignment! Find a nonfiction article or passage of your choice. This could be something from an online news source or print, if you do not have access to the internet. Try to find something that is interesting to you. After reading the article, respond to the prompts below. You can either write your responses on a sheet of paper or you can respond in the Google form in the Google classroom. If you are responding on paper, be sure to keep track of them, so they can be turned in!

1) Provide the title of the passage and identify the source (where you found the article?)

2) In 5-7 sentences, summarize the passage. 3) List any new vocabulary. (What words did you come across that were new to

you?) 4) Personal connection (3-5 sentences): What made you pick THIS article? Why is

this information relevant to you? 5) Create 3 follow-up questions for the author. (After reading the passage, what do

you still wonder about?) 6) What is something new that you learned from reading this passage? If you

didn’t learn anything new, then explain what information you already knew. In addition to completing 1 Reader’s Response for each week that we are out of school, additional optional assignments will be posted in your ELA teacher’s Google Classroom. If you have questions about the Reader’s Response assignment or any of the additional assignments please feel free to contact your ELA teacher via email. ***And remember, READING anything is always a great option to keep your brain functioning and growing!***

Pre- Engineering Pre engineering students, For digital learning April 14th through May 1st I have included two science buddies projects. Simply follow along each build and take a picture of you with your completed project. I realize you may not have all the materials, use what you have around your house. Remember it is all about critical thinking. If possible submit it in Google classroom. If you cannot get into Google classroom, you can email me a picture of you with each one of your projects.If you are not using classroom or Bucyrus email, MAKE SURE YOU TELL ME WHO THE PIC IS FROM. [email protected]

Keeping You in Suspens(ion)

Abstract

Suspension bridges, with their tall towers, long spans, and gracefully curving cables, are beautiful examples of the work of civil engineers. How do the cables and towers carry the load that is on the bridge? Can a suspension bridge carry a greater load than a simple beam bridge? This science project shows you how to find out.

Objective

Compare the strength of two simple bridge designs: a beam bridge vs. a suspension bridge.

Introduction

The Akashi-Kaikyo Bridge, shown in Figure 1, is the longest suspension bridge. in the world, at the time of this writing (January, 2014). The bridge is 3911 meters (m) long overall, with a central span of 1991 m. The bridge is in Japan, where it connects the city of Kobe (on the large island of Honshu) with Iwaya (on Awaji Island, a smaller island in Japan). In addition to the sheer length of the bridge, the engineers who designed it also had to consider the environment: high winds, strong sea currents, salt air, and the potential for earthquakes in the area.

Figure 1. The Akashi-Kaikyo Bridge, in Japan, is the longest suspension bridge in the world. (Image credit: Kim Rötzel)

In a suspension bridge, the bridge deck (the part of the bridge that supports the load, such as cars and their passengers) hangs from, or is suspended by, massive cables. These cables stretch between the bridge's towers, and are securely anchored at each end. The cables are thus under tension (they are being tightly pulled on) while the bridge towers are under compression (they are being compressed, or pressed down on).

For long spans, the suspension bridge is usually the most economical choice, because the amount of material required per unit length is less than for other bridge types. However, since suspension bridges are relatively flexible structures, stress forces introduced by high winds can be a serious problem. The dramatic collapse of the Tacoma Narrows Bridge, captured on film, is a pointed example. You can watch the video below to find out more about the Tacoma Narrows Bridge and its collapse in 1940.

In this engineering science project, you will use simple construction materials to build and test two types of bridges: a simple suspension bridge and a beam bridge. A beam bridge is the simplest type of bridge, and is supported by a raised part on either end. For example, a beam bridge could be as simple as a wood plank put down to cross a stream. Which type of bridge do you think can support a heavier load?

Terms and Concepts

● Suspension bridge ● Bridge deck ● Tension ● Compression ● Beam bridge

Questions

● In a suspension bridge, which parts of the bridge are under compression? ● Which parts of a suspension bridge are under tension? ● How is a suspension bridge different from a beam bridge? Why might they be used in different situations? ● How does an engineer decide which type of bridge to use for a particular site?

Materials and Equipment

● Box of drinking straws ● Masking tape or painter's tape ● Thread ● Scissors ● Paperclips (4). At least two of the paperclips should be large ones. ● Paper cup, at least 8-oz. ● Pennies (at least 350). Alternatively you could use other coins, such as quarters (at least 150), as long as you use

all of the same type of coin. ● Metric ruler or tape measure ● Chairs, tables, or desks that you can arrange to build a bridge between (2) ● Optional: Scale, accurate to 1 g, such as the digital pocket scale available from Amazon.com ● Lab notebook

Figure 2. To do this science project, you will need materials likes the ones shown here. Note: At least two of the paperclips should be large ones, and you can use other coins instead of quarters.

Experimental Procedure

1. If your straws are the flexible type, cut the flexible part off (so that you are left with a long, straight, non-bendable straw piece), as shown in Figure 3. Cut 10 straws this way. Make sure they are all the same length; trim some using the scissors if necessary.

Figure 3. If you are using flexible straws, cut off the short flexible part so you are left with the long, straight piece (on the left in this picture).

2. Cut two short pieces of straw, each 3 centimeters (cm) long, as shown in Figure 4.

Figure 4. Cut two short pieces of straw, each 3 cm long.

3. Tape two long straws on either side of one of the short pieces of straw. Do this at one end of the long straws. Then, tape the long straws together at the other end, as shown in Figure 5. This is a tower for your suspension bridge.

1. If you are using flexible straws, the "long" straws will be the ones you prepared in step 1, above. If you are using non-flexible straws, use uncut straws for the long straws.

4. Repeat step 3 to create a second tower.

Figure 5. Create a bridge tower by taping two long straws together around a short straw piece on one end. Make two bridge towers this way.

5. Tape one tower to the edge of a desk, table, or chair, as shown in Figure 6. Tape the second tower to a second piece of furniture at the same height. Position the towers far enough apart so that you could fit a straw between them, as shown in Figure 7.

1. If you are using flexible straws, you may need to position the towers about 13 cm apart. 2. If you are using non-flexible straws, you may need to position the towers about 17 cm apart.

Figure 6. Tape a tower to the edge of a chair, desk, or table.

Figure 7. Tape the other tower to a different piece of furniture that is the same height.

Move the tower positions so that you could fit one long straw between them.

6. Place another straw between the towers so its ends rest on the short pieces, as shown in Figure 8. This straw is the bridge deck. Now you have a simple beam bridge.

1. If you are using flexible straws, use one of the straws you cut in step 1, above, as the bridge deck.

Figure 8. Place a straw between the towers. This straw (in pink here) is the bridge deck and should rest on top of the small straw pieces.

You now have a simple beam bridge.

7. Make a load tester by unbending a large paperclip into a V-shape. Poke the ends of the paperclip into opposite sides of a paper cup, just below the thick rim, as shown in Figure 9.

Figure 9. Make a load tester by bending a large paperclip into a V-shape and poking the ends into a paper cup, on opposite sides just below the rim.

8. Use a second large paperclip to hang the load tester over the bridge deck. Do this by attaching the two large paperclips together, and then sliding the new one around the bridge deck straw, as shown in Figure 10.

Figure 10. Attach the load tester (paper cup) to the bridge deck (the pink straw here) by using a second large paperclip.

9. In your lab notebook, make a data table like Table 1. You will be recording your results in this data table.

Bridge Design Trial Number of Pennies Average Number of Pennies

Beam Bridge 1

2

3

Suspension Bridge 1

2

3

Table 1. In your lab notebook, make a data table like this one to record your data.

If you use coins other than pennies, be sure to change the words in your data table.

10. Add pennies (or other coins, all of the same type) one at a time into the load tester cup. In your data table, record how many pennies the paper cup can hold before the bridge fails. This will be trial 1. Record any other observations you make, such as how the bridge failed, in your lab notebook as well.

1. If you have a scale, you could also weigh the mass (in grams [g]) of all of the pennies together that caused the bridge to fail. If you do this, make another data table like Table 1 in your lab notebook but instead of "Number of Pennies" label the columns "Mass of the Load (in grams)."

11. Replace the straw that was the bridge deck with a new straw. 1. If you are using flexible straws, this would be one of the other ones you cut in step 1. 2. You are replacing the bridge deck straw because it likely became bent and damaged when the bridge

failed. 12. Repeat steps 10–11 at least two more times so that you have done a total of at least three trials using the beam

bridge design. 13. Now change the beam bridge into a suspension bridge. Tie the center of a 100 cm piece of thread (acting as your

bridge cable) around the middle of a new bridge deck straw. Place the straw between the towers. Pass each end of the cable over a tower and down the other side.

14. To anchor the suspension bridge, tie each end of the cable around a paperclip. Slide the paperclips away from the towers until the cable pulls tight. Then tape the paperclips firmly to the furniture, as shown in Figure 11. Overall, the suspension bridge setup should look similar to Figure 12.

Figure 11. Attach each end of the cable to a paperclip and tape the paperclip to the furniture,

as shown here (for only the right side of the bridge), so that the cable is tight..

Figure 12. In this picture you can see the middle part of the suspension bridge.

The cables are taped to the furniture outside of the picture, to the right and left sides.

15. Attach the load tester cup, as shown in Figure 13, and repeat steps 10-12 so that you have tested the suspension bridge design in at least three trials. Be sure to record your results in your data table.

Figure 13. Attach the load tester (cup) to the bridge deck (the blue straw here) as you did before.

16. Calculate the average number of pennies needed to make each bridge design fail and record your results in your data table.

1. For example, if for the beam bridge it took 180 pennies in trial 1, 190 pennies in trial 2, and 195 pennies in trial 3 to make the bridge fail, the average number of pennies needed to make the bridge beam fail would be 188 (since 180 + 190 + 195 = 565, and divided by 3 equals 188).

17. Make a bar graph of your results. On the x-axis (the horizontal axis) put the name of the bridge design and on the y-axis (the vertical axis) put the average number of pennies needed for that design to fail.

18. If you weighed the mass of the pennies, you can repeat steps 16 to 17 to calculate the average mass of the load (in grams) needed to fail each bridge design and then make a bar graph of your results.

19. Analyze your results. Looking at your data and graph(s), which bridge design could hold more pennies? Which bridge design is stronger? Is it a little stronger, or a lot stronger? Why do you think you got the results that you did?

Rocking the Boat

Abstract

When a ship rocks back and forth, it can make people seasick. Even worse, it can make it dangerous for jets to land on aircraft carriers. For these reasons and many others, it's important for engineers to design bilge keels (or fins) to keep boats from rolling back and forth. Become an engineer for a day and discover the best way to keep from rocking the boat in this engineering science fair project!

Objective

In this engineering science fair project, you will develop a fin (bilge keel) design that is best at keeping a boat from rolling back and forth.

Introduction

Ocean waves have a big impact on ships, even very large ships. Waves can travel in any direction, depending on a lot of factors, like the wind direction, tides, and ocean currents. Ships, on the other hand, need to travel in straight lines to get where they are going quickly. Depending on the direction of the waves and the direction the ship is traveling in, the ship can really start to rock and roll! When a ship rocks from front to back or back to front, it is called pitch, and when a ship rocks from side to side, it is called roll.

Even though rolling is a perfectly natural occurrence, it can be pretty tough on people who live and work on ships. Some people get very seasick due to rolling, and some equipment can be affected or even stop working due to roll. Roll also makes simple tasks, like eating, rather difficult, and it can make hard chores, like landing a helicopter on a ship, almost impossible.

Engineers have developed many ways to reduce how much a ship rolls. One of the simplest and most ingenious ways is a feature called a bilge keel, shown in Figure 1.

Figure 1. Shown here is a bilge keel on the Nimitz Class aircraft carrier, USS George Bush, CVN 77. (John Whalen, Northrop Grumman Shipbuilding.)

A bilge keel is usually a simple piece of steel on the bottom of a ship that is aligned with the direction that the water passes over the hull (see Figure 2, below, for a diagram of bilge keels and other types of keels). By aligning it this way, the bilge keel doesn't slow the ship down very much when it is traveling straight ahead. But when the ship begins to roll due to wind and waves, the bilge keels act like a plow through the water. The plowing action of the bilge keels generates a force that acts in a direction opposite to the rolling motion, and this force slows down the roll. The bilge keel only works when the ship is rolling and doesn't hurt the straight-ahead speed very much. Since it is just a simple piece of steel and doesn't have any moving parts, it is fairly inexpensive to build, too. Combine those benefits and you have an efficient way to design a better ship!

Figure 2. This diagram compares bilge keel design with other hull designs. (www.original.britannica.com., 1994.)

In this science fair project, you will learn how different sizes of bilge keels work and how effective they are at reducing the rolling motion of a ship. Try skinny or fat, long or short, straight, curved, or serrated bilge keels, and see what works best. Think about construction and other reasons why bilge keels are a certain size, and investigate what other things ship designers or naval architects need to think about when designing a good bilge keel.

Terms and Concepts

● Roll ● Bilge keel ● Force ● Hydrostatics ● Center of mass ● Oscillation

Questions

● How does a bilge keel stop a boat from rolling? ● How are bilge keels similar to the wings of an airplane? How are they different? ● What would you expect a boat with bilge keels to do when rolled? Think about this in terms of the number and

length of rolling oscillations.

Materials and Equipment

● 2-L soda bottles (2) ● Razor blade or knife ● Ruler (preferably one that measures in metric) ● Rubber cement ● Marbles (50-60) ● Wooden dowel, about 1 foot long

● Permanent marker ● Bathtub or pool ● Helper ● Stopwatch ● Lab notebook ● Foam-padded double-sided adhesive tape ● Scissors ● Graph paper

Experimental Procedure

Building the Bottle Boat and Performing the Initial Test

1. Clean out the 2-L bottles. Cut a rectangular hole in one of the bottles, with the longest edges running from the neck to the base—this will be the top of the boat. This is difficult because the plastic is thick in certain places. Have an adult carefully use a razor blade or a knife to help you with this tricky step. The hole should be about 19 cm x 6 cm, as in Figure 3 below. Use your metric ruler to measure.

Figure 3. This is the full boat assembly. Note the rectangular hole at the top of the boat. This is what you need to cut out in step 1.

2. Paint the inside of the bottom of the boat with a thick layer of rubber cement and set about 50-60 marbles in it. The marbles clearly define which part of the boat is the bottom. They also lower the boat's center of mass, allowing it to oscillate. Make sure to keep them centered along the bottom of the boat—don't put more marbles on one side of the bottom than the other. Also, leave a small empty space in the center for your wooden dowel to go in. Let the rubber cement dry for about 15-20 minutes, and don't be tempted to touch the bottle to check it—it could dislodge the marbles and cause you to have to cement them down again.

3. Cement the wooden dowel vertically into your empty patch so that it sticks straight up out of the rectangular hole. You might want to cement some marbles around it to hold it in place and keep it straight up. Remember to give the rubber cement some time to dry. The dowel will make it easier to see the boat rock back and forth, and it will also give you a handle with which to rock the boat.

4. Using a permanent marker, draw a line near the top of the bottle, from the front of the boat to the back, on either the right or left side. See Figure 3, above. This line will help you figure out how much you need to roll the boat—it will represent where you want the water line to be when you tilt it before letting it oscillate.

5. Find a bathtub or a pool in which to test your boat. If you use a pool, make sure that there is an adult to supervise you in case of accidents. The first test should be done without any bilge keels. Set the boat in the water and make sure it floats properly. Use the dowel as a handle and tilt the boat until the water line is at the line you drew with your permanent marker. Let go of the dowel and record the number of oscillations it makes in a data table, like the one below, in your lab notebook.

1. An oscillation is when the dowel rocks back and forth; for instance, if you tilted the boat to the right and released it, the boat would roll and the dowel would tilt to the left and then back to the right, completing one full oscillation.

2. The oscillations will get smaller and smaller, until the boat finally stops, so make sure you count all of them. You should also record the total time, using the stopwatch. Start the stopwatch when you let go of the boat, and stop it when it is no longer oscillating. You might want to have a helper assist you with the stopwatch since you will be tilting the boat. Record your information in your data table.

6.

Bilge Keel Length (cm) Number of Oscillations Total Time (sec)

Trial 1: Trial 1:

Trial 2: Trial 2:

Trial 3: Trial 3:

Average: Average:

7. Note: If you are using a bathtub, you will cause ripples when you release the boat. The ripples will bounce off the tub walls and go back to the boat, so make sure you don't count when those ripples rock the boat some more! You only want to count the oscillations that are getting smaller. When they start to get bigger again, that's when you should stop the stopwatch and stop counting. Make sure you place the boat in the tub so that the front and back are perpendicular to the longer walls; that way the ripples have farther to travel before hitting the walls and bouncing back, so have less chance of interfering with the oscillations. Why do you think you should ignore the ripple-oscillations?

8. Repeat step 5 two more times, for a total of three trials. This is done so that you can calculate averages for graphing. Finding the average of multiple trials is more accurate than using only one trial, because what if you made a mistake in that one trial?

Making and Attaching the Bilge Keels

1. Cut the other 2-L bottle completely in half, lengthwise (from the neck to the bottom), using the razor blade or knife. Again, have an adult assist you with this step so you don't hurt yourself. You might have difficulty with the neck and the bottom, so go ahead and cut those off first, as you won't need those parts. You should end up with two half cylinders, or curved rectangles. See Figure 4, below.

Figure 4. These are the bilge keels, which will be attached to the bottle boat.

2. Next you'll be bending the two bilge keels you just made. Bilge keels extend straight out from the hull at a 90-degree angle (see Figures 1 and 2 in the Introduction). Put one of the bilge keels up against the side of the boat so that it fits onto the side. If the bilge keel is too big, trim it until it fits well on the boat. Bend part of the bottom of the bilge keel outward, away from the boat. Do the same with the other bilge keel. Make sure that the portions bent away from the boat extend out about 5 cm. Use your ruler to get an exact measurement.

3. Now attach each bilge keel to the sides of the boat using a few pieces of the padded double-sided tape. This tape will adhere to the bottle even under water, but not for too long. If you have trouble with the tape sticking, take it off, dry the boat side and the bilge keel, and re-attach the bilge keel using fresh tape.

4. Hold the boat at eye-level so that the neck and bottle cap are pointed at you. Check the keels again and bend the bottoms of the keels until they're both pointing away from the boat. See Figure 3, above, for a picture of the full ship assembly, and note the bent bilge keels at the bottom of the boat.

Testing Your Bilge Keels

1. Repeat steps 5-6 from the section above, Building the Boat and Performing the Initial Test, so you have a total of three trials with the bilge keels attached, recording all data in your lab notebook. How is this test different from when you tested the boat before it had bilge keels?

2. Now, trim 1 cm off the bottom (the part sticking out) of each bilge keel so they each extend 4 cm out from the boat. Repeat steps 5-6 from Building the Boat and Performing the Initial Test again with this new length and record your data in your lab notebook.

3. Continue trimming the bilge keels in increments of 1 cm and test each new length three times. Your final test should be when the bilge keels extend only 1 cm out from the boat.

Graphing Your Results

1. You should have at least three time values and three oscillation totals for each bilge keel length, including when the boat did not have keels. For each length, calculate the average for both time and number of oscillations. You should now have one oscillation value and one time value for each bilge keel length. Record the averages in your data table.

2. Make a bar graph where the x-axis is Bilge Keel Length (including "0" for the trial without bilge keels) and the y-axis is Average Number of Oscillations.

3. Make another graph with the same x-axis and define your y-axis as Time in Seconds. If you want to combine the graphs into one, divide each bilge keel's number of oscillations by time, and call that number Oscillations per Second.

4. Compare the data in the graphs. Which bilge keel length do you think was best at keeping the boat stable? Which was worst? How does the trial without bilge keels compare to the others?

Variations

● Not all bilge keels are the same—some are shorter or shaped differently (see Figure 5, below). Try using different shapes of bilge keels, instead of just different lengths. Rather than trimming the bilge keels down, cut a shape or a serration into the keel and test the new design. Make sure to cut both keels into the same shape.

Figure 5. This is an example of another bilge keel design. (www.free-images.org.uk.)

● Instead of using only one permanent marker line, try using two or three and test each bilge keel design at each line. Graph all of your data. Does it matter how far the boat is tilted? Do the oscillations-per-second ratios differ at all? What does this tell you?

● Try using something else besides marbles in the bottom of the boat, such as pouring plaster of paris in there and letting it settle and dry. Does it matter what weighs the boat down? Also try testing more weight. After you've tested each bilge keel design, put an object in the boat on top of the marbles or plaster and test it again. Did the added weight do anything to the number of oscillations or the total time? Make a separate graph for each bilge keel at each weight. You'll have twice as many graphs as normal.

● Simulate actual ocean conditions by testing the boat in moving water. This can easily be done by placing the boat in a pool where others are swimming some distance away. The waves and ripples caused by the swimmers will give the ship a more realistic environment, and will push the boat around for you so you don't need to tilt it. Take video of the boat in the water for each bilge keel design, and determine which design maintains the greatest stability. 

Marketing: Mrs. Tackett  

Please read the slides for weekly guidance on what is due and when 

WEEK 1 

Examples Slideshow for School of Design. You can get on an app on your phone, but if not please do a booklet of a summary from your packet. This is an 8 slide example. Post to Google Classroom  

Week 2  Watch 10 Rejected Shark Tank Pitches That Made Millions on YouTube 10 Rejected Shark Tank Pitches That Made Millions…  

Write a summary of the video along with why you think the sharks rejected one of the pitches.  ____________________________________________________________________________________________________ 

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Week 3 

Advertising Summary Quiz - Phone Etiquette, Goods/Services, 7 functions of Marketing 1. A paid-for announcement to promote goods and services. A Good B Service C Marketing D Advertising 2. Someone who uses products. A Utility B Functions of Marketing C Consumer D Need 3. Tangible items that have monetary value and satisfy needs and wants. A Goods B Services C Consumer D Marketing 4. Something you would like to have but can live without. A Need B Want C Services D Goods 5. Distribution, Financing, Marketing Information Management, Pricing, Product-Service Management, Promotion, and Selling. A 7 Functions of Marketing B Marketing Concept C Marketing D Advertising 6. The attributes of a product or service that make it capable of satisfying the consumer’s wants and needs. A Marketing Concepts B Services C Utility D Want 7. The process of planning, pricing, promoting, selling, and distributing ideas, goods, or services to create exchanges that satisfy customers A Marketing Concept B Advertising C Marketing D Functions of Marketing

8. Intangible items that have monetary value and satisfy needs and wants. A Goods B Need C Want D Services 9. Something you cannot live without A Want B Consumer C Need D Goods 10. The idea that a business should strive to satisfy customer’s needs and wants while generating a profit for the company. A Marketing B Marketing Concept C Advertising D Functions of Marketing 11. The wants and needs of consumers are limited T True F False 12. Advertising is to some extent persuasive in nature, drawing an ethical guideline between what is good rhetoric and what is misleading can be difficult. T True F False 13. Advertising is a part of Marketing T True F False 14. Marketing research data provides important input for a marketing information system T True F False 15. The process of connecting with other people, often for the purpose of information exchange and support when searching for work. A Networking B Functions of Marketing C Marketing Concept D Advertising 16. Advertising is used extensively to encourage people to consider A a general type of product B specific brands of products C lower prices D shopping

17. Who works with national and state legislators to develop laws to protect consumer rights? A Educators B government representative C Consumer lobbyist D government workers 18. Business-to-business markets, including all businesses that buy products for use in their operations A Market B Consumer Market C Industrial Market D Market Share 19. Name the 4 P's of Marketing 20. A brief description of what you want to focus on, what you want to accomplish and who you want to become in a particular area of your life A Short term goals B Long term goals C Mission Statement D Business plan 21. A mission statement is who you want to become in a particular area of your life over the next? A 35 years B 13 years C 57 years D 24 years 22. When answering the phone you should always (Select all answers that apply). A Speak Clearly B Listen to the Caller's Request C Answer the Phone Casually D Greet Customers Appropriately E Speak Loudly or softly 23. Budgeting for marketing activities, obtaining the necessary funds needed for operations, and providing financial assistance to customers so they can purchase the business products and services. A Pricing B Financing C Selling D Promotion 24. This decision dictates how much to charge for goods and services in order to make a profit. Marketers must determine how much customers are willing to pay for these products. A Pricing B Financing C Selling D Promotion

25. The effort to inform, persuade, or remind potential customers about a business’s products or services. A Selling B Financing C Promotion D Pricing 26. Obtaining, developing, maintaining, or improving existing products. A Product Service Management B Marketing Concept C Marketing Information Management D Marketing Research 27. Determining the best ways for customers to locate, obtain, and use the products and services of an organization. Involves moving the product each step from the design idea to the consumer. A Distribution B Financing C Pricing D Selling 28. It provides customers with the goods and services they want. This includes: Manufacturers, Wholesaler, Retailers A Pricing B Selling C Financing D Distribution 29. A set of principles and related guidelines that a company establishes to define its long-term goals, direct and limit the scope of its actions in pursuit of long-term goals, and to protect its interest. A compliance procedure B Procedure C Policy D Promptness 30. The act of taking care of the customer's needs by providing and delivering professional, helpful, high-quality service and assistance before, during, and after the customer's requirements are met. A Professionalism B Personalization C Politeness D Customer Service 31. A fixed manner of completing a task that consists of a sequence of steps that must be followed in order for the task to be completed properly. A Policy B Procedure C Compliance Procedure D Compliance Policy

32. Promises for delivery of products must be on time. Delays and cancellations of products should be avoided A Personalization B Politeness C Professionalism D Promptness 33. Saying 'hello,' 'good afternoon,' 'sir,' and 'thank you very much' are a part of good customer service. For any business, using good manners is appropriate whether the customer makes a purchase or not. A Personalization B Politeness C Professionalism D Promptness 34. All customers should be treated with respect, which means the use of competence or skill expected of the professional A Promptness B Professionalism C Procedure D Politeness 35. Using the customer's name is very effective in producing loyalty. Customers like the idea that whom they do business with knows them on a personal level. A Personalization B Promptness C Professionalism D Policy 36. When two or more people work together through idea sharing and thinking to accomplish a common goal. A Investment B Team Collaboration C Professionalism D Personalization 37. A customer comes in looking for a product that you know isn't on hand at this time, name the one statement you should not say. 38. A financial gain, especially the difference between the amount earned and the amount spent in buying, operating, or producing something. A Investment B Economy Gain C Profit D Loss