Bernoulli’s Principle states that an increase in the speed of a fluid occurs simultaneously with a decrease in pressure. When applying this principle to the curved shape of an airplane wing, the velocity of air is greater above the wing than below the wing. Therefore, pressure is greater underneath the wing than above it, causing the wing to lift upward.

After learning about Bernoulli’s Principle in class, the eighth graders were posed with the challenge of creating a helicopter-style rotor (Twirly Bird) that could stay in the air for a long period of time. The materials they could use were limited to one pencil, one thumbtack, and one piece of cardstock paper. They were also provided with two templates they could use, but were not limited to, as they were also able to create their own templates. Once they created a design, each group performed three trials in which they launched their Twirly Birds from the same height and recorded how long they stayed in the air. From there, they could modify their designs as needed and test again. With their final creations ready to go, they were prepared for launch day. Each group performed three trials, with their longest times noted. Once complete, the winners were announced. We concluded this activity by studying each design and relating it back to Bernoulli’s Principle. Come to find out, our first place winners had created a design that was the most similar to the shape of an airplane wing. Go figure!

Our eighth graders completed their first round of science stations! Science stations, typically done at the end of a unit, are seven designated locations in the classroom where activities challenge students to apply what they have learned and build on their understanding of the concept being taught. They provide an engaging way for students to extend their knowledge and skills by working independently of the teacher in small groups or pairs. Students benefit from science stations because they incorporate multiple learning styles with reading, writing, communicating, listening, and manipulation.

For our first unit, Experimental Design, our eighth graders worked together in small groups to create a new unit of measurement. They gave their new unit of measurement a unique name and an abbreviation. While using their new unit to measure various lengths around the classroom, the students completed a data table and then had to describe exactly how to measure using their new standard of measurement on an index card. Each group then swapped index cards with another group in order to test each other’s unit of measurement to see if they were able to come up with similar data. They all did such a fantastic job with this first round of stations!

We are off to a running start here in eighth grade! Our first week consisted of becoming familiar with how we will manage our math and science classroom time. The students also re-acquainted themselves with the flag protocols and are absolutely doing a fantastic job with this undertaking. I’m so thankful they were “passed the torch” last year and we will be certain to do the same with our current seventh graders at the year’s end.

During our second week, our eighth graders conducted their first lab where they practiced the safe use of lab materials. Scientists avoid cross contaminations when mixing chemicals so it is important that the students learn this right off the bat! They also developed their measuring skills, practiced their observation skills, and checked their ability to follow directions in a science lab which are all important to instill before we move forward through our chemistry units. This lab was also a great way to introduce them to chemical reactions which is a full unit we will be getting around to during this first semester. We used red cabbage juice as our acid/base indicator. The students observed a particular color change to the juice depending on whether it was mixed with sodium bicarbonate (baking soda + water = base) or acetic acid (vinegar + water = acid). Then, they mixed the acid and base together and observed yet another (and more exciting!) chemical reaction taking place. Let’s just say they might think about this lab the next time they open the lid to a soda pop!