Welcome to Physical Science!
9/18–In Class–we finished Mod 4, watched an 8 min 49ish second video from about 1958 on water (aligns perfectly with our experiment last week and structure of water), and lastly, students performed Exp 4.5.
Hwk–write lab report for Exp 4.5, perform Bonus Lab Exp 4.5 (with oil instead of water) and type lab report to be turned in next week. **YOU MUST COME UP WITH YOUR TWO HYPOTHESIS JUST LIKE YOU DID FOR EXPERIMENT 4.5 WITH WATER. 1) What do you think will happen when you place the toilet paper + paper clip on top of the oil? 2) What do you think will happen to the paperclip when you add a few drops of dish soap to the oil? After stating your two hypothesis, begin the experiment. Study for the exam over Mod 1 – 4. I sent home 3 study sheets–one was made by me, the other two were made by former students. Remember, you can go to Quizlet and use work added by other people to help you study and learn terminology (my quizlets are under Sooners43).
9/11-In class–we reviewed for Mod 3 quiz, took Mod 3 quiz then we discussed the beginning of Mod 4. We performed Exp 4.1, which really took up most of the class. Students should follow the agenda for hwk and study the info on the notes sheet that we should have gotten through in class. Study for the upcoming test, too. Check the agenda for the exact date. Make sure to finish the lab report and turn it in to Ms Kim before Tutorial next Tuesday.
9/4–In class: students turned in their lab books before class started, they judged the other projects on appearance and taste and while they ate the awesome Edible Layers projects, we reviewed and watched several videos on the Northern and Southern Lights as well as a video on the ionosphere. Hwk is to follow the agenda. We did review for the quiz next week, too–reminder..make sure you can label all the layers of the atmosphere including ionosphere, ozone layer and boundaries, know what happens in each layer, make sure you know what happens to temp and pressure as you go up in layers, what is ozone and what does it do, what happens in the ionosphere, what are the northern lights, etc.
8/28–In class: students turned in their summaries, took quiz 2 then I lectured over Mod 3. Students should know the terminology from the module, the two layers of the atmosphere, the regions within each layer and the characteristics of those regions. After taking notes, students performed Exp 3.1 (a favorite every year). I did not demo Exp 3.2 so no lab report is needed for Exp 3.2.
Hwk–follow the agenda, complete lab report for Exp 3.1 (it is to be turned in before Tutorial on Tuesday in or by Room D210 which is the door by the stage and by the exit), choose either a sci fair idea or book for book report and clear with me and make your Edible Layers of the Atmosphere. NO NUTS of any kind. If might help if you write down the ingredients ie Duncan Hines Chocolate cake mix, etc. Don’t forget to label the layers. You need the two main layers labeled and then the sub regions within each layer. Creation can be sweet or savory. Bring a serving utensil!!! I’ll provide the plates and napkins.
8/21–Today was a great day! Reminders: You must turn in your Student Notebook on Tuesday mornings before Tutorial when labs are due. Many of you forgot. I gave you a second chance to take a pic and email/text it to me today for full credit. Only a few of your remembered to send me your lab report. I will accept it next week but will follow the Science Course Policy on late work. Make sure you put due dates in your Planner!!!
In class–we talked a little more about Mod 2, reviewed some of the concepts, watched a video on Global Warming and then I finished by applying what we are learning in class to what they might hear about or be taught in a college classroom.
Hwk–follow the agenda. Write your summary following the handout from the website. Quiz next week over Mod 2–know what dry air is made of and the percentages, what is ozone and what does it do, what Carbon Dioxide does for earth, what happens if CO2 levels rise, what happens if CO2 levels fall, what happens if O2 levels rise, what are some pollutants, module vocab. We will be in lab next week so bring ponytail holders or barrettes for long hair/bangs.
8/14–Okay, today was a crazy day! You guys did a great job helping set up and take down the room-thank for your help with this!
In class–went over notes over the first part of Mod 2 on what is air, humidity, dry air, types of gases in the air, what carbon dioxide and ozone do, etc. We also completed Exp 2.1 and watched a video demo of Exp 2.2.
Hwk–follow the agenda and write lab reports for Exp 2.1 and 2.2–remember! We did everything except the conclusions and purposes. Copy the purpose from the intro of the lab. Then, type your fully-formed conclusion following the format on the notes off the web. Print your conclusions and then place them in your student notebook to be graded next week. The agenda doesn’t mention lab report for Exp 2.2 in hwk or what is to be turned in–this was added since we were able to complete it in class. NO quiz next week. Don’t forget–you are to turn in your lab book to Ms Kim in room D210 BEFORE Tutorial begins on Tuesdays ie before 8:30 am!!!!
“This course is designed to be the last science course the student takes before high school biology. Thus, we generally recommend it as an 8th grade course. However, your student can also use it for their 9th grade course work. The text discusses such topics as the atmosphere, the hydrosphere, weather, the structure of the earth, environmentalism, the physics of motion, Newton’s Laws, gravity, chemistry, and astrophysics. There are many hands-on experiments to do, and they all use household chemicals and supplies. It is an excellent course for preparing the student to take a college-prep high school science.” Apologia Website
Students should bring all supplies to every class. This includes the student text, workbook, notebook and pencils. Students are required to keep an organized notebook consisting of notes, worksheets, tests/quizzes, and experiments.
In general, each module will take two weeks to cover. Class usually begins with a quiz over the previous week’s assignment. After the quiz, new material is introduced and explained. As time permits, experiments are performed to further the students understanding of concepts or to introduce new ideas. For many of the modules, additional assignments are sent home to further understanding of important concepts in the chapter. Progress reports will be sent via email at the end of each six weeks and will include all in-class work (extra worksheets, quizzes, labs, projects).
Physical science at FAITH requires two projects to be completed during the course of the year. The first is either a science fair project or a multi-media project centered on a Christian scientist and will be due in January. The second is a multi-media engineering project which will be due in February/March. Information about the first project is given the first two weeks of school. Information about the second project is given second semester after Module’s 9 & 10 have been taught.
I look at physical science as the bridge between middle school work and high school work. With this in mind, I use this course to prepare students for the rigorous coursework assigned in a high school biology class. Students should be prepared to study daily—not just read or answer questions, but study in-depth. This class will require more time and effort than any previous science class. Students should be studying for weekly quizzes, large unit tests, and comprehensive final exams.
I look forward to meeting new students in the fall, too!