Lezlie Haynes

 Welcome to Physical Science!

Happy Thanksgiving!  See you in two weeks.

11/14–hwk is to follow the agenda.  Complete the Usain Bolt handout.

11/7–In class–we went over about 1/2 of mod 9 (vector, scalar, distance, displacement, velocity, acceleration) then worked DA problems.  I sent home 2 worksheets to complete, not just 1.   I will make a new quiz that will be VERY similar to the one I accidentally sent home today!  Follow agenda for hwk.

10/31-Today was a good day.  Students turned in their edible layers of the earth and had a good time eating the items brought.  Thank you to the parents for supplying the materials.  Best Project was Audrey’s and Tastiest Project was Jack’s.


In class:  we went over dimensional analysis and how to use conversion factors to change units.  Example:  change 36 inches into feet or 200 Km into m.  Please help them with their homework this week.  Math + Science is hard for them.  Hwk is to follow the agenda.


10/24–In class–students turned in their magnetic field theory paper.  We then went over plate tectonics and earthquakes.  We looked at video of the ’89 Ca earthquake and the Thailand tsunami from 12/26 several years ago.  Then we watched a 38 minute video on plate tectonics and the flood.  Information is incredible but pretty hard for students.  At the end, there is a quote by Martin Luther that students have an assignment on.  Students are to write a short (1 page max) paper about what they think Luther meant by the quote and how it relates to life now.

10/17–today was a fun day.  After taking Mod 5 quiz, students performed 2 experiments.  Hwk is to follow the agenda.  Make sure that you write good conclusions to the 2 labs.

10/10–Today was a good day.  In class, students turned in their video summaries, turned in their lab books, took notes over about 1/2 of Mod 6, watched a video segment on the magnetic field of the earth, received 2 handouts relating to the magnetic field and were told what to study for the mod 5 quiz next week.

We are a little ahead on the agenda which means that instead of getting one week to write their paper on magnetic field theories  with a bibliography, they get 2!  Students should read about the two theories in their book, read the article I sent home, use the other handout to help them generate information about the two theories and write a 1-2 page paper about the theories.  I would suggest at least 3 paragraphs–paragraph 1 on Dynamo theory (what it is, evidence for it, against it), paragraph 2 on Rapid Decay theory (what it is, evidence for it, against it), paragraph 3 which theory you think is the better theory and why, how it affects your world view, what further info you might like to learn in this area (possibly), etc.  If you would like more info on the dynamo theory, with parents permission, google it.  We did talk today about an MIT article about dynamo theory. Paper is due in 2 weeks.

I sent an email earlier today with the video link and 1 or 2 articles.  These are for help in writing their paper. Yes, you need a bibliography!!!  Cite your sources-use easybib.com.  Sources you have so far:  your textbook, the article I gave you, the video we watched (I sent thel link).

If you were absent today, you should watch the video segment, read your textbook, read the article and ask questions next week in class.  I would also suggest that you get the notes from class.

10/3–Today was a slow day.  We went over their exam, went over the important points in the chapter, watch 2 videos (18 min total) of the author of our book speaking about the age of the earth.  The video is older, but since it has good info and Dr. Wile is the speaker, I like to show it.  It is also a good conversation starter.  Hwk is to follow the agenda PLUS write a 2 paragraph summary on the videos in class (paragraph 1 is info learned in video and paragraph 2 is your opinion of what you learned, how it relates to the module, and how it fits in or doesn’t fit in with your worldview.

9/26–In class, we took the test and watched 3 – 4 short videos on Water Cycle.  Hwk–follow the agenda.  No quiz next week.  The students that chose sci fair instead of book report:  Research Plan/Rationale (same thing) is due next week.  If I don’t have your research plan by next Tuesday, I will assign a book.  You can find info on how to do the research plan on the sci fair webpage or gen sci webpage or bio webpage.  I need:

Purpose paragraph(s), question, hypothesis, procedure, risk & safety, data analysis (what you will do to your data, not actual data) and you bibliography with 5 sources.

9/19–Class was good this week. Students turned in their lab books, watched a Moody Science video from the 1950’s that explained their lab last week, then completed two module 4 labs.  We reviewed for the exam, also.  Hwk is to follow the agenda.

Students that are doing sci fair instead of a book report should get me their research plan asap.  Students doing book reports should select their book from me asap.

Mod 1 – 4 exam is Tuesday.

9/12–Today was a busy day!  We quizzed over Mod 3, took notes over Mod 4 and completed exp 4.1.  Students should read the paragraph after the lab to determine what the results should have been.  We will discuss the results next week, if time permits. Follow the agenda for hwk.

Book Report with Media Presentation

Module 4 Notes

9/5–Today was a crazy day!  Students turned in their edible layers of the atmosphere, voted on favorites, sampled as many as possible, listened to lecture over part of Mod 4. Hwk is to follow the agenda. Study for the quiz over Mod 3–most of it is focused on the layers–temperatures, composition, boundaries, ionosphere, ozone, weather, airplane flight, etc.  There is also a diagram to fill in. Congratulations to Grayce & Jonathan for being voted Best Projects and Jack for being voted Favorite project.

8/29–We had an interesting day today.  We started with a quiz, turned in summaries, handed back old papers, lectured over mod 3, discussed the Edible Layers Assignment due next week (NO NUTS OF ANY KIND IN ANY FORM) and attempted to perform exp 3.1 but apparently tripped a breaker that turned off every outlet in our room.  So, of course, no lab reports due for next week!  We’ll try to do 3.1 next week.  Hwk is to follow the agenda.

8/22–in class–followed the agenda.  Watched Global Warming DVD and some snippets of “Not Evil, Just Wrong” after lecture and ppt. Hwk is to follow agenda.

Bonus–2 paragraph summary over global warming article in the PPT I emailed at end of class.  First article by Dr. Vardeman is worth 10 bonus points, 2nd one by Brian … is worth 5 points.  May pick one for bonus, but not both.  You can read both, just must pick one for bonus.

Bonus Opportunity:  Monday, 8/21 is the Solar Eclipse.  If you take a pic of yourself outside during the eclipse and send it to me, you’ll get 5 bonus points.  I’ll post them on the chem page.  I’d like a pic of you with a sign with Eclipse 2017 or something similar.  With solar eclipse glasses will get you 2 extra points.  I plan to take my selfie during ‘Totality’!!!

If you do not have glasses, you can make a pinpoint projector and watch the shadow on the ground instead of damaging your eyes looking at it.

8/15–Great first day!  In class we went over how to find the physical science webpage, how to read and understand the agenda, class rules and expected behavior, reviewed for and took quiz 1A, covered material in book thru p 36, completed 2 labs–one in class and one a demo.  Students should complete the labs in their student notebooks as part of hwk.  Hwk–follow agenda and complete lab reports in student notebook:  2.1 & 2.2.

Update 8/11–quiz is over module 1 content only–bold terms, underlined terms, metric prefixes, types of measurements


Agenda 17 18

Science Courses policy


Lab Safety

How to Write a Lab Report

Students are required to complete either a book report with media presentation or science fair project during the school year.  If you would like to start your science fair project this summer, email me for instructions and approval.

Physical Science List 2017-18

Secondary Schedule 2017-18

“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 December. The second is a multi-media engineering project which will be due in January/February. 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 and seeing familiar faces, too!

Lezlie Haynes


If you have any questions, please email the instructor at lezlie@43llc.com.