Welcome to Physical Science!
9/17–In class–we finished talking about Mod 4 content–ionic vs covalent molecules, polar and nonpolar and ionic, hydrogen bonding, cohesion. Then students performed Exp 4.5 with their group. We did not do Exp 4.3–instead we reviewed for the exam which is next week.
I handed out study guides (2 made by former students during lecture and 1 made by me). Students should study their old quizzes for Mod 1 – 4 and study the content we went over in class. There are 40 MC questions on the test (the last 4 are T/F). I handed back Mod 3 quiz–students should correct the quiz and resubmit it next week for partial credit.
I would suggest coming early on Thursday (8 am) or Tuesday (8 am) to study in groups for the test, too.
Hwk–complete Quiz 4, correct Quiz 3, finish Exp 4.5 report, study for exam.
9/10 Today was a fun day. In class, students completed Exp 4.1. This lab takes a lot of time and is easily messed up so most groups had to try 2 – 3 times to get the test tubes to stand upright. Students should write their results and a fully formed conclusion (following the sample) to complete the lab report.
Hwk–follow the agenda. We have our first big exam in 2 weeks so you should be reviewing for that now. Study the terms/definitions in each chapter, study the bold info in each chapter, review your quizzes, notes and PPT’s. We will review next week, too.
*Note 1–next week, before Tutorial starts, bring your student notebook to my room (D220) so that Ms Kim can grade them before our class starts.
**Note 2–read the page after the experiment in the textbook, I think its page 83 or page 85 in the student hardback textbook. The paragraphs immediately following a lab are used to explain the results of the experiment. So, read those paragraphs before writing the conclusion. You should include that info in the conclusion. For example, if the book had said that hydrogen test tube should have twice as much gas in it as the oxygen test tube, then you would want to mention that in the conclusion and relate it back to your hypothesis.
Module 4 Notes (Don’t watch the video link–we will do that in class)
9/4–Today was a fun day! Congrats to Morgan–her project was selected by the class as ‘Best Project’. Congrats to William–his project was selected by the class ‘Best Tasting Project’. Each received a $5 gift card to Sonic.
While we enjoyed the edible layer projects (I loved the mexican dip with chips and the AWESOME blue coconut graham cracker chocolate thingy!!!), we reviewed content from Mod 3 and watched several video clips on the atmosphere–25 cool things and some videos on the Northern Lights. Finally, we reviewed again for the quiz.
Follow the agenda for hwk–if you did not turn in your project today, bring it next week. Remember, keep it simple! There is no need to bring a wedding cake that feeds 50 people! Study for the quiz–you will label the layers of the atmosphere with boundaries, you should know the two main layers, what each sublayer is, what happens in each sublayer, what happens to temperature in each layer, what happens to pressure as you increase altitude, where is ozone layer and what does it do and what is its formula, where is ionosphere and what is it good for and what does it make (ions), etc
8/20–Today was great! We finished discussing the last part of Mod 2–we looked at Ozone, what it is, what it does, etc. Ask your child what they think of table salt now… We then watched a dvd on Global Warming during which time students took notes for their summary. They turned in their lab reports–Ms. Kim will return the reports next week.
Hwk is to follow the agenda. The summary is due next week. Study for Mod 2 quiz, too. Make sure you know what ozone is, what it does, its formula, what is carbon dioxide is used for, how it is added to the atmosphere, composition of dry air, what is combustion, what are the pollutants.
8/13–Today was a full first day! We went over class expectations (mostly behavior stuff), completed Exp 2.1, went over most of the chapter info, briefly discussed sci fair and/or book report with media presentation and took the quiz over mod 1 vocab. We did review before the quiz, too. It was hectic for sure!
Hwk is to follow the agenda. Students were walked through how to write a proper conclusion. There is a hand out on the phys sci page that details what I am looking for in a conclusion. I suggested to them that they type the conclusion, print it out and paper clip it to the lab page.
“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!