Welcome to Physical Science!
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12/1 In Class: Today was a full day. We went over the report due 1/12 for book report and science fair report. We also discussed the media presentation (book report: PPT, poster, trifold board, video or dress up as subject and speak; Sci fair: trifold board following format online) and that presentation dates would be assigned on or after 1/12. Don’t worry about the presentation part yet. Then, we went over how to find acceleration using the velocity-time information. I worked the first three acceleration problems for Usain Bolt in class. We went over the V-T table to make sure that each person had the correct answers so that their graphs and accelerations would be accurate. Students were told that they would receive no credit unless they had work shown for each split for Velocity and for Acceleration.
We also worked free fall problems and talked about the beginning info in Mod 7. Lastly, we talked about the final exam. I am emailing a copy of the FE study guide today.
Hwk–follow the agenda. Finish Usain Bolt handout.
11/10 In Class: I handed out Quiz 5 and told students to complete it at home (open notes). Then I worked two more dimensional analysis problems (with denominators). Afterwards, we started the chapter and went over position, distance, displacement, speed, velocity, scalar quantities, vector quantities, position-time graphs, and slope formula. We watched a video clip of Usain Bolt running a 100m race and talked about how his ‘splits’ are just data that can be put into a t-table for graphing. We then reviewed how to plot ordered pairs and what slope means on a graph. I related the algebra concepts to our position-time data and we filled out a handout on position-time graphs. We looked at the Usain Bolt handout and went over their first assignment–create a position-time graph of his data. Students are to use increments of 1 or 0.5 for the x-axis and units of 10 for the y-axis. The Bolt handout is due in December.
Hwk–follow the agenda.**WE talked in class today about the hwk assignment–they are only to do the graph this week. Next week we will go over how to calculate the velocity and use it to create the second graph.
11/3 In Class: students turned in their lab book, worksheet, and bonus paragraphs. Then, we began dimensional analysis. This is covered in module 1, but I save it so that we cover this concept right before we use it in the book and after they have had a couple months of algebra.
Students created a manipulatives set in class: a transparency with a t-grid, six cards with the metric conversions for distance (kilometer, hectometer, Dekameter, meter, decimeter, centimeter, millimeter). We then began to work problems converting from one distance unit into another distance unit. Example: 15 km = ______ m or 15 km = ______ mm. We went over the metric system and how it relates to distance, volume, and mass.
I sent home a worksheet for students to complete, too.
I am attaching the Usain Bolt handout to the email for you to print and bring to class next week.
Hwk–follow the agenda, complete the wkst. Use your manipulatives as needed.
10/27 In Class: Students turned in their worksheet from last week (Ms Kim graded it for effort. I will send a key to parents so that you can go over it with your child.) and the quiz I sent home. Then, we went over Exp 5.1 before I began a demo it. While the experiment was running, we finished taking notes over the rest of the chapter. Ms. Kim handed out a notes sheet and a worksheet. We worked thru most of the problems on the front side of the worksheet. Students are to write the letter that matches the type of reaction, balance each equation, assign the A (metal), B (nonmetal), C (metal) and D (nonmetal) labels, then use colored pencils to circle the atoms on both sides of the equation.
We finished the experiment and went over the results. Students drew the set up in their student notebooks and were to label the parts (negative terminal had 3 cm gas at top, positive terminal had 1.3 cm gas at the top). We discussed which terminal went with hydrogen and oxygen gases then watched a YouTube video of the experiment performed in a lab. I will attach the videos to the class email to help students write the conclusion.
Hwk–follow the agenda.
10/20 In Class: Students turned in their Balancing Equations Challenge Wkst and Ms. Kim handed out Mod 4 quiz. Then, I handed out three notes sheets and a new worksheet on writing formulas and naming compounds. We went over the notes sheets and students filled in the blanks. I walked them through a lot of examples related to the notes, too.
I specifically gave them two sets of notes that they are to transfer to notecards–3″ x 5″ card. The first set in on Ionic Compounds–naming compounds and writing formulas. The second set is on Covalent Molecules–naming molecules and writing formulas. They will be allowed to use the note cards on their quizzes and final exam. Please make sure that your child follows thru and completes both sides of the note card. Side one should have the steps to write a chemical formula given the name and side two should have the steps to write a chemical name given the formula. I included examples with each set of notes that can be included on the card. Only the examples I listed in class with my notes are allowed on the card.
I am including video links below to help students with the concepts taught today.
Hwk–follow the agenda.
10/13 In Class–we finished module content and watched a video explaining cohesion, adhesion, and surface tension. Then, we reviewed balancing chemical equations and worked through a few practice problems. After that, I handed out a fun lab on balancing equations. Students worked in groups of 2 to balance equations using candy pieces. They all did a great job!! I handed out their challenge balancing worksheet, too.
Students turned in their atom projects, too, and Ms. Kim was able to grade and return these in class.
9/29 In Class: students took their mod 3 quiz, turned in their worksheet 3B, then we started mod 4. We reviewed structure of atom and number of electrons in each level (it was part of the lesson, I did not call attention to the review), discussed valence electrons, octet, stability, the 4 types of bonds, and balancing chemical equations.
Hwk–follow the agenda. Don’t forget to follow the rubric when completing the modified exp where you create a model of an atom.
9/22 In Class: we finished going over chapter content, went thru the PPT and practiced adding electrons to the energy levels for the smaller atoms (wkst 3B). We also went over all things Periodic Table–students were given a blank table and took notes on it. We began watching a 20 minute video on the history of the periodic table. The video link is in the PPT. Students were told they can write a bonus summary on the segment.
Hwk–follow the agenda. Start working on your modified Exp 3 model of the atom. Study for quiz on Mod 3.
9/15 In Class: students turned in their work and then took quiz 2. After that, we began Mod 3. We followed the agenda and went through every slide of the PPT (included below, I hope). We went over:
- history of atomic theory (Democritus to Dalton to Thomson to Rutherford to Bohr)
- Atoms–definition, structure, isotopes, protons, neutrons, electrons, mass, periodic table, father of the table
- handed out and worked thru several examples on the worksheet
Hwk–follow the agenda. Those who are doing sci fair–I need your ideas asap, please.
Missing Grades: if you have not turned in your paper towels (requirement listed on the curriculum sheet), student profile or signature page for lab safety and course policy–you must do so by Tuesday or zeros are sent home on the progress report. Bring your paper towels to Ms. Kim or myself Tuesday before or after Tutorial.
9/8 In Class: Students turned in their lab handout and conclusion and then we discussed the rest of the module–evidence for chemical changes and solubility. After that, students completed Exp 2.3 (I think that is the one) in class. Unfortunately, a couple of the groups had dead batteries so they had to get results from other groups. Each group did a great job this week of working independently.
Hwk: Follow the agenda, study for the quiz (use the OYO’s, SG’s and Test), finish lab in SN.
8/25 In Class: First, the students turned in their labs from last week (typed conclusion, graph and data table). Any student that did not follow directions and type the conclusion had 5 points deducted from their score (I told them to type it and email it to me and I would accept it). Then, they took quiz 1 (which Ms Kim graded and I think returned in class). After that we went over the ACT handout. Lastly, we began Mod 2 on matter.
We went over the PPT slides. Since we had lab today, we didn’t have time to watch all of the extra video clips in the PPT, so students can watch them at home if they want. Then, we performed Exp 2.1.
Hwk–follow the agenda.
Several students chose their book today for the book report. If you want to do sci fair instead, I need your ideas turned in asap so we can go over them and select the best one.
8/18 In Class: we talked about science reasoning, the importance of being able to analyze data in table and graph form, and the ACT science section. We went thru a handout on types of graphs and how to analyze them. Then, we performed the first part of Exp 1.2.
Hwk–follow the agenda. Complete the lab report in the SN–except that you must type the conclusion and place the page in the book. You are also required to graph the data obtained today. See the email for more info.
.8/11 Today was a great first day. We followed the agenda and discussed the scientific method (PPT attached) and terminology related to experiments. We went over the book report and sci fair projects (students choose one) and how to write a conclusion. We also discussed using technology to make good use of our time–specifically the use of the ‘Dictate’ button in Word and the option to speak notes into ‘Notes’ app on the Iphone. Students can speak their conclusion paragraph, then go back and edit afterwards.
Hwk–follow the agenda.
Handouts: Items to print and place in binder:
“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!