## Physical Science

## Welcome to Physical Science!

11/19 In Class:

- Turned in worksheet 2 from last week (for those that didn’t turn it in Thursday)
- Handed back worksheets–if you didn’t complete the worksheet(s) or show your work, finish the worksheet and turn in with work stapled to the back.
- Turned in DA quiz and Wkst 3 on DA
- Handed out Usain Bolt Handout
- Completed 4 of the velocities for Table 2 using the velocity formula and the data from Table 1. Students should finish the velocity table.
- Graphed 2 sets of data on a Position-Time Graph and talked about the best fit line. Students should graph the data in Table 1 for question 2 on the second page.

- Finished talking about acceleration and free fall problems, worked all but 3 on the Velocity & Acceleration worksheet. Students are to finish 12, 13, and 14 on the worksheet. Then, they will turn in problems 7 – 15 next week (we worked most of them in class so they should have copied the work down–if not, they should rework those problems, too).
- Finish Module 9, if not already completed

11/12–Since we missed today, I will have to make adjustments to the next 3 or so class days.

**on Thursday, come by my room (D204 before 8:30 am or D203 after 12:15 pm) and pick up…**- DA Take Home Quiz (you may use your conversion factor handout)
- DA Wkst #3

**On Thursday, come by my room and TURN in DA Wkst #2 and Questions 1 – 6 on the Velocity/Acceleration Wskt**(I don’t have a copy at home so it could be 1 – 4…but you will turn in the problems that do not mention acceleration!)- Finish reading Mod 9, complete OYO’s and study guide questions if not already finished

11/6/19 Physical Science Agenda 19 20, updated

11/5 In class–in class we worked several examples again of dimensional analysis problems, I handed out a new wkst and then we discussed about 1/2 of Mod 9. We covered position, speed, displacement, vector, scalar, velocity and began acceleration. I told students that they did not have to work the acceleration problems on the wkst yet b/c we haven’t learned how in class. For the Speed, Acceleration, Velocity wkst they will only turn in the first 6 problems, I believe. For the Dimensional analysis wkst, they will complete every problem. Each problem MUST have a tgrid drawn for credit. Hwk is to follow the agenda.

10/29–What an awesome day! I was a little unsure about how our edible layer projects would work, but they turned out amazing. Watch the Facebook page for pictures Ms Ramona took of the class. Thank you to everyone for bringing in supplies and being patient while we constructed the two projects.

10/21–

In class–we discussed our group layers of the earth project for next week. I will send an email today detailing who needs to bring what. Then we discussed briefly plate tectonic theory and what students should know about the rest of the module. Students turned in their lab reports and Magnetic Field Theory papers. Lastly, we watched a 16 minuted video by Dr. Baumgardner a little of his catastrophic plate tectonic theory and the computer program he created to model the mantle. We ended with the Martin Luther quote at the end of the video. Students were to copy it from the video into their notes then use that to write a paragraph on what they think Luther meant in the quote and how that is relevant in science and society today. This is a little hard for them so it is a great opportunity for parents to read over the quote with them and have discussions. Paragraph is due next week.

Next week–bring your calculators as we jump to Dimensional analysis and begin Mod 9. And, bring your assigned food item(s) so we can create and eat our edible layers project. Study for Mod 6 quiz. Most info comes from first part of module thru the 2 definitions of magnetic field theory. It is T/F and has the 10 terms from the module plus the boundaries and layers of the earth.

10/15–

- single spaced, black ink, 1″ margins
- Title and students name at the top
- 3 paragraphs–no more than 3, no less than 3
- Bibliography on separate page with minimum of 3 sources
- video we watched
- 2 articles I handed out
- your textbook
- Dynamo article you were to find online

- Paragraph 1–Dynamo Theory or Rapid Decay Theory
- definition of theory
- evidence supporting theory–at least 2 facts from textbook
- evidence against theory or evidence that doesn’t prove or disprove it from textbook–at least 1 fact

- Paragraph 2–Dynamo Theory or Rapid Decay Theory
- definition of theory
- evidence supporting theory–at least 2 facts from textbook
- evidence against theory or evidence that doesn’t prove or disprove it from textbook–at least 1 fact

- Conclusion
- Which theory do you think is better
- Why–state reasons
- Bonus–Worldview

- Bibliography
- Textbook
- Article
- Video
- Bonus for additional sources

10/8–In class: Today was great! I appreciate this class’s willingness to be guinea pigs for experiments…the aquifers were interesting to construct! After creating our edible aquifers, we brainstormed what to do better next year–use 2 different sizes of chocolate chips and NO cereal. After creating the aquifers, discussing what each part represented and eating them/drinking them (I heard Luke say that if you closed your eyes, they were pretty good!), we began Module 6. We covered each of the 3 major sections in the module–Crust, Mantle and Core. Next week we will go over the Magnetic field theories, the paper they have to write and watch different video segments on the theories and plate tectonics.

Hwk–study the vocab for Mod 5 quiz next week, follow agenda. You can start on your paper–read the section in the textbook and take notes, read the articles and take notes, research dynamo theory online and take notes. Those doing science fair, come in and update me on where your at, show me the research plan, get help, ask questions–especially new to FAITH students.

10/1–In class: Students turned in their corrected exams which I will grade for partial credit this weekend. We then went over notes and a handout for Mod 5. We watched several video clips on the age of the earth and how the oceans/salt content are used as a dating method. Next week, we will ‘build’ aquifers to help us learn more about underground water sources. Students volunteered to bring in supplies so please ask your child if he/she is supposed to bring in a supply. We need: chocolate chips, clear pop (sprite/7 up/generic), sprinkles, food coloring, gummy bears, frosted flakes, vanilla ice cream (I/Tutorial will supply the ice cream, cups, straws). We will make our ‘aquifers’ then begin Mod 6. Hwk is to follow the agenda. Study for quiz over Mod 5 next week.

9/24–In Class: students took their Mod 1 – 4 exam, turned in Quiz 4, lab report and several students turned in their corrected Mod 3 quiz. Then, we watched several videos on the Hydrologic Cycle and started discussing that info.

I will email each student their test grade tonight–students were given instructions in class for correcting their test. I do not plan to tell students what they missed exactly, so students should take the time to go thru the book and answer every test question. It should be turned in next Thursday. I will also email PR’s tonight.

Hwk–follow agenda.

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.

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.

**Preclass** information to print, sign and turn in the first day of class (I only need the signature pages turned in):

**Handouts: Print and place in binder notes section.**

How to Write a Summary for Science Class

“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!