Welcome to Physical Science!
11/6–prepare for a long email/post
Hello All! Happy birthday to Myah! Today was a really confusing day in class for the students–we mixed math (word problems, formulas and graphing) with science and that is always really, really hard for them.
In class: handed out the handouts listed on the agenda except for the parent grade sheet which I will attach to this email, worked DA problems that students needed help with, introduced displacement, vectors, speed, velocity and acceleration, worked several speed/velocity/accel problems, worked several problems on the Usain Bolt handout.
Hwk–complete the DA worksheets (keys provided), complete the Accel/Velocity wkst (key provided), complete the Usain Bolt handout and complete the DA quiz (no key provided). Students are allowed to use the Metrics Conversion handout on the quiz. I would recommend completing the two DA worksheets before taking the quiz. Please email, text or call if student needs more help on the wksts.
***IMPORTANT**On the Usain Bolt handout–only complete page 1. We will go over the graphs and how to calculate acceleration when we return to class. We went over graphing today, but not enough for me to feel comfortable assigning that part of the wkst. Only complete page 1 (front page).
We do not meet again until 11/27, which is why students have so much hwk. I had to plan for 3 weeks of work (allowing for a few days off at Thanksgiving and a day for fall break). If you have any questions about the Parent Grade Sheet, please call or email me. You should plan to grade all of the work except for the DA quiz and the Usain Bolt Handout (those should be returned to me), check off that the work was completed and graded (no grade necessary as it is for effort/completeness) and return Grade Sheet on 11/27. I will then assign a Hwk grade in the gradebook based on the Parent Grade Sheet. Return Grade Sheet + complete all the work = 100 hwk grade.
I apologize in advance for any confusion!
- students took Quiz Mod 6
- graded and returned lab books for exp 6.2 & 6.3
- judged Edible Layers of the Earth (Congrats to Emma and Hayden, I think)
- began Dimensional Analysis, handed out Wkst #1 and notes sheet
- I worked multiple examples of problems where students are to convert from one unit to a different unit. Please work with your student every day to make sure he/she understands the content.
- returned Martin Luther quote paragraph
- returned Magnetic Field theory paper with rubric
- students are allowed to redo their paper, incorporating the facts on the rubric and/or redoing their bibliography.
- Reworked paper is due next week, 11/6
- follow the agenda for hwk
- the answers are on the back of the wkst–check your answer after completing each problem so that you do not develop bad habits
- work on sci fair or book report
10/23–Today was one of those awesome days where students spend their class time performing experiments–and the cornstarch one is a lot of fun! In class, we talked about the assignments for the next month, then performed Exp 6.2 and 6.3. Students had time in class to complete at least one lab report, if not both. Hwk is to finish anything left from Mod 6, study for Mod 6 quiz next week, create and bring to class Edible Layers of Earth (crust, mantle, cores, boundaries, labels) and complete lab reports 6.2 and 6.3. Don’t forget calculators next week!
10/16–Today was a great day. I adjusted the agenda since we are still ahead. Students took Mod 5 quiz then we went over a little more notes for Mod 6. We then watched several video segments–the 1989 earthquake in San Francisco, the 2004 Boxing Day Tsunami and the 2011? Tsunami in Japan. I postponed the labs until next week b/c we didn’t have enough corn starch. We also finished the video on Plate Tectonics and talked about the Martin Luther Quote assignment.
Hwk–finish the Magnetic Field Theory paper (4 paragraphs as discussed in class–intro, 2 body paragraphs dedicated to the two theories, conclusion), write paragraph over Martin Luther quote (what you think he meant and why that is significant today), finish Mod 6.
10/9–Today was another good day. In class we discussed the fact that we are ahead of the agenda. So, this means that the hwk is adjusted a little bit. We reviewed the beginning of Mod 6, went over seismic waves and what they tell us about the earth then learned about the earth’s magnetic field. We watched a short video clip of Dr. Wile explaining the two theories presented in the book and then discussed the paper that is due in 2 weeks over the Earth’s Magnetic Field Theories. Students have the video, 2 articles I passed out today and their textbook (plus a little worksheet to help them find info) to write their paper. We discussed what goes in the paper: paragraph 1–introduction, paragraph 2–one of theories, its definition, evidence for and against, paragraph 3–the other theory, its definition, evidence for and against, paragraph 4–summary ie which theory do you support and why. Students are also allowed to look up other sources. Students must turn in a bibliography with the paper with at least 4 sources (the video we watched, the 2 articles and the textbook are 4 sources). After going over the magnetic field, we started talking about plate tectonics, pangea, and watched about 15 minutes of a video on plate tectonics. We will finish the video next week as well as the chapter.
Hwk is to read 1/2 mod 6, OYO’s and SG’s for the reading and work on their paper.
10/2–Today was a good day! Students turned in their reworked tests and we went over most info from Mod 5. We watched the author of our textbook discuss the age of the earth and the salt in the oceans, dendrochronology and helium in the atmosphere. Great resource for the students–it is so awesome to actually see and hear the scientist that wrote our book discuss information directly related to the info in the book! After we went over the main points of the module, we began to go over Mod 6 info. We covered the 5 layers of the earth and then went more in-depth on crust, mantle and core. Hwk is to follow the agenda. Students are to perform Exp 5.1 at home this week and complete the lab report in the student notebook. This is a great lab but just not feasible in the Tutorial setting with a large class.
9/25-In class–took test, turned in work, watched 2 intro videos on mod 5. Began to fill in the notes sheet I handed out and covered the first few pages of the textbook for Mod 5. Hwk is to follow the agenda.
**I will email students tonight that did not score 85% or higher on the exam. Those students should then re-answer every question on their exam–using their notes and book. Turn in the exam with answers next week. Ms. Kim or I will regrade your test and you will earn 1/2 credit for each corrected answer. You must answer all 40 questions at home, but only those that were missed on the original test will be eligible for partial credit. Example: If you made 30/40, then you missed 10. You should go back and reanswer every test question and turn that in next Tuesday. We will regrade the test–looking specifically at the 10 you missed the first time. If you got those right on the at home redo, then we will add 1/2 point for every corrected answer. So, if you correctly answered those 10 you missed, you will earn 5 points (1/2 x 10) back on your grade. So, your grade will go from 30/40 to 35/40. I will not tell you what you missed–you must look up each test question in your book or in your notes and answer them all.
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!