Welcome to Physical Science!
3/26–class is updated in Google classroom. I will host a Zoom meeting on Monday at 2 pm. The link is on our Google Classroom stream.
3/10–In class: Today was a great day! Students turned in their video summary and then took Quiz 13A. Following that, we talked about nuclear chemistry and three types of radioactive decay. We worked numerous problems from both the overhead and the projector (TV). Students were given time in class to work samples while I walked around and helped out.
Hwk–follow the agenda, complete the handout given in class, complete the bonus if you choose and study for Quiz 13B. Make sure you know the info from both notes sheets and how to do alpha, beta and gamma decay reactions.
3/3–In class: students turned in their Balloon Car report, then we began Mod 13. We covered the first set of notes (print off website), practiced several problems like those on the Wkst 13 and then watched a PBS segment on the History of Matter–specifically the development of the periodic table and the discovery of radioactive elements. This week’s lecture was in part about the periodic table and next week’s lesson will be on radioactive elements and decay.
Hwk–follow the agenda. A two paragraph summary is due next week since we had time to watch the video segment. Follow the handout for how to do the summary. Study for Quiz 13A–matching of terms and people and then fill in the blank just like your wkst 13. I will provide you with a periodic table for the quiz.
2/25–In class: students took their mod 12 quiz then we did an exploratory lab to try and build an electric motor. Technical difficulties got the best of us as we did not have proper tools to strip the insulation from the wire. Students were encouraged, with parents permission, to go to youtube and look up how to build and electric motor.
Hwk–follow the agenda. In class, we talked about writing a conclusion for the lab–agenda says no lab report so you do NOT have to write a conclusion for the motor lab. You do have to finish the balloon car project conclusion and packet. Check the agenda to see exactly what is due. Make sure that your conclusion follows what we discussed in class–restate purpose, were you successful in fulfilling the purpose, why do you think your car was good/bad, how did your car compare with a car that went 5 m, what would you do differently next time. Write about those things, at a minimum. You are allowed to type it instead of hand write on the lines provided. Don’t forget the bonus opportunity.
2/18–In class–we went over how to complete Handout C–Velocity-Time Graph. Students are to connect the dots on the graph, not draw in a best fit line. We went over a couple of examples of how to get velocity given our data table of distance and time. Then, we reviewed a little on electric force and electric circuits before finishing the module talking about magnetism–students should know how the three forces we have studied so far are similar. Lastly, we performed an ‘exploratory’ lab to better understand magnetic fields and magnetic field lines. They seemed to really enjoy playing with the four magnets and iron shavings. Students drew diagrams of what their set-ups looked like and turned those in for a grade so no lab report is due.
2/11–In class–students turned in their homework then we worked on handout B2. We walked through how to graph the time and distance data and how to draw a best fit line. Then, we went over part of Mod 12 thru electric circuits. Students performed Exp 12.3 in class. Three students then presented their scientist reports. Each did a great job talking about their subject without reading everything to us.
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.
“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!