Welcome to Physical Science!
5/8–Today was a good day. We reviewed orally for the final exam–in depth! Students were to take notes and most looked like they did. I worked each type of problem that will be on the exam. Hwk is to study for the FE which is next week in class. The exam is about 82ish MC questions + a notecard full of info that is worth 5 pts.
5/1–In class–we went over the important info from Mod 8. I was very specific about what content would be on the final exam. After finishing that, we finished the documentary on the 2011 Moore, OK tornado, watched a really cool hail video then began watching another video on the science of forecasting and tornadoes. No summary necessary. Hwk is to follow agenda.
4/24–Email sent with hwk info. Follow agenda.
4/17–In class–students turned in work from last week, then we watched 2 fantastic videos on astronomy: Our Created Cosmos and Astronomy Reveals Creation, both by Dr. Jason Lisle. The first video has been the planetarium show at the Creation Museum.
4/3–In class–took quiz over mod 14, turned in Mod 14 wkst, watched two short video segments on the nature of light then went over material in Mod 15. We ended with a demo and short video on refraction. It was pretty cool. Hwk is to follow the agenda.
3/27–Today was a fun day! We went over the rest of the module (14), worked several problems for speed of sound at a given temperature, distance a sound travels at a certain temperature given time of travel, loudness of a sound using decibels, and speed of sound and its relation to Mach 1, 2, etc. Hwk is to follow the agenda–complete the lab handout (if your group didn’t finish the lab, you should come before Tutorial on Thursday or Tuesday to finish up), study for the mod 14 quiz next week over the notes sheet and the worksheet.
3/20–Today was a good first day back from break. Students took their Mod 13B quiz (it was open notes but several students did not have the notes that were to be printed from the website), then I began lecturing over the first part of Mod 14 and lastly, students performed Exp 14.1 in groups. Each student had enough time to complete the lab report, as well. Hwk is to follow the agenda. I didn’t hand out the Mod 14 wkst, so I will do it next week. If you would like the wkst early, email me at email@example.com and I will email you a copy.
3/6–We had a great day in class. Students took their quiz and then we finished taking notes over the module. After than, we worked on radioactive decay (I gave some handouts)– alpha decay, beta decay and gamma decay, worked several problems and finished with half-life. The students did a good job working thru the problems and asking questions. Homework is to follow the agenda. Make sure you study for the quiz–it will be over the notes (mostly part B plus I am adding some alpha, beta and gamma decay problems.
2/27-St Jude Fundraiser–Thursday is the day to turn in monies raised for St Jude. If you did not turn in your money today and do not attend on Thursday, you may email me your total raised and then bring your $$$ next Tuesday. Remember, we need 100% participation for a class party!
2/20–Today in class, students completed their mod 12 quiz and then we began our lab which was a bust. So, instead of building electric motors, we covered 1/2 of Mod 13. I handed out Mod 13 wkst, too. Hwk is to follow the agenda–no lab report. Students are to write the conclusion for the balloon car experiment. The final report that needs to be turned in includes forms previously handed out:
- enter the time info from the previous table on Handout B2
- Calculate the velocity (at the bottom of the handout are examples of how to calculate velocity). The first velocity will be 0. To get the velocity at 1 m, you will: (1m – 0m) / (time at 1 m – time at 0 m). To get the velocity for 2 m, you will: (2 m – 1 m) / (time at 2 m – time at 1 m). To get the velocity for 3 m, you will: (3 m – 2 m) / (time at 3 m – time at 2 m). To get the velocity at 4 m, you will: (4 m – 3 m) / (time at 4 m – time at 3 m). To get the velocity at 5 m , you will: (5 m – 4 m) / (time at 5 m – time at 4 m).
- On the graph, the horizontal axis is the time and the vertical axis is the velocity. To number the horizontal axis, do the same as you did for the graph on B2. To number the vertical axis, I would suggest maybe numbering each line by 0.1 or 0.2 (.1, .2, .3, .4 OR .2, .4, .6, .8, etc).
- Plot the points in your data table–only plot the time and velocity. For this graph, connect the dots. Don’t forget your first point is at (0,0) because at the beginning of the experiment, the car had not moved and therefore had no velocity.
2/13–I sent an email today that had the PPT for Mod 12 and hwk info. Follow agenda, study for quiz, work on Balloon Car Handout C.
2/6–In class, we went over info from Mod 12, I handed out the Mod 12 worksheet, students turned in their Mod 11 quiz, we went over Balloon Car Handout B2 and then performed Exp 12.3. Hwk is to follow the agenda.
NOTE: For the handout B2, students were to find the average time at each meter (add 2 numbers and divide by 2), then use those answers to fill in the data table (Average time with distance traveled). Once they had their data table filled in, they were to graph the data on the provided grid. We discussed increments on each axis and went with each mark was 0.5. After plotting the points, students were to draw a best fit line–not connect the dots. We discussed all of this in class and students had time to complete the sheet in class. If it is not finished, then it needs to be completed at home this week.
Congratulations to Aaron for winning the 8th grade division at our Science Fair. All three of our winners will advance to the Regional Fair at Belmont University March 16.
From 1/23–in class, we went over problems and then performed the lab. We also discussed the balloon car project. Hwk is to follow the agenda–BUILD AND BRING YOUR BALLOON CAR TO CLASS NEXT WEEK! Each student should bring his/her car to class, ready to race. I will give you the balloon when it is your turn to get ready. I
1/16–Class cancelled due to weather. Since we did not have class today I thought I would touch base with everyone to discuss classwork/homework and book report/science fair.
- I will email a video lecture that covers the material on the agenda today. It will address our Balloon Car Project. Watch the video and take notes. You are responsible for learning this info. If you have questions, email them to me. It will also address homework more in depth.
- **Complete your book report this week. Make sure to include a bibliography with at least 2 sources. OR
- **Complete your science fair project this week. Email me a rough draft and I will reply with suggested changes. Final draft due Tuesday. Board may be turned in Tuesday or Thursday.
1/9–In class: we finished module 10 notes and worked Newton’s 2nd law problems. Then, students performed a friction lab.
1/2–In class–Began Mod 10 (covered all of info on first page of notes–static and kinetic friction, too), performed Exp 10.1 & 10.2 in class, went over book report instructions (don’t forget a bibliography-I didn’t talk about it today but you need one) and media presentation info
For 1/2–please print the Notes for Mod 10A and 10B, hole punch and place in binder for class. See you Tuesday!
Students are required to complete either a book report with media presentation or science fair project during the school year. If you would like to start your science fair project this summer, email me for instructions and approval.
“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 December. The second is a multi-media engineering project which will be due in January/February. 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 and seeing familiar faces, too!