Welcome to Physical Science!
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!