Lezlie Haynes

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.

Hwk:
  • 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
I attached the quiz and worksheet so you can begin working on it.  You’ll get the hard copies on Thursday when you come and find Ms. Kim or myself.   We will start our Usain Bolt work next week instead of this week and we will finish acceleration and freefall then, too. Work on finishing your sci fair or book report, too.

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.

 

Conversion Factors Handout

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.

In class–students turned in their Luther summaries and then we began to work on the dimensional analysis problems.  I sent home manipulatives for the students to use to practice.  They must bring them back to class so that we can continue working on this next week.  I recommend that students make more conversion factor cards, if needed.  I made cards for distance–Km, Dm, Hm, m, dm, cm, mm–that are front to back.  I sent home a sheet of card stock that has more conversion factors for students but there a several blank spaces that can be used for even more.
Hwk–follow the agenda.

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–

In class–we reviewed notes on crust, mantle, core, took Quiz Mod 5, went over the info from textbook on the Earth’s magnetic field and two competing theories related to the field.  We watched a video segment of our textbook’s author discussing the earth’s magnetic field and the two theories, too.  I handed out two articles related to Rapid Decay theory and we went over what goes in their paper.
Hwk–follow the agenda.  Write your three paragraph paper following the instructions.  You must, with parents permission and/or guidance, find an article online that supports the Dynamo theory.
Magnetic Field Theory Paper
Structure of Paper:
  • 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
Content of Paragraphs:
  • 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
The paper will be printed and turned in next week.  Please do not email your paper to me–I need hard copies for the grade sheet.

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.

I handed out study guides (2 made by former students during lecture and 1 made by me).  Students should study their old quizzes for Mod 1 – 4 and study the content we went over in class.  There are 40 MC questions on the test (the last 4 are T/F).  I handed back Mod 3 quiz–students should correct the quiz and resubmit it next week for partial credit.
I would suggest coming early on Thursday (8 am) or Tuesday (8 am) to study in groups for the test, too.
Hwk–complete Quiz 4, correct Quiz 3, finish Exp 4.5 report, study for exam.
9/10   Today was a fun day.  In class, students completed Exp 4.1.  This lab takes a lot of time and is easily messed up so most groups had to try 2 – 3 times to get the test tubes to stand upright.  Students should write their results and a fully formed conclusion (following the sample) to complete the lab report.
Hwk–follow the agenda.  We have our first big exam in 2 weeks so you should be reviewing for that now.  Study the terms/definitions in each chapter, study the bold info in each chapter, review your quizzes, notes and PPT’s.  We will review next week, too.
*Note 1–next week, before Tutorial starts, bring your student notebook to my room (D220) so that Ms Kim can grade them before our class starts.
**Note 2–read the page after the experiment in the textbook, I think its page 83 or page 85 in the student hardback textbook.  The paragraphs immediately following a lab are used to explain the results of the experiment.  So, read those paragraphs before writing the conclusion.  You should include that info in the conclusion.  For example, if the book had said that hydrogen test tube should have twice as much gas in it as the oxygen test tube, then you would want to mention that in the conclusion and relate it back to your hypothesis.

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.

While we enjoyed the edible layer projects (I loved the mexican dip with chips and the AWESOME blue coconut graham cracker chocolate thingy!!!), we reviewed content from Mod 3 and watched several video clips on the atmosphere–25 cool things and some videos on the Northern Lights.  Finally, we reviewed again for the quiz.
Follow the agenda for hwk–if you did not turn in your project today, bring it next week.  Remember, keep it simple!  There is no need to bring a wedding cake that feeds 50 people!  Study for the quiz–you will label the layers of the atmosphere with boundaries, you should know the two main layers, what each sublayer is, what happens in each sublayer, what happens to temperature in each layer, what happens to pressure as you increase altitude, where is ozone layer and what does it do and what is its formula, where is ionosphere and what is it good for and what does it make (ions), etc
8/20–Today was great!  We finished discussing the last part of Mod 2–we looked at Ozone, what it is, what it does, etc.  Ask your child what they think of table salt now…  We then watched a dvd on Global Warming during which time students took notes for their summary.  They turned in their lab reports–Ms. Kim will return the reports next week.
Hwk is to follow the agenda.  The summary is due next week.  Study for Mod 2 quiz, too.  Make sure you know what ozone is, what it does, its formula, what is carbon dioxide is used for, how it is added to the atmosphere, composition of dry air, what is combustion, what are the pollutants.
8/13–Today was a full first day!  We went over class expectations (mostly behavior stuff), completed Exp 2.1, went over most of the chapter info, briefly discussed sci fair and/or book report with media presentation and took the quiz over mod 1 vocab.  We did review before the quiz, too.  It was hectic for sure!
Hwk is to follow the agenda.  Students were walked through how to write a proper conclusion.  There is a hand out on the phys sci page that details what I am looking for in a conclusion.  I suggested to them that they type the conclusion, print it out and paper clip it to the lab page.
Academic Calendar 19-20

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

Lab Safety

Science Courses policy

STUDENT PROFILE

Handouts: Print and place in binder notes section.

How to Write a Lab Report

How to Write a Summary for Science Class

Book Report with Media Presentation

Science Fair Timeline Phys Sci

“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!

If you have any questions, please email the instructor at lezlie@43llc.com.