Welcome to Physical Science!
9/28 In Class–we reviewed the Bohr Model of the Atom then students took Mod 3 quiz. After that, we began Mod 4, took notes, discussed types of bonds and balancing chemical equations.
9/14 In Class
- went over science fair info (about half the class is doing a project instead of a book report)
- Here is the link to the Middle Tennessee Sci Fair site–it has links to the Rules Wizard
- Handed out a packet to each student that walks then thru what must be turned in to me in January, what are the core parts (research plan, bibliography, abstract), what goes in each part and an example project.
- discussed module notes thru p 93 (I think if was p 93) and students had time in class to complete their worksheet over atomic numbers, subatomic particles and mass numbers.
- played Jeopardy! with questions related to the content taught in class
9/7 In Class:
- we performed Exp 2.3
- we reviewed for Quiz 2 next week
- we began Mod 3–PPT and notes
- Follow the agenda
- For the experiment, students will NOT do a formal lab. Instead students will complete the boxes in the student notebook and then type their conclusion (following the format). Conclusions should be printed and placed in the SN after the lab pages. It would help to paperclip it to the lab. Do not tear out the lab.
8/31 In Class–students turned in their ACT science practice and lab report. Then, we went through more notes for the module, worked a couple density problems and then performed the Virtual Density Lab in class. Special thanks to Sam for getting the program to work on my computer!!!
8/24 In Class–students took Mod 1 quiz, turned in their formal lab report on Exp 1.2, took notes over content on agenda for Mod 2 and performed Exp 2.1. I also handed out the ACT sci reasoning handout for hwk. I DO NOT expect the students to be able to answer all of the questions. For every graph or data table, students should answer the three questions (and write them by the graphs/tables): 1) what are the variables 2) how are they measured 3) what is relationship b/n variables ie direct, indirect, no change etc. Then after analyzing each graph, they should try to answer the questions. Hwk is to follow the agenda but I want a formal lab report again. This MUST include the bar graph mentioned in the results section of the lab.
8/17 In Class–we went over charts and graphs–what good charts and graphs have, the three questions to answer when they see one and we went over the different types of graphs. Students should know the difference between: qualitative and quantitative, independent variable and dependent variable, direct proportion and indirect/inverse proportion. We then completed part 1 of Exp 1.2. Hwk is to follow the agenda. The lab report this week needs to be a formal lab report. Instructions are posted below. Mod 1 quiz is next week. Students should know the metric prefixes, measurements and their units (mass = grams/kilograms), terms listed above. Students doing book reports will pick their books next week at end of class. Students doing Sci Fair should bring me their 3-5 ideas–otherwise its a book report.
In Class–we followed the agenda and discussed Mod 1, went over all of the OYO’s and worked on graphing #12 in study guide. We also discussed the book report, sci fair, lab reports and summaries. Hwk is to follow the agenda.
Handouts: Items to print and place in binder:
Agenda Spring 2022–to be added later
Preclass forms to print and bring to first day of class–only print the signature page for the Policy and Lab Safety form:
“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!