Welcome to Physical Science!
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5/11 In Class–students turned in their work and then we started the balloon trials. Each student had two attempts to make the 5 meters–not everyone’s car went 5 meters. For those that did, they were allowed to race in the finals. After completing that, students reset the room then we had time to review for the FE. Don’t forget to wear good shoes next week for your ping pong tourney. Hwk–study for FE and complete Balloon Car packet. Type the conclusion.
5/4 In Class–students turned in their work and received a balloon car packet and the Mod 13 quiz. Then, we judged and ate our edible layers of the atmosphere–congrats to Sullivan for being selected as the winner. Six students participated in the bonus activity so there was plenty of dessert to go around. Finally, we reviewed for the final exam. We did this today because next week we will have our balloon races and that takes up most of the day.
Hwk–follow the agenda, create and test your balloon cars. Remember I will give each student their 12″ balloon on race day so make sure that the balloon you practice with at home is easily removed.
4/27 In Class: we went over the Balloon Car Project then finished notes for Mod 13. Students watched several short video clips that explain the ionosphere and the northern/southern lights. Lastly, I demo’d a pressure experiment and we watched an explanation of a similar experiment online.
Hwk–follow the agenda. Study for FE. Omit the lab report ( I had them turn in their lab conclusion in class), study for Quiz 13.
I added some links below. The first is Handout A which is the research plan portion of the project–we went over in class what students are to do. The second is NOT required–it is the balloon car planning guide. This is simply a handout with questions to help students think through planning and building the car. The third link is the explanation handout. Remember, the car you build must be built using common materials and NOTHING that would be used on a real or toy car. Additionally, the balloon is the only power source. Nothing can be added to it or removed (other than air).
4/13 In Class–great day! I gave them the Mod 12 test as their quiz–I think it was a lot harder than they were expecting. Then we talked about the rest of the semester-what we will cover in the book and the final balloon car project. Finally, we started Mod 13. This is a great module and gives us the chance to talk about some current topics in science, namely climate change and carbon dioxide. Students watched three video clips–‘How Heavy is Air?”, “The History of the Barometer”, and an interview with Dr. John Christy entitled “Making Sense of the Data in the Climate Change Debate”. The last was excellent. When we watch video clips I stop the clips to discuss the content. Dr. Christy’s clip is worth a watch!
Hwk–follow the agenda.
4/6 In Class–students turned in Quiz 11 then began to watch the first of two video segments on geology/earth science. The first was on Mt St. Helen’s eruption and the geologic features created from that eruption. The second was on plate tectonics and the Genesis Flood. While they watched and took notes, I assembled the edible layers of the earth nachos. Students then were able to make and eat nachos from those layers. Thank you to everyone that made today possible–especially Ms Kim for setting up the room for us. I gave them a bonus opportunity as well today. Videos and bonus will be linked to the email. Hwk–follow the agenda.
3/30 In Class: We had a great day! Our science fair students presented their projects then we went over notes for all of module 12. We discussed the class project for next week–Edible Layers of the Earth. We are making a nacho/taco-themed earth cross section. They are so excited! Students volunteered items to bring off our list. I’ll post the list in the class email. Hwk is to follow the agenda, complete the Mod 11 quiz (ran out of time), and start working on the coloring sheet I will send. Don’t forget the magnetic field theory bonus is due next week, too.
3/23 In Class: We talked about magnetism and compared it to the electric force (distance and magnitude effects) and then talked about the two theories on the origin of the earth’s magnetic field. Students then watched a video clip of Dr. Jay Wile (the founder of Apologia Science and original author of the physical science textbooks) discussing the two theories and evidence for and against each. Dr. Wile has a PhD in nuclear chemistry I believe. We discussed their bonus paper: they can write a paper over the two theories using information from the video, their textbook (the current module and the next one both talk about the magnetic field), and then with parent supervision, they are to find an article that is pro-dynamo theory (old earth) to learn more about that theory. I will attach the rubric to this email. The paper is due on 4/6.
We performed two experiments in class, but students only have to do a CONCLUSION ONLY on the first one (the battery and foil). Make sure that you address the ‘why’ in the conclusion. Use the book to help you–remember that the book explains the results on the page following the experiment.
Video–we watched thru the 21 minute mark, but you don’t need to start at the beginning. You can scan forward until you get to the Magnetic Theory part.
Hwk: follow the agenda.
3/2 In Class–we had a guest speaker in class Thursday. Isaac Haynes (my oldest child) speaks to my physical science class every year when we learn about chem and physics. I try to time his video to when we talk about electromagnetic radiation (light), if possible. It was not supposed to take up the entire class period, but students were encouraged (or bribed…) to ask questions. They asked some fantastic questions!!! I was super proud of everyone.
Hwk–study for quiz Mod 10, omit lab report for 10.4. If we have time next week, we will look at the color videos b/c they are cool. I will send the answers to the wkst Tuesday b/c I don’t have a copy of the key at home. Read thru p 418, OYO’s and SG.s
2/17 In Class: Today was a full day. Students took their Mod 9 quiz, then we began Mod 10 on light. We went thru several slides on the PPT and completed the virtual lab data collection together. Students should finish the lab handout–conclusion question (answer the questions posed) and the graph. I will link the lab video to the email so that students can go back and watch the lab and listen to the conclusion by the presenter.
Hwk: finish the You Do Science lab handout, perform Exp 10.1 at home (lab report due in 2 weeks), read thru p 379, OYO’s and SG’s for Mod 10.
1/26 In Class: We had a great day! We finished talking about the rest of the chapter (machines, efficiency, mechanical advantage) then went over the data for Exp 8.1 (I made a copy of every person’s data and handed that out to each student) then students performed exp 8.2 to learn about power.
Hwk–follow the agenda. Type a conclusion only for 8.1 and make the graph. Type the formal lab report for 8.2.
1/19 In Class: Today was a full day.
- We went over more notes from Mod 8 and worked problems from the two worksheets (I handed out another today that was overlooked last week).
- I assigned Exp 8.1 responsibilities to the students in class. Students that were absent are welcome to complete one part or all of the parts of the experiment at home, but we will not use their data in class since I could not give them rubber bands.
- I sent the quiz home to be completed as our class discussion about the science reports took awhile.
- Hwk–follow the agenda, complete your part of the experiment and bring your data next week, complete the worksheets and complete the quiz.
1/12 In Class: Today was a fun day! Students turned in their book reports and I assigned presentation dates for those. Sci fair presentations will be after the book reports so that they have a little more time to work on the experiment. We then began module 8 on Energy and talked about potential and kinetic energy, the definitions of energy and work, and why work is maximized if the force is in the direction of motion. After that, students performed Exp 7.2, which did not take too much time. We finished by reviewing for the exam and working problems like the ones on the quiz.
Hwk–follow the agenda. Type your formal lab report.
1/5 W
elcome back! Students had a great first day back–we made balloon rockets and raced them across the room for bonus points. We finished notes for Mod 7, talked about what is due for the book report or sci fair report, then made balloon rockets to better understand forces.
Hwk–follow the agenda. No lab report for the balloon rockets.
Handouts: Items to print and place in binder:
“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!
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