## Physical Science - Work

**This is where you can find information on what we have done in class each day:**

**Wednesday September 4, 2019**

Today we had a very short time together. I began sharing information about the class and answered:

1. Where do I sit? 2. What are the rules? 3. What are we going to be doing this year? 4. How do I earn my grade? 5. Who is the teacher as a person? 6. Will the teacher treat me as a human being and with respect?

Students were asked to bring a composition book for use in class -- due Friday. Students were asked to get a scientific calculator, as well. Students were offered 5 pts. of extra credit for bringing in a box of tissues -- due Friday.

I made a temporary seating chart. We will reassign seats next week.

**Thursday September 5, 2019**

I reminded students that composition books are due tomorrow. We continued with the class information listed for yesterday. We did an activity called "Three Truths & A Lie." I am getting to know my students and learn their names. I gave an assignment for the students in the advanced group. It is extra credit for everyone else: Write a one page essay, word processed. Topic: Tell me about a place that is special to you. Describe the place and explain why this place is important. I would prefer an outdoor place, but if you really want to describe an indoor place, that is OK, as long as it is not your room at home. Use proper writing standards. Due on Monday.

**Friday September 6, 2019**

We set up our composition books for a science journal. We added a title page, table of contents, In the News section, and "Measurement Notes." We took notes. We added to "In the News" a story about Jupiter being hit by an impactor on August 6. We had a discussion and made a list of things that scientists measure and what units are used from the metric system. Reminder, and essay is due for advanced students on Monday.

**Monday September 9, 2019**

Our substitute teacher was Mr. Birge. Mr. Birge collected essays due today. Students watched a movie called "The Living Planet: The Building of the Earth." Students recorded one new vocabulary word and two facts on a paper and turned it in.

**Tuesday September 10, 2019**

We had an "In the News" item to record in our journals. There will be a transit of Mercury, where Mercury goes in front of the Sun, on 11 November in the morning. If it is not cloudy, there will be a telescope with a solar filter to view the transit. We completed the student-generated list of things we measure and the units we use. We looked at the beginning of a powerpoint about measurement. We focused on how the metric system was invented.

**Wednesday September 11, 2019**

We started with taking a few notes on reading a scale. We put this in the "Measurement Notes" section of the journal. We added a section called "Density of Wood" to the journals and table of contents. We reviewed how to use a balance to find mass and how to use l,w and h to find volume. Students calculated the density. We emphasized including labels and units on all measurements and calculations.

**Thursday September 12, 2019**

We took and corrected a pre-test on measurement. This was recorded in the journals under "Measurement Notes." Students were given a lab safety agreement. The assignment is to have student and parent signatures on the safety agreement -- due tomorrow. We watched "Bill Nye: Measurement." Students recorded three important facts in their journals.

**Friday September 13, 2019**

I collected Lab Safety Agreements for a grade. If it is turned in Monday, I will give on-time credit. On a notecard, students listed seven names for lab team partners. I will create a new seating chart for Monday. We did an exercise in the "Density of Wood" lab. If I cut the wood sample in half, we learned that the mass would be half the original, the volume would be half the original, but the density stays the same. The conclusion is that "the size of the sample of a substance does NOT affect the density reading." We added notes to "Measurement Notes" about reading rulers, spring scales, and graduated cylinders. We copied the "metric staircase" into our journals. This is a tool to use with unit conversion problems. We solved three practice problems and two more independent work problems on unit conversions. Example: 34.5 cm = 0.345 m

**Monday September 16, 2019**

I shared a powerpoint presentation on the ACEAP program expedition to Chile that I participated in in 2018. Students learned about the American astronomy facilities in Chile and why we build them there.

**Tuesday September 17 and Wednesday September 18, 2019**

Students are invited to an extra credit telescope viewing session tomorrow evening (Wednesday). We will look at Jupiter and Saturn. I will be at the PMS football field at 8 pm. Students were given their new seating arrangement. We had an "in the news" item -- the second ever object in our Solar System that has come from outside the solar system -- this time a comet. We reviewed the directions for the ten lab stations of the Measurement Lab. Students made it through four stations today and recorded measurements and calculations properly.

There is curriculum night at NKHS starting at 6:30. Come visit the telescope at PMS afterwards!

**Thursday September 19, 2019**

We practiced metric conversions using the metric staircase. We completed the five practice problems that we started last Friday. Advanced students completed seven practice problems. Afterwards, we continued the "Measurement Lab" from yesterday and finished three more stations. I will be collecting journals tomorrow after class for grading.

**Friday September 20, 2019**

I made a homework assignment for ADVANCED students. Check out a book from me called "Change Over Time." Read Chapter 60 and be prepared to discuss. We will offer discussions during Study Session on October 1 and 15. Attend one of these discussions. There will be a written assignment on the reading in the future. Students took a practice quiz today and recorded it in their journals. The real quiz will be next Tuesday/Wednesday. We finished the last three stations of the Measurement Lab. Students turned in their journals for grading.

**Monday September 23, 2019**

We started with an "In the News." Today is the first day of autumn, as the equinox occurred at 12:50 am this morning. We discussed that there is a 12 hour day and 12 hour night, the Sun rises perfectly in the east today and sets in the west, and the pole of the Earth is perpendicular to the Sun. We made a graph showing daylength in Poulsbo throughout the year. It was a sine curve and we discussed the meaning of slope at different points. I introduced the students to three different liquids. They are water, a strong epsom salt solution and a weaker epsom salt solution. We will identify them by determining their densities. Then, we worked in groups to record questions, materials, and a procedure for our next lab -- The Density of Liquids. Remember, the next day is our first quiz.

**Tuesday September 24 and Wednesday September 25, 2019**

Students got their journals back with three grades in the table of contents. We added a section called "Fall Equinox." We taped the graph from yesterday into the journals and recorded information off of the board about what happens at the equinox. Students took a quiz. Students finished working on their questions, materials and procedure for the Density of Liquid. Students copied a final version of the question (purpose), materials list and procedure into the new section called "Density of Liquids."

**Thursday September 26, 2019**

Students got their quiz back and we went over the answers, Quiz corrections are ONLY available for the next 5 school days. Meet with Mr. Goar before or after school, during 1st lunch, or Study Session time for less than 5 minutes. Students performed the Density of Liquids Lab. They put data into their journals. They identified the three liquids as water, weak epsom salt solution and strong epsom salt solution based on their densities.

**Friday September 27, 2019**

Students were given a handout listing various substances and their densities. We discussed some of these substances. Students recorded a new section in their journal called "Solubility." We defined the words SOLUBILITY, SOLUTION, SOLVENT, SOLUTE, SOLUBLE, INSOLUBLE, CONCENTRATION, and SATURATED SOLUTION. Students were given a worksheet and we solved problems #1 and #2 by calculating the concentrations of solutions.

**Monday September 30, 2019**

We cut and taped Friday's handout into the journals in the section called "Solubility." I did a demonstration where I took a hot potassium nitrate saturated solution and put it in an ice bath. Students witnessed the formation of crystals. They recorded their observations in the Solubility section. We did an investigation called "Measuring Volume," which we added to the table of contents. We used gravel and measured the amount of airspace by adding it to water. We will do a lab tomorrow called "Surface Tension of Water." We added a section to our journals (and table of contents) and took notes on why water molecules have a magnetic attraction for one another. We wrote a procedure for comparing how may drops of fresh water fit on a penny compared to soapy water. The detergent destroys the magnetic attraction of water particles.

**Tuesday October 1 and Wednesday October 2, 2019**

Students saw a hydrometer, which can quickly measure the density of a liquid. Students added a drawing into the Density of Liquids Lab. We also added a drawing showing three solids either floating or sinking in mercury. Students turned to the Surface Tension of Water Lab and recorded the manipulated, responding and controlled variables. Students performed the lab and recorded data. Afterwards, students wrote a conclusion. At the end, we worked on the Solubility part of our journal. We worked questions 3 and 5 together, and students worked on questions 4 and 6 independently.

**Thursday October 3, 2013**

Our "In The News" item was about a 110 million year old fossil dinosaur called a nodosaur. It was found in Canada with impressions of skin (scales) and internal organs preserved. We discussed Science and Engineering Practices and Cross-cutting Concepts that scientists use. We added a new section to our journal called "Pendulum Lab" and we discussed the manipulated variables that might affect the period of the pendulum. In lab teams, students recorded their choice of a manipulated variable and identified responding and controlled variables. Students worked on writing a procedure, a materials list and a prediction of the results. We will continue planning tomorrow and will perform the lab next Tuesday-Wednesday.

**Friday October 4, 2019**

We finished planning the Pendulum Lab and students recorded their final procedure, materials list, and a hypothesis in their journals. Classes that finished this work early played a game at the end.

**Monday October 7, 2019**

Our substitute teacher was Mr. Hundley. Students watched "The Living Planet: The Frozen World." Students turned in a paper with two things they learned and one new vocabulary word.

**Tuesday October 8 and Wednesday October 9, 2019**

Our substitute teacher was Mr. Hundley. Student performed the Pendulum Lab and recorded data in their journals. Students then shared out the results and decided which variables had an effect on the period of the pendulum. Students recorded each team's data in their journals.

**Thursday October 10, 2019**

Today we reviewed what we learned in the Pendulum Lab. We started a new section called "Graphing Skills." Students learned how to select the type of graph which is appropriate (bar graph, line graph, pie graph, histogram or scatter plot), learned how to decide which variable goes on the x and y axis, and learned how to scale the axes. We will continue with graphing skills tomorrow.

**Friday October 11, 2019**

We watched 6.5 minutes of a video about the Very Large Array. It is a radio telescope in New Mexico. Students completed their graphing skills notes with information on plotting points, connecting data, and giving the graph a title. Students created a line graph with data from the "Pendulum Lab." When finished, this was added to the Pendulum Lab section. Students turned in journals for grading.

**Monday October 14, 2019**

While grading journals over the week-end, I noticed that I made a mistake and did not give enough time on the "Solubility Questions." Today, I handed back the journals and students completed this work. I will grade the journals over the next two days. Using a power-point, the class reviewed for the upcoming unit test on Tuesday and Wednesday. Students took notes for study.

**Tuesday October 15 and Wednesday October 16, 2019**

Students took a unit exam. When they finished, they got a book "Conceptual Physical Science." They read pages 16-20, which was about mechanics, speed and velocity. Students added "Mechanics" to their journals, and answered three questions from page 21.

**Thursday October 17, 2019**

We added information into the "Mechanics" section of the journal. I walked across the room and using the distance and time, calculated average speed. We recorded the "triangle" version of s = d/t so that we can solve for any of the three variables. We looked at a powerpoint on speed and velocity and took some notes. We made a list of various speeds and converted between mi/hr and km/hr. The list went from snails to spacecraft. We did four practice problems in the journals concerning speed.

**Friday October 18, 2019**

Student got the test from earlier in the week back, and we went over each question. Students added questions 5-7 on speed/distance/time in their journals. We discussed the trans-America bicycle tour I did and used the average speed to create data, which we expressed as a line graph. We learned that the slope of the line indicates the speed. Students also created their own data and graph choosing their own speed.

**Monday October 21, 2019**

Advanced Physical Science students need to meet for a lesson on retrograde motion. The five choices are Oct. 23 at Gold SS, Oct. 30 at Gold SS, Oct. 24 at first lunch, or Oct. 28 before or after school. The lesson will take 30 minutes. Our "In The News" item was the first all-female spacewalk. Astronauts Christina Koch and Jessica Meir made history last Friday. We prepared for a lab to measure the speed of marbles -- it is called Marble Motion Lab. Students wrote a purpose, procedure, hypothesis and data table. The lab will be next class. We created a graph to represent a race between three hamsters. We taped it into "Marble Motion Lab."

**Tuesday October 22 and Wednesday October 23, 2019**

We copied four questions from the overhead and answered them in our journals about the Hamster Race graph from yesterday. We looked at a video called "Speed of Two Captive Cheetahs." Students took the speed of the animals and recorded it in km/sec. The regular level students converted the speeds into units of miles per hour, and the advanced level students changed it to m/sec. Students performed the "Marble Motion Lab" and collected data. They wrote a conclusion in their journals.

**Thursday October 24, 2019**

We did a practice quiz to emphasize important concepts. Students recorded information in their journals (Marble Motion Lab) concerning a demonstration. As I pulled an object, another student dropped a washer at the object's location every three seconds. We looked at slow, rapid and changing speeds and the patterns they made. We watched a video showing astronaut David Scott drop a feather and a hammer on the Moon. We discussed acceleration, wind resistance and terminal velocity (on Earth). We will study acceleration next week.

Monday October 28, 2019

Monday October 28, 2019

We started with my story of finding three comets last Friday night. We looked at some images of comets and my log entries for the observations. We started a new section in our journals: "Acceleration." Students recorded the definition, two forms of an equation, and the units we will use for measuring acceleration. We examined the information found in a

**distance vs. time**graph as compared to a

**distance vs. speed**graph. We reviewed that the slope of a d vs. t graph gives speed and if the line is straight, shows that the speed is constant. We learned that the slope of a s vs. t graph gives us the acceleration. [Please memorize the units for acceleration: meters per second squared]

**Tuesday October 29 and Wednesday October 30, 2019**

We began by looking at three "Astronomy Pictures of the Day." Students took a practice quiz with six questions for the purpose of studying for Friday's real quiz. The topics are speed and acceleration. We took notes (Acceleration) on the acceleration due to gravity on the Earth (-9.8 m/sec squared) and terminal velocity. Students copied a procedure for the Acceleration Lab and were given a data table. Students measured the motion of a marble falling down a ramp to be able to calculate the acceleration.

**Thursday October 31, 2019**

We looked at a couple of "spooky" Astronomy Pictures of the Day. These were the Witch Head Nebula and the Witch's Broom Nebula. I announced that extra credit is given to students who attend the Science Olympiad meetings or the Astronomy Club meetings. Also, a new club, the Wildlife Club, run by Mr. Eyer, will give students extra credit in science. We made a distance vs. time graph of an object while accelerating. With the addition of a few more formulas, we dedicated the last two pages of the journals to having a place to write down all of the formulas for the year, all in one place. We finished the acceleration lab by calculating acceleration of the marble on the ramp, and graphing the distance vs. time. I gave out a graphing activity handout. Students who do not finish will have time tomorrow after the quiz.

**Friday November 1, 2019**

Students took a quiz. Students finished yesterday's graphing activity handout and taped the graph and questions into journals.

**Monday November 4, 2019**

With the end of the quarter at the end of this week, students need to fix up any assignment by Friday if they want a higher grade on an assignment. I passed back the quiz from Friday and we went over any questions. We started a new section called "Momentum." We took notes and worked out problems relating to momentum.

**Tuesday November 5 and Wednesday November 6, 2019**

We looked over the instructions for the "Momentum Lab." Students created two data tables. The first is for manipulating the mass of a car going down a ramp. The second is for manipulating the speed of the car. Students filled in the data tables while doing the lab.

**Thursday November 7, 2019**

In the Momentum Lab, students filled in a new table which helps them calculate the momentum of the various trials. Students also added two momentum problems to their journal. Students turned in their journals to be graded over the weekend. We watched Bill Nye's "Momentum."

**Friday November 8, 2019**

This is the last day of the quarter. Students played a game in class as a celebration.

**Tuesday November 12 and Wednesday November 13, 2019**

Advanced students were given an assignment - the Sky and Telescope article review. It will be due in one week. All students added a new section to their journals called "Collisions." Students used a Phet computer simulation of colliding objects to measure the variables involved in momentum. Students ran seven different scenarios and collected data to prove the Law of Conservation of Momentum -- The total momentum before the collision equals the total momentum after the collision.

**Thursday November 14, 2019**

Students were given time to write a claim-evidence-reasoning conclusion to yesterday's lab activity. There will be a quiz given on Nov. 19-20 and we did a practice quiz today. This quiz will allow students to use their journals. We started a new section in our journals called "Laws of Motion." We started with Newton's First Law and will continue this activity tomorrow.

**Friday November 15, 2019**

Students took a pre-test about automobile safety. We will be designing safety features into toy cars. Students corrected their own pre-test and turned it in. Students added information to the "Laws of Motion" section of their journals. We defined three words: INERTIA, FORCE and FRICTION. We recorded Newton's Second Law and did three math problems based on that. We recorded Newton's Third Law and discussed action-reaction pairs. I used an air track machine to demonstrate the laws of motion.

**Monday November 18, 2019**

I reminded the advanced level students that there is an assignment due next class. I reminded all students that there is a quiz next class -- we reviewed on last Thursday. We reviewed Newton's Laws of Motion. Students recorded nine scenarios and decided which of Newton's Law it was an example of. I read a short article about the history of automobile safety and students answered two questions in their journals. I passed out a handout with ten automobile safety features and we answered questions about them. Students taped these into journals. We looked at a video which claims that women are at greater risk to suffer injury in a collision with current airbags.

**Tuesday November 19 and Wednesday November 20, 2019**

Students took a quiz. After that, we added "Investigating Pressure" to our journals. Students recorded a math formula for pressure. We added the words quantitative data and qualitative data to this section. We did a lab investigation where we tried three different materials for seatbelts. We looked for damage to a clay man after a collision.

**Thursday November 21, 2019**

Students got their quiz back and we went over each question. Due to a low average, I raised all grades by 8 points when I put them into Skyward. Students who want a higher grade need to do a retake before Thanksgiving break. We wrote a conclusion to yesterday's lab. We did a problem where we calculated a pressure (snowshoes vs. regular shoes on snow). We began a discussion about airbags in cars. We will use a falling egg dropping into powder, rice or a hard surface to learn about the effects of an airbag.

**Friday November 22, 2019**

Students watched a movie. It was The Living Planet - Jungle. Students took notes in their journal for a grade.

**Monday November 25, 2019**

Students added "Returning to Earth from Space" to their journals. We watched three videos -- the Soyuz returning to Earth from the ISS, the Spirit rover on Mars, and the Curiosity rover on Mars. Students wrote about the features that allowed the spacecraft to slow down and land on a planet. We are framing this in terms of what we can do to save an egg in a model car collision. I read an article called "One accident, three collisions." Students took notes on the three parts of a car collision.

**Tuesday November 26 and Wednesday November 27, 2019**

We took the safety features of cars (handout from Nov. 18) and we identified which feature would work in a front end collision, a rear end collision, a side collision or a roll-over. We continued to test eggs dropping into rice and baking soda -- they survived up to 330 cm drop! We added "Force Diagrams" to the journal. Our notes included the concepts of BALANCED FORCES, EQUILIBRIUM, COMBINING UNBALANCED FORCES, and NET FORCE. We drew many force diagrams (AKA Free Body Diagrams) for example problems. We took notes on mass and weight and emphasized the differences between them. We looked at the equation for converting between mass and weight.

**Monday December 2, 2019**

Our substitute teacher was Mr. Ken Engelsen. Students watched "The Living Planet - The Northern Forests." Students recorded two facts and one new vocabulary word and turned in their answers.

**Tuesday December 3 and Wednesday December 4, 2019**

Advanced students were given a homework assignment due in one week. We recorded an "In the News Item." It was about the Earth capturing a small asteroid, which made a temporary mini-moon, which crashed into Earth (fireball seen in Australia) last weekend. We discussed the concept of an egg hitting a "soft" target. We discussed what physics terms apply. Students added a section called "Kinetic Energy and Work" to journals. We recorded definitions for ENERGY, KINETIC ENERGY and WORK. I provided math equations for KE and work. We looked at data showing a car's stopping distance with speed. Students did an experiment to test the effectiveness of a head rest in a car collision. Students made seats with and without headrests and used clay men to look at whiplash damage in collisions. Students recorded qualitative data.

**Thursday December 5, 2019**

Our "In The News" item for today was about the discovery of 20 more moons orbiting planet Saturn. Students wrote a conclusion to their headrest experiment from yesterday. Students also added three questions about the math of kinetic energy and work. We reviewed for the next quiz. It will be open journal, and will occur on Tues/Wed December 10/11. Students answered questions in their journal and we will finish this activity on Monday.

**Monday December 9, 2019**

Advanced students were reminded to sign up to visit me during a study session on Tuesday or Wednesday. We finished the quiz review -- quiz will be on Tues and Wed. We added notes about the work-energy theorem and impulse to our notes (under Kinetic Energy and Work). We looked at a rubric showing how the car design with safety features will be graded. Students worked together to plan the design of their car. Student teams recorded five design features with a drawing, a materials list, and an explanation of the laws of physics that are involved in the safety features.

**Tuesday December 10 and Wednesday December 11, 2019**

Advanced level students met during Study Session to discuss a video they watched concerning direct and indirect relationships in data. Today students took a quiz. The rest of the time was spent completing the design plan for the car/egg challenge. Each team turned in a poster for a grade.

**Thursday December 12, 2019**

Our substitute teacher was Mr. Hundley. Students watched a movie: The Living Planet - Seas of Grass. Students turned in two new things they learned and one new vocabulary word.

**Friday December 13, 2019**

Our substitute teacher was Mr. Hundley. Students watched a movie: The Living Planet - Baking Deserts. Students turned in two new things they learned and one new vocabulary word.

**Monday December 16, 2019**

Students got their quiz back from last Tues/Wed and we went over questions. Students were given the rest of the time to work on their cars with five safety features. The car needs to protect an egg from several different types of collisions.

**Tuesday December 17 and Wednesday December 18, 2019**

Students added notes to their journals under "Kinetic Energy and Work." I shared what an excellent explanation of the safety features in a model could be for full credit. Students were given more than one hour to construct their cars for a collision test on Thursday.

**Thursday December 19, 2019**

Students voted on the "cool car" competition. Students presented their cars and explained the safety features that they used. Students tested the cars (with an egg inside) using the front-end, rear-end, side and roll over tests. We will continue with testing out cars tomorrow.

**Friday December 20, 2019**

We finished with presentations and car tests. Students did an assignment on binder paper where they listed the safety features of their cars and explained, using the concepts of physics, how the safety feature works.

**Monday January 6, 2020**

Students used their phones to access Skyward to see their grades for the Car Collision Challenge. Our "In The News" was about the perihelion on January 4. The Earth was at its closest point to the Sun. Students added a section called "Gravity and Exoplanets." We watched a short video on Exoplanets. We answered a series of questions which used the Universal Law of Gravitation. We looked at the Phet gravity simulations to help visualize the concepts of gravitational attraction. The notes we took included the concept of "Inverse Squared" relationships.

**Tuesday January 7 and Wednesday January 8, 2020**

We added a section called "Heat Energy in Foods" to our journals. We recorded the lab's procedure. We built a calorimeter to measure the amount of heat energy provided by a sugar food (marshmallow) and a fatty food (walnut). We finished by recording the calories produced per gram of burned food.

**Thursday January 9, 2020**

We worked one more problems involving the amount of gravity force at different distance from a planet. The inverse-squared relationship has been difficult for some students to master. We looked at a short video showing the calculation of gravity forces on all the planets in the Solar System. Students calculated their weight on each world. We shared data from yesterday's experiment and wrote a short explanation on why different teams got such varied results -- it was called "What was bad about our design of the calorimeter?" We finished with a discussion of why sugar is less healthy than starch and why saturated fats and trans-fats are less healthy than unsaturated fats.

**Friday January 10, 2020**

We are beginning a new unit on waves and wave properties. It will be built around a performance assessment where students will be asked to make an entertaining show using light and sound. Today we looked at a recording of a song from a concert by Thievery Corporation. We assessed the quality of the lighting and sound. Students reviewed for a test and took notes in their journal. Students will be allowed to use the journal on the test.

**Monday, Tuesday, Wednesday January 13-15, 2020**

SNOW CONDITIONS CANCELS SCHOOL.

**Thursday January 16, 2020**

Today was a 2 hour delay schedule.

We watched the beginning of the movie "Peace Through Music."

There were two extra-credit options offered:

For 5 points, write a few sentences with your opinion about what you learned in the movie. For up to 15 points, write a half page essay (due in two weeks) with at least two quotes from the movie on the topic: How can music affect positive change in the world.

*The quiz which was reviewed for last Friday will happen tomorrow.*

**Friday January 17, 2020**

Today was a 2 hour delay schedule.

Due to a shortened period, I reduced the quiz from 9 questions to 6 questions. Students took the quiz with their journals allowed.

**Tuesday January 21 and Wednesday January 22, 2020**

Students got their quizzes back from Friday and we went over the answers. Students read the Performance Expectation for the next chapter in the textbook called "Let Us Entertain You" on pages 2 and 3. We discussed the drawing on page 6 which was about sound and light waves. We performed the lab activity on pages 7-8. Students created a string instrument and varied the string length and tension to see what affect it has on the pitch of the sound. There were seven questions for students to answer during the lab in their journals.

**Thursday January 23, 2020**

We watched a video of a song by Pink Floyd to see an example of a sound and light show. We reviewed the data collected yesterday and went over the conclusion. We watched Bill Nye - Waves. We recorded the following vocabulary words from the video - WAVELENGTH, FREQUENCY, SPEED, PEAK, TROUGH, and AMPLITUDE. Students wrote definitions for these words in their journals.

**Friday January 24, 2020**

We watched a video of a song by Carlos Santana to see an example of a sound and light show. Students were given a four page final exam review packet. Students were given about 40 minutes to look it over and study for the final. Finals at NKHS are next week Wednesday and Thursday.

**Monday January 27, 2020**

We read pages 8-9 in the text which was about the physics of making different pitches (frequency) using a stringed instrument. We used the equation on page 10 to figure out how much the pitch changes when you change the string length or the tension. Students made a graph of this data and we taped it into our journals. We answered question 1 on page 12 in our journals. We will continue with these questions tomorrow.

**Tuesday January 28, 2020**

We looked at images of guitars and violins to understand what a "fret" is. Students answered questions #2-7 from page 12-13 in their journals. We looked at an image of layers of the Earth, and discussed how earthquake waves, reflecting at a boundary, let us know about the depth of the different layers. We looked at a video showing the tsunami of December 2004. We started a new lab called "Making Waves." Today we used a slinky to create "transverse" waves.

**Wednesday January 29, 2020**

Final exam for periods 2,4, and 6.

**Thursday January 30, 2020**

Final exam for periods 3 and 5.

**Monday February 3, 2020**

I surveyed my students to get their choices for a new seating chart. We worked on a lab concerning transverse waves. We made various waves and combinations of waves and recorded data. In our journals, we answered questions in the text from question 1a through 5a, a total of eight questions.

**Tuesday February 4 and Wednesday February 5, 2020**

We began by reviewing the concept of constructive and destructive interference with waves. We looked at two You-Tube videos about interference. They were "Ripple Tank: Single and Double Slit Diffraction and Interference" and "Wave Motion Interference." We noted that light shows the same interference patterns as water waves in the videos. We then continued working on the lab "Making Waves." We made a data table to record the time of the slinky waves and calculated a speed. We compared the speed of high amplitude waves vs. lower amplitude. We then used a much tighter spring with more tension to calculate speed. We made periodic waves and standing waves and measured a wavelength. Finally, we measured the frequency of the waves (measured in Hertz). We finished with one more You-Tube video called "Young Double Slit Introduction."

**Thursday February 6, 2020**

I recruited again and offered large extra credit for students who are willing to join my Science Olympiad team in competition on 7 March. I announced that I will collect journals for grading at the end of the period tomorrow. Advanced Physical Science students were reminded of an assignment coming due next week. Students were shown a photograph of double slit interference with light. We drew some standing waves in our journals and learned how to figure out the number of wavelengths represented. I shared the formula [wavelength x frequency = speed]. We created some standing waves and measured the frequency. We filled in a data table using the formula for speed. Students finished the class by adding questions 1-5 from page 27 of the text into their journals.

**Friday February 7, 2020**

Advanced students will NOT meet during study sessions next week to complete the discussion assignment. The study sessions will be used by ASB for Care Week. The discussion will be postponed one week.

We looked at a video showing Myth Busters actors breathing helium and sulfur hexafluoride. We discussed the implications in terms of what we are learning about waves. Today, we investigated compression waves (aka longitudinal waves). We timed the compression wave of a slinky to compare it to the speed of a transverse wave. Students took notes on seismic waves. We discussed magnitude, the Richter Scale, and the different types of waves (s-waves and p-waves). We talked about the triangulation method of determining the location of the earthquake. Students added questions 6-8 (page 28) into journals. Journals were collected for grading.

**Monday February 10, 2020**

Students were informed that we will have a quiz on Friday. The review for this quiz will be on Tuesday and Wednesday. Students performed a lab called "Using A Wave Viewer." In teams. students constructed 2-3 different waves on cash register paper. They were told what amplitude and wavelength to make. In journals, students recorded data on AMPLITUDE, WAVELENGTH, SPEED and FREQUENCY for each wave made. Students turned in their cash register paper.

**Tuesday February 11 and Wednesday February 12, 2020**

We reviewed the results of yesterday's activity "Using A Wave Viewer." There is a quiz coming on Friday and we did a review. The quiz will be "closed journal," but students will have a vocabulary list / math formula list posted on the board to help. We started a new section in our journals called "Electro-magnetic Spectrum." We discussed different types of light. We watched an introduction to NASAs "Tour of the Electro-Magnetic Spectrum." We discussed it and added notes into journals.

**Thursday February 13, 2020**

We watched four episodes of "A Tour of the Electro-magnetic Spectrum." They were on RADIO WAVES, MICROWAVES, INFRA-RED, and VISIBLE LIGHT. We took notes in our journals.

**Friday February 14, 2020**

Students took a quiz on the wave unit.

**Tuesday February 18 and Wednesday February 19, 2020**

We did an "In The News" about the large dimming of the red supergiant star Betelgeuse. Students got their quiz back from Friday and we went over questions. There will be an extra credit telescope viewing on Wednesday from 7pm to 8pm at the Port Gamble site, 100 yards south of town on Hwy 104. Students performed a lab called "Sounds in Strings Revisited." Students recorded answers to the questions on page 30-33 of the text in their journals. Students also answered the Physics to Go questions on page 39. The question numbers were 1-3 and 5-6.

**Thursday February 20, 2020**

Students finished the last three episodes of the movie "A Tour of the Electro-magnetic Spectrum." We learned about ULTRAVIOLET, X-RAYS, and GAMMA RAYS. Students added notes to their journals.

Friday February 21, 2020

Friday February 21, 2020

We added a section to our journals called "Sounds From Vibrating Air." Students completed questions on pages 41-42 of the text. We made a variety of instruments using straws or test tubes. We altered the length of the tubes to change the pitch.

**Monday February 24, 2020**

We added two "Physics To Go" questions to last Friday's lab "Sounds From Vibrating Air." These were Q #4 and #7 found on page 49 of the text. We added a new section to our journal called "Shadows." We watched a you-tube video about the Doppler Effect and took some notes. We discussed the vocabulary UMBRA and PENUMBRA. Students performed the Shadows lab and answered the questions from the lab in journals.

**Tuesday February 25 and Wednesday February 26, 2020**

We discussed why stars appear blue or red. Some of the incorrect ideas we considered were absorption and reflection of different colors and the Doppler effect. We learned about black body radiation of stars at different temperatures. Students drew a graph of the light curve for three stars in their journals. We discussed spectral analysis and looked at the spectra of sodium and hydrogen gas. Next we added four words to our journals concerning what light does when it reacts with matter: TRANSMIT, REFLECT, ABSORB, and REFRACT. We looked at a simulation of refraction. Students were given time to finish the lab activity from Monday, and we added Physics to Go questions from page 59 #1,4,5 to our journals.

**Thursday February 27, 2020**

Our substitute teacher was Mr. Bill Keene. Students watched the movie "The Living Planet: The Community of the Skies." Students wrote two things they learned and one new vocabulary word and handed the paper in.

**Friday February 28, 2020**

We discussed a time-line for presenting our unit performance task -- a sound and light show. The due date is in one week, and time will be given for students to prepare the show. We discussed the grading rubric to be used. The show will be followed by an oral report on the physics of what happened in the show, or a written report -- student's choice. We discussed flat and curved mirrors and learned how to make "ray diagrams" to understand the images these mirrors make. We looked at two videos on mirrors and took notes in our journals.

**Monday March 2, 2020**

Today's lesson was about color. We took notes in a new section in our journals. We discussed prisms and filters. We looked at how pigments are combined to create different colors in paint. We discussed how the eye detects colors. We looked at the Ishihara test for color-blindness. We combined different colors with a Phet simulation. At the end of the class, I did a Sound and Light show as an example. Students will be planning for their show starting next class.

**Tuesday March 3 and Wednesday March 4, 2020**

We read page 101-102 in the text about the physics of color. I shared a powerpoint with the physics concepts that might be used in a sound and light show. Students were given 50 minutes of work time to plan / construct equipment for their show.

**Thursday March 5, 2020**

We added a section called "Lenses" to our journal. We drew a ray diagram of light passing through a convex lens. We watched a short video called How Lenses Function. Students were given 35 minutes to finish preparing for tomorrow's sound and light show. Students were given a 3x5 card to record the physics principles of their show.

**Friday March 6, 2020**

Students performed their sound and light show and then addressed the class explaining the physics principles found in the show.

**Monday March 9, 2020**

We started a new section in our journals called "Molecule of the Day." Students will continue adding to the list over the next month or two. Today's molecules were #1 - Water and #2 - Carbon dioxide. We discussed their structures and uses. Students were given a three page handout for homework due on Thursday. It is called "Carbon Footprint Calculator preparatory worksheet." Students will be entering the data into a computer program which calculates a student's carbon footprint. We started a lab called "Geologic Time Line." In teams, students will divide 4 meters of cash register paper into geologic time periods. We will add details about climate, mass extinction and evolution to the time line. We will work on this more on Tues.-Wed.

**Tuesday March 10 and Wednesday March 11, 2020**

Our molecule of the day #3 was oxygen gas. I reminded students that the carbon footprint worksheet will be due Thursday. We reviewed for a quiz that will happen on Thursday -- the topic is waves, sound and light. We continued working on the Geologic Time Line. We divided the time line into geologic periods and listed facts about evolution of life, mass extinctions and climate conditions. We will continue work on the timeline in the future.

**Thursday March 12, 2020**

Our molecule of the day was #4 methane. We watched a short youtube video called "Hunting for Methane with Katey Walter Anthony." Students took a quiz and were allowed to use their journals. Students turned in their homework - the carbon footprint calculator worksheet.

**Friday March 13, 2020**

Our molecule of the day #5 was nitrogen gas. Students used the website https://depts.washington.edu/i2sea/iscfc/calculate.php to enter data on their carbon footprint. Students wrote the results (the conclusion on the last screen) onto the back of their worksheet and turned it in.

**Spring 2020 lessons**

From Mr. Goar's webpage, click on the separate page "Spring 2020 Physical Science Work" for optional physical science work for the rest of the school year.