### Physical Science - Work

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

Wednesday August 31, 2016

Today I shared my syllabus 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?

At the end of class, we looked at a demonstration of air expanding when heated.

For extra credit, students will turn in the syllabus with a parent signature -- due tomorrow.

Students were asked to bring a composition book for use in class -- due next Tuesday.

Thursday September 1, 2016

I shared some information about how to achieve academic success in high school. We had a discussion about CLASSROOM NORMS -- that is, what rules we will follow so that everyone is welcomed, accepted and able to participate. We played a game called "Two Truths and One Lie." I am working to get to know my students.

We had a substitute teacher, Mr. Hundley. There was a movie. It was The Living Planet and the episode was called "The Building of the Earth." Students wrote down two things they learned and one new vocabulary word. These will get a grade.

We set up our journal with a title page, a table on contents, and an "In The News" section. We added to "In The News" the story about the upcoming total solar eclipse on August 21, 2017. We started a new lesson about the Metric System. Students generated a list of things that scientists might measure, and students took notes in their journals.

We took some time to generate "Classroom Norms." These are rules we agree to follow so that all people feel welcome in class. Students were surveyed on who would make good lab partners -- I will use that information to make new lab teams. We continued our lesson from yesterday on how the meter, liter and gram were invented -- students took notes.

I discussed an option for any of my students to work at an honors level this year. These students would have a comment on their report card "Student completed honors level work." Details and an application will go home with students next week. We watched a video called "Scientific Measurement." There were ten questions that students answered in their journals from the movie. We discussed tomorrow's measurement lab.

Students performed a lab activity called Measurement Lab. In teams, students measured and recorded dimensions, volume of liquids, masses, and calculated areas and volumes. An emphasis was placed on labeling measurements and calculations and including the appropriate metric system units. Students visited eight stations during the lab and recorded their data in their journals.

Students got their graded Measurement Lab back. I displayed an example of what high quality work looks like. We discussed some of the measurement errors that were commonly made. Students were given a short worksheet on metric system vocabulary words and concepts, and we started to complete it.

I discussed my upcoming blood donation. I discussed the Astronomy Club which will have its first meeting on Tuesday Sept. 27 after school. We looked at a program called Starry Night Pro which displays the night sky. I described an extra credit assignment for my students. Students are asked to record where on the horizon the Sun rises. We discussed how to measure this. Students added "Metric Unit Conversions" to their journals. We made a metric prefix chart and learned how to use it to convert between metric system units.

Wednesday September 14, 2016

I passed out information and a sign-up sheet application for any student who would like to work at a more advanced level. Students that sign up will have a comment added to their report card that says STUDENT COMPLETED HONORS LEVEL WORK. We finished the Metric Unit Conversions sheet and talked about converting units of area and volume in the metric system. Students were given a practice worksheet for this skill. I announced that the first quiz will be on Friday.

We finished the practice worksheet from yesterday and students corrected their own paper and kept it for study. The topics on tomorrow's quiz are:

1. What tool is used to make a particular measurement?

2. What metric unit is used for different measurements?

3. Vocabulary definitions (handout in the journal).

4. Students can make metric system conversions.

5. Lab measurement of mass, length and volume with the proper recording of the data.

6. Students can explain how the three base units in the metric system (g, L, and m) were invented.

7. Students know what a meniscus in a graduated cylinder is and how to read it.

Extra attention in class was given for metric conversions of area and volume units.

Students took a quiz today.

Students got their quiz back. We spent some time going over the answers and reteaching concepts. Students recorded the correct answers for their errors. I taught a lesson on the first component of a scientific report for the year: the procedure. In their journals, students titled the lab as "Measuring Volume." Using fine sand, students designed a procedure to find the percent of solid sand grains and the percent air space. We performed the experiment as the procedure was being developed, and students recorded that data in their journals. We looked at a photograph showing the volume change associated with dissolving salt. We discussed the change of density which happened as the salt dissolved.

I am inviting the 9th grade science students and their families to a telescope viewing evening. If a student writes a reflection, he/she will earn 25 points extra credit. The event is at 8:00 pm tonight at the Olympic Radio Controlled Aircraft field, south of Port Gamble. DIRECTIONS: Leave Port Gamble travelling south on WA-104. After you pass the last house in town, it is the first driveway on the right -- about 200 yards beyond town. We will look at Saturn, Mars, globular cluster M13, the Andromeda Galaxy and more. In class today, we started the "Density Lab." We taped a reference sheet of densities into our journals, practiced calculating densities, and performed Experiment 1 (of 3). Students made measurements and calculated the density of a piece of hardwood.

We had a substitute, Mr. Schlosberg. Students watched the video "The Living Planet - Frozen World." Students wrote down two things they learned, and one (or more) vocabulary words that were difficult.

We practiced three unit conversion problems. In the "In the News" section, we recorded information about today's equinox. We discussed the reason for different densities measured using hardwood (from Tuesday). We looked at the issue of error in measurement and its role in the significant digits of a calculation. We performed Experiment 2 in the density lesson -- we found the density of the metal that makes up paper clips. Students recorded their data and results in their journals. The next quiz will be next Tuesday.

We practiced three more unit conversion problems. Students observed a demonstration showing that mixing 50 mL of water with 50 mL of rubbing alcohol made a mixture with a volume near 97 mL. We discussed why the volume changed. Students performed the third experiment in the Density Lab. Teams measured the mass of 50 mL of three liquids and calculated the densities.

We reviewed for tomorrow's quiz. The topics will be:

1. Ordering metric units from small to large.

2. Measure length and width and calculate area.

3. Calculate density of a liquid.

4. The density of pure water = 1 g/mL

5. Metric unit conversions

6. Changing volume to mass with water.

7. Comparing densities of objects with the same volume.

8. Extra credit: Calculate volume with measurements of different units.

We reviewed the data collected on Friday when we calculated density of three liquids. I introduced the hydrometer as a way of determining density. I will collect journals on Wednesday to grade the density lab.

Before the quiz, we looked at a hydrometer put into two different liquids that have different densities. The liquid that made the hydrometer float higher was the more dense. We added to The Density Lab a drawing of a container of mercury with gold, lead and aluminum added. We discussed how much the floaters would be submerged. Students then took the quiz.

We added a section to our journals called "Graphs." We discussed five types of graphs (pie graphs, bar graphs, histograms, line graphs and scatter plots). We discussed dependent and independent variables. We completed part of the first side of a worksheet answering the question: Which type of graph is appropriate for a certain type of data?

Students got their quizzes back from Tuesday and we went over questions. We performed "The Surface Tension Lab." We dropped fresh water and soapy water onto the surface of a penny. Students wrote a hypothesis, collected data including an average of trials, and wrote a conclusion.

We discussed the Density Lab and the Surface Tension Lab and worked on how to improve grades on lab reports. Students learned about the manipulated variable, the responding variable and some controlled variables in pharmaceutical testing, and in the Surface Tension Lab. Students were given two more pages teaching graphing skills, and in class we completed the front and back of the first page. Students put these worksheets into their journals.

Our "In The News" item was about the discovery of water geysers on the surface of Jupiter's moon Europa. Students were reminded to check Skyward to make sure their grades are OK. Students can retake tests and fix-up lab reports for higher grades. Today we took some notes in our journals about graphing. We completed the six page packet from Friday and turned it in.

We did a lab activity called "The Pendulum Lab." Students recorded in their journals a title, a purpose, a hypothesis, a materials list, a procedure, a data table and then chose a manipulated variable. Students used a pendulum to record the time it takes for a swing (the period). Students found the average of three trials. We will continue with a conclusion tomorrow.

Students shared their results from yesterday and we recorded all the data in the journals. We wrote a conclusion for all three variables (string length, mass and angle of release) and included data (averages) to support the conclusion. I passed out a worksheet called "Scientific Method." We read the front side and started the questions on the back side. It is NOT homework.

We passed out a yellow packet of work on the topic of MOTION. We completed a vocabulary section on the second page. We watched a movie about motion and answered questions on the first page. We worked, and nearly completed, the Scientific Method worksheet from yesterday.

Today, we finished the "Scientific Method" worksheet. I answered any questions students had, and then we turned it in. We continued working on the packet about motion (speed). We completed some questions on pages 2 and 4 of the packet. We used the math formula S = d/t to answer questions.

Students did a speed calculation as a warm-up. We worked in the yellow packet of worksheets (from last Thursday) and completed questions on page 4. Students also completed questions #1-4 on page 5 of the packet ("Calculating Speed").

Students did a speed word problem calculation for a warm-up. We discussed how to make the hypothesis and conclusion of a lab report better. We worked in the yellow packet of worksheets and completed questions on page 5. I demonstrated how to measure speed of a rolling marble across two different distances. Students created "The Speed Lab" in their journals and worked as a team to create a common procedure.

Students finished writing a procedure for the "Speed Lab." Using a marble rolling down a track, they measured a change of time across one meter and 1.5 meters. Students calculated a speed using the formula s = d/t. Students also doubled the slope of the ramp and calculated a speed across 1.5 meters. We will analyze the data on Friday.

We added two items to the "In The News Section" of student's journals -- a probe is to land on Mars on Sunday / new impacts are discovered on the Moon . We worked on calculating a distance traveled by an object that changes speed. The lesson today was about graphing speed on a distance vs. time graph. Students created a graph for six different objects in motion. We discussed the relationship between the slope of the linear graph and the speed of the object.

Yesterday we made a graph when given different speeds. Today we interpreted a graph with different speeds. Students who needed more time completed the gathering of data for the speed lab. We shared results and averaged them. Students wrote a conclusion for the lab. We did a graphing exercise in the yellow packet which involved the progress of racing hamsters.

We reviewed for tomorrow's quiz. The items to study are:

1.) The parts of a science investigation. You can identify a problem, a hypothesis, an experiment and a conclusion.

2.) Vocabulary: data, manipulated variable, responding variable, controlled variables

3.) You can find distance or speed or time using the formula s = d/t

4.) You can find speed from a graph of distance vs. time. You can make a graph given starting and final locations and times.

5.) You can write a conclusion showing which object has greater speed.

6.) Extra credit will be about one of our five "In The News" items.

Today we taped the graph from last week into our "Speed Lab." We started the acceleration lab. We wrote a definition for acceleration. We looked at the math formula and the units for acceleration. Students worked on page 8 of the yellow speed packet. We answered questions about velocity and acceleration.

Students took a quiz. The classes that finished before the bell played a logic game called "Bagels."

Over half of the school took the PSAT test today. Because of that, we had ten minute periods. We played another game of "Bagels."

Students got their quiz back from Tuesday and we went over questions. Students were given a data table to perform the "Acceleration Lab," Students recorded the time it took for an accelerating marble to travel different distances down a track. Students calculated the acceleration of the marble.

We recorded the acceleration due to gravity for the Earth and the Moon in our journals. We looked at a short video from "Myth Busters" showing falling objects in a vacuum. We created a graph of distance vs. time for the acceleration lab (data was collected yesterday). We taped this graph into journals. We completed page 8 of the yellow packet -- questions dealing with acceleration.

For "In The News" we discussed the failure of the Schiaparelli Probe at Mars. We took some additional notes in our journals under the heading of Acceleration II. We completed the last page of the yellow packet and turned it in for a grade.

Students were given a blue packet of work on the topic of Laws of Motion. We went to a computer lab and accessed the website "physics4kids.com." Students completed the first two pages of questions using the website and took two quizzes online.

Students looked at a YouTube video showing amazing balancing of tops. We added a section to our journals called "Newton's Laws of Motion." We recorded the three laws and looked at examples of the mathematics of the 2nd law. Students performed the "Wacky Washers" experiment which demonstrated the 1st law. Students answered three questions on page 3 of the blue packet. I used an air track (with low friction) to demonstrate the 1st law.

We did a demonstration called "Balloon Rally" which demonstrates Newtons 3rd Law of Motion. Students recorded their observations on page 4 of the blue packet (handed out on Tuesday). Students performed a lab called "Newton's Race" which compared the force of cars going down a ramp when the cars had different masses. Students recorded data and answered questions on page 3 of the blue packet. At the end of class, we used the air track to demonstrate (again) Newtons 3rd Law.

Because I was dressed as a wizard, I decided to show my students the burning of a metal called magnesium. We did three problems on the back of the blue packet using the equation F = ma. We performed two labs in the blue packet. They were called "Newton's Second Law Lab" and "Changing the mass of the Car." We measured the time it took a car to make it to a finish line when pulled by different masses falling. I announced a quiz for Wednesday. We will review tomorrow.

Today we did a review for tomorrow's quiz. Students will be allowed to use their journal on tomorrow's quiz. We went over:

1. Graphing distance vs. time and calculating the speed by finding the slope of the line.

2. Using all forms of the equation s = d/t.

3. Using all forms of the equation F = ma.

4. Identifying which of Newton's Motion Laws apply to a situation.

5. Calculating acceleration using a = change of v / change of t

During the quiz review, we answered the discussion questions together found on page 4 and 5 of the blue packet. After that, I assigned six questions on page 10 of the blue packet. This completes the blue packet, and we will turn it in tomorrow.

Students turned in their blue packet about Newton's Laws. Students took a quiz in class.

Students got their quizzes back from yesterday and we went over questions. Retakes on the quiz are due by next Wednesday as quarter grades will be due. We played a game of Kahoot! with a topic of Newton's Laws. We played a game of Jeopardy to finish the class.

We added a section to our journals called "Gravity." Students took some notes by copying information from the board. Students taped seven questions for the Bill Nye movie called "Gravity." We watched the movie and answered the questions.

Our substitute teacher was Ms. Philips-Ingram. Students watched a movie -- The Living Planet -- The Northern Forests. Students took notes including two things they learned and one (or more) difficult vocabulary word. Students turned in their notes.

We took notes about gravity -- we explored how gravity creates orbits in space. We constructed a circle and an ellipse using a pen and a loop of string. We discussed the fact that objects in an elliptical orbit will change speed. We added the vocabulary PERIHELION, APHELION, PERIGEE and APOGEE to our journals. At the end of class, we looked at a movie about Gravity and answered nine questions from a handout that we taped into our journals.

We took notes (under "gravity') about the Universal Gravitation equation. I explained how to use the scientific numbers used in the formula. We calculated the force of gravity on Mr. Goar when he is on the Earth. We started a new topic by adding "Energy" to the table of contents of our journals. We made a "memory map" showing examples of energy. We defined both energy and work.

We added some notes to our "Forces" section of the journal. Students were given a lavender colored packet about Momentum. We defined momentum and learned how to calculate it. We watched a Bill Nye movie about momentum and answered questions on the first page of the lavender packet.

For an "In The News" item, we discussed today's "supermoon." We discussed the procedure for "Momentum Lab I" and how to calculate a cart's momentum. Students answered some pre-lab questions and then performed the lab and entered the data into the lavender packet. Students calculated the momentum of carts that contained different amounts of added weight.

We used yesterday's calculations to produce two graphs. We compared mass with momentum and we compared momentum to the distance a car pushed a block of wood. We answered four questions in the lavender packet, including conclusions for the lab. Students recorded information in their journals about the Law of Conservation of Momentum and Elastic vs. Inelastic collisions.

As a warm-up, students did two math problems involving momentum. We used the conservation of momentum to find velocities after a collision. Students added this work to a blank page in the lavender packet. We used a website (Phet Collision Lab) to investigate what happens in elastic and inelastic collisions. Students recorded data in the lavender packet when I performed a few simulations. Students then designed their own simulations, recorded mass and velocity data, and wrote evidence-based claims about momentum. There will be a quiz on momentum on Friday and we will practice for it tomorrow.

We finished the Phet Collision Lab simulation. Students designed experiments, collected data, and formulated conclusions about the conservation of momentum in a closed system. The lavendar packet is now complete and will be turned in tomorrow. We reviewed for tomorrow's quiz. There are many mathematical concepts being tested. Topics are:

1. calculate momentum by formula (momentum equation).

2. calculate momentum by Law of Conservation of Momentum.

3. calculate mass or speed using the momentum equation.

4. calculate momentum after an inelastic collison (like coupling train cars).

5. convert grams to kg.

6. convert mass to weight on the Earth.

7. calculate acceleration.

8. calculate average speed (down a ramp) and final speed (down a ramp).

9. know the gravitational constant of the Earth.

10. calculate speed when you know acceleration and time.

11. know that mass does not change in different gravity fields.

We practiced with examples of these concepts.

Students took a quiz. Afterwards, they used a laptop computer to finish the Phet Collision Lab. Students turned in their lavender packets.

Students got their quiz back from Friday and we went over any questions. We watched a movie: Walking With Dinosaurs -- The Cruel Sea. Students wrote two things they learned and turned it in.

We added some notes on the units of measuring into the journal under the Measuring in the Metric System section. Students added a section called "Energy, Work and Power" to their journals. We took notes on kinetic energy, potential energy, work and power. Students were given a tan packet of work and we completed page two of the tan packet.

We started class with a discussion of temperature and heat. I shared the formula for calculating heat. I showed my students a demonstration called "Brownian Motion" which supports the concept that temperature is a measure of the vibrations of atoms and molecules of a substance. We discussed energy transfer -- changing between kinetic, potential and heat energy. Students worked on the problems on page 5 of the tan packet.

We are going to design a roller coaster tomorrow to learn more about forces, gravity, acceleration and energy transfer. Today, we began to learn more about roller coasters. We answered nine vocabulary words on the last page of the tan packet. We then watched a movie about the Physics of Roller Coasters. Students answered the questions about the movie on the last page of the tan packet.

Students were given a packet for the Roller Coaster design activity. We answered ten Pre-lab questions. Students followed directions in the packet to construct a roller coaster using an online simulation. They answered questions about the potential and kinetic energies at different times of the ride. Students completed 4 1/2 pages of the packet.

We started by going through the difficult process of calculating the speed of a roller coaster before it is even built. Students took notes in their Roller Coaster Physics handout (from yesterday). We completed the Post-Lab questions and turned in the packet.

We looked at videos of downhill longboard riders and luge athletes. We discussed how potential & kinetic energy and G-forces affect these activities. Students were given instruction on how to calculate weight, mass and gravity for different situations. Students worked on the tan packet. Students will be given an additional 15 minutes to complete the packet on Monday.

We took fifteen minutes to complete the tan packet on Energy, Work and Power. Students turned in their packets. There is a quiz on Wednesday. I assigned one of eight topics to each student. Students worked to create a poster which defines an idea we have studied, shares the mathematical formula, and gives an example of a unique problem involving the concept. The topics were kinetic energy, potential energy, work, power, the weight of objects on Mars, the law of conservation of energy, the momentum before and after collisions, and the PE and KE of a pendulum. Students will be given further time on Tuesday to complete the project.

For an "In The News" item, we discussed the evidence for a 9th planet in our solar system. I am extending the due date on the posters because kids needed more time. They will be due at the beginning of class on Thursday. We reviewed for the quiz tomorrow and students took notes on a 3x5 notecard. The rest of the period students worked on yesterday's poster assignment.

Students took a quiz. With the remaining time, students worked on their posters (from Monday). The due date on the posters is beginning of class tomorrow.

Students got their quizzes back and we went over questions. Students added a section to their journals called "Electrostatics" and took some notes. We did a lab where we created some static electricity using four rods and six different fabrics. Students assessed the amount of static electricity by the effect of placing the rod near some confetti. Students recorded their observations in a data table found in the "yellow packet," which I gave to students. We will finish the lab another day.

Snow day -- no school.

We remembered the legacy of astronaut John Glenn, the first American to orbit the Earth in space. We watched a movie about static electricity and answered the questions on page 1 of the yellow packet. Students were given time to finish the static electricity lab from last Thursday.

Our substitute teacher was Mr. Chase. Students watched the movie "The Living Planet -- Seas of Grass." Students were asked to write down two new things they learned from the movie.

Our "In The News" item was about a strange hexagonal storm on the top of Saturn's north pole. The Cassini space probe is investigating this strange storm. Students looked at a reading and used it to answer questions on pg. 2 and 3 of the yellow packet -- the topic was electricity.

We watched a movie called "Raging Planet -- Lightning." Students answered the questions on the last two pages of the yellow packet.

We used a Van de Graaff generator to demonstrate the effects of static electricity. We played a game of Jeopardy involving energy, speed and work. Students were given 10 minutes to finish the questions that we started on Wednesday.

We discussed the ending of the semester and talked about how a students can take control of passing the science class. The semester final will be in four weeks. We looked at what is up in the night sky using Starry Night Pro software. We worked in the yellow packet on page 6, which is titled "homework." Tomorrow we will complete the packet and turn it in. For the last few minutes of class, we played a game called "Four Fours."

We went to a computer lab and completed the internet activity in the yellow packet. Students turned in their yellow packets.

Students took notes in their journals in a new section called "Electrical Current." We discussed symbols for circuits, types of circuits and Ohm's Law. Students were given a green packet. We watched a movie about electricity and students answered questions on page 1 of the packet.

HOMEWORK: Students are asked to find the power (in watts) of ten electrical items in their home. This is due next Wednesday. Students added to their notes in the section "Electrical Current." We discussed how Puget Sound Energy charges for electricity. We discussed circuit breakers and fuses. Students began to answer questions on pages 3-5 in the green packet using a reading packet.

Our substitute teacher was Mr. Steve Chase. Students watched a movie: Walking With Dinosaurs - The Time of the Titans. Students were asked to record four facts, two questions and one difficult vocabulary word from the film.. Students turned in their responses.

Our substitute teacher was Mrs. Porter-Brwon. Students watched a movie: The Living Planet -- Community of the Skies. Students were asked to record four facts, two questions and one difficult vocabulary word from the film.. Students turned in their responses.

Students turned in their list of ten electrical items (see last Friday). I will accept the lists on tomorrow for full credit. We worked in the green packet on an activity called "Watts, Wires and What It's Worth." Students are designing a wiring diagram for a house. We will continue with this tomorrow.

Students were given the period to continue work on yesterday's assignment. Students will be given about 25 more minutes on this next Tuesday. I talked privately with those students who are failing and we made a plan on how they could pass science.

Students took the STAR reading test on a computer in class.

Students performed the "Circuit Lab." They connected Christmas tree light bulbs in series and parallel circuits and recorded the brightness of different circuits in the data table in the green packet. They answered some question from the end of the lab in the green packet.

We discussed the procedure for taking finals next week. I will hand out a study guide and we will review for the test on Friday. We added a section called "Waves." The vocabulary words included Light, Sound, Wavelength, Frequency, Amplitude, Standing wave, Travelling wave, Compression wave. We surveyed the different wavelengths of light -- radiowaves, microwaves, infrared, visible light, untra-violet, x-rays and gamma rays. Students took notes in their journals.

We finished the topic of light waves by watching a NASA movie -- The Electromagnetic Spectrum." Students recorded the wavelengths of the seven types of EM radiation and wrote in their journal one fact about each type of light.

Students either turned in their "Energy House Posters" or took them home and will turn them in on Monday for full credit. I handed out a FINAL REVIEW sheet. We wrote notes, including all the math formulas, on the sheet. Students will use this sheet during their final (next week Thurs. or Fri.).

Students turned in their "House Wiring Diagram." Students then went to a computer lab to take the STAR Math test.

Students entered an new section into their journal called "Basic Chemistry." Students took notes about atoms and their structure. We looked at hydrogen, oxygen and sodium. I demonstrated models of a chemical reaction between hydrogen gas and oxygen gas and we wrote a chemical formula for the reaction. We looked at a video showing how sodium, and other alkali metals, explode with contact with water. We took notes on the ionization of sodium. We switched to our green packet and did the activity of making a battery out of a lemon, an apple, and a potato. We recorded the voltage made by each circuit. We filled out the lab pages in the green packet.

We filled out the work on pages 12, 16,17 and the last page of the Green Packet. Students turned in the Green Packet.

Final Exam for periods 1,3,5.

Final Exam for periods 2,4,6.

Students added notes to their journal under the section called "Basic Chemistry." We discussed phases (states) of matter, pure substances vs. mixtures, how to separate a mixture, and the distinction between chemical changes and physical changes. Each team was given a poster paper and students recorded 1.) What is chemistry? 2.) Why do we study it? 3.) What ideas do we already know about atoms? We will add to the poster another day.

We discussed color vision. Students took notes. We looked at the structure of the eye and how vision works. We used a computer program from the Exploratorium Museum called "mix-n-match" to create colors by mixing red, green and blue light together.

We started a new section in our journal called "Molecule of the Day." Today's molecule of the day is hydrogen gas and we recorded some information about it. We looked at a video showing the destruction of the Hindenberg blimp. We wrote a balanced chemical equation for making hydrogen gas from hydrochloric acid and zinc. We made the gas and then burned it. Students worked on their posters (from Tuesday) a bit.

Our molecule of the day was hydrogen ion (generic acid). We discussed examples such as strong hydrochloric acid and weak carbonic acid. Students were given a yellow packet about basic chemistry. We used the textbook to answer questions on the first page of the packet.

Snow day -- no school.

Our molecule of the day was Helium Gas. We watched a movie about states of matter and answered questions on page 3 of the yellow packet.

Our molecule of the day was Sulfuric Acid. We went outside and mixed sulfuric acid and sugar. This demonstration showed what would happen if acid touched your eyeball. It was disgusting. We looked at a YouTube video showing an ice bomb. This demonstrates the incredible power of expanding ice. We finished the yellow packet pages 1 and 2.

We had an "In The News" item -- NKSD and the City of Poulsbo are investigating the possibility of a sinkhole on campus (near the rock). We discussed how limestone can dissolve in the presence of weak carbonic acid from rainfall, leaving a sinkhole. Our molecules of the day were water and sodium chloride (table salt). Students were given a graph showing the solubility curve (vs. temperature) for sodium chloride, potassium nitrate and sodium nitrate. We did an experiment called "Solubility Lab." We tried to dissolve scoops of sodium chloride and potassium nitrate in hot and cold water, to see how much the water could "hold" (dissolve). We recorded data in our journals.

Our molecule of he day was glucose. Students recorded the chemical equation for photosynthesis. Students took some notes in their "Basic Chemistry" part of their journal about the vocabulary word "mole." We completed a lab and recorded results in the yellow packet (pg. 11). It was called "Mixtures and Solutions." Students finished the poster about atoms (from January 31) and turned them in.

Our molecule of the day was oxygen gas. We discussed the role of oxygen in respiration, burning and rusting. We added a section to our notebook called "About Atoms." We watched a film about Mixtures and Solutions. After the film, we started answering questions on page 13 of the yellow packet (about the movie).

Our molecule of the day was methane. We looked at several YouTube videos showing burning methane. We discussed natural gas and hydrocarbons. We completed the questions (together) from yesterday's movie. We added seven ideas about atoms into our journal under "About Atoms."

Counseling staff came to visit science classes today to talk about registration for sophomore classes. Students were given a registration sheet and their transcripts.

We watched a short YouTube video about a substance called "Oobleck." We added the molecule of the day Magnesium Sulfate = epsom salt. We took notes in our journal about Physical Properties of Matter. We reviewed for a short quiz. We took a short quiz.

Students added today's molecule of the day into their journals. It was sodium hydroxide (lye). Students performed the experiment where they reacted sodium hydroxide and aluminum to make hydrogen gas. Students burned their gas. As a demonstration, I made oxygen gas out of hydrogen peroxide with a catalyst of manganese dioxide. We also learned about the pH scale of acids and bases.

Students got their quizzes back from Thursday, and we went over any questions. Our molecule of the day was nitrogen gas. We handed out lap-tops and students worked on the questions on pages 18-19 in the yellow packet. They took two internet quizzes and put the answers in the yellow packet.

Our molecule of the day was carbon dioxide. We discussed dry ice. We looked at a YouTube video showing eight cool experiments using dry ice. We looked at the Keeling Curve -- a graph showing how much carbon dioxide is in the air over time. We looked at pH levels of the oceans and a graph showing temperature on the Earth over the last 100 years. We discussed global warming and why some people are in denial about it. We completed the questions on page 10 of the yellow packet.

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Wednesday August 31, 2016

Today I shared my syllabus 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?

At the end of class, we looked at a demonstration of air expanding when heated.

For extra credit, students will turn in the syllabus with a parent signature -- due tomorrow.

Students were asked to bring a composition book for use in class -- due next Tuesday.

Thursday September 1, 2016

I shared some information about how to achieve academic success in high school. We had a discussion about CLASSROOM NORMS -- that is, what rules we will follow so that everyone is welcomed, accepted and able to participate. We played a game called "Two Truths and One Lie." I am working to get to know my students.

**Friday September 2, 2016**We had a substitute teacher, Mr. Hundley. There was a movie. It was The Living Planet and the episode was called "The Building of the Earth." Students wrote down two things they learned and one new vocabulary word. These will get a grade.

**Tuesday September 6, 2016**We set up our journal with a title page, a table on contents, and an "In The News" section. We added to "In The News" the story about the upcoming total solar eclipse on August 21, 2017. We started a new lesson about the Metric System. Students generated a list of things that scientists might measure, and students took notes in their journals.

**Wednesday September 7, 2016**We took some time to generate "Classroom Norms." These are rules we agree to follow so that all people feel welcome in class. Students were surveyed on who would make good lab partners -- I will use that information to make new lab teams. We continued our lesson from yesterday on how the meter, liter and gram were invented -- students took notes.

**Thursday September 8, 2016**I discussed an option for any of my students to work at an honors level this year. These students would have a comment on their report card "Student completed honors level work." Details and an application will go home with students next week. We watched a video called "Scientific Measurement." There were ten questions that students answered in their journals from the movie. We discussed tomorrow's measurement lab.

**Friday September 9, 2016**Students performed a lab activity called Measurement Lab. In teams, students measured and recorded dimensions, volume of liquids, masses, and calculated areas and volumes. An emphasis was placed on labeling measurements and calculations and including the appropriate metric system units. Students visited eight stations during the lab and recorded their data in their journals.

**Monday September 12, 2016**Students got their graded Measurement Lab back. I displayed an example of what high quality work looks like. We discussed some of the measurement errors that were commonly made. Students were given a short worksheet on metric system vocabulary words and concepts, and we started to complete it.

**Tuesday September 13, 2016**I discussed my upcoming blood donation. I discussed the Astronomy Club which will have its first meeting on Tuesday Sept. 27 after school. We looked at a program called Starry Night Pro which displays the night sky. I described an extra credit assignment for my students. Students are asked to record where on the horizon the Sun rises. We discussed how to measure this. Students added "Metric Unit Conversions" to their journals. We made a metric prefix chart and learned how to use it to convert between metric system units.

Wednesday September 14, 2016

I passed out information and a sign-up sheet application for any student who would like to work at a more advanced level. Students that sign up will have a comment added to their report card that says STUDENT COMPLETED HONORS LEVEL WORK. We finished the Metric Unit Conversions sheet and talked about converting units of area and volume in the metric system. Students were given a practice worksheet for this skill. I announced that the first quiz will be on Friday.

**Thursday September 15, 2015**We finished the practice worksheet from yesterday and students corrected their own paper and kept it for study. The topics on tomorrow's quiz are:

1. What tool is used to make a particular measurement?

2. What metric unit is used for different measurements?

3. Vocabulary definitions (handout in the journal).

4. Students can make metric system conversions.

5. Lab measurement of mass, length and volume with the proper recording of the data.

6. Students can explain how the three base units in the metric system (g, L, and m) were invented.

7. Students know what a meniscus in a graduated cylinder is and how to read it.

Extra attention in class was given for metric conversions of area and volume units.

**Friday September 16, 2016**Students took a quiz today.

**Monday September 19, 2016**Students got their quiz back. We spent some time going over the answers and reteaching concepts. Students recorded the correct answers for their errors. I taught a lesson on the first component of a scientific report for the year: the procedure. In their journals, students titled the lab as "Measuring Volume." Using fine sand, students designed a procedure to find the percent of solid sand grains and the percent air space. We performed the experiment as the procedure was being developed, and students recorded that data in their journals. We looked at a photograph showing the volume change associated with dissolving salt. We discussed the change of density which happened as the salt dissolved.

**Tuesday September 20, 2016**I am inviting the 9th grade science students and their families to a telescope viewing evening. If a student writes a reflection, he/she will earn 25 points extra credit. The event is at 8:00 pm tonight at the Olympic Radio Controlled Aircraft field, south of Port Gamble. DIRECTIONS: Leave Port Gamble travelling south on WA-104. After you pass the last house in town, it is the first driveway on the right -- about 200 yards beyond town. We will look at Saturn, Mars, globular cluster M13, the Andromeda Galaxy and more. In class today, we started the "Density Lab." We taped a reference sheet of densities into our journals, practiced calculating densities, and performed Experiment 1 (of 3). Students made measurements and calculated the density of a piece of hardwood.

**Wednesday September 21, 2016**We had a substitute, Mr. Schlosberg. Students watched the video "The Living Planet - Frozen World." Students wrote down two things they learned, and one (or more) vocabulary words that were difficult.

**Thursday September 22, 2016**We practiced three unit conversion problems. In the "In the News" section, we recorded information about today's equinox. We discussed the reason for different densities measured using hardwood (from Tuesday). We looked at the issue of error in measurement and its role in the significant digits of a calculation. We performed Experiment 2 in the density lesson -- we found the density of the metal that makes up paper clips. Students recorded their data and results in their journals. The next quiz will be next Tuesday.

**Friday September 23, 2016**We practiced three more unit conversion problems. Students observed a demonstration showing that mixing 50 mL of water with 50 mL of rubbing alcohol made a mixture with a volume near 97 mL. We discussed why the volume changed. Students performed the third experiment in the Density Lab. Teams measured the mass of 50 mL of three liquids and calculated the densities.

**Monday September 26, 2016**We reviewed for tomorrow's quiz. The topics will be:

1. Ordering metric units from small to large.

2. Measure length and width and calculate area.

3. Calculate density of a liquid.

4. The density of pure water = 1 g/mL

5. Metric unit conversions

6. Changing volume to mass with water.

7. Comparing densities of objects with the same volume.

8. Extra credit: Calculate volume with measurements of different units.

We reviewed the data collected on Friday when we calculated density of three liquids. I introduced the hydrometer as a way of determining density. I will collect journals on Wednesday to grade the density lab.

**Tuesday September 27, 2016**Before the quiz, we looked at a hydrometer put into two different liquids that have different densities. The liquid that made the hydrometer float higher was the more dense. We added to The Density Lab a drawing of a container of mercury with gold, lead and aluminum added. We discussed how much the floaters would be submerged. Students then took the quiz.

**Wednesday September 28, 2016**We added a section to our journals called "Graphs." We discussed five types of graphs (pie graphs, bar graphs, histograms, line graphs and scatter plots). We discussed dependent and independent variables. We completed part of the first side of a worksheet answering the question: Which type of graph is appropriate for a certain type of data?

**Thursday September 29, 2016**Students got their quizzes back from Tuesday and we went over questions. We performed "The Surface Tension Lab." We dropped fresh water and soapy water onto the surface of a penny. Students wrote a hypothesis, collected data including an average of trials, and wrote a conclusion.

**Friday September 30, 2016**We discussed the Density Lab and the Surface Tension Lab and worked on how to improve grades on lab reports. Students learned about the manipulated variable, the responding variable and some controlled variables in pharmaceutical testing, and in the Surface Tension Lab. Students were given two more pages teaching graphing skills, and in class we completed the front and back of the first page. Students put these worksheets into their journals.

**Monday October 3, 2016**Our "In The News" item was about the discovery of water geysers on the surface of Jupiter's moon Europa. Students were reminded to check Skyward to make sure their grades are OK. Students can retake tests and fix-up lab reports for higher grades. Today we took some notes in our journals about graphing. We completed the six page packet from Friday and turned it in.

**Tuesday October 4, 2016**We did a lab activity called "The Pendulum Lab." Students recorded in their journals a title, a purpose, a hypothesis, a materials list, a procedure, a data table and then chose a manipulated variable. Students used a pendulum to record the time it takes for a swing (the period). Students found the average of three trials. We will continue with a conclusion tomorrow.

**Wednesday October 5, 2016**Students shared their results from yesterday and we recorded all the data in the journals. We wrote a conclusion for all three variables (string length, mass and angle of release) and included data (averages) to support the conclusion. I passed out a worksheet called "Scientific Method." We read the front side and started the questions on the back side. It is NOT homework.

**Thursday October 6, 2016**We passed out a yellow packet of work on the topic of MOTION. We completed a vocabulary section on the second page. We watched a movie about motion and answered questions on the first page. We worked, and nearly completed, the Scientific Method worksheet from yesterday.

**Friday October 7, 2016**Today, we finished the "Scientific Method" worksheet. I answered any questions students had, and then we turned it in. We continued working on the packet about motion (speed). We completed some questions on pages 2 and 4 of the packet. We used the math formula S = d/t to answer questions.

**Monday October 10, 2016**Students did a speed calculation as a warm-up. We worked in the yellow packet of worksheets (from last Thursday) and completed questions on page 4. Students also completed questions #1-4 on page 5 of the packet ("Calculating Speed").

**Tuesday October 11, 2016**Students did a speed word problem calculation for a warm-up. We discussed how to make the hypothesis and conclusion of a lab report better. We worked in the yellow packet of worksheets and completed questions on page 5. I demonstrated how to measure speed of a rolling marble across two different distances. Students created "The Speed Lab" in their journals and worked as a team to create a common procedure.

**Wednesday October 12, 2016**Students finished writing a procedure for the "Speed Lab." Using a marble rolling down a track, they measured a change of time across one meter and 1.5 meters. Students calculated a speed using the formula s = d/t. Students also doubled the slope of the ramp and calculated a speed across 1.5 meters. We will analyze the data on Friday.

**Thursday October 13, 2016**We added two items to the "In The News Section" of student's journals -- a probe is to land on Mars on Sunday / new impacts are discovered on the Moon . We worked on calculating a distance traveled by an object that changes speed. The lesson today was about graphing speed on a distance vs. time graph. Students created a graph for six different objects in motion. We discussed the relationship between the slope of the linear graph and the speed of the object.

**Friday October 14, 2016**Yesterday we made a graph when given different speeds. Today we interpreted a graph with different speeds. Students who needed more time completed the gathering of data for the speed lab. We shared results and averaged them. Students wrote a conclusion for the lab. We did a graphing exercise in the yellow packet which involved the progress of racing hamsters.

**Monday October 17, 2016**We reviewed for tomorrow's quiz. The items to study are:

1.) The parts of a science investigation. You can identify a problem, a hypothesis, an experiment and a conclusion.

2.) Vocabulary: data, manipulated variable, responding variable, controlled variables

3.) You can find distance or speed or time using the formula s = d/t

4.) You can find speed from a graph of distance vs. time. You can make a graph given starting and final locations and times.

5.) You can write a conclusion showing which object has greater speed.

6.) Extra credit will be about one of our five "In The News" items.

Today we taped the graph from last week into our "Speed Lab." We started the acceleration lab. We wrote a definition for acceleration. We looked at the math formula and the units for acceleration. Students worked on page 8 of the yellow speed packet. We answered questions about velocity and acceleration.

**Tuesday October 18, 2016**Students took a quiz. The classes that finished before the bell played a logic game called "Bagels."

**Wednesday October 19, 2016**Over half of the school took the PSAT test today. Because of that, we had ten minute periods. We played another game of "Bagels."

**Thursday October 20, 2016**Students got their quiz back from Tuesday and we went over questions. Students were given a data table to perform the "Acceleration Lab," Students recorded the time it took for an accelerating marble to travel different distances down a track. Students calculated the acceleration of the marble.

**Friday October 21, 2016**We recorded the acceleration due to gravity for the Earth and the Moon in our journals. We looked at a short video from "Myth Busters" showing falling objects in a vacuum. We created a graph of distance vs. time for the acceleration lab (data was collected yesterday). We taped this graph into journals. We completed page 8 of the yellow packet -- questions dealing with acceleration.

**Monday October 24, 2016**For "In The News" we discussed the failure of the Schiaparelli Probe at Mars. We took some additional notes in our journals under the heading of Acceleration II. We completed the last page of the yellow packet and turned it in for a grade.

**Tuesday October 25, 2016**Students were given a blue packet of work on the topic of Laws of Motion. We went to a computer lab and accessed the website "physics4kids.com." Students completed the first two pages of questions using the website and took two quizzes online.

**Wednesday October 26, 2016**Students looked at a YouTube video showing amazing balancing of tops. We added a section to our journals called "Newton's Laws of Motion." We recorded the three laws and looked at examples of the mathematics of the 2nd law. Students performed the "Wacky Washers" experiment which demonstrated the 1st law. Students answered three questions on page 3 of the blue packet. I used an air track (with low friction) to demonstrate the 1st law.

**Thursday October 27, 2016**We did a demonstration called "Balloon Rally" which demonstrates Newtons 3rd Law of Motion. Students recorded their observations on page 4 of the blue packet (handed out on Tuesday). Students performed a lab called "Newton's Race" which compared the force of cars going down a ramp when the cars had different masses. Students recorded data and answered questions on page 3 of the blue packet. At the end of class, we used the air track to demonstrate (again) Newtons 3rd Law.

**Monday October 31, 2016**Because I was dressed as a wizard, I decided to show my students the burning of a metal called magnesium. We did three problems on the back of the blue packet using the equation F = ma. We performed two labs in the blue packet. They were called "Newton's Second Law Lab" and "Changing the mass of the Car." We measured the time it took a car to make it to a finish line when pulled by different masses falling. I announced a quiz for Wednesday. We will review tomorrow.

**Tuesday November 1, 2016**Today we did a review for tomorrow's quiz. Students will be allowed to use their journal on tomorrow's quiz. We went over:

1. Graphing distance vs. time and calculating the speed by finding the slope of the line.

2. Using all forms of the equation s = d/t.

3. Using all forms of the equation F = ma.

4. Identifying which of Newton's Motion Laws apply to a situation.

5. Calculating acceleration using a = change of v / change of t

During the quiz review, we answered the discussion questions together found on page 4 and 5 of the blue packet. After that, I assigned six questions on page 10 of the blue packet. This completes the blue packet, and we will turn it in tomorrow.

**Wednesday November 2, 2016**Students turned in their blue packet about Newton's Laws. Students took a quiz in class.

**Thursday November 3, 2016**Students got their quizzes back from yesterday and we went over questions. Retakes on the quiz are due by next Wednesday as quarter grades will be due. We played a game of Kahoot! with a topic of Newton's Laws. We played a game of Jeopardy to finish the class.

**Friday November 4, 2016**We added a section to our journals called "Gravity." Students took some notes by copying information from the board. Students taped seven questions for the Bill Nye movie called "Gravity." We watched the movie and answered the questions.

**Monday November 7, 2016**Our substitute teacher was Ms. Philips-Ingram. Students watched a movie -- The Living Planet -- The Northern Forests. Students took notes including two things they learned and one (or more) difficult vocabulary word. Students turned in their notes.

**Tuesday November 8, 2016**We took notes about gravity -- we explored how gravity creates orbits in space. We constructed a circle and an ellipse using a pen and a loop of string. We discussed the fact that objects in an elliptical orbit will change speed. We added the vocabulary PERIHELION, APHELION, PERIGEE and APOGEE to our journals. At the end of class, we looked at a movie about Gravity and answered nine questions from a handout that we taped into our journals.

**Wednesday November 9, 2016**We took notes (under "gravity') about the Universal Gravitation equation. I explained how to use the scientific numbers used in the formula. We calculated the force of gravity on Mr. Goar when he is on the Earth. We started a new topic by adding "Energy" to the table of contents of our journals. We made a "memory map" showing examples of energy. We defined both energy and work.

**Thursday November 10, 2016**We added some notes to our "Forces" section of the journal. Students were given a lavender colored packet about Momentum. We defined momentum and learned how to calculate it. We watched a Bill Nye movie about momentum and answered questions on the first page of the lavender packet.

**Monday November 14, 2016**For an "In The News" item, we discussed today's "supermoon." We discussed the procedure for "Momentum Lab I" and how to calculate a cart's momentum. Students answered some pre-lab questions and then performed the lab and entered the data into the lavender packet. Students calculated the momentum of carts that contained different amounts of added weight.

**Tuesday November 15, 2016**We used yesterday's calculations to produce two graphs. We compared mass with momentum and we compared momentum to the distance a car pushed a block of wood. We answered four questions in the lavender packet, including conclusions for the lab. Students recorded information in their journals about the Law of Conservation of Momentum and Elastic vs. Inelastic collisions.

**Wednesday November 16, 2016**As a warm-up, students did two math problems involving momentum. We used the conservation of momentum to find velocities after a collision. Students added this work to a blank page in the lavender packet. We used a website (Phet Collision Lab) to investigate what happens in elastic and inelastic collisions. Students recorded data in the lavender packet when I performed a few simulations. Students then designed their own simulations, recorded mass and velocity data, and wrote evidence-based claims about momentum. There will be a quiz on momentum on Friday and we will practice for it tomorrow.

**Thursday November 17, 2016**We finished the Phet Collision Lab simulation. Students designed experiments, collected data, and formulated conclusions about the conservation of momentum in a closed system. The lavendar packet is now complete and will be turned in tomorrow. We reviewed for tomorrow's quiz. There are many mathematical concepts being tested. Topics are:

1. calculate momentum by formula (momentum equation).

2. calculate momentum by Law of Conservation of Momentum.

3. calculate mass or speed using the momentum equation.

4. calculate momentum after an inelastic collison (like coupling train cars).

5. convert grams to kg.

6. convert mass to weight on the Earth.

7. calculate acceleration.

8. calculate average speed (down a ramp) and final speed (down a ramp).

9. know the gravitational constant of the Earth.

10. calculate speed when you know acceleration and time.

11. know that mass does not change in different gravity fields.

We practiced with examples of these concepts.

**Friday November 18, 2016**Students took a quiz. Afterwards, they used a laptop computer to finish the Phet Collision Lab. Students turned in their lavender packets.

**Monday November 21, 2016**Students got their quiz back from Friday and we went over any questions. We watched a movie: Walking With Dinosaurs -- The Cruel Sea. Students wrote two things they learned and turned it in.

**Tuesday November 22, 2016**We added some notes on the units of measuring into the journal under the Measuring in the Metric System section. Students added a section called "Energy, Work and Power" to their journals. We took notes on kinetic energy, potential energy, work and power. Students were given a tan packet of work and we completed page two of the tan packet.

**Wednesday November 23, 2016**We started class with a discussion of temperature and heat. I shared the formula for calculating heat. I showed my students a demonstration called "Brownian Motion" which supports the concept that temperature is a measure of the vibrations of atoms and molecules of a substance. We discussed energy transfer -- changing between kinetic, potential and heat energy. Students worked on the problems on page 5 of the tan packet.

**Monday November 28, 2016**We are going to design a roller coaster tomorrow to learn more about forces, gravity, acceleration and energy transfer. Today, we began to learn more about roller coasters. We answered nine vocabulary words on the last page of the tan packet. We then watched a movie about the Physics of Roller Coasters. Students answered the questions about the movie on the last page of the tan packet.

**Tuesday November 29, 2016**Students were given a packet for the Roller Coaster design activity. We answered ten Pre-lab questions. Students followed directions in the packet to construct a roller coaster using an online simulation. They answered questions about the potential and kinetic energies at different times of the ride. Students completed 4 1/2 pages of the packet.

**Wednesday November 30, 2016**We started by going through the difficult process of calculating the speed of a roller coaster before it is even built. Students took notes in their Roller Coaster Physics handout (from yesterday). We completed the Post-Lab questions and turned in the packet.

**Thursday December 1, 2016**We looked at videos of downhill longboard riders and luge athletes. We discussed how potential & kinetic energy and G-forces affect these activities. Students were given instruction on how to calculate weight, mass and gravity for different situations. Students worked on the tan packet. Students will be given an additional 15 minutes to complete the packet on Monday.

**Monday December 5, 2016**We took fifteen minutes to complete the tan packet on Energy, Work and Power. Students turned in their packets. There is a quiz on Wednesday. I assigned one of eight topics to each student. Students worked to create a poster which defines an idea we have studied, shares the mathematical formula, and gives an example of a unique problem involving the concept. The topics were kinetic energy, potential energy, work, power, the weight of objects on Mars, the law of conservation of energy, the momentum before and after collisions, and the PE and KE of a pendulum. Students will be given further time on Tuesday to complete the project.

**Tuesday December 6, 2016**For an "In The News" item, we discussed the evidence for a 9th planet in our solar system. I am extending the due date on the posters because kids needed more time. They will be due at the beginning of class on Thursday. We reviewed for the quiz tomorrow and students took notes on a 3x5 notecard. The rest of the period students worked on yesterday's poster assignment.

**Wednesday December 7, 2016**Students took a quiz. With the remaining time, students worked on their posters (from Monday). The due date on the posters is beginning of class tomorrow.

**Thursday December 8, 2016**Students got their quizzes back and we went over questions. Students added a section to their journals called "Electrostatics" and took some notes. We did a lab where we created some static electricity using four rods and six different fabrics. Students assessed the amount of static electricity by the effect of placing the rod near some confetti. Students recorded their observations in a data table found in the "yellow packet," which I gave to students. We will finish the lab another day.

**Friday December 9, 2016**Snow day -- no school.

**Monday December 12, 2016**We remembered the legacy of astronaut John Glenn, the first American to orbit the Earth in space. We watched a movie about static electricity and answered the questions on page 1 of the yellow packet. Students were given time to finish the static electricity lab from last Thursday.

**Tuesday December 13, 2016**Our substitute teacher was Mr. Chase. Students watched the movie "The Living Planet -- Seas of Grass." Students were asked to write down two new things they learned from the movie.

**Wednesday December 14, 2016**Our "In The News" item was about a strange hexagonal storm on the top of Saturn's north pole. The Cassini space probe is investigating this strange storm. Students looked at a reading and used it to answer questions on pg. 2 and 3 of the yellow packet -- the topic was electricity.

**Thursday December 15, 2016**We watched a movie called "Raging Planet -- Lightning." Students answered the questions on the last two pages of the yellow packet.

**Friday December 16, 2016**We used a Van de Graaff generator to demonstrate the effects of static electricity. We played a game of Jeopardy involving energy, speed and work. Students were given 10 minutes to finish the questions that we started on Wednesday.

**Tuesday January 3, 2017**We discussed the ending of the semester and talked about how a students can take control of passing the science class. The semester final will be in four weeks. We looked at what is up in the night sky using Starry Night Pro software. We worked in the yellow packet on page 6, which is titled "homework." Tomorrow we will complete the packet and turn it in. For the last few minutes of class, we played a game called "Four Fours."

**Wednesday January 4, 2017**We went to a computer lab and completed the internet activity in the yellow packet. Students turned in their yellow packets.

**Thursday January 5, 2017**Students took notes in their journals in a new section called "Electrical Current." We discussed symbols for circuits, types of circuits and Ohm's Law. Students were given a green packet. We watched a movie about electricity and students answered questions on page 1 of the packet.

**Friday January 6, 2017**HOMEWORK: Students are asked to find the power (in watts) of ten electrical items in their home. This is due next Wednesday. Students added to their notes in the section "Electrical Current." We discussed how Puget Sound Energy charges for electricity. We discussed circuit breakers and fuses. Students began to answer questions on pages 3-5 in the green packet using a reading packet.

**Monday January 9, 2017**Our substitute teacher was Mr. Steve Chase. Students watched a movie: Walking With Dinosaurs - The Time of the Titans. Students were asked to record four facts, two questions and one difficult vocabulary word from the film.. Students turned in their responses.

**Tuesday January 10, 2017**Our substitute teacher was Mrs. Porter-Brwon. Students watched a movie: The Living Planet -- Community of the Skies. Students were asked to record four facts, two questions and one difficult vocabulary word from the film.. Students turned in their responses.

**Wednesday January 11, 2017**Students turned in their list of ten electrical items (see last Friday). I will accept the lists on tomorrow for full credit. We worked in the green packet on an activity called "Watts, Wires and What It's Worth." Students are designing a wiring diagram for a house. We will continue with this tomorrow.

**Thursday January 12, 2017**Students were given the period to continue work on yesterday's assignment. Students will be given about 25 more minutes on this next Tuesday. I talked privately with those students who are failing and we made a plan on how they could pass science.

**Friday January 13, 2017**Students took the STAR reading test on a computer in class.

**Tuesday January 17, 2017**Students performed the "Circuit Lab." They connected Christmas tree light bulbs in series and parallel circuits and recorded the brightness of different circuits in the data table in the green packet. They answered some question from the end of the lab in the green packet.

**Wednesday January 18, 2017**We discussed the procedure for taking finals next week. I will hand out a study guide and we will review for the test on Friday. We added a section called "Waves." The vocabulary words included Light, Sound, Wavelength, Frequency, Amplitude, Standing wave, Travelling wave, Compression wave. We surveyed the different wavelengths of light -- radiowaves, microwaves, infrared, visible light, untra-violet, x-rays and gamma rays. Students took notes in their journals.

**Thursday January 19, 2017**We finished the topic of light waves by watching a NASA movie -- The Electromagnetic Spectrum." Students recorded the wavelengths of the seven types of EM radiation and wrote in their journal one fact about each type of light.

**Friday January 20, 2017**Students either turned in their "Energy House Posters" or took them home and will turn them in on Monday for full credit. I handed out a FINAL REVIEW sheet. We wrote notes, including all the math formulas, on the sheet. Students will use this sheet during their final (next week Thurs. or Fri.).

**Monday January 23, 2017**Students turned in their "House Wiring Diagram." Students then went to a computer lab to take the STAR Math test.

**Tuesday January 24, 2017**Students entered an new section into their journal called "Basic Chemistry." Students took notes about atoms and their structure. We looked at hydrogen, oxygen and sodium. I demonstrated models of a chemical reaction between hydrogen gas and oxygen gas and we wrote a chemical formula for the reaction. We looked at a video showing how sodium, and other alkali metals, explode with contact with water. We took notes on the ionization of sodium. We switched to our green packet and did the activity of making a battery out of a lemon, an apple, and a potato. We recorded the voltage made by each circuit. We filled out the lab pages in the green packet.

Wednesday January 25, 2017Wednesday January 25, 2017

We filled out the work on pages 12, 16,17 and the last page of the Green Packet. Students turned in the Green Packet.

**Thursday January 26, 2017**Final Exam for periods 1,3,5.

**Friday January 27, 2017**Final Exam for periods 2,4,6.

**Tuesday January 31, 2017**Students added notes to their journal under the section called "Basic Chemistry." We discussed phases (states) of matter, pure substances vs. mixtures, how to separate a mixture, and the distinction between chemical changes and physical changes. Each team was given a poster paper and students recorded 1.) What is chemistry? 2.) Why do we study it? 3.) What ideas do we already know about atoms? We will add to the poster another day.

**Wednesday February 1, 2017**We discussed color vision. Students took notes. We looked at the structure of the eye and how vision works. We used a computer program from the Exploratorium Museum called "mix-n-match" to create colors by mixing red, green and blue light together.

**Thursday February 2, 2017**We started a new section in our journal called "Molecule of the Day." Today's molecule of the day is hydrogen gas and we recorded some information about it. We looked at a video showing the destruction of the Hindenberg blimp. We wrote a balanced chemical equation for making hydrogen gas from hydrochloric acid and zinc. We made the gas and then burned it. Students worked on their posters (from Tuesday) a bit.

**Friday February 3, 2017**Our molecule of the day was hydrogen ion (generic acid). We discussed examples such as strong hydrochloric acid and weak carbonic acid. Students were given a yellow packet about basic chemistry. We used the textbook to answer questions on the first page of the packet.

**Monday February 6, 2017**Snow day -- no school.

**Tuesday February 7, 2017**Our molecule of the day was Helium Gas. We watched a movie about states of matter and answered questions on page 3 of the yellow packet.

**Wednesday February 8, 2017**Our molecule of the day was Sulfuric Acid. We went outside and mixed sulfuric acid and sugar. This demonstration showed what would happen if acid touched your eyeball. It was disgusting. We looked at a YouTube video showing an ice bomb. This demonstrates the incredible power of expanding ice. We finished the yellow packet pages 1 and 2.

**Thursday February 9, 2017**We had an "In The News" item -- NKSD and the City of Poulsbo are investigating the possibility of a sinkhole on campus (near the rock). We discussed how limestone can dissolve in the presence of weak carbonic acid from rainfall, leaving a sinkhole. Our molecules of the day were water and sodium chloride (table salt). Students were given a graph showing the solubility curve (vs. temperature) for sodium chloride, potassium nitrate and sodium nitrate. We did an experiment called "Solubility Lab." We tried to dissolve scoops of sodium chloride and potassium nitrate in hot and cold water, to see how much the water could "hold" (dissolve). We recorded data in our journals.

**Friday February 10, 2017**Our molecule of he day was glucose. Students recorded the chemical equation for photosynthesis. Students took some notes in their "Basic Chemistry" part of their journal about the vocabulary word "mole." We completed a lab and recorded results in the yellow packet (pg. 11). It was called "Mixtures and Solutions." Students finished the poster about atoms (from January 31) and turned them in.

**Monday February 13, 2017**Our molecule of the day was oxygen gas. We discussed the role of oxygen in respiration, burning and rusting. We added a section to our notebook called "About Atoms." We watched a film about Mixtures and Solutions. After the film, we started answering questions on page 13 of the yellow packet (about the movie).

**Tuesday February 14, 2017**Our molecule of the day was methane. We looked at several YouTube videos showing burning methane. We discussed natural gas and hydrocarbons. We completed the questions (together) from yesterday's movie. We added seven ideas about atoms into our journal under "About Atoms."

**Wednesday February 15, 2017**Counseling staff came to visit science classes today to talk about registration for sophomore classes. Students were given a registration sheet and their transcripts.

**Thursday February 16, 2017**We watched a short YouTube video about a substance called "Oobleck." We added the molecule of the day Magnesium Sulfate = epsom salt. We took notes in our journal about Physical Properties of Matter. We reviewed for a short quiz. We took a short quiz.

**Friday February 17, 2017**Students added today's molecule of the day into their journals. It was sodium hydroxide (lye). Students performed the experiment where they reacted sodium hydroxide and aluminum to make hydrogen gas. Students burned their gas. As a demonstration, I made oxygen gas out of hydrogen peroxide with a catalyst of manganese dioxide. We also learned about the pH scale of acids and bases.

**Tuesday February 21, 2017**Students got their quizzes back from Thursday, and we went over any questions. Our molecule of the day was nitrogen gas. We handed out lap-tops and students worked on the questions on pages 18-19 in the yellow packet. They took two internet quizzes and put the answers in the yellow packet.

**Wednesday February 22, 2017**Our molecule of the day was carbon dioxide. We discussed dry ice. We looked at a YouTube video showing eight cool experiments using dry ice. We looked at the Keeling Curve -- a graph showing how much carbon dioxide is in the air over time. We looked at pH levels of the oceans and a graph showing temperature on the Earth over the last 100 years. We discussed global warming and why some people are in denial about it. We completed the questions on page 10 of the yellow packet.

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