### Physical Science - Work

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

Wednesday September 5, 2018

Today we had a very short time together. I began sharing my syllabus ("Course Expectations") 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?

For a grade, students will turn in the syllabus with a parent signature signed by parent -- due Friday.

Students were asked to bring a composition book for use in class -- due next Monday. Students were asked to get a scientific calculator, as well.

I reminded students that composition books are due next Monday. We continued with the information listed for yesterday. We made a temporary seating chart. We had a discussion and made a list of things that scientists measure and what units are used from the metric system.

We did an activity called "Three Truths & A Lie." I am getting to know my students.

Students set up their journals in their composition books. We added a title page, page numbers, and a table of contents. We started the first activity in the composition book, called "Metric Units." Vocabulary included mass, volume, length, distance, temperature. We learned when to use units of m, cm, mm, km, mL, L, g, kg, mg, and degrees C. We learned the non-metric units that we need to avoid in science class. I taught students how to use a triple-beam balance, a graduated cylinder, a meter stick and a metric thermometer. We discussed how accurate different graduated cylinders were.

Students finished their notes and lesson from Monday under "Metric Units." We added "Measurement Lab" to the journals and did an activity measuring a tabletop using Egyptian units of cubits, spans and digits. We discussed the problems of using non-standardized units to measure. We discussed how to calculate area of a rectangular surface. We discussed how to calculate density of a solid object, and students were asked to memorize that the density of pure water is 1.00 g/mL. We went over the math used to find area, volume and density.

Students had time to complete two of the ten stations of the Measurement Lab. Students needed to measure to the correct decimal point, label data, and include units on their measurements. The stations were:

1. Find the height of the members of the team.

2. Find the area of the classroom floor.

3. Find the volume of water in three different sized graduated cylinders.

4. Find the area of a tabletop.

5. Find the mass of a penny by averaging twenty.

6. Find the volume of a penny by averaging twenty. Find the density of pennies.

7. Find the mass of three blocks of metal - copper, aluminum and brass.

8. Find the volume and density of the three blocks.

9. Find the volume of a small box.

10. Find the temperature of a sample of water.

Students completed four more stations of the Measurement Lab. I collected the Lab Safety Agreements from students.

Students completed the last four stations of the Measurement Lab. I collected journals to grade the lab.

Students got their Measurement Labs back and we went over the results. I explained how to get a higher grade on the assignment by making corrections. We added a new section to our journal called "The Invention of the Metric System." We took notes from a power-point presentation on how the meter, liter and gram were invented.

We started an "In The News" section to our journal, and we added a story about the upcoming equinox (Saturday at 6:54 pm PDT). We took notes under "The Invention of the Metric System" about the units we commonly use in 9th grade science. Students were given a packet of work (Packet #1) and we completed the page called "Conversion Practice." I showed how to use the metric staircase to convert metric units.

Students filled in 3x5 cards to share the names of choices for lab partners for the year. I will be making a new seating chart this weekend. Students completed the page in Packet 1 called "Vocabulary For Measurement." Students learned how to convert metric units and completed the page called "Conversion Practice."

Students were taught how to convert metric units of area and volume from one metric unit to another. Students completed the page called "Metric Unit Conversions" in the white packet #1. Students also completed the page called "Measurement Notes" together as a class. I announced that the first quiz is next Tuesday.

Students performed "Lab 3" in their white "Packet 1." This lab had students measuring three liquids to calculate the densities. Students recorded their data in the Packet, and answered the six post-lab questions.

We added a section called "Unit Analysis" to our journals. We learned how to use the units of an equation to decide whether to multiply or divide conversion factors. We completed three pages in packet #1 -- they were "Measurement Activity," "Calculations," and the last page which teaches how to read a distance scale in cm. There is a quiz on measurement tomorrow.

Students took a quiz on the metric system and measurement and a practical test on the use of measurement equipment. Students were unable to finish, and we will continue tomorrow. Students with free time worked on the remaining parts of Packet #1, which will be due on Friday.

Students finished yesterday's quiz and completed Packet #1, which will be collected on Friday. We introduced the next lab activity called "Surface Tension of Water." Students began a scientific report on this experiment, which we will begin tomorrow. Students were invited to view Jupiter, Saturn and Mars at Poulsbo Middle School's football field at 7:30 pm tonight and tomorrow night. To get extra credit, students write a short reflection essay.

Students turned in Packet #1. Students wrote a lab report for the "Surface Tension Lab." This included a title, a purpose (sometimes called question), a hypothesis, a materials list, and a procedure. Students were given a data table to copy in to their journal. Students did the first few trials of the experiment and recorded the data.

Our substitute teacher was Mr. Hundley. Students watched a film called "Planet Earth: Building of the Earth." Students were asked to write two things they learned and one new vocabulary word. These papers were collected at the end of class.

Students got their quiz back from Wednesday & Thursday of last week. We went over questions and discussed the procedure for students who want to do a re-take with Mr. Goar. We continued taking data from Friday's "Surface Tension" lab, and we shared averages for fresh water and soapy water drops on a penny. Students wrote a conclusion for the lab in their journals.

Students recorded class averages for the "Surface Tension" Lab and finished writing a conclusion. The conclusion will include a claim, evidence to support the claim, and whether the hypothesis is confirmed or rejected. We watched a short movie about the Scientific Method and students answered questions on page 2 of the blue packet.

We looked at the Sky and Telescope website for an "In The News" item which we added to our journals. A new deep solar system object was discovered -- it is called 2015 TG387. We discussed the Kuiper Belt and the Oort Cloud. We read page 3 in the blue packet (about the Scientific Method) and discussed and answered questions on page 4.

Today I shared the experience of my expedition to Chile to visit the great astronomical observatories. I shared why the U.S. invests money in infrastructure in Chile. Students were offered extra credit for a one-page typewritten essay (12 font, single-spaced) about what they learned.

Our substitute was Mr. Keene. We watched "The Living Planet: Baking Deserts." Students wrote two things they learned and one new vocabulary word and turned it in.

We worked on graphing skills. We looked at a PowerPoint presentation on the various types of graphs. Students completed pages 6-9 in the blue Packet #2.

We completed the graphing skills unit and finished pages 10-11 in the blue Packet #2. We started a new lab called "The Pendulum Lab" and wrote a purpose in our journals. We identified (and recorded) the choices for manipulated variables (string length, weight, angle of release), the responding variable (period of the pendulum) and listed some variable that we will control (unchanged).

We looked at several images on the "Astronomy Picture of the Day" website including an interactive universe simulation. Students in their teams chose the manipulated variable they will use in the Pendulum Lab. Students recorded a hypothesis, a materials list, and a procedure in their journal. We discussed what information needs to be in the procedure for it to be complete.

Students finished writing their procedures for the Pendulum Lab. Students made a data table, set up the pendulum, and recorded data. Students began writing their evidence based conclusion.

Students needed more time to collect data for the Pendulum Lab. Students were given a half sheet of graph paper. They graphed their data averages and taped the graph into the journals. Students shared their data, and the class recorded each team's data. Students began writing their conclusion

We played a game where students built a structure with six Legos. Students wrote a procedure for building the structure. Students "won" when the person built the structure perfectly, using the procedure. We did a review for the quiz which will happen on Thursday. Some classes learned how to play the logic game called "Bagels."

To practice for tomorrow's quiz, we worked together to write a procedure to find the density of a short board made of wood. We answered the questions on page 16-17 of the blue packet -- this was about the Pendulum Lab. We took notes in our journal called "Interpreting a Graph." We graphed daylength vs. the date and got a "sine curve." We discussed the meaning of the slope of the line.

Students took a quiz. Afterwards they finished the conclusion to the Pendulum Lab and turned in their journals. If students needed more time on the conclusion, they can do it for homework and turn it in for on time credit on Monday. There is an extra credit: Next Wednesday 24 October, Dr. Jeff Coughlin from NASA is speaking about discovering exoplanets with the Kepler spacecraft. This will be at Olympic College in Bremerton at 6:30 pm. It is free. The location is the CIC building's William Harvey Theater. Students will need to write a short reflection to get the extra credit.

Our substitute teacher was Mr. Hundley. We watched "The Living Planet." The episode was called "Northern Forests." Students wrote two things they learned and one new vocabulary word and turned it in.

We worked on a scientific study of a farm, looking at crop rotations and crop yields. Students answered questions and took notes on a worksheet while viewing a powerpoint on plant structure and function. We focused on the concepts of gas exchange, transpiration and photosynthesis within plant leaves. We will use this knowledge to form a testable hypothesis about the best practices for the farmer in this scenerio.

Students began a long term project on energy and energy transformations. Students were shown a BioLite. PLEASE DO NOT GOOGLE INFO ABOUT THIS OBJECT -- LET STUDENTS HAVE THE OPPORTUNITY TO SELF-DISCOVER. Students worked in teams and recorded what information / observations they could make about the object.

Students were reminded of the extra credit lecture tonight at 6:30 at Olympic College by NASA scientist Dr. Jeff Coughlin, who will speak about the Kepler spacecraft and its search for exoplanets. Except for 1st period class: Students received their quiz back and we went over questions. We worked in the new yellow Packet #3. We started with some vocabulary on page 4 of the packet. The topic is motion, speed and velocity.

We worked on the same vocabulary page as yesterday. We went outside and saw the BioLite in action. The stove cooked bacon and recharged a cell phone. We recorded, on butcher paper, the "during" part of our observations.

No school.

Our guest teacher was Mr. Chase. We watched a movie called "Living Planet - Seas of Grass." Students took notes and turned them in.

Students watched a movie called "Exploring the Laws of Motion." Students answered the questions on page 2 of the yellow packet about the movie. Mr. Goar showed how to use the formula for speed with three examples. We began solving the four speed problems at the bottom of page 6 in the yellow packet, but did not complete them all.

We finished the four speed problems on the bottom of page 6. We performed the "Marble Motion Lab" on pages 8 and 9 of the yellow packet. Students took measurements to calculate speed.

Today is the last day of the first quarter. Any late work is due by next Wednesday if it is to count towards the report card grade. We worked on the questions on page 6 of the yellow packet.

Our substitute teacher was Ms. Crawford. We watched the movie "The Living Planet." The episode was called "The Baking Deserts." Students wrote three things they learned and one new vocabulary word and turned it in.

Students added "BioLite Questions" to their journal. Students recorded questions they would need answered to understand how the BioLite can cook food and recharge a cell phone. They focused on understanding how energy is transfered within this system. Students shared their questions and they were recorded on butcher paper. We discussed the upcoming lab on speed and acceleration on pages 10 and 16 of the yellow packet.

We answered the pre-lab questions (#1-3) on page 15 of the yellow packet. We answered the first acceleration question (top left box) on page 14 of the yellow packet. Students finished the speed lab by filling in data into the data tables on page 10. Students did the acceleration lab by filling in data on page 16. They completed the graph on page 17 in class.

Students recorded information about the BioLite lab in their journals. We answered the question "Where does the heat that cooks the food and rechargest the cell phone come from." We discussed chemical components of wood, how energy is stored in molecules during photosynthesis, and the nature of chemical bonds in molecules. Students were given ten minutes to finish the graph from yesterday's acceleration lab.

We completed the graphing exercise of racing hamsters in the yellow packet page 12. We completed the graphing exercise of a changing speed on page 18 and 19 of the yellow packet. We completed questions 2 and 3 on page 11 of the yellow packet (speed questions).

We started by completing the questions about speed on page 11 of the yellow packet. We looked at a video showing "Coronal Rain" on the Sun. We took notes answering the question: Where is the energy from the BioLite before the sunlight hits the leaf. We discussed how the Sun works. We completed most of the questions on page 14 of the yellow packet.

I briefly shared information about two comets I viewed this weekend. We added notes to our BioLite section of our journals. We discussed burning and the chemical reaction involved. We learned about balancing chemical equations as we burned four fuels. Students added information to their posters about the BioLite -- we completed the "after burning" part of the poster as well as the question and hypothesis statements.

There is a quiz happening on Friday. It will be based on the work done in the yellow packet #3. We did six practice problems in class. The yellow packet will be completed tomorrow in class and we will turn it in on Friday. We learned about graphing distance vs. time and graphing speed vs. time. We looked at burning magnesium and took notes in the Biolite lab in our journals.

We looked at a few images from Astronomy Picture of the Day and discussed the retrograde motion of Mars. We did four practice problems for tomorrow's quiz. We completed the work on pages 21 and 7 of the yellow packet. We have now completed all the pages of the yellow packet, and yellow packet #3 is due tomorrow.

Students took a quiz about speed and acceleration. Students who had some work left to do in packet #3 used the rest of the period to finish, and then students turned in the yellow packet #3.

Our substitute was Ms. Bush. Students watched "The Living Planet" and the episode was "The Community of the Skies." Students recorded three things they learned and one vocabulary word and turned it in.

Students got their quiz back from Friday and we went over questions. Students watched "Forces and Gravity." They answered the questions on page two of the new purple "Packet #4."

We added a list of all of the math equations we have used in science this year. We put it on the last page of the journal, and included proper units for each calculations. We added a new math equation about converting between weight and mass. Students calculated their weight on Earth and the Moon.

Students worked the questions on page 4 and 5 of the purple packet. The topic was Newton's second law and weight, and how mass, weight and gravity are related.

We watched the Bill Nye movies on "Gravity" and "Planets." Students answered questions in the purple packet.

We looked at a movie showing a rocket launching as filmed from the ISS. We did the six pre-lab questions in the lab "Force of Gravity on Different Masses." We performed the experiment and collected data in our purple packets.

Students took notes on the similarities and differences between weight and mass. Students completed the page in the purple packet called "Understanding Mass and Weight." Students were given about half the period to complete the lab from yesterday and complete the graph and questions in the packet.

Students used a laptop computer to access three PHET programs. They are called "Gravity Force Lab," "Gravity and Orbits," and "My Solar System." Students completed two pages (Gravity for the Masses) in the purple packet relating to the activities.

Students measured the temperature of two items sitting in the classroom - a black piece of aluminum and a black plastic box. Despite the fact that the aluminum felt a lot colder, they had the same temperature. We did a practice quiz -- the real quiz will be on Wednesday. We got out our BioLite posters and added the information of how the energy of the Sun gets to the wood that is burned in the oven.

Students checked out the article I wrote for the Astronomical League website. www.astroleague.org. We completed the last two pages of the purple packet. The packet will be due tomorrow. We took notes (under BioLite Questions) about heat. We discussed vocabulary including thermodynamics, kinetic energy, heat flow, thermal equilibrium, thermal expansion, translation, rotation and vibration. We looked at a youtube video by "Professor Dave Explains" about heat and temperature. I did demonstrations on thermal expansion using a ball and ring and using a bi-metal strip. Quiz is tomorrow.

Students took a quiz. Students turned in the purple Packet #4.

We began class by reviewing "Force Diagrams (a.k.a. Free Body Diagrams)." Students were given a small packet of work. It is called "Packet 4A" and it continues our study of motion. We completed questions on page 8 and identified four types of friction: static, sliding, fluid and rolling. We used an air track to demonstrate Newton's 1st and 3rd law. We discussed the student experiment on Monday where they test Newtons 2nd law using cars being accelerated at different rates as we modify the force or mass of the motion.

We looked at some pictures of Comet Wirtanen, which will pass very close to Earth on December 16. We worked on four "force diagrams" (a.k.a. Free Body Diagrams) on page 8-9 of the new purple packet #4A. Students were shown how to collect data in the "Newton's Second Law Lab" on page 5-7 of the packet. Students performed the experiment.

We completed questions from the Newton's Second Law Lab on pages 6 and 7 of the purple packet 4A. Students used a computer to access the website Physics4Kids. Students read short articles and answered questions on pages 1-3 of the purple packet. Students took two quizzes on the computer, as well.

Students added a section to their journals called "Momentum." Students looked at three momentum problems and took notes. Students filled in page 4 of the purple packet using information from Bill Nye's movie about momentum.

Our substitute teacher was Ms. Crawford. Students watched "The Planet Earth -- Sweet Fresh Water." Students wrote three things they learned and one new vocabulary word and turned it in.

We added two more example problems to our notes in our journal in the section called "Momentum." We completed questions #7-10 on page 4 of the purple packet. We completed questions 4 and 5 on page 9 of the purple packet. This was a practice of making Free Body Diagrams (a.k.a. force diagrams).

We learned how the BioLite stove creates less indoor air pollution. We watched a Ted Talks video by Ethan Kay called "Saving Lives Through Clean Cook-stoves." Students took notes in their journals. I passed back the quiz from Wed. Dec. 5 and we went over questions. We finished class doing problem 5 a-f in the purple packet from pages 9 and 10.

We added a section to our journals called "Heat Energy in Food." We recorded some background information about the ingredients in food: carbohydrates, fat, protein, vitamins, minerals, fiber and water. We discussed which of these provide energy. We wrote a purpose and a hypothesis for the lab. We looked at the design of a calorimeter. We will be collecting the heat from burning marshmallow (sugar food) and walnut (fat food) to compare which has more calories per gram.

We completed the procedure for the "Heat Energy in Food" lab and added a materials list. Students performed the experiment for one of the foods and recorded data using a calorimeter to find the calories per gram.

In the news: Winter solstice is tomorrow at 2:23 pm. We filled in the bottom of page 10 in the purple packet. Students were given time to finish the lab from yesterday. Students recorded data, made calculations, and wrote a conclusion statement.

Students turned in the purple packet #4A and their journals. I will grade the "Heat Energy in Food" lab. We played a game of jeopardy. Have a safe, restful winter break!

Our substitute teacher was Mr. Chase. Students watched "The Living Planet - Jungles." Students recorded three facts from the movie and one new vocabulary word.

We started with two "In The News" items. China landed a rover probe on the far side of the moon -- it is called Yutu 2. And the New Horizons spacecraft flew by a Kuiper Belt object called "Ultima Thule." We looked at images. Students were given time to record reflections on their positive and negative aspects of their performance in science class. Students also shared their opinions on the quality of teaching with an emphasis on how I can improve my instruction. We started a brainstorming activity about our next lab activity. The goal will be to learn how to measure the effects of changing the momentum of a toy car.

Students practiced two momentum calculations. The students recorded the purpose of the "Momentum Lab" in their journals. Students worked as a team to create the procedure for the lab.

In The News, we discussed the upcoming lunar eclipse on Sunday 20 Janurary. Students finished their procedure and collected data for the "Momentum Lab." Students wrote a conclusion in their journals.

We made two graphs using yesterday's data. The first was mass vs. block displacement (momentum) and the second was ramp height (speed) vs. block displacement (momentum). When the graph had a positive slope, it shows that as mass or speed increases, the momentum also increases. Students were given an eight page Phet Lab handout. We used laptop computers to run the Phet simulation on Collisions and recorded predictions, data and conclusions in the handout.

We used laptops to access the Phet Lab on collisions. Students completed the three scenarios and answered all the questions in the worksheet. Students either turned the worksheet at the end of class today, or they will turn it in for on-time credit at the beginning of tomorrow's class.

Happy birthday Dr. King. MLK would have been 90 years old today. I collected the momentum lab handout to be graded. We added some additional math formulas to the last page of the journal. These included formulas for heat, momentum, work, power, gravitational potential energy and kinetic energy. I included units for all the variables. Students get to use these notes on Thursday's quiz and on the semester final exam in two weeks. We did some practice problems for Thursday's quiz and recorded them in our journals.

We added two more practice problems to our journals under "Quiz Review." I passed out a yellow Packet #5 -- it is about Energy, Work and Power. We completed page 2 of the packet.

We took a quiz. After the quiz, students completed the questions on page #3 of the Yellow Packet #5.

Students got their quizzes back from yesterday and we went over questions. Students took notes about the mechanical advantage of a simple machine on the back side of the yellow packet. Students completed the questions on page 4 and 5 which was about work, potential energy and kinetic energy.

We discussed last Sunday's lunar eclipse. Extra credit for a written reflection is offered. We completed the pre-movie vocabulary questions on page 9 of the yellow packet. We watched the movie "Roller Coaster Physics" and answered the questions on page 9. Students will be designing a roller coaster later this week.

We watched a YouTube video of Rochester Institute of Technology doing experiments aboard NASAs micro-gravity vomit comet airplane. We completed pages 6 and 7 of the yellow packet where we calculated Potential Energy and Kinetic Energy energy as they changed forms.

There is a semester final exam coming up next week. Periods 1-3-5 will be on Wednesday 30 January and periods 4-6 will be on Thursday 31 January. I passed out a final exam study guide and a practice test. Students are asked to read them and mark which ones they want help on. We will spend some time going over these questions next Monday. We watched a short video about zero gravity aboard the ISS. We completed the questions in the yellow packet on page 8. Students turned in the completed yellow packet. They may turn it in for full credit tomorrow as well.

Two announcements: 1.) An extra credit experiment will be offered to anyone on Thursday 31 January. Students either attend a session beginning at 7:00 am or one beginning at 2:30 pm. Students who attend will explore the mechanical advantage forces of a compound pulley system. Student will write a scientific report on the experiment. Extra credit between 10 and 20 points can be earned. 2.) Any student who wants in or out of the "advanced science" group should let me know their decision today. Students turned in the yellow packet. We designed roller coasters using the Phet program "Energy Skate Park." Students were given a handout to guide them and for recording data. We will complete this simulation on Monday.

We watched a video showing the top 5 experiments done aboard the ISS. We reviewed for the final exam and I answered any questions that students had while reviewing the study guide and practice test. Students took their notes in their journals -- they will be allowed to use the journals on the test. We finished the simulation of making a roller coaster.

We watched a youtube video about the construction of the International Space Station. We watched another video about simple machines, mechanical advantage and mouse trap cars. Students were guided in the taking of notes about this video into their journals. Advanced level students were given four essay questions that will be added to their final exam. Students were given 10-15 minutes of study time to prepare for the final.

Finals for periods 1, 3 and 5.

Finals for periods 4 and 6.

Students created a new section of their journal called "electricity." We took notes with vocabulary ELECTRONS, PROTONS, NEUTRONS and we discussed the flow of electrons (electricity). Students were given a new packet (Packet #6) and it is about electricity and it is yellow. We watched part of a movie about electricity and filled in the questions on page 3 of the packet.

Students filled out a survey of who would make a good lab partner for the second semester. We will get a new seating chart tomorrow. We finished the movie from yesterday. We used a reading to complete questions on page 4 of the yellow packet. We also took notes in our journal with vocabulary VOLTAGE, CURRENT, POWER, RESISTANCE and LOAD. We recorded Ohm's Law and the equation for electric power. We learned units VOLTS, AMPS, WATTS and OHMS.

Students took notes in their journals about symbols used in wiring diagrams and the difference between SERIES and PARALLEL circuits. Students completed pages 4-6 in the yellow packet. Students were given a homework assignment due next week: There is a data table found on page 24 of the yellow packet. Students need to find ten items at home which use electricity and record how many watts of power they draw. We will use this information in a lab.

I gave the students a handout called "Branches of Science and Medicine." We completed it and turned it in. The answers were given out in the form of a game.

The counseling staff came into class and gave students registration materials for their sophomore class choices for next year. Students were given handouts, including their transcripts. Students will be registering in class on March 4 and they need to make decisions by then.

We completed, as a demonstration, the lab on parallel and series circuits. Students completed pages 26-28 in the yellow packet including the data from the lab. Students were reminded of the homework assignment given on February 7. It needs to be ready to go next Tuesday.

I checked student's homework. We completed pages 12, 16 and 22 in the yellow packet.

We watched a Youtube video showing sodium metal exploding in water. We learned about the structure of sodium atoms and sodium ions and used this to explain the explosion. We completed the lab "Can You Produce Electricity from an Apple, Lemon or Potato?" Students used a voltmeter to record the current made in these wet cells.

We looked at a Youtube video of all the members of the alkali metals family of atoms exploding with contact to water. Students took notes in their journal as we went through a review for the quiz on electricity, which will be on Monday. We completed page 24 of the yellow packet -- students took the ten items for which they took data on the power (watts) consumed in a household item. Students calculated the cost of using the item for a year (recorded on page 24).

Students took notes in their journals in a section called "Wiring Diagrams." Students recorded symbols for different electrical components in the wiring diagram of a house. Using wattage values provided, students used code standards to construct a wiring diagram of a one bedroom house. The diagram was recorded on page 25 of the yellow packet. Remember -- quiz on Monday!

Students completed page 31 in the yellow packet. We then took the quiz. Afterwards, students were given time to complete the wiring diagram on page 25 of the yellow packet. Except for page 17 which we will skip, the yellow packet is now complete and it is due at the beginning of class tomorrow.

I collected the yellow packet to grade. I passed out a set of questions for today's movie. Students watched "Raging Planet - Lightning," and answered the questions.

I shared about a comet I saw last night (*Comet Iwamoto"). We looked at a youtube video of the comet moving across the sky. I passed out the purple packet on electrostatics. We used computers to go to Physics4Kids to answer questions on pages 5-6.

We looked at a video showing static electricity starting a fire as a guy was pumping gas into his car. Students added "Static Electricity" to the journal table of contents. We took notes about the Triboelectric Series -- the order of which materials will donate electrons more to make static electric charge. We did the lab on page 7 of the purple packet -- creating static charge with friction between different materials. Students recorded data on page 7.

Students completed page two of the purple packet answering questions from a movie about electrostatics. The class did demonstrations about static electricity using a Van de Graaff generator.

I passed back last week's quiz and we will go over questions tomorrow. We spent the period going to the computer lab to register for next year's classes. If you student did NOT have a parent signature on the form, it will be going home sometime late this week or next week.

We started a new section in our notebook called "Molecule of the Day." Today we added "hydrogen gas." We looked at a video showing the Hindenburg blimp exploding. I made some hydrogen gas in class and burned it. I taught the vocabulary words GROUND, STRONG NUCLEAR FORCE and COULOMB. Students competed page 9 in the purple packet and got about half way through completing pages 3-4 using a reading resource for info. We will spend about 10 minutes finishing pages 3-4 tomorrow, and we will turn in the packet tomorrow.

Molecule of the Day #2 was helium gas. Students were given twelve minutes of work time and then turned in Packet #6. We watched a youtube video of the collapse of the Tacoma Narrows Bridge in 1940 (Galloping Gertie). We are using this event to begin a unit on waves.

Student recorded Molecule of the Day #3 - Generic acid / hydrogen ion. We discussed some properties of various acids, including carbonic acid in rain and its reaction with limestone and marble. Students were given a reading about the Tacoma Narrows bridge collapse and we read a potion of it. Students are looking for reasons the bridge collapsed with an eye to how to correct the flaw. Students are marking the text with important or new vocabulary. We will continue with the reading tomorrow.

We looked at an "In The News" item describing how high school students in Michigan are designing a tool to search for a meteorite fall in Lake Michigan. Our molecule of the day was #4 Sulfuric Acid. We finished the reading on the Tacoma Narrows Bridge collapse and filled in a redesign plan for the bridge. We will finish this activity on Monday.

Students who needed more time to complete the Tacoma Narrows Bridge design were given 15 minutes of work time. The molecule of the day is #5 water. We discussed the dipolar magnetic properties of the molecule. Students added a new section to the journal called "Waves." Students took notes on vocabulary which included AMPLITUDE, WAVELENGTH, FREQUENCY, ABSORB, REFLECT, MECHANICAL WAVE, ELECTROMAGNETIC WAVE, TRANSVERSE WAVE, COMPRESSION WAVE, and MEDIUM. We will continue with this lesson on Wednesday.

We recorded an "In The News" about the discovery of two objects deep in our solar system called FarOut and FarFarOut. Our molecule of the day was #6 sodium chloride (table salt). We finished the powerpoint vocabulary lesson from yesterday with vocabulary including REFLECT, ABSORB, OPAQUE, TRANSPARENT and TRANSLUCENT.

Our substitute was Ms. Van Lieshout. Students watched "Walking with Dinosaurs - New Blood." Students were asked to record the names of all the animals they saw and to record three things they learned.

Our molecule of the day is #7 glucose and I presented the equation for photosynthesis. We watched a short youtube video about the Doppler Effect and students took notes. Students completed the assignment "Anatomy of a Wave Worksheet." The drew waves with different wavelengths and amplitudes.

Our substitute was Ms. Bush, except period 6 which had substitute Ms. Sagmiller. Students were given a packet called "Waves." Students measured waves and completed pages 1-4 in the packet.

Our molecule of the day was #8 hydrogen peroxide. We discussed its decomposition into water. We looked at a computer simulation of waves called PHET - Waves on a String. Students were given a handout to fill in data from the program. Students kept the worksheet and will be given some time tomorrow to finish the assignment.

Our "In The News" item was about the Japanese spacecraft Hayabusa 2 and the rovers it has placed on asteroid Ryugu. We also learned about the sample return design of the mission. Our molecule of the day was #9 Oxygen gas. I made some oxygen gas using hydrogen peroxide and a catalyst and then showed how it will relight a wood splint. We used computers to complete the assignment "Waves on a String." Because of computer difficulties, I will not collect or score this assignment.

Our molecule of the day #10 is methane gas. The equinox begins at 2:58 pm today -- happy spring! We watched part of a movie made by NASA called "Tour of the Electromagnetic Spectrum." We took notes on the different types of light in our journals and completed part of a worksheet about the movie. We will continue tomorrow.

We looked at a video showing the New Horizons approach to Ultima Thule. Our molecule of the day #11 was magnesium sulfate (epsom salt). We continued our assignment from yesterday about the Tour of the Electromagnetic Spectrum. Students answered questions on their worksheet and took notes in their journals.

Our molecule of the day was #12 - Ozone. We looked at images of the Earth's ozone layer hole and discussed its cause and implications. We completed the last page of the Waves Packet (about standing waves). We watched the final two episodes of The Tour of the Electromagnetic Spectrum. Students turned in their worksheet.

Monday March 25, 2019

Our molecule of the day #13 was nitrogen gas. We reviewed for next Wednesday's quiz on waves. Students took notes in their journals and will be allowed to use the journal on the quiz. Students completed the page in the Wave Packet about Wave Actions. The packet is now complete and will be turned in with the quiz on Wednesday.

Wednesday September 5, 2018

Today we had a very short time together. I began sharing my syllabus ("Course Expectations") 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?

For a grade, students will turn in the syllabus with a parent signature signed by parent -- due Friday.

Students were asked to bring a composition book for use in class -- due next Monday. Students were asked to get a scientific calculator, as well.

**Thursday September 6, 2018**I reminded students that composition books are due next Monday. We continued with the information listed for yesterday. We made a temporary seating chart. We had a discussion and made a list of things that scientists measure and what units are used from the metric system.

**Friday September 7, 2018**We did an activity called "Three Truths & A Lie." I am getting to know my students.

**Monday September 10, 2018**Students set up their journals in their composition books. We added a title page, page numbers, and a table of contents. We started the first activity in the composition book, called "Metric Units." Vocabulary included mass, volume, length, distance, temperature. We learned when to use units of m, cm, mm, km, mL, L, g, kg, mg, and degrees C. We learned the non-metric units that we need to avoid in science class. I taught students how to use a triple-beam balance, a graduated cylinder, a meter stick and a metric thermometer. We discussed how accurate different graduated cylinders were.

**Tuesday September 11, 2018**Students finished their notes and lesson from Monday under "Metric Units." We added "Measurement Lab" to the journals and did an activity measuring a tabletop using Egyptian units of cubits, spans and digits. We discussed the problems of using non-standardized units to measure. We discussed how to calculate area of a rectangular surface. We discussed how to calculate density of a solid object, and students were asked to memorize that the density of pure water is 1.00 g/mL. We went over the math used to find area, volume and density.

**Wednesday September 12, 2018**Students had time to complete two of the ten stations of the Measurement Lab. Students needed to measure to the correct decimal point, label data, and include units on their measurements. The stations were:

1. Find the height of the members of the team.

2. Find the area of the classroom floor.

3. Find the volume of water in three different sized graduated cylinders.

4. Find the area of a tabletop.

5. Find the mass of a penny by averaging twenty.

6. Find the volume of a penny by averaging twenty. Find the density of pennies.

7. Find the mass of three blocks of metal - copper, aluminum and brass.

8. Find the volume and density of the three blocks.

9. Find the volume of a small box.

10. Find the temperature of a sample of water.

**Thursday September 13, 2018**Students completed four more stations of the Measurement Lab. I collected the Lab Safety Agreements from students.

**Friday September 14, 2018**Students completed the last four stations of the Measurement Lab. I collected journals to grade the lab.

**Monday September 17, 2018**Students got their Measurement Labs back and we went over the results. I explained how to get a higher grade on the assignment by making corrections. We added a new section to our journal called "The Invention of the Metric System." We took notes from a power-point presentation on how the meter, liter and gram were invented.

**Tuesday September 18, 2018**We started an "In The News" section to our journal, and we added a story about the upcoming equinox (Saturday at 6:54 pm PDT). We took notes under "The Invention of the Metric System" about the units we commonly use in 9th grade science. Students were given a packet of work (Packet #1) and we completed the page called "Conversion Practice." I showed how to use the metric staircase to convert metric units.

**Wednesday September 19, 2018**Students filled in 3x5 cards to share the names of choices for lab partners for the year. I will be making a new seating chart this weekend. Students completed the page in Packet 1 called "Vocabulary For Measurement." Students learned how to convert metric units and completed the page called "Conversion Practice."

**Thursday September 20, 2018**Students were taught how to convert metric units of area and volume from one metric unit to another. Students completed the page called "Metric Unit Conversions" in the white packet #1. Students also completed the page called "Measurement Notes" together as a class. I announced that the first quiz is next Tuesday.

**Friday September 21, 2018**Students performed "Lab 3" in their white "Packet 1." This lab had students measuring three liquids to calculate the densities. Students recorded their data in the Packet, and answered the six post-lab questions.

**Monday September 24, 2018**

I revealed the identity of the three liquids from last Friday's lab. We did a practice quiz to prepare for Wednesday's real quiz -- I moved it from Tuesday to Wednesday. Students worked on the page called "Conversion Challenge" in the white packet #1.**Tuesday September 25, 2018**We added a section called "Unit Analysis" to our journals. We learned how to use the units of an equation to decide whether to multiply or divide conversion factors. We completed three pages in packet #1 -- they were "Measurement Activity," "Calculations," and the last page which teaches how to read a distance scale in cm. There is a quiz on measurement tomorrow.

**Wednesday September 26, 2018**Students took a quiz on the metric system and measurement and a practical test on the use of measurement equipment. Students were unable to finish, and we will continue tomorrow. Students with free time worked on the remaining parts of Packet #1, which will be due on Friday.

**Thursday September 27, 2018**Students finished yesterday's quiz and completed Packet #1, which will be collected on Friday. We introduced the next lab activity called "Surface Tension of Water." Students began a scientific report on this experiment, which we will begin tomorrow. Students were invited to view Jupiter, Saturn and Mars at Poulsbo Middle School's football field at 7:30 pm tonight and tomorrow night. To get extra credit, students write a short reflection essay.

**Friday September 28, 2018**Students turned in Packet #1. Students wrote a lab report for the "Surface Tension Lab." This included a title, a purpose (sometimes called question), a hypothesis, a materials list, and a procedure. Students were given a data table to copy in to their journal. Students did the first few trials of the experiment and recorded the data.

**Monday October 1, 2018**Our substitute teacher was Mr. Hundley. Students watched a film called "Planet Earth: Building of the Earth." Students were asked to write two things they learned and one new vocabulary word. These papers were collected at the end of class.

**Tuesday October 2, 2018**Students got their quiz back from Wednesday & Thursday of last week. We went over questions and discussed the procedure for students who want to do a re-take with Mr. Goar. We continued taking data from Friday's "Surface Tension" lab, and we shared averages for fresh water and soapy water drops on a penny. Students wrote a conclusion for the lab in their journals.

**Wednesday October 3, 2018**Students recorded class averages for the "Surface Tension" Lab and finished writing a conclusion. The conclusion will include a claim, evidence to support the claim, and whether the hypothesis is confirmed or rejected. We watched a short movie about the Scientific Method and students answered questions on page 2 of the blue packet.

**Thursday October 4, 2018**We looked at the Sky and Telescope website for an "In The News" item which we added to our journals. A new deep solar system object was discovered -- it is called 2015 TG387. We discussed the Kuiper Belt and the Oort Cloud. We read page 3 in the blue packet (about the Scientific Method) and discussed and answered questions on page 4.

**Friday October 5, 2108**Today I shared the experience of my expedition to Chile to visit the great astronomical observatories. I shared why the U.S. invests money in infrastructure in Chile. Students were offered extra credit for a one-page typewritten essay (12 font, single-spaced) about what they learned.

**Monday October 8, 2018**Our substitute was Mr. Keene. We watched "The Living Planet: Baking Deserts." Students wrote two things they learned and one new vocabulary word and turned it in.

**Tuesday October 9, 2018**We worked on graphing skills. We looked at a PowerPoint presentation on the various types of graphs. Students completed pages 6-9 in the blue Packet #2.

**Wednesday October 10, 2018**We completed the graphing skills unit and finished pages 10-11 in the blue Packet #2. We started a new lab called "The Pendulum Lab" and wrote a purpose in our journals. We identified (and recorded) the choices for manipulated variables (string length, weight, angle of release), the responding variable (period of the pendulum) and listed some variable that we will control (unchanged).

**Thursday October 11, 2018**We looked at several images on the "Astronomy Picture of the Day" website including an interactive universe simulation. Students in their teams chose the manipulated variable they will use in the Pendulum Lab. Students recorded a hypothesis, a materials list, and a procedure in their journal. We discussed what information needs to be in the procedure for it to be complete.

**Friday October 12, 2018**Students finished writing their procedures for the Pendulum Lab. Students made a data table, set up the pendulum, and recorded data. Students began writing their evidence based conclusion.

**Monday October 15, 2018**Students needed more time to collect data for the Pendulum Lab. Students were given a half sheet of graph paper. They graphed their data averages and taped the graph into the journals. Students shared their data, and the class recorded each team's data. Students began writing their conclusion

**Tuesday October 16, 2018**We played a game where students built a structure with six Legos. Students wrote a procedure for building the structure. Students "won" when the person built the structure perfectly, using the procedure. We did a review for the quiz which will happen on Thursday. Some classes learned how to play the logic game called "Bagels."

**Wednesday October 17, 2018**To practice for tomorrow's quiz, we worked together to write a procedure to find the density of a short board made of wood. We answered the questions on page 16-17 of the blue packet -- this was about the Pendulum Lab. We took notes in our journal called "Interpreting a Graph." We graphed daylength vs. the date and got a "sine curve." We discussed the meaning of the slope of the line.

**Thursday October 18, 2018**Students took a quiz. Afterwards they finished the conclusion to the Pendulum Lab and turned in their journals. If students needed more time on the conclusion, they can do it for homework and turn it in for on time credit on Monday. There is an extra credit: Next Wednesday 24 October, Dr. Jeff Coughlin from NASA is speaking about discovering exoplanets with the Kepler spacecraft. This will be at Olympic College in Bremerton at 6:30 pm. It is free. The location is the CIC building's William Harvey Theater. Students will need to write a short reflection to get the extra credit.

**Friday October 19, 2018**Our substitute teacher was Mr. Hundley. We watched "The Living Planet." The episode was called "Northern Forests." Students wrote two things they learned and one new vocabulary word and turned it in.

**Monday October 22, 2018**We worked on a scientific study of a farm, looking at crop rotations and crop yields. Students answered questions and took notes on a worksheet while viewing a powerpoint on plant structure and function. We focused on the concepts of gas exchange, transpiration and photosynthesis within plant leaves. We will use this knowledge to form a testable hypothesis about the best practices for the farmer in this scenerio.

**Tuesday October 23, 2018**Students began a long term project on energy and energy transformations. Students were shown a BioLite. PLEASE DO NOT GOOGLE INFO ABOUT THIS OBJECT -- LET STUDENTS HAVE THE OPPORTUNITY TO SELF-DISCOVER. Students worked in teams and recorded what information / observations they could make about the object.

**Wednesday October 24, 2018**Students were reminded of the extra credit lecture tonight at 6:30 at Olympic College by NASA scientist Dr. Jeff Coughlin, who will speak about the Kepler spacecraft and its search for exoplanets. Except for 1st period class: Students received their quiz back and we went over questions. We worked in the new yellow Packet #3. We started with some vocabulary on page 4 of the packet. The topic is motion, speed and velocity.

**Thursday October 25, 2018**We worked on the same vocabulary page as yesterday. We went outside and saw the BioLite in action. The stove cooked bacon and recharged a cell phone. We recorded, on butcher paper, the "during" part of our observations.

**Friday October 26, 2018**No school.

**Monday October 29, 2018**Our guest teacher was Mr. Chase. We watched a movie called "Living Planet - Seas of Grass." Students took notes and turned them in.

**Tuesday October 30, 2018**Students watched a movie called "Exploring the Laws of Motion." Students answered the questions on page 2 of the yellow packet about the movie. Mr. Goar showed how to use the formula for speed with three examples. We began solving the four speed problems at the bottom of page 6 in the yellow packet, but did not complete them all.

**Wednesday October 31, 2018**We finished the four speed problems on the bottom of page 6. We performed the "Marble Motion Lab" on pages 8 and 9 of the yellow packet. Students took measurements to calculate speed.

**Thursday November 1, 2018**Today is the last day of the first quarter. Any late work is due by next Wednesday if it is to count towards the report card grade. We worked on the questions on page 6 of the yellow packet.

**Friday November 2, 2018**Our substitute teacher was Ms. Crawford. We watched the movie "The Living Planet." The episode was called "The Baking Deserts." Students wrote three things they learned and one new vocabulary word and turned it in.

**Monday November 5, 2018**Students added "BioLite Questions" to their journal. Students recorded questions they would need answered to understand how the BioLite can cook food and recharge a cell phone. They focused on understanding how energy is transfered within this system. Students shared their questions and they were recorded on butcher paper. We discussed the upcoming lab on speed and acceleration on pages 10 and 16 of the yellow packet.

**Tuesday November 6, 2018**We answered the pre-lab questions (#1-3) on page 15 of the yellow packet. We answered the first acceleration question (top left box) on page 14 of the yellow packet. Students finished the speed lab by filling in data into the data tables on page 10. Students did the acceleration lab by filling in data on page 16. They completed the graph on page 17 in class.

**Wednesday November 7, 2018**Students recorded information about the BioLite lab in their journals. We answered the question "Where does the heat that cooks the food and rechargest the cell phone come from." We discussed chemical components of wood, how energy is stored in molecules during photosynthesis, and the nature of chemical bonds in molecules. Students were given ten minutes to finish the graph from yesterday's acceleration lab.

**Thursday November 8, 2018**We completed the graphing exercise of racing hamsters in the yellow packet page 12. We completed the graphing exercise of a changing speed on page 18 and 19 of the yellow packet. We completed questions 2 and 3 on page 11 of the yellow packet (speed questions).

**Friday November 9, 2018**We started by completing the questions about speed on page 11 of the yellow packet. We looked at a video showing "Coronal Rain" on the Sun. We took notes answering the question: Where is the energy from the BioLite before the sunlight hits the leaf. We discussed how the Sun works. We completed most of the questions on page 14 of the yellow packet.

**Tuesday November 13, 2018**I briefly shared information about two comets I viewed this weekend. We added notes to our BioLite section of our journals. We discussed burning and the chemical reaction involved. We learned about balancing chemical equations as we burned four fuels. Students added information to their posters about the BioLite -- we completed the "after burning" part of the poster as well as the question and hypothesis statements.

**Wednesday November 14, 2018**There is a quiz happening on Friday. It will be based on the work done in the yellow packet #3. We did six practice problems in class. The yellow packet will be completed tomorrow in class and we will turn it in on Friday. We learned about graphing distance vs. time and graphing speed vs. time. We looked at burning magnesium and took notes in the Biolite lab in our journals.

**Thursday November 15, 2018**We looked at a few images from Astronomy Picture of the Day and discussed the retrograde motion of Mars. We did four practice problems for tomorrow's quiz. We completed the work on pages 21 and 7 of the yellow packet. We have now completed all the pages of the yellow packet, and yellow packet #3 is due tomorrow.

**Friday November 16, 2018**Students took a quiz about speed and acceleration. Students who had some work left to do in packet #3 used the rest of the period to finish, and then students turned in the yellow packet #3.

**Monday November 19, 2018**Our substitute was Ms. Bush. Students watched "The Living Planet" and the episode was "The Community of the Skies." Students recorded three things they learned and one vocabulary word and turned it in.

**Tuesday November 20, 2018**Students got their quiz back from Friday and we went over questions. Students watched "Forces and Gravity." They answered the questions on page two of the new purple "Packet #4."

**Wednesday November 21, 2018**We added a list of all of the math equations we have used in science this year. We put it on the last page of the journal, and included proper units for each calculations. We added a new math equation about converting between weight and mass. Students calculated their weight on Earth and the Moon.

**Monday November 26, 2018**Students worked the questions on page 4 and 5 of the purple packet. The topic was Newton's second law and weight, and how mass, weight and gravity are related.

**Tuesday November 27, 2018**We watched the Bill Nye movies on "Gravity" and "Planets." Students answered questions in the purple packet.

**Wednesday November 28, 2018**We looked at a movie showing a rocket launching as filmed from the ISS. We did the six pre-lab questions in the lab "Force of Gravity on Different Masses." We performed the experiment and collected data in our purple packets.

**Thursday November 29, 2018**Students took notes on the similarities and differences between weight and mass. Students completed the page in the purple packet called "Understanding Mass and Weight." Students were given about half the period to complete the lab from yesterday and complete the graph and questions in the packet.

**Friday November 30, 2018**Students used a laptop computer to access three PHET programs. They are called "Gravity Force Lab," "Gravity and Orbits," and "My Solar System." Students completed two pages (Gravity for the Masses) in the purple packet relating to the activities.

**Monday December 3, 2018**Students measured the temperature of two items sitting in the classroom - a black piece of aluminum and a black plastic box. Despite the fact that the aluminum felt a lot colder, they had the same temperature. We did a practice quiz -- the real quiz will be on Wednesday. We got out our BioLite posters and added the information of how the energy of the Sun gets to the wood that is burned in the oven.

**Tuesday December 4, 2018**Students checked out the article I wrote for the Astronomical League website. www.astroleague.org. We completed the last two pages of the purple packet. The packet will be due tomorrow. We took notes (under BioLite Questions) about heat. We discussed vocabulary including thermodynamics, kinetic energy, heat flow, thermal equilibrium, thermal expansion, translation, rotation and vibration. We looked at a youtube video by "Professor Dave Explains" about heat and temperature. I did demonstrations on thermal expansion using a ball and ring and using a bi-metal strip. Quiz is tomorrow.

**Wednesday December 5, 2018**Students took a quiz. Students turned in the purple Packet #4.

**Thursday December 6, 2018**We began class by reviewing "Force Diagrams (a.k.a. Free Body Diagrams)." Students were given a small packet of work. It is called "Packet 4A" and it continues our study of motion. We completed questions on page 8 and identified four types of friction: static, sliding, fluid and rolling. We used an air track to demonstrate Newton's 1st and 3rd law. We discussed the student experiment on Monday where they test Newtons 2nd law using cars being accelerated at different rates as we modify the force or mass of the motion.

**Monday December 10, 2018**We looked at some pictures of Comet Wirtanen, which will pass very close to Earth on December 16. We worked on four "force diagrams" (a.k.a. Free Body Diagrams) on page 8-9 of the new purple packet #4A. Students were shown how to collect data in the "Newton's Second Law Lab" on page 5-7 of the packet. Students performed the experiment.

**Tuesday December 11, 2018**We completed questions from the Newton's Second Law Lab on pages 6 and 7 of the purple packet 4A. Students used a computer to access the website Physics4Kids. Students read short articles and answered questions on pages 1-3 of the purple packet. Students took two quizzes on the computer, as well.

**Wednesday December 12, 2018**Students added a section to their journals called "Momentum." Students looked at three momentum problems and took notes. Students filled in page 4 of the purple packet using information from Bill Nye's movie about momentum.

**Thursday December 13, 2018**Our substitute teacher was Ms. Crawford. Students watched "The Planet Earth -- Sweet Fresh Water." Students wrote three things they learned and one new vocabulary word and turned it in.

**Friday December 14, 2018**We added two more example problems to our notes in our journal in the section called "Momentum." We completed questions #7-10 on page 4 of the purple packet. We completed questions 4 and 5 on page 9 of the purple packet. This was a practice of making Free Body Diagrams (a.k.a. force diagrams).

**Monday December 17, 2018**We learned how the BioLite stove creates less indoor air pollution. We watched a Ted Talks video by Ethan Kay called "Saving Lives Through Clean Cook-stoves." Students took notes in their journals. I passed back the quiz from Wed. Dec. 5 and we went over questions. We finished class doing problem 5 a-f in the purple packet from pages 9 and 10.

**Tuesday December 18, 2018**We added a section to our journals called "Heat Energy in Food." We recorded some background information about the ingredients in food: carbohydrates, fat, protein, vitamins, minerals, fiber and water. We discussed which of these provide energy. We wrote a purpose and a hypothesis for the lab. We looked at the design of a calorimeter. We will be collecting the heat from burning marshmallow (sugar food) and walnut (fat food) to compare which has more calories per gram.

**Wednesday December 19, 2018**We completed the procedure for the "Heat Energy in Food" lab and added a materials list. Students performed the experiment for one of the foods and recorded data using a calorimeter to find the calories per gram.

**Thursday December 20, 2018**In the news: Winter solstice is tomorrow at 2:23 pm. We filled in the bottom of page 10 in the purple packet. Students were given time to finish the lab from yesterday. Students recorded data, made calculations, and wrote a conclusion statement.

**Friday December 21, 2018**Students turned in the purple packet #4A and their journals. I will grade the "Heat Energy in Food" lab. We played a game of jeopardy. Have a safe, restful winter break!

**Monday January 7, 2019**Our substitute teacher was Mr. Chase. Students watched "The Living Planet - Jungles." Students recorded three facts from the movie and one new vocabulary word.

**Tuesday January 8, 2019**We started with two "In The News" items. China landed a rover probe on the far side of the moon -- it is called Yutu 2. And the New Horizons spacecraft flew by a Kuiper Belt object called "Ultima Thule." We looked at images. Students were given time to record reflections on their positive and negative aspects of their performance in science class. Students also shared their opinions on the quality of teaching with an emphasis on how I can improve my instruction. We started a brainstorming activity about our next lab activity. The goal will be to learn how to measure the effects of changing the momentum of a toy car.

**Wednesday January 9, 2019**Students practiced two momentum calculations. The students recorded the purpose of the "Momentum Lab" in their journals. Students worked as a team to create the procedure for the lab.

**Thursday January 10, 2019**In The News, we discussed the upcoming lunar eclipse on Sunday 20 Janurary. Students finished their procedure and collected data for the "Momentum Lab." Students wrote a conclusion in their journals.

**Friday January 11, 2019**We made two graphs using yesterday's data. The first was mass vs. block displacement (momentum) and the second was ramp height (speed) vs. block displacement (momentum). When the graph had a positive slope, it shows that as mass or speed increases, the momentum also increases. Students were given an eight page Phet Lab handout. We used laptop computers to run the Phet simulation on Collisions and recorded predictions, data and conclusions in the handout.

**Monday January 14, 2019**We used laptops to access the Phet Lab on collisions. Students completed the three scenarios and answered all the questions in the worksheet. Students either turned the worksheet at the end of class today, or they will turn it in for on-time credit at the beginning of tomorrow's class.

**Tuesday January 15, 2019**Happy birthday Dr. King. MLK would have been 90 years old today. I collected the momentum lab handout to be graded. We added some additional math formulas to the last page of the journal. These included formulas for heat, momentum, work, power, gravitational potential energy and kinetic energy. I included units for all the variables. Students get to use these notes on Thursday's quiz and on the semester final exam in two weeks. We did some practice problems for Thursday's quiz and recorded them in our journals.

**Wednesday January 16, 2019**We added two more practice problems to our journals under "Quiz Review." I passed out a yellow Packet #5 -- it is about Energy, Work and Power. We completed page 2 of the packet.

**Thursday January 17, 2019**We took a quiz. After the quiz, students completed the questions on page #3 of the Yellow Packet #5.

**Friday January 18, 2019**Students got their quizzes back from yesterday and we went over questions. Students took notes about the mechanical advantage of a simple machine on the back side of the yellow packet. Students completed the questions on page 4 and 5 which was about work, potential energy and kinetic energy.

Tuesday January 22, 2019Tuesday January 22, 2019

We discussed last Sunday's lunar eclipse. Extra credit for a written reflection is offered. We completed the pre-movie vocabulary questions on page 9 of the yellow packet. We watched the movie "Roller Coaster Physics" and answered the questions on page 9. Students will be designing a roller coaster later this week.

**Wednesday January 23, 2019**We watched a YouTube video of Rochester Institute of Technology doing experiments aboard NASAs micro-gravity vomit comet airplane. We completed pages 6 and 7 of the yellow packet where we calculated Potential Energy and Kinetic Energy energy as they changed forms.

**Thursday January 24, 2019**There is a semester final exam coming up next week. Periods 1-3-5 will be on Wednesday 30 January and periods 4-6 will be on Thursday 31 January. I passed out a final exam study guide and a practice test. Students are asked to read them and mark which ones they want help on. We will spend some time going over these questions next Monday. We watched a short video about zero gravity aboard the ISS. We completed the questions in the yellow packet on page 8. Students turned in the completed yellow packet. They may turn it in for full credit tomorrow as well.

**Friday January 25, 2019**Two announcements: 1.) An extra credit experiment will be offered to anyone on Thursday 31 January. Students either attend a session beginning at 7:00 am or one beginning at 2:30 pm. Students who attend will explore the mechanical advantage forces of a compound pulley system. Student will write a scientific report on the experiment. Extra credit between 10 and 20 points can be earned. 2.) Any student who wants in or out of the "advanced science" group should let me know their decision today. Students turned in the yellow packet. We designed roller coasters using the Phet program "Energy Skate Park." Students were given a handout to guide them and for recording data. We will complete this simulation on Monday.

**Monday January 28, 2019**We watched a video showing the top 5 experiments done aboard the ISS. We reviewed for the final exam and I answered any questions that students had while reviewing the study guide and practice test. Students took their notes in their journals -- they will be allowed to use the journals on the test. We finished the simulation of making a roller coaster.

**Tuesday January 29, 2019**We watched a youtube video about the construction of the International Space Station. We watched another video about simple machines, mechanical advantage and mouse trap cars. Students were guided in the taking of notes about this video into their journals. Advanced level students were given four essay questions that will be added to their final exam. Students were given 10-15 minutes of study time to prepare for the final.

**Wednesday January 30, 2019**Finals for periods 1, 3 and 5.

**Thursday January 31, 2019**Finals for periods 4 and 6.

**Tuesday February 5, 2019**Students created a new section of their journal called "electricity." We took notes with vocabulary ELECTRONS, PROTONS, NEUTRONS and we discussed the flow of electrons (electricity). Students were given a new packet (Packet #6) and it is about electricity and it is yellow. We watched part of a movie about electricity and filled in the questions on page 3 of the packet.

**Wednesday February 6, 2019**Students filled out a survey of who would make a good lab partner for the second semester. We will get a new seating chart tomorrow. We finished the movie from yesterday. We used a reading to complete questions on page 4 of the yellow packet. We also took notes in our journal with vocabulary VOLTAGE, CURRENT, POWER, RESISTANCE and LOAD. We recorded Ohm's Law and the equation for electric power. We learned units VOLTS, AMPS, WATTS and OHMS.

**Thursday February 7, 2019**Students took notes in their journals about symbols used in wiring diagrams and the difference between SERIES and PARALLEL circuits. Students completed pages 4-6 in the yellow packet. Students were given a homework assignment due next week: There is a data table found on page 24 of the yellow packet. Students need to find ten items at home which use electricity and record how many watts of power they draw. We will use this information in a lab.

**Friday February 8, 2019**I gave the students a handout called "Branches of Science and Medicine." We completed it and turned it in. The answers were given out in the form of a game.

**Thursday February 14, 2019**The counseling staff came into class and gave students registration materials for their sophomore class choices for next year. Students were given handouts, including their transcripts. Students will be registering in class on March 4 and they need to make decisions by then.

**Friday February 15, 2019**We completed, as a demonstration, the lab on parallel and series circuits. Students completed pages 26-28 in the yellow packet including the data from the lab. Students were reminded of the homework assignment given on February 7. It needs to be ready to go next Tuesday.

**Tuesday February 19, 2019**I checked student's homework. We completed pages 12, 16 and 22 in the yellow packet.

**Wednesday February 20, 2019**We watched a Youtube video showing sodium metal exploding in water. We learned about the structure of sodium atoms and sodium ions and used this to explain the explosion. We completed the lab "Can You Produce Electricity from an Apple, Lemon or Potato?" Students used a voltmeter to record the current made in these wet cells.

**Thursday February 21, 2019**We looked at a Youtube video of all the members of the alkali metals family of atoms exploding with contact to water. Students took notes in their journal as we went through a review for the quiz on electricity, which will be on Monday. We completed page 24 of the yellow packet -- students took the ten items for which they took data on the power (watts) consumed in a household item. Students calculated the cost of using the item for a year (recorded on page 24).

**Friday February 22, 2019**Students took notes in their journals in a section called "Wiring Diagrams." Students recorded symbols for different electrical components in the wiring diagram of a house. Using wattage values provided, students used code standards to construct a wiring diagram of a one bedroom house. The diagram was recorded on page 25 of the yellow packet. Remember -- quiz on Monday!

**Monday February 25, 2019**Students completed page 31 in the yellow packet. We then took the quiz. Afterwards, students were given time to complete the wiring diagram on page 25 of the yellow packet. Except for page 17 which we will skip, the yellow packet is now complete and it is due at the beginning of class tomorrow.

**Tuesday February 26, 2019**I collected the yellow packet to grade. I passed out a set of questions for today's movie. Students watched "Raging Planet - Lightning," and answered the questions.

**Wednesday February 27, 2019**I shared about a comet I saw last night (*Comet Iwamoto"). We looked at a youtube video of the comet moving across the sky. I passed out the purple packet on electrostatics. We used computers to go to Physics4Kids to answer questions on pages 5-6.

**Thursday February 28, 2019**We looked at a video showing static electricity starting a fire as a guy was pumping gas into his car. Students added "Static Electricity" to the journal table of contents. We took notes about the Triboelectric Series -- the order of which materials will donate electrons more to make static electric charge. We did the lab on page 7 of the purple packet -- creating static charge with friction between different materials. Students recorded data on page 7.

**Friday March 1, 2019**Students completed page two of the purple packet answering questions from a movie about electrostatics. The class did demonstrations about static electricity using a Van de Graaff generator.

**Monday March 4, 2019**I passed back last week's quiz and we will go over questions tomorrow. We spent the period going to the computer lab to register for next year's classes. If you student did NOT have a parent signature on the form, it will be going home sometime late this week or next week.

**Tuesday March 5, 2019**We started a new section in our notebook called "Molecule of the Day." Today we added "hydrogen gas." We looked at a video showing the Hindenburg blimp exploding. I made some hydrogen gas in class and burned it. I taught the vocabulary words GROUND, STRONG NUCLEAR FORCE and COULOMB. Students competed page 9 in the purple packet and got about half way through completing pages 3-4 using a reading resource for info. We will spend about 10 minutes finishing pages 3-4 tomorrow, and we will turn in the packet tomorrow.

**Wednesday March 6, 2019**Molecule of the Day #2 was helium gas. Students were given twelve minutes of work time and then turned in Packet #6. We watched a youtube video of the collapse of the Tacoma Narrows Bridge in 1940 (Galloping Gertie). We are using this event to begin a unit on waves.

**Thursday March 7, 2019**Student recorded Molecule of the Day #3 - Generic acid / hydrogen ion. We discussed some properties of various acids, including carbonic acid in rain and its reaction with limestone and marble. Students were given a reading about the Tacoma Narrows bridge collapse and we read a potion of it. Students are looking for reasons the bridge collapsed with an eye to how to correct the flaw. Students are marking the text with important or new vocabulary. We will continue with the reading tomorrow.

**Friday March 8, 2019**We looked at an "In The News" item describing how high school students in Michigan are designing a tool to search for a meteorite fall in Lake Michigan. Our molecule of the day was #4 Sulfuric Acid. We finished the reading on the Tacoma Narrows Bridge collapse and filled in a redesign plan for the bridge. We will finish this activity on Monday.

**Monday March 11, 2019**Students who needed more time to complete the Tacoma Narrows Bridge design were given 15 minutes of work time. The molecule of the day is #5 water. We discussed the dipolar magnetic properties of the molecule. Students added a new section to the journal called "Waves." Students took notes on vocabulary which included AMPLITUDE, WAVELENGTH, FREQUENCY, ABSORB, REFLECT, MECHANICAL WAVE, ELECTROMAGNETIC WAVE, TRANSVERSE WAVE, COMPRESSION WAVE, and MEDIUM. We will continue with this lesson on Wednesday.

**Tuesday March 12, 2019**We recorded an "In The News" about the discovery of two objects deep in our solar system called FarOut and FarFarOut. Our molecule of the day was #6 sodium chloride (table salt). We finished the powerpoint vocabulary lesson from yesterday with vocabulary including REFLECT, ABSORB, OPAQUE, TRANSPARENT and TRANSLUCENT.

**Wednesday March 13, 2019**Our substitute was Ms. Van Lieshout. Students watched "Walking with Dinosaurs - New Blood." Students were asked to record the names of all the animals they saw and to record three things they learned.

**Thursday March 14, 2019**Our molecule of the day is #7 glucose and I presented the equation for photosynthesis. We watched a short youtube video about the Doppler Effect and students took notes. Students completed the assignment "Anatomy of a Wave Worksheet." The drew waves with different wavelengths and amplitudes.

**Friday March 15, 2019**Our substitute was Ms. Bush, except period 6 which had substitute Ms. Sagmiller. Students were given a packet called "Waves." Students measured waves and completed pages 1-4 in the packet.

**Monday March 18, 2019**Our molecule of the day was #8 hydrogen peroxide. We discussed its decomposition into water. We looked at a computer simulation of waves called PHET - Waves on a String. Students were given a handout to fill in data from the program. Students kept the worksheet and will be given some time tomorrow to finish the assignment.

**Tuesday March 19, 2019**Our "In The News" item was about the Japanese spacecraft Hayabusa 2 and the rovers it has placed on asteroid Ryugu. We also learned about the sample return design of the mission. Our molecule of the day was #9 Oxygen gas. I made some oxygen gas using hydrogen peroxide and a catalyst and then showed how it will relight a wood splint. We used computers to complete the assignment "Waves on a String." Because of computer difficulties, I will not collect or score this assignment.

**Wednesday March 20, 2019**Our molecule of the day #10 is methane gas. The equinox begins at 2:58 pm today -- happy spring! We watched part of a movie made by NASA called "Tour of the Electromagnetic Spectrum." We took notes on the different types of light in our journals and completed part of a worksheet about the movie. We will continue tomorrow.

**Thursday March 21, 2019**We looked at a video showing the New Horizons approach to Ultima Thule. Our molecule of the day #11 was magnesium sulfate (epsom salt). We continued our assignment from yesterday about the Tour of the Electromagnetic Spectrum. Students answered questions on their worksheet and took notes in their journals.

**Friday March 22, 2019**Our molecule of the day was #12 - Ozone. We looked at images of the Earth's ozone layer hole and discussed its cause and implications. We completed the last page of the Waves Packet (about standing waves). We watched the final two episodes of The Tour of the Electromagnetic Spectrum. Students turned in their worksheet.

Monday March 25, 2019

Our molecule of the day #13 was nitrogen gas. We reviewed for next Wednesday's quiz on waves. Students took notes in their journals and will be allowed to use the journal on the quiz. Students completed the page in the Wave Packet about Wave Actions. The packet is now complete and will be turned in with the quiz on Wednesday.