June 15--Students watched two videos about the nature of waves and unusual uses of sound waves.
June 14--Students corrected worksheet 12.1 and read and discussed lesson 12.2.
June 13--Students read and discussed lesson 12.1, "What are Waves" and completed the lesson quiz worksheet. Those who did not complete the lesson quiz worksheet should complete it.
June 9--field day
June 8--Students discussed and completed the chapter review for chapter 11.
June 7--Students did a lab to demonstrate how a change in thermal energy effects the volume of air in a balloon.
June 6--Students corrected and discussed Review and Reinforce 11.3 and began the chapter review.
June 3--Talent show in the afternoon
June 2--Students finished reading and discussing lesson 11.3 and began the Review and Reinforce worksheet. Homework: The 11.3 Review and Reinforce worksheet is due Monday.
June 1--Safety Patrol party.
May 31--Students completed and corrected the Review and Reinforce worksheet 11.2 and began reading and discussing lesson 11.3.
May 26--Students corrected Review and Reinforce worksheet 11.1 and read and discussed 11.2.
May 25--We did not meet today because Mrs. Murphy was on a field trip with her homeroom.
May 24--track meet
May 23--Students read and discussed lesson 11.1 and began the accompanying worksheet. Homework: Worksheet Review and Reinforce 11.1 is due Thursday.
May 19--Students took the chapter quiz for chapter 10.
May 18--completed chapter review for chapter 10. An open-book quiz for this chapter will be tomorrow. Students may take the quiz home if they do not finish in class or would like more time to check their work.
May 17--began the chapter review for chapter 10.
May 16--Students finished worksheet 10.3; we corrected and discussed the worksheet.
May 12--Students read and discussed lesson 10.3 then began the accompanying Review and Reinforce worksheet.
May 11--Students corrected worksheet 10.2 and shared their compound machine projects with the class.
May 10--Students corrected 10.1 worksheet, read and discussed lesson 10.2; completed 10.2 Review and Reinforce worksheet. Homework: compound machine project due Wednesday.
May 9--Students read and discussed lesson 10.1, "What is Energy?" and completed the Review and Reinforce worksheet 10.1. Homework: remember the Compound Machines project is due Wednesday.
May 5--Students continued to work on their compound machines project. No more class time will be devoted to this. Below find the details of the project, which is due next Wednesday. Students received the following in class today:
Simple and Compound Machines Project
Part 1: Draw a Diagram of a Compound Machine
Select a commonplace compound machine.
Draw a picture or diagram of the compound machine. Use color.
Label all of the simple machines that make up the complex machine.
Write an explanation of how the machine operates by explaining how all of the simple machines work together and how it makes the work easier.
Part 2: Invent a Compound Machine
Think about all of the work you do on a daily basis. Invent a compound machine that will make the work easier. Remember, a compound machine is made up of at least 2 simple machines.
Draw a diagram of your compound machine invention. Use color.
Label all the simple machines used in your compound machine.
Write an explanation of your machine, how it works, and how it makes your work easier.
Your illustrations must be done in color. They must be done on separate pieces of paper. The paper must be 8 ½ by 11 inches, but it may be larger. These are both due on Wednesday, May 10. Each is worth ten points. Your project will be judged on neatness of the illustration and labeling, completeness of the illustration and labeling, and clear explanations, complete explanations, and accurate explanations.
May 4--corrected Review and Reinforce worksheet 9.4; researched compound machines for project. The rubric and details for the assigned project will be published tomorrow.
May 3--corrected Review and Reinforce 9.3; read and discussed lesson 9.4, "Putting Machines Together"; began Review and Reinforce worksheet 9.4. Homework: complete worksheet 9.4.
May 2--p. 315 students wrote clearer definitions of imput force (effort) and output force (the weight of the object, or load). Students read and discussed lesson 9.3, "Inclined Planes and Levers" and began the 9.3 Review and Reinforce worksheet. Homework: complete Inclined Planes and Levers worksheet.
April 28--Students did a lab in which they measured the force it took to lift a weighted box straight up to the top of a stack of books and compared it to the force it took to drag the same box up a ramp to the top of the stack.
April 27--Students read and discussed lesson 9.2, "Understanding Machines" and completed worksheet 9.2. Homework: finish Review and Reinforce 9.2 if you have not completed it already.
April 26--Students corrected and discussed Review and Reinforce 9.1 and reviewed the six simple machines: pulley, wedge, lever, wheel and axle, incline plane, and screw.
April 25--Students read and discussed lesson 9.1 and completed worksheet Review and Reinforce, 9.1. Homework: finish worksheet if it is not already finished.
April 21--Students did a lab to discover which took fewer Newtons to lift: lifting a weight straight up or lifting a weight by pulling down on a string looped over a pencil resting horizontally between two desks.
April 20--Students did a lab to discover which model of an aluminum boat can hold the heaviest cargo. They followed the design process: identify the problem, do research (e.g. what factors increase buoyancy?), develop possible solutions, choose one, make a model, test it.
April 19--test today.
April 18--Homework: test tomorrow. We reviewed for tomorrow's test on chapter 8. We discussed each vocabulary word then reviewed the vocabulary twice more. Students should know Newton's Three Laws of Motion. The following questions from the chapter review on pages 299-300 will help students be prepared for the test: 1, 2, 3, 8, 9, 12, 15, 16, 18. These questions from p. 301 will help students be prepared for the test: 2, 3, 4, 6. These are the vocabulary terms:
friction: the force exerted when two surfaces rub against each other
net force: the combination of all forces acting on an object
free fall: the motion of a falling object when the only force acting on it is gravity
force: a push or a pull
momentum: equals mass times velocity
mass: the measure of the amount of matter in an object
buoyant force: the upward force exerted by a fluid on a submerged object
newton: the SI unit of the strength of force
gravity: the force that pulls objects toward each other
inertia: resistance to change in motion
weight: the measure of the force of gravity on an object
April 14--Students did a lab to investigate the nature of gravity and balance.
April 13--We continued the chapter review, pp. 299-300.
April 12--Corrected 8.5 Review and Reinforce and Enrichment worksheets for lesson 8.6; began chapter review for chapter 8.
April 11--completed and corrected worksheet 8.5; read and discussed lesson 8.6. Homework: Review and Reinforce worksheet 8.6; the Enrich side is not assigned but can be completed to earn extra credit.
April 7--Students did a lab for lesson 8.5 then read and discussed the lesson.
April 6--Read and discussed 8.4, momentum; watched a video about momentum and discussed real-world questions involving momentum.
April 5--Read and discussed lesson 8.3, Newton's Laws of Motion; watched a video to reinforce understanding of Newton's Laws of Motion.
April 4--Students read lesson 8.2 and completed the Review and Reinforce worksheet in class.
March 24--We watched the first 35 minutes of a documentary (found on YouTube for free) called Documentary: Jesus and the Shroud of Turin
by Daniel Bilodeau, which documents the scientific analyses of the Shroud of Turin, the burial cloth widely thought to be the burial cloth of Jesus.
March 23--This class did not meet today.
March 22--Students took their test.
March 21--students reviewed for test Tuesday and took notes on what to know. Review material is reprinted below. Homework: study for test on content below.
In order to do the first several questions, students will need to know the meaning of these terms: solution, colloid, suspension, solute, solvent, dilute solution, concentrated solution. There will be three jars, A, B, and C. You will have to look at the jars and determine which is a solution, which is a colloid, and which is a suspension. There will be two cups, D and E. You will have to say which is a dilute solution and which is a concentrated solution. There will be a question about how to change a solution to make it more concentrated or more dilute. The questions might say, "How can you make Cup E more dilute?" or "How can you make cup D more concentrated. Remember that the concentration of a solution can be changed by adding solvent (which makes it more dilute), adding solute (which makes it more concentrated) or removing solvent (which makes it more concentrated). There will be five items labeled F, G, H, I, and J. It will be clear to you what the items are. You will identify each one as an acid, a base, or neutral. Then you will show on a pH Scale where each of those items goes. You will have to explain how to neutralize an acid or a base. You will have to know these vocabulary terms: speed, average speed, instantaneous speed, velocity, acceleration.
March 17--In this time slot students helped change the missal books in the church pews.
March 16--Students completed their presentations reviewing material from chapters 6 and 7. We read and discussed lesson 8.1 and did the problems in the book. Students checked their preservative experiment and charted.
March 15--Students worked in groups to review chapters 6 and 7 and write potential test questions. They began presenting their questions to the class. They will finish presenting tomorrow. Students checked their experiment and recorded data.
March 14--Students did background reading and established procedures for preservatives experiment. They measured and set up their seven groups of tomato sauce, each with one potential preservative added plus one control with nothing added. They made a chart on which to record data.
March 10--checked worksheet 7.2 and read and discussed 7.3, Acceleration.
March 9--planned a classroom experiment to test various food additives to see which acts as the best preservative; read and discussed lesson 7.2, Speed and Velocity. Homework: Review and Reinforce worksheet, Speed and Velocity.
March 8--[Projected plan while Mrs. Murphy is ill.] Students will read chapter 7, lesson 1 and answer the questions in the book.
March 7-- [Plan while Mrs. Murphy is ill.] Students will review for test on chapter 6.
March 3--Students helped set up for the auction.
March 2--We completed the chapter review for chapter 6.
March 1--raku firing today.
February 29--art this afternoon: glazing pottery
February 25--Students began chapter review for chapter 6.
February 24--Students made corrections on the test for chapter 5 and helped set up the Small Hall for tonight's science fair. Homework: attend the science fair, 7:00 p.m.
February 23--We corrected and discussed the worksheet about making paper; we read and discussed lesson 6.4. The remaining students had their interviews with the science fair judges.
February 22--We corrected pp. 210-211 and read lesson 6.3, "Describing Acids and Bases", and completed an enrichment worksheet, "Acidic Paper". Many students had their interviews with the science fair judges today.
February 18--We did not meet for science today because students were teaching pottery to younger grades. Homework: science fair presentation boards are due tomorrow. (If it is not reasonable for the completed board to be brought in Friday, it will be okay to bring it Monday. But it must be here Monday. Interviews with the judges begin Monday.)
February 17--checked worksheet, "Understanding Solutions"; worked with partners to do the activity on p. 210-211.
February 16--completed worksheet "Understanding Solutions"; read lesson 6.2, pp. 204-207.
February 11--Students began lesson 6, "Acids, Bases, and Solutions". They read and discussed lesson 6.1, "Understanding Solutions." They began a Review and Reinforce worksheet.
February 10--This class did not meet today.
February 9--Students completed and open-book test for chapter 5.
February 8--Students received their research papers back with corrections noted. They need to make the corrections necessary and put the final draft of their paper on their presentation board for the science fair.
February 4--In celebration of Student Appreciation Day of Catholic Schools Week, students had an opportunity today to create a watercolor painting. Students learned how to do a graded wash and a variegated wash, the background colors of a watercolor painting. They painted one of those. When the paint was dry, they added the main elements of their painting.
February 3--completed the chapter review for chapter 5.
February 2--Students completed worksheet 5.3 and corrected in class. We began work on the chapter review for chapter 5.
February 1--We had a field trip today in this time slot.
January 28--We read and discussed lesson 5.3 and began worksheet Review and Reinforce for 5.3.
January 27--We read and discussed lesson 5.2, Describing Chemical Reactions.
January 26--Today I gave students a packet with a letter to parents, an illustration of what should be on their board for the science fair, and a sample of the scoring card for last year's fair. We discussed each of these, and I answered students' questions. Below is the text of the letter. We checked and discussed the Review and Reinforce worksheet from lesson 5.1.
Dear Parents,
This year’s St. Michael School Science Fair will be Wednesday, February 24, at 7:00 p.m. in the Small Hall. Students will need to come dressed in uniform and prepared to answer questions from parents, teachers, students, and other community members about their experiments. Awards will be presented at the end of the event.
Student presentation boards with research papers attached are due February 19, the Friday before the Science Fair. Judges will have the opportunity over the weekend to judge boards and papers. Judges will interview students during the school day Monday and Tuesday, February 22 and 23.
Students began working on this project in October. Each student has met with me several times as he or she chose a project, identified variables, conducted background research, wrote the research paper, and completed his or her bibliography. I will return their research papers with recommendations for improvements so that they can publish a final draft to attach to their presentation boards.
While students complete their experiments at home, it is important for them to keep careful notes and measurements. Taking photographs is not necessary, but it can be very helpful to have photos on the presentation board to illustrate the progression of the experiment.
Attached is an illustration of how to arrange the presentation board. This year, I will have tri-fold boards available at school for one dollar. If you would like to get the presentation board in this convenient manner, just send one dollar to school with your student.
Attached also is a copy of the judging form used at last year’s science fair. While the form this year may be slightly different, this will give you and your son or daughter an idea of how the experiment and the presentation of it will be judged.
Please let me know if you have questions. After so many months of preparation alongside your students, I look forward to seeing their results.
Mrs. Murphy
m.murphy@smpschool.org
January 25--We read and discussed lesson 5.1 in class. Homework: worksheet, 5.1.
January 21--test today.
January 20--Study questions for test: Homework: test tomorrow.
True or false: An atom's valence electrons are those electrons with the highest energy. (True)
Stable atoms tend to have how many valence electrons? (8)
On the periodic table, the rows are called what? (Periods)
On the periodic table, the columns are called what? (groups)
Elements have the same number of valence electrons in the same ____________. (group)
Ions made of more than one atom are called _____________ .(polyatomic atoms)
Which is more likely to form a negative ion, those in group 1 or group 17? (group 17)
Ionic bonds form between two ions that have a) ionic compounds, b) negative compounds, c) positive charges, d) opposite charges. (d)
What kind of melting point do molecular compounds have? (low melting point)
Molecular compounds generally have good conductivity or poor conductivity? (poor conductivity)
In an electron dot diagram, two pairs of shared electrons represents a what? (double bond)
If a nitrogen molecule has one triple bond, how many electrons do the nitrogen atoms share? (6)
What is an alloy? (A mixture of two or more elements, at least one of which is a metal)
Why do we use alloys to make things? (They are often stronger and less reactive).
What are the properties of metals? (luster, malleability, thermo conductivity, ductility, electrical conductivity)
What is ductility? (the ability to make metal into wire)
What is thermal conductivity? (the ability to transfer heat)
What is electrical conductivity? (the ability to carry electric current)
What is a metallic bond? (an attraction between a positive metal ion and surrounding electrons)
Metals typically have a low, high, or very high melting point? (high)
In class we made a chart to compare and contrast ionic bonds, covalent bonds and metallic bonds. We noted the following details:
Ionic bonds: Ions are atoms with an electric charge because they do not have the same number of protons as electrons. Positive and negative electrons attract each other. Ions are usually formed by elements in groups 1, 2, 16, and 17. They have a very high melting point. A substance formed by two oppositely charged ions is called an ionic compound. Ionic compounds form hard, brittle crystals.
Covalent bonds: Covalent bonds are formed between two nonmetals; they are formed by sharing electrons. The substance formed by a covalent bond is called a molecule. Molecular compounds have low melting points compared to other types of bonds.
Metallic bonds: A metallic bond is an attraction between a positive metal ion and the electrons surrounding it. An alloy is a mixture made of two or more elements when at least one of them is a metal. Metals have a high melting point when compared with the melting point of covalent bonds.
Bonus question: Why do elements in group 18 NOT react easily with other elements?
January 19--Students completed the chapter review pp. 153-154. The test will be Thursday. I forgot, when I said the test would be Wednesday, that Monday was a holiday. Homework: study for Thursday's test.
The Science Fair is scheduled for Wednesday, February 24. Student presentation boards will be due Friday, February 19. Students should begin their experiments soon. Soon I will be sending home guidelines for the presentation board.
January 14--in-class work: two-sided worksheet regarding Bonding in Metals. We corrected in class. Monday and Tuesday will be review days; the test will be Wednesday.
January 13--We corrected the covalent bonds worksheet and read lesson 4, Bonding in Metals. We will follow up with written work tomorrow. Monday and Tuesday will be review days. The test will be Wednesday.
January 12--Two-sided worksheet, lesson 4.3, covalent bonds. We will correct this tomorrow. The test on chapter 4 will be next Wednesday.
January 11--We read and discussed lesson 4.3, Covalent Bonds in class; we compared and contrasted ionic bonds and covalent bonds.
January 7--We corrected the Ionic Bonds worksheets and began reading and discussing covalent bonds.
January 6--finished reading and discussing lesson 4.2, Ionic Bonds. Completed (or nearly completed) two-sided worksheet in class working with partners. We will correct this tomorrow.
January 5--quiz; group reading and discussing pp. 128-133.
January 4, 2016--group reading and discussion of pp. 124-128 of chapter 4, lesson 1. Homework: be prepared for quiz tomorrow. Be ready to answer the four questions below:
Going left to right on the Periodic Table, atoms become ________________ ________________. (The correct answer is either less reactive or more stable.)
The most stable elements have _______________ valence electrons. (The correct answer is 8.)
Elements in group 1 have _________ valence electron. (The correct answer is 1.)
A ________________ _________________ is the force of attraction that holds atoms together as a result of the rearrangement of electrons between them. (The correct answer is chemical bond.)
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December 16--I checked the work of every student. Homework: completed research paper due Thursday morning before the field trip.
December 15--Students continued working on parts B and D. Homework: parts B and D, completed. The completed paper is due Thursday upon arrival at school.
December 14--Music dress rehearsal today.
December 10--Music rehearsal took place this afternoon.
December 9--I checked part C for each student. Students continued working on their paper to finish parts B, D, and the bibliography. We will not have science tomorrow (music rehearsal) Friday, or Monday (music dress rehearsal). Parts B and D are due December 16, but it would be great to have those finished by December 15 to allow for more time to type the final draft after I check your work.
December 8--Students continued writing part C of the main body of their paper. Students had the opportunity to check their work with me and get suggestions for improvement. The due dates for the remaining parts of the paper and the final draft are listed below. Homework: finish part C of the paper.
part C due December 9.
parts B (the hypothesis) and D (how the experiment will be conducted) due December 16.
Final draft due December 17.
December 7--Christmas play rehearsal during this time.
December 3--Students began writing part C of the main body of their science fair research report; checked their notes for part C.
December 2-- checked the work for paragraph A for each student. Students began taking notes for background information related to their experiment topic. Homework: show me the notes you have so far; you should have at least ten pieces of information.
December 1--Students had class time to write paragraph A from the outline [below, November 30], and I reviewed the material presented yesterday for those students who were absent. Homework: paragraph A from research paper outline>> Paragraph A. an introductory paragraph about the question you are trying to answer in your science fair experiment. This should be about four or five sentences.
November 30--Students learned today how to format the research paper for their science fair experiment. The outline they received is copied below. They also listened to a model research paper which follows the format of this outline. Tomorrow they will have time in class to write paragraph A, which will be due Wednesday.
Outline for Science Fair Research Paper, St. Michael School
I. First Page: Title, name of student who wrote the paper, date
II. Body of the paper:
A. first paragraph: an introductory paragraph about the question you are trying to answer in your science fair experiment.
B. second paragraph: a paragraph about your hypothesis
C. third paragraph: explain what you learned in your background research. This part should include information you learned which helped you form your hypothesis. [I can help you formulate questions that you should answer in this paragraph.] **This part could be more than one paragraph.
D. fourth paragraph: This paragraph should describe and explain what you will do in your experiment to test your hypothesis.
III. Bibliography
Please note: you may switch the order of paragraphs B and C if you wish.
November 25--continued researching for information related to science fair topic.
November 24--also a shortened class, students continued to search for background information related to their science fair topic.
November 23--This class was shortened today, as this class worked with St. Vincent De Paul to assemble the Thanksgiving food boxes. Students continued to search for information related to their science fair topic.
November 19--Students found three websites or online articles and three books from the Sno-Isle Library system which have background information on their science fair experiment. Students who were absent yesterday took the chapter 3 test.
November 18--Chapter 3 test. Students who were absent today will take the test when they return.
November 17--We checked the chapter review, pages 115-117. Homework: study for test tomorrow, chapter 3.
November 16--Students used class time to work on the chapter review. This is due tomorrow. We will check it tomorrow and review for the test Wednesday. Homework: finish pages 115, 116, 117, NOT numbers 4, 5, and 10. Test Wednesday.
November 12--Students finished chapter 3 by reading and discussing the uses of radioactive isotopes.
November 10--We checked the homework and began reading and discussing "Radioactive Elements", pp. 107-110.
November 9--completed a two-sided worksheet which reinforces what was learned in lesson 3.4, Metalloids and nonmetals. Homework: finish worksheet if not completed in class.
November 5--We corrected the take-home quiz and continued reading about nonmetals and metalloids to p. 103.
November 4--We completed the Review and Reinforce worksheet in class and began reading and discussing the next lesson, Nonmetals and Metalloids, pp. 97, 97, 98. Homework: take-home quiz for lesson 3.3, the one we just finished, due tomorrow at the start of class. Yes, you may use the book.
November 3--We read and discussed pages 92-95 in class. Students began working on the Review and Reinforce worksheet for lesson 3.3. We will complete that in class tomorrow.
November 2--Science fair proposals were due today. Students who did not turn one in will stay in for recesses until it is complete. This was assigned October 20, and two full classes were dedicated to completing this in class. Homework for those who have not completed their science fair proposal: complete it.
October 29--We corrected the worksheet completed in class yesterday. Homework: science fair proposals, written on the form I provided, are due Monday.
October 28--Mr. Egan led students in reading and discussion to complete lesson 3.2. Students had 20 minutes to complete the Review and Reinforce worksheet (using the book) and turn it in at the end of class for a grade.
October 27--Students completed the Review and Reinforce worksheet for lesson 3.1; began reading aloud and discussing 3.2, "Organizing the Elements".
October 26--Students read aloud and discussed pp. 77, 78, 79 and answered the questions. Key points:
At the center of every atom is a nucleus made of protons and neutrons.
Surrounding the nucleus is a cloud-like region of moving electrons.
Protons are positively charged; electrons are negatively charged; neutrons have no charge.
The number of protons equals the number of electrons.
The number of protons of a nucleus of an atom is the atomic number of that atom's element.
All atoms of a particular element have the same number of protons. But the number of neutrons can vary.
An isotope is an atom that has a number of neutrons which is different from the number of its protons.
An isotope is identified by its mass number, which is the sum of its protons and neutrons.
Students began working on the Review and Reinforce worksheet for lesson 3.1.
October 22--Students read the first half of lesson 3.1 and answered questions. We also did the test questions on p. 65.
October 21--Students continued searching for and documenting the science fair project they would like to do. Proposals are due next Thursday, October 29. Four items need to be on the proposal: the question, the independent variable (what one thing will change), the dependent variable (what is measured), and the control variables (the things that do not change). I am helping students individually as needed. Homework: science fair proposals due October 29.
October 20--Students began the work of deciding upon the science fair question they will answer by doing an experiment. Students need to identify their topic and the question they will seek to answer. They will also list their independent variable (the one thing they will change), the dependent variables (what they will be measuring or observing), and the control variables (the things they will keep the same during their experiment). St. Michael School has several books which describe and explain science fair experiments or demonstrations that can be turned in to experiments. Other places to look for ideas include www.sciencebob.com, www.sciencebuddies.org, and http://www.all-science-fair-projects.com/.
October 19--Students completed the chapter review, pages 63-64.
October 13--Most students finished their illustrations and explanations of the relationships among volume, temperature, and pressure in gasses. Homework: complete the illustrations and explanations for the key point on p. 57, Charles' Law, and Boyle's Law.
October 12--We had a class discussion about the relationships among volume, temperature, and pressure of gasses. Students began illustrating the key point on p. 57, Charles' Law on p. 58, and Boyle's Law on p. 60.
October 8--Students corrected the vocabulary worksheet. Lesson: making a matrix to further understanding of Charles' Law and Boyle's Law and the relationship among volume, pressure, and temperature.
October 7--
completed and checked the Review and Reinforce worksheet for Gas Behavior
generated a matching worksheet for the vocabulary of chapter 2
Homework: matching worksheet
October 6--This class did not meet today because it was picture day.
October 5--We read lesson 2.3, "Gas Behavior" aloud and answered the questions in the book. Students worked with partners to begin the Review and Reinforce worksheet.
October 1--Students finished lesson 2.2 and completed a two-sided worksheet on the topic. We corrected the worksheet at the end of class.
September 30--Students read and discussed the content of pages 50-52. The took a quiz on the two questions listed under yesterday's date, and they began to research which freezes faster, hot water or cold water.
September 29--Students completed reading and discussing lesson 2.1 and began lesson 2.2 to page 49. They took a quiz on the content of lesson 2.1. Tomorrow's quiz questions: What does temperature do to particles in matter (p. 47)? What happens at the melting point of matter (p. 49)? The quiz will follow class discussion and the opportunity to ask questions.
September 28--Homework: be ready for quiz tomorrow. Questions are below in blue.
Students got their science tests back to look over. Students who wish to improve their grade may make up points later this week.
lesson 2.1, States of Matter. We read, discussed, and answered questions in class as one large group. The questions for tomorrow's quiz are these:
What is a solid? A solid is matter with definite shape and volume.
How are the particles in a solid arranged? The particles of a solid are arranged tightly so that they cannot move but only vibrate in place.
What is a liquid? A liquid is matter with a definite volume but not a definite shape.
How are the particles in a liquid arranged? The particles in a liquid are arranged tightly but can move around one another freely.
What is a gas? A gas is matter with no definite shape or volume.
How are the particles of a gas arranged? The particles of a gas move freely and spread apart to fill the space.
September 24--Test today, chapter 1.
September 23--We went through the four-page study guide for Thursday's test. Students should study they key points and vocabulary listed on page 30--the vocabulary words are defined in the lessons as well in the glossary in the back-- as well as the questions on pages 31 and 32. There will surely be a part of the test that quizzes vocabulary. Homework: study for test tomorrow.
September 22--
Students corrected page 27 and reinforced the ideas of endothermic change (a change in which energy is absorbed) and exothermic change (a release of energy). An example of endothermic change is ice cubes melting. It is absorbing energy from the environment. An example of exothermic energy is a candle burning. It's energy is released into the nearby environment.
Students began working on a four-page study guide for Thursday's test. We will correct the study guide tomorrow and review further for the test.
September 21--We corrected pages 21, 22, and 23, read 24-27 in class, and corrected 24, 25, and 26. The test on chapter 1 will be Thursday.
September 17--We corrected the worksheet calculating volume, mass, and density. Students began working on an independent assignment, pages 21, 22, and 23 and questions. Homework: complete answering the questions on pages 21, 22, and 23.
September 16--Students completed reading lesson 1.3 and answering the questions in the book. They worked with partners to begin a review and reinforce worksheet calculating volume, mass, and density. Homework: complete worksheet "Measuring Matter".
September 15--Read text pp. 15-26 and answering questions; watched two videos which further explained the difference between weight and volume and the difference between mass and weight. Homework: define mass, weight, volume.
September 14--corrections, pp. 9-11, new work done in class and corrected: pages 12 and 13.
September 10--Students corrected pages 5-6 and did inquiry warm up and discussion, "What is a mixture?". Homework: pages 9, 10, 11: read and answer questions.
September 9--Students checked answers on pages 5-6 and completed and discussed page 7. Homework: worksheet Describing Matter.
September 8, 2015--We completed and discussed pages 2 and 4. Homework: pages 5-6, read and answer questions.