This is the blog for my 20-week Spring Block Physical Science class at George Washington High School for the 2016-17 school year.

6-15-17: This shall be the last day of the blog. Students who come to class shall still continue to engage in activities such as films, demonstrations, games, experiments, breakdown and setup of the classroom, and relaxation. Grades are in. Keep in touch. Enjoy the summer. It was a good year - Mr. Applebaum

6-14-17: We completed the film, "The Imitation Game" and had technical, historical, political and social discussions related to events and topics presented in the film. I showed and demonstrated a record player in the classroom and compared it to an encryption devise. I played, from vinyl record, Blue Oyster Cult's song hit titled, "Don't Fear the Reaper". We watched an SNL parody of that song, more popularly referred to by the catch phrase, "More Cowbell".

6-13-17: We continued with technical, historical, political and social discussions related to events and topics presented in the film, "The Imitation Games" and continued watching the film, pausing for those discussions. We got to 34:14.

9-12-17: We discussed Dual Enrollment. Here is the link fr the survey: https://goo.gl/forms/C46EwG7IBsceQ4VI3 We continued with discussions about encryption, the life and death of Alan Turing, and the background of the WWII German enigma machine We continued watching "The Imitation Game", pausing for discussions about technical, historical, political and social aspects of the events presented.

6-9-17: Students who missed final exams, took makeup exams. After a discussion about encryption, the life and death of Alan Turing, and the background of the WWII German enigma machine We began watching "The Imitation Game", pausing for discussions about technical, historical, political and social aspects of the events presented.

6-8-17: Students took the final exam. If you missed it, make-up exams are scheduled for Friday.

6-7-17: I reviewed a presentation on simple machines and then we proceeded to material covered by chapters 16 and 17. The final will be tomorrow and, although it will include questions for the compressed coverage of the last two units, student will be permitted to skip 15 questions of their choice on the exam. Students will be permitted to use their notebooks as reference for the exam.

6-6-17: Students we asked to scan chapters 10-12 and 16-17 in order to obtain an overview of the last two units covered in the course. We went over the highlights, key points, and vocabulary covered in chapters 10-12. I began a presentation on simple machines.

6-5-17: I posted grades and missing work. We completed watching "The outer Planets", with discussions about the political, social, historical, and technical aspects of the information presented. Students were required to submit the video worksheet for grade. We discussed extremophiles like tardigrades.

6-2-17: We completed "The Goldilocks Zone" and learned a little about space debris including the 1979 fall of Skylab, our first space station. We continued with "The Outer Planets" to 9:40. Students were given credit toward grade for having # 1 and #2 of that worksheet completed. We finished with a discussion about why the rocks of Pluto are older than those on earth.

6-1-17: I checked Key terms for credit toward grade. We discussed the structure of the solar system and the remaining reference items #114 and 115 (some are videos). We began to watch "The Goldilocks Zone", a short video about earth's ideal place in our solar system. Students also received a video question for "The Outer Planets" and were asked to respond to item #1 on that sheet.

5-31-17: We began a discussion of the solar system, its origins and structure. Students received credit for creating an outline of the objects in the solar system as presented in the video, "Why Pluto is not a planet" (reference item 115). We studied several other items in reference 115 including retrograde motion and polaris. For EC students can visit Astronomy Picture of the Day (Google "APOD") and submit by paper or e-mail a completed form from Assignment/EC item 26. Students also received CRWS pack for chapter 19 and we discussed/solved CRWS 19.1 #1-3. Students should complete the pack as part of their independent study for the course. Key Terms for Ch 19 and 20 are due tomorrow.

5-30-17: Students were given 8 prompts for the film "An Inconvenient Truth" and were asked to write, in a "Stop and Jot" 5 minuted timed format, an answer for any one of the 8 prompts. We finished the film with discussions about the political, social, historical, and technical aspects of the information presented. I collected the video worksheet for grade. For HW students are to write responses for the remaining 7 prompts; the prompts were distributed on a half sheet.

5-26-17: Have day and move-up day (attendance is low). We strategized a study method for the final (prepare a package of notes (key terms & reference sheets). We discussed career planning.

5-25-17: We continued AIT and held discussion about the political, social, historical, and technical aspects of the information presented. Within those discussions we talked about the ocean conveyor, the Alaskan purchase and it climate and resources, and ice sheets. Students continued the video worksheet up to number 16. We got to 59:00 into the film.

5-24-17: We continued AIT and held discussion about the political, social, historical, and technical aspects of the information presented. Within those discussions we talked about glaciers and ice core sampling. Students continued the video worksheet up to number 10. I awarded grade for #6 on the worksheet coupled with a written "Stop and Jot" explanation as to what causes the up and down fluctuations.

5-23-17: I demonstrated an discussed an electronic ignition module and tied that into the electricity an magnetism course topic and the need to reduce CO2 emissions. Grades were posted and we discussed the final exam.

5-22-17: We discussed missing work for the term and I described and passed around a sample engines, generator, and electric motor to supplement the unit on electricity and magnetism.

5-19-17: We continued with AIT up to the description of the graph that appears in the text on page 794.

5-18-17: We continued AIT and discussed hurricane Katrina.

5-17-17: We had a short class (30 minutes) due to Keystone testing. I went over work due from last week and the survey added to the website Saturday. I handed out the video sheet for "An Inconvenient Truth" (AIT). We discussed certain aspects of the film before it started and at certain scenes to give a historical, political and technical perspective. We welcomed Iesha to our class.

5-16-17: No class due to election day.

5-15-17: Shorter class period due to Keystone testing (30 minutes). We discussed the film "An Inconvenient Truth" and I showed students the work from last week that is due.

5-13-17 (On a Saturday!) Take the short survey using your [ID#]@philasd.org user account for extra credit and a sweet treat at https://goo.gl/forms/KyBhUKHdPvdMgOpl2

5-12-17: Students studied the EM spectrum and we spoke about the the colors of light coming from the sun and the protection from UV radiation that is offered by skin pigment, the Van-Allen belts, and air. Many students left class for PGC so we continued class with an informal discussion of cigarettes and a partial viewing of the movie, "Thank you for Smoking", a parody of the tobacco industry lobby efforts.

5-11-17: I attended an all-day professional development on the topic of "writing across the curriculum" where my group discussed some of the work we did this year and where my teaching (and your learning!!) might head in the future. Remember, you become better at writing by writing more. The same goes for reading and physical exercise. Today students were asked to write the multiple choice questions from the each chapter review "understanding concepts" covering chapters 22 and 23 in the following format: Chapter #, Page, Problem#, Letter code for the correct answer, and the full problem written out. For example: "Chapter 10, P 338, #1 B, If you jog for 1 hr and travel 10 km, 10 km/hr describes your average speed." Students will have 29 responses when this assignment is completed. P 764 #1-5 and P. 802 # 1-14.

5-10-17: We started with a quiz on the composition of the atmosphere. With little time to complete it before the Lee Mazin concert, students were permitted to take this home. It will be incorporated into and assignment for tomorrow.

5-9-17: We completed "Planet Ocean" and discussed the pacific gyre and fish farming. Students also created two pie charts showing the composition of atmospheric gases for grade (There will be a quiz on this. I also awarded credit for grade of the key terms for chapter 22.

5-8-17: After discussion the composition and layers of the atmosphere (CRWS 22.1 #1 and 2), we continued "Planet Ocean" to 1:04. Key terms for chapter 22 re due tomorrow.

5-5-17: PGC today. Before students left, I handed out the reference sheet covering the atmosphere and discussed the film, "An Inconvenient Truth" we will watch in class. Students are required to turn in the essay exam (See 5-1 blog and or handout). Late exams (those not submitted today) will have reduced grade. I will be in room 332 after 3rd period and after school for submittals later in the day. We watched and discussed "Planet Ocean" and got to 31:00 minutes into the video. We will complete it on Monday. Key terms for chapter 22 are due Tuesday.

5-4-17: Students completed the rock lab and we answered the concluding questions at the end of the lab. Credit for grade was given based on the completion of this lab document.

5-3-17: Students received a data sheet for the rocks and minerals lab. There are 14 stations to work through. Many students complete 5 or more stations. We will finish the lab tomorrow.

5-2-17: We reviewed the rubric for the essay exam (it is due Friday). We completed, "Birth of the Earth"

5-1-17: We discussed a few of my scientific non-fiction books and studied the word: "pneumonoultramicroscopicsilicovolcanoconiosis" from Sam Kean's "The Disappearing Spoon and other tales of ...." We went over the requirements for Chapter 21 Essay exam and I provided the word bank to be used in the paragraphs: Hawaii, Alps, Anak Krakatoa, Iceland (the four topics); then, tectonic plate, subduction, convergent, divergent, transform, hot spot, mantle, crust, magma, volcano, earthquake, mountain, glacier, melt, igneous, sedimentary, metamorphic, weathering, heat, pressure, fossils, stratigraphy, inversion, mid-atlantic ridge, coastline, tsunami, Steno's laws of superposition, original horizontality, lateral continuity, and cross-cutting relationships. Extra credit (additional paragraphs for): Mt. Pelee (1902), Pompeii (67), Mt. St. Helens (1980), Grand Canyon, Devil's Tower, and Yellowstone. We continued "Birth of the Earth" to 13:48 since nobody saw it over the weekend :(.

4-28-19: Students are to begin an outline for paragraph essays about the formation of Hawaii, Iceland, Anuk Krakatoa, and the Alps. We watched the video "How the Earth was Made - The Alps" and also the beginning (first 15 minutes) of " "How the Earth was Made - Birth of the Earth". Students who went to PGC or who were absent should watch these videos for HW.

4-27-17: We continued our exploration of the earth formations by watching to videos, "How the Earth Was Made (See reference item 50)" for Iceland and Krakatoa. We discussed Pompeii and Mt. Vesuvius (79), Mount St Helens (1980), and Mt Pelee (1902). We also looked at videos and images of Ringing Rock Park (see yesterday's link) and discussed its formation. Students should watch more of the "How the Earth was Made" videos to enrich their knowledge. Extra credit will be award for an hand written summary of any of the videos from that series not discussed in class (any from season 2 of that show and some from season one).

4-26-17: Students were asked to solve CRWS 21.3 #1-6 (we reviewed #1-4). We examined Pumice rock and saw how many samples floated on water. I handed out a rock cycle graphic organizer. We spoke about weathering, erosion, and metamorphic processes. I began showing the video "How the Earth was Made: Iceland" and students were given a video reference sheet to use to test themselves on comprehension. We got to 25:20 in the video and just started to discuss "Ringing Rock" park in Bucks county PA.

4-25-17: Students were asked to solve CRWS 21.2 #1-4. I checked CRWS 22.1 & 2 for credit toward grade. We discussed earthquake frequency and magnitude. I showed a demonstration of this. We also saw an electronic seismograph sensor. We discussed the difference between rocks and minerals and examined a few examples. We watched the two short videos about trophic cascades (see the links on reference item 76).

4-24-17: We reviewed Friday's work and explored other topics in chapter 21. We solved CRWS 21 #1&2. We also watched "Johnny Hopkin's Magic"

4-21-17: I was out for my son's white coat ceremony at Johns Hopkins. It was a short period due to report card conferences. Students were asked to write out the answers for page 732 #1-15 and submit a written response for credit toward grade.

4-20-17: I collected exams. Short period due to half day schedule. Key terms for chapter 21 are due Monday. Students attended PGC 5 minutes after the period began. Those who remained had a free study period.

4-19-17: Students were given some time to work on the take-home exam which is due tomorrow. They also received the concept review sheet for chapter 21 covering planet earth. We discussed tectonic plate movements that lead to the formation of Hawaii, Mount Everest, the Jordan River valley, and Iceland.

4-18-17: We finished off our chemistry module with a discussion of five reaction classifications covered in chapter 6 and an overview of acids, bases, and the pH scale covered in chapter 8. Students observed the decomposition of a cellulose based plastic ping pong ball (part of or discussion from the Bill Nye Video). I handed out a take home exam covering chapters 4, 5, and 6 that is due by Thursday.

4-17-17: Welcome back from spring break. We are capping off our chemistry study. Students received CRWS for chapter 5 on chemical bonds, molecules, and compounds. We reviewed the essentials from it, page by page in the text through sections 5.1, 5.2, and 5.3 and answered several questions from the CRWS. I rechecked the key term definitions from chapter 5 as that grade data was lost from before the break. We explored the DHMO.org website and finished the Bill Nye video. I collected the worksheet to apply as credit toward grade. Tomorrow we will cover reactions (chapter 6) and acids/bases (chapter 8) followed by a short quiz on that material. The course shall continue with a modules on Earth and Space science (chapters 21, 22 , 23,19 and 20 in that order) before we enter out last units covering an introduction to Physics (Chapters 10-12 then 14-17).

4-7-17: I was out for a wedding. Students received an article about Madame Curie and are required to submit responses to prompts about the article as credit toward grade.

4-6-17: We studied the reaction of calcium carbide and water, and acetylene and oxygen (i.e. welders gas and the carbide lamp). Students wrote the formulas and equations for the reactions and witnessed that carbide lamp in operation. I gave credit toward grade for the key term definitions for chapter 5.

4-5-17: We attended the "Multicultural Show" in celebration of school spirit week. HW is postponed by one day.

4-4-17: Students received the CRWS pack for chapter 5. Students were to solve CRWS 5.1 #1+2 and continue with problems from CRWS section 5.1 and 5.2. We also went over CRWS 4.4 and I checked the entire pack for completion as credit toward grade. We also observed how a spectrometer works to identify the spectral lines from hydrogen and mercury. Key terms for Chapter 5 are due tomorrow.

4-3-17: We continued the Bill Nye video into "Electrons for Chemical Bonds". Introduced ionic and covalent bonds, information we will cover more deeply in chapter 5. I gave credit toward grade to students who had the eleven sections of the periodic table labeled on their Periodic Table. We finished problems from CRWS pack Ch4 section 1-3. Student will receive credit for completing CRWS pack for chapter 4 section 1-4.

3-31-17: Students were asked to mark up a periodic table with the 11 groups (families) discussed in class. They can finish this for HW.

3-30-17: We began to speak about electron configuration and groups on the periodic table. We reviewed CRWS 4.3 #4. Today's class was short due to PGC. Those who remained saw the end of the feature film "Gravity" that we began two weeks ago.

3-29-17: We completed the experiment involving the hand warmer and discovered data inconsistent with the theory. We explained the error by hypothesising that somebody spilled some of the hand warmer material thereby causing it to loose weight. We defined metals, saw a demonstration of a a sling psychrometer used to measure humidity in the air,
discussed the layout of the Periodic table and the formation of cations and anions. We reviewed CRWS 4.3 #1-3. We continued the video through the next section, "Electricity transforms chemicals".

3-28-17: We reviewed the experiment with the hand warmer. The 25.8 grams gained 2.8 grams and became a stiff cake. We examined the material and discovered it to be rust red. A new one was opened in it was filled with a black powder. We repeated the experiment and will obtain results tomorrow. We went over CRWS 4.2 #1-5 and discussed valence electrons, cations ("Cats are Pawsitive") and anions. We continued the Bill Nye video to 19:25 with discussions as it played so that students could complete items on the worksheet.

3-27-17: We continued discussing great discoveries in chemistry using Bill Nye's video of the same title (See reference item 27).
We got to item 6 in the Bill Nye video. Students received a reference worksheet to complete as the video progressed. I also showed a demonstration of a hand warmer which we are allowing to chemically react an game weight according the rusting of iron chemical reaction. I offered two extra credit activities: 1 - Visit the Chemical Heritage Museum in Philadelphia (See item 68 on the reference links), and 2 - Obtain 150 elements or more playing "Little Alchemy"(Show me a screen shot of your progress).

3-24-17: We continued our discussion of Atomic theory and covered the points listed in the text about Dalton's Theory. We also went over the HW from 3/20 and students received credit toward grade for having it complete.

3-23-17: We discussed atomic theory and parts of the atoms. We began to speak of the theories of Democrites and Dalton. We discussed how clear glass, developed in the late middle ages, led to the telescope and microscope thereby boosting scientific discovery. We visited the "Life Srtaw" website and began a review of CRWS 4.1 #1-4. The HW from 3-20 will be checked tomorrow. At 9:10, most students left for PGC so we then continued with informal discussions about nuclear proliferation; We saw a you tube video show a timeline of nuclear explosions from 1945 to 1995 (over 2000 atomic bombs exploded!) and clips from the 1964 film Dr. Strangelove.

3-22-17: Students sat for the exam covering chapters 1-3. Post exam they were encouraged to complete the HW from 3/20 and work ahead into CRWS for chapter 4.

3-21-17: We reviewed for chapter 1-3 exam going over any questions from the concept review work/reference sheets (CRWS) distributed during the term. We discussed the format of the exam (multiple choice and matching, 15 minutes closed book followed by open book) and went over several questions on the exam. As an extra credit or one letter grade exam booster, students can solve the 11 Pascal problems that appeared at the end of CRWS for chapter 3. The last 25 minutes was spent in the room 334 lab where students observed and discussed the distillation of water. Students also saw and discussed a demonstration of a life straw.

3-20-17: Students were given a reference sheet, CRWS for chapter 4. We discussed the coverage of the chapter. We defined the subatomic parts of the atom and some of their properties. We drew a model of the Helium atom (See text page 106. We also looked at the periodic table and discussed some of its variations and developments. We listed properties of atoms from lightest to heaviest and saw a repeating pattern, thus recreating the organization of the periodic table (i.e. salt forming metals, metals, non-metals, inert gases, salt forming metals, metals, non-metals, inert gases....). Students are asked to complete "Getting to know the periodic table" for HW and review for the chapter 1-3 exam.

3-17-17: I discussed the upcoming exam and then we attended the fashion show.

3-16-17: I checked key terms for chapter 4 for credit toward grade. We defined pressure and reviewed the math involved in calculating problems using Pascal's principle. Today was PGC, so after students left we continued to watch the film "Gravity" to 1:03. We will have an exam covering chapters 1-3 in the coming days. It will give one day notice. Students should review key terms for those chapters and the reference sheets.

3-15-17: I forgot to check the chapter 4 key terms Monday. Most students had not completed them so we took class time for students to write them and complete items from CRWS chapter 3. I checked the key terms for chapter 4 as credit toward grade tomorrow. We discussed what a fluid is. I demonstrated various piston constructions to elucidate Pascal's principle. Since attendance was so low, I began showing the video Gravity (We got to the point where our heroine arrived at the space station.

3-14-17: Snow day - No Classes.

3-13-17: Students were asked to complete CRWS 3.3 #1 and 6 and were given credit toward grade for completing this. I constructed a 'P-T-V" ruler so that students could use this to remember the gas law relationships. We discussed the behavior of gases and saw numerous demonstrations of the basic gas laws. We related all this to kinetic molecular theory.

3-10-17: We continued topics in chapter 3 reviewing states of matter and the behavior of gases. We answered some of the questions from CRWS 3.1. I demonstrated Boyle's law and the pressure of the atmosphere. Key terms for chapter 4 (27 definitions related to atomic structure the periodic table) are due Monday.

3-9-17: Short day due to PGC. We began topics in chapter 3 and I handed out the CRWS reference sheet for chapter 3. Those that remained after PGC began watched several videos from this sites reference links: Human growth in space, fake hacks (The self powered light bulb), and A few videos from "The King of Random"

3-8-17: We completed CRWS for chapter 2. Key terms for chapter 3 were due today but will be accepted for full credit tomorrow because only 2 people did it. Those students received extra credit for being on-time. Students took a quiz on classification of matter and energy which we reviewed on completion (Every one scored either 95% or 100% on the quiz - Hooray!!).

3-7-17: We explored measurement and calculations involving density. We reinforced our student of errors in measurements and precision in calculations. We compared the value of density for a block of aluminum determined in class with that reported in the textbook. We also looked a flame colors for different salt solutions in an exploration of chemical and physical properties.

3-6-17: Shorter class periods due to half day schedule. We distinguished between physical and chemical properties and began discussing density.

3-3-17: Students completed their graphic organizer of matter and energy. We discussed sources of energy and distinguished between nuclear fission and nuclear fusion and between various types of kinetic and various types of potential energy. We began a discussion of the structure of the atom. but shall table this discussion until we get into chapter 4. IN the meantime, I handed out a pink periodic table for students to use as a reference. played an animation of the Element song written and sung by by Tom Lehrer, and offered extra credit for students who download a periodic table app for their smart phone (my favorite is EMD-PTE). I demonstrated chemical change using pure oxygen and steel wool and showed that you can't blow out a candle with oxygen gas. We looked briefly at the wikipedia article about the Apollo 1 tragedy when three astronauts were burned to death in a pure oxygen environment. Fro HW due Tuesday, students are to write key term definitions for chapter 3 .

3-2-17: Students were asked to construct a graphic organizer of matter and energy based on our discussion and the key terms from the unit. I drew one on the bard for students to copy into their notes as credit toward grade (to be checked when we finish it tomorrow. Today was a short period due to PGC training. Those who remained were treated to a discussion about the international space station and a 25 minute tour of the station (see reference link #49). I provided references to further explore the history of chemistry (See reference links #7 and #19).

3-1-17: Students earned credit toward grade two ways today: 1 - for making the calculations to convert thermite temperature of to Fahrenheit and Kelvin and 2 - by displaying the HW (16 key term definitions for chapter 2). We began a discussion of CRWS 2.1 #1-4 and distinguished between homogeneous and heterogeneous mixtures.

2-28-17: Students earned credit toward grade for completion of the accuracy, precision, and error sheet handed out yesterday and reviewed in class. I demonstrated the "Thermite Reaction" using rusty shot puts and aluminum foil. Also, we reviewed the a few more sections of the reference sheet for chapter 1 (CRWS Ch1). I handed out the reference sheet for chapter 2 (CRWS Ch2). Key term definitions for chapter 2 are due tomorrow.

2-27-17: We reviewed the phase change diagram and students received a grade for classifying each of the 6 physical changes as either exothermic or endothermic as taught in class. We also saw a demonstration of the sublimation and deposition of iodine. Finally, I handed out a HW sheet for students to complete covering the topics of accuracy, precision, and error. We discussed these terms in class as they relate to measurements.

2-24-17: We continued (and repeat some of the cryogenic demonstrations. Students had the opportunity to play safely with dry ice. Students were asked to draw a 6-arrow phase change triangle, identifying each change between gas, liquid, and solid. See page text page 74 for the phase change triangle (an arrow for "Deposition" is to be added to the triangle students drew in their notes).

2-23-17: We saw various cryogenic demonstrations with Dry Ice and liquid nitrogen.

2-22-17: We had a town hall meeting today. Before the assembly, I demonstrated a half frosted fluorescent lighting tube and discussed the behavior of fluorescence and plasmas. We talked about some of the challenges of creating a nuclear fusion reactor which must contain plasmas in magnetic fields.

2-21-17: We completed our review of the Metric conversion worksheet and I awarded grade for those students who finished it. We also went over the factor unit method of conversion and units in the SI (metric) system using information on text page 16 and 17. I discussed and demonstrated some Michael Faraday's lecture on the candle. We also reviewed CRWS 1.2 #3. Students are to complete the CRWS for chapter 1 as credit toward grade and for use on the exam. We used the factor unit method to convert the speed of light form meters per second to miles per hour.

2-17-17: Short day (and periods) due to report card conferences. We continued discussing measurements. I demonstrated UV sensitive beads with sunlight and a UV black light. We discussed some the experiments that lead to the discovery of non-visible forms of light. For more information on the discovieries see: http://www.juliantrubin.com/bigten/lightexperiments.html and related wikipedia articles. For extra credit students can create a poster showing the electromagnetic spectrum of light and label each major section by the type of light, its discovery, and modern applications.

2-16-17: We continued discussing the metric system. Students received a reference sheet and set of problems covering metric measurements and conversions.

2-15-17: We discussed measurements in the metric system. Answered CRWS 1.2 #1-3, used various tools for measuring length. We discussed accuracy and precision in measurements. Student observed the flammability of acetone and how it discovered blown polystyrene foam.

2-14-17: I was at a professional development conference. Students were provided with a written and graded assignment to be submitted to the substitute covering the class - A reading and questions about Alfred Nobel.

2-13-17: We reviewed the blog from Friday and watched the linked short video by the "King of Random" on how to make the metal melter. Students are required to submit the "5-minute Free writing" essay from Friday if they did not already do so. we covered the materials from chapter 1 section 1 and reviewed branches of science and scientific method. We also explored the links for NASTAR and the Young Eagles (Free Airplane Flight) program so that students might explore a career in aviation. We discussed the Wright Brothers experiments on wing shape and I handed out a brief summary of their experiments and those of Roentgen.

2-10-17: I checked the HW for completion (15 key term definitions for chapter 1). We reviewed parts of CRWS 1.1. Students were to study figure 3 on text page 6 and solve CRWS 1.1 #1. We discussed branches of science. We examined the website blog. Still only three students have visited this blog. To get credit for this assignment now, click on the tab, "About Mr. Applebaum" on the left. Write on a piece of paper my colleges and degrees and submit them on Monday. We discussed Roentgen's work on X-Rays as an introduction to scientific method. I then discussed and demonstrated a metal melter fabricated from a microwave oven transformer (Its construction is shown on this video). Students were given a writing rubric and were asked to write about the demonstration, titled "The Transformer Experiment" for 5 minutes. It is suggested that students use the following format and terms. Format: What equipment was used? What did you observe? Why did this happen? Word list: Transformer, Temperature, Sparks, Wire, Thin, Thick, Coil, Voltage, Electron Flow, Metal, and Paper. Those who did not complete the writing can complete it for homework.

2-9-17: Snow day, No class.

2-8-17: Students received the reference sheet (titled "Concept Review Worksheet" hereafter referred to as CRWS) for chapter 1 sections 1-3. We discussed kinetic molecular theory as an introduction topic to science. I used a the match, candle, and Stirling engine to demonstrate topics in this discussion. We watched most of a short youtube video about this engine featuring Bill Nye. Those who wish to watch the remaining portion of the video, watch it again, or share it can refer to item number 86 of the reference tab on the left. As extra credit, students are asked research the work of Roentgen explain it in a one page summary and discuss the significance of the photograph that appears as figure 2 on page 6 of the textbook. For homework (Due Friday) Students are to write the 15 Key term definitions for chapter 1 onto a separate page of their notebook to show me in class that day. In addition, those who did not complete item 3 from yesterday are to visit this website to read the update I entered after 3:00 pm and follow its instruction. HERE IS THE UPDATE: On your syllabus, write the words, "Google: Applebaum Chemistry"

2-7-17: First day of class, the start of term 3. I hope you felt welcome and enthused about the subject. Students received a hard copy print of the syllabus to keep in their notebook and were assigned seats. Note: The syllabus is available in digital format as item #1 on the tab titled "Assignments /EC" on the left. We reviewed the syllabus and began an informal discussion on the nature of science. Your homework tonight is three fold: 1) Complete the two-part prompt handed out in class, 2) Assemble a 3-ring binder notebook with a dedicated section for Physical Science to include: Key Terms, notes, and handouts, and 3) visit this website to read the update I entered after 3:00 pm. HERE IS THE UPDATE: On the sheet handed out as homework part one, in addition to responding to the prompts, write the website address for this page, "http://applebaum-chemistry.wikispaces.com/Physical+Science+-+Spring+Block+2017"