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

2-6-17: We completed October Sky and some students earned extra credit for the video question sheet. We continued with the start of "Nova-Searching for the Perfect Battery". This was our last class period together and I asked students to complete a short evaluation.

2-3-17: An extra credit sheet was handed out for students to complete as we watched the video "October Sky" as a way to link our study of the sciences to real world applications. We got to 54:00.

2-2-17: Students took the final exam for the course.

2-1-17: Students were provided a reference pack for chapters 14 and 15. We reviewed the sections for chapter 14 and discussed highlights from chapter 15. Students saw a number of demonstrations related to the characteristics and behavior of waves, light and sound. The final exam is tomorrow. PGC will not occur.

1-31-17: Students were given several demonstrations of electromagnetism and electrical transformers. Then they completed the electromagnet lab from textbook page 572.

1-30-17: Key terms for chapter 16 and 17 were checked. We discussed CRWS items 16.1 #4, 16.3, #3, 17.1 #3, simple circuit diagrams (including home lighting circuits with three-way and four-way switches), Ohms law and the power law. Students performed the "Three Circuits" lab and complete a lab sheet to receive full credit.

1-27-17: Students were provided with a reference pack for chapters 16 and 17. HW was checked and will be extended till Monday for full credit since only 3 people did it. Students should work through the reference packs for this unit on chapters 16 & 17 and complete the one from chapter 12. The final exam for the course will be Thursday and students should have their key terms and reference packs assembled from use on the exam. I performed a number of demonstrations that illustrated the interactions of electricity and magnetism covered by the current chapters.

1-26-17: We began a discussion of electricity and magnetism. Students were provided with a concept review reference pack for chapters 16 and 17 (Key terms due tomorrow as HW). PGC occupied most of the period. Students who remained held informal discussions and independent study sessions.

1-25-17: I handed out a sheet titled "Simple Machines Examples" for students to transfer their HW data onto. Students compared answers and complete data for three two more simple machines. We discussed efficiency and conservation of energy. I present a powerpoint on simple machines that students can download here..

1-24-17: We discussed the HW (most did not provide examples). We developed a format to report on simple machines. The period was cut short due to a town hall assembly after which we returned to class for attendance.

1-23-17: We reviewed samples of the essay exams from Friday as grades were posted. Several students have missing work and and still need to make up items to receive credit. The Final exam on February 2nd was discussed; it will be 20% of the term 2 grade. We continued our study of work energy and simple machines. Students were asked to solved 12.1 #1 & 3 from their reference sheet pack for chapter 12 (this had already been distributed last week). We reviewed these and a few calculations for #4-6. We discussed the six types of simple machines and defined mechanical advantage. For HW (to be collected), students were asked to identify one simple machine they use and fill in qualitative information into the mechanical advantage equation (e.g. A broom is a 3rd class lever. It uses a large force with the hand to create a small force at the end of a broom, The end of the broom swings a long distance and the hand moves a small distance. Its mechanical advantage is less then one).

1-20-17: Students were given the prompt and list of words. for the essay exam. They were permitted to work in groups to create their outline and rough drafts. Ms. Parkinson came in for course selection and then students were given a fresh color-marked sheet of paper to create their final essay.

1-19-17: The key terms for tomorrows essay exam and the prompt were posted. Today was a full day of PGC so the few students who remained in the class performed independent study or engaged in informal conversation.

1-18-17: We reviewed for the essay exam covering chapters 19 and 20 to be held on Friday. Students were provided a writing rubric. We selected key terms to be used in the essay. The prompt was provided. The exam will need to be written on exam day onto a fresh piece of paper.

1-17-17: The midterm exam schedule is posted on the home page. The midterm is multiple choice and covers material from the start of the course. It counts as 20% of the term 2 grade. Students completed the common assessment today.

1-13-17: Students began the GWHS common assessment on atomic structure. We will finish it tuesday.

1-12-17: 9th grade students reported to PGC for the entire short period (Keystone testing schedule). Those fe who remained examined pictures and schedules of solar eclipses from Astronomy Picture of the Day and related links.

1-11-17: As a scientific diversion topic, we examined encoding of digital information on CD's and DVD using a laser and discussed the ones and zeros that make up digital code. I counted to 32 on one hand (2^5=32) and we looked at the number of bytes and bits that encode our data. We reviewed the metric system prefixes as we applied this knowledge to kilobytes, megabytes, gigabytes, and terabytes. Finally we looked a a few obscure english sentences (i.e. "The painter made the dingy fast." and "Buffalo buffalo buffalo Buffalo buffalo.").

1-10-17: We examine a few more photos from APOD (moons of saturn) and discussed a few of the space probes. Students, in order to remind them of the record sent on the voyager probe, then saw a video about how a phonograph record works. As an encore, we actually saw a phonograph record player and listened to a song by Chuck Berry and Blue Oyster Cult, featuring the cowbell. We then watched the Saturday Nigh Live sketch popularly known as "More Cowbell".

1-9-17: Short periods due to Keystone testing. 30 minute classes beginning at 10:45 running through 2:39. I checked the video sheet for answers to #1-10. We looked at a list of space probes, examined the plaque that was attached to Voyager 1 (and listened to some of its recorded sounds). We discussed the Ort Cloud as being the farthest objects orbiting the sun. We examined Uranus and its rings, color and unusual axis of rotation. We played a few more minutes of the video linked on 1-5-17 (up to 22:30).

1-6-17: Students were provided with a video sheet to guide them through the video listed yesterday. Without watching the video, students were required to answer questions 1 and 10 from our previous discussions. Before showing the video, I explained how planets were discovered by the study of retrograde and wandering motion. We also saw an image of polaris and how stars rotate around it (See reference item 115). We then watched the Outer Planets Video linked in yesterdays blog and answered questions from the video sheet.

1-5-17: Key terms for Ch 19 were checked; that was the HW due today. Students were asked to work on CRWS 19.1 #4-5, and 19.2 #1-2. We discussed the term planet and identified the inner terrestrial plants and the outer gas giants. We discussed the rings of saturn and other planets. It was PGC day so once the bulk of students left for PGC, I began a video from the Universe series about the death of Pluto, titled "The Outer Planets"

1-4-17: Students received CRWS pack for chapter 19. We reviewed CRWS 19.1 #1-3. We discussed characteristics of several planets in our solar system. We watched and discussed Monty Python's, "The galaxy song". We also watched a short TED talk by Taylor Wilson (See reference item #8). I told students of the "Science on Saturday" lectured given at the PPPL (See reference item 41) and how to obtain extra credit and extra education by attending.

12-23-16: We continued discussions of use of environmental resources and the future of our planet. We also, discussed and watched a video from the Cosmos series, "The Electric Boy" featuring the life of Michael Faraday who pioneered discoveries in electromagnetism that gave birth to the electric power and radio communication industries.

12-22-16: We completed our viewing of "An Inconvenient Truth" and students handed in their video questions which included written responses to the "Do-Nows" including today's: "D-What are three factors that cause ocean currents?'. We watched a few short videos (including two songs by Tom Lehrer) and discussed nuclear proliferation. For HW, students are to write non-stop for 10 minutes in response to the prompt, "What can you do in your lifetime to reduce your carbon footprint?" To help with this assignment, I passed out a sheet titled "Ten Things to do".

12-21-16: Students were asked to respond to another "Do-Now" prompt to be responded to on the video worksheet, C- What is a "Trophic Cascade" and give two examples. This was defined and discussed, a review of the two short films from yesterday (Reference item #76). Human impact on the environment is a third example. We continued "An Inconvenient Truth" and discussion to 1:13; stopping with the ad, "More Doctors Smoke Camels" that emphasizes societal changing perspective on harmful practices.

12-20-16: We continued our discussion of of the atmosphere and use of natural resources. Students were exposed to the website "Climate Central" (See reference item 111) and we examined the temperature trend (# of days over 95F by year) in Philadelphia found through that website. Students were asked to respond to another "Do-Now" prompt to be responded to on the video worksheet, B- "What do the study of tree rings and ice cores have in common?" We discussed the answer then watched two short videos about the how wolves and whales affect the environment (See reference item #76). We continued "An Inconvenient Truth" to 46:21 at which point Al Gore begins discussing "Two Canaries in a Coal mine". We defined this phrase before continuing the video.

12-19-16: Students were asked to share their homework however only six students wrote it. Those who did were asked to read and critique their classmates writing based on the posted rubric; all other were asked to do the Friday's homework in class. I collected the papers as credit toward grade. We continued our discussion of the video, "An Inconvenient Truth". As "Do-Now" prompt "A", to be answered on the video worksheet, students were asked to explain the title on their video paper then continue writing brief responses to the prompts as the video played. We got to 23:58.

12-16-16: We reviewed the pie chart students were to make yesterday on types of gases in the atmosphere. Then moved on the types of clouds we see in the sky. We spoke about the water cycle, watersheds, and the continental divide. We began a discussion about pollution and discussed CO2 and methane as an atmospheric pollutant. Students were handed a question sheet for the Oscar winning documentary, "An Inconvenient Truth". We started the video up to the introduction of Al Gore. For homework, over the weekend, students to to spend 15 minutes free-writing in response to the prompt, "What is pollution and how can we reduce it?".

12-15-16: Students were asked to make a pie graph of the gases in the atmosphere. It was a PGC training day so students who remained watched parts of "Home" (2009) and we discussed issues with boxing kangaroos.

12-14-16: Students were asked to create an illustration of the layers of the atmosphere like that which appears in the text, chapter 22 section 1. We discussed the layers and described meteors. We saw parts of a video of the Russian Meteor of 2/15/2013. We began to discuss the composition of gasses in the atmosphere.

12-13-16: I was out for Chemical Management training. Students were required to write key terms for chapter 22. Once complete, they were given the concept review worksheet for each section of the chapter.

12-12-16: We concluded the Rock and Mineral Lab. Students submitted the lab sheet for Homework or are permitted to complete the rest of the lab at home by using internet research to complete the lab sheet.

12-9-16: I was in training so the class was covered by another teacher. Students were required to write key terms for chapter 22. Once complete, they were given the concept review worksheet for each section of the chapter.

12-8-16: Today was a shorter class due to PGC training. We reviewed the 15 problems on page 732 and briefly examined the University of Colorado's phet simulation on glaciers (see reference item 89; click on earth science, then glaciers).

12-7-16: Students were given instruction on the rock and mineral lab, then broke into groups to study and classify rocks and minerals. The lab sheets were submitted upon dismissal. We will continue tomorrow.

12-6-16: Students were asked to review some chapter 21 topics by solving #1-9 on text page 732. We reviewed several of these items. Class was cut short by a "Town Hall" assembly for the ninth graders. We continued our discussion after the assembly and I began to introduce students to the rock and mineral lab we are to begin.

12-5-16 - We reviewed erosion and weather going over much of the CRWS 21.4. The class was interrupted by a fire alarm from a steam leak that triggered a smoke alarm in the cafeteria. We saw various photos of rock formations.

12-2-16: We discussed the rock cycle and the items listed on CRWS 21.3 concerning rocks and minerals. Students saw large countertop samples of igneous and metamorphic rock. We discussed fossils and sedimentary rock. We began a video about the extraction and purification of titanium ore.

12-1-16: Students received a paper about rocks, minerals, and the rock cycle that they are to use the text tom complete. This was a PGC day so we only used half the period for these lessons. Those not in PGC remained to watch a Paul Hewitt video about why the sky is blue at day and red at sunset (Compare to the Walter Lewin video from 11/28). We also had informal discussions about science using some of the "King of Random" and "Crazy Russian Hacker" videos (See Reference item #26).

11-30-16: I passed around samples of pumice rock and we observed how this rock floats in water. We looked on-line at photomicrographs of this rock. We discussed tectonic plate movements and watched the video "Iceland". Students submitted a question sheet with answers they got as they watched the video as credit toward grade.

11-29-16: We began chapter 21 with section 1, The structure of the earth. Students received a reference sheet for chapter 21 and we went over CRWS 21.1 # 1 as credit toward grade. Students saw a mini seismograph work with model of an earth quake. We discussed the birth of tectonic plate theory and evidence for it. We looked at photos of Krakatoa and Anuk Krakatoa and discussed how it was possible to "heard" around the world. The twenty-three key term definitions for chapter 21 are due Monday. Students drew sections of the earth to place in a sectionalized globe for extra credit.

11-28-16: We finished the Lewin Video (Students can find the video as well as other MIT "open ed" courses through reference link number 11 on the left. I checked key terms for chapter 10 as credit toward grade. I introduced the concepts of reviewed velocity, speed, acceleration, and force (as a function of acceleration). I handed out the Concept review sheet for chapter 10 (CRWS 10.1-10.3) and we went over 10.1 #1-3. I mentioned that I have been asked to teach the Earth and space science module before the Physics Module. So, starting tomorrow we will begin with structure of the earth, shake and quake a bit, then move to ground level, the atmosphere and onward to heavens. The textbook chapter sequence for this module is: 21, 22, 23, 19, and 20. The twenty-three key term definitions for chapter 21 are due Monday

11-23-16: We reviewed yesterday's topics, watched a small portion of the Lewin Video, and explored the equation for the Pendulum via a demonstration. We showed how the time a pendulum swings, it period, depends only on the length of the arm and not the mass or height of the swing.

11-22-16: Students were asked to preview the next unit on physics by listing the chapter titles for chapters 10-12, 14-17. We discussed the general topics of these chapters and then began watching "For the Love of Physics", a video by Professor Walter Lewin of MIT (See reference links #11).

11-21-16: Students took the exam completing the chemistry module and were given an extra credit puzzle to hand in after the holiday. We are entering the Physics portion of our course that will expose students to the materials in chapters 10 through 12 and 14 through 17. Key Terms for chapter 10 are due Monday.

11-18-16: We began The world of Chemistry video #7 on the periodic table but stopped it after first question; rather we completed the lesson with a review of the CRWS of chapter 4. Students were required to hand in the worksheet for The World of Chemistry video #6 as credit toward grade. The review sheets for chapter 5 was distributed. The exam will be Monday. Here are the answers to both the CRWS packs for the topics we covered.

11-17-16: Students were given a biography about Alfred Nobel and were asked to respond to 5 prompts following the reading. This is to be completed for homework and to be submitted by Friday, 11/18, as credit toward grade.

11-16-16: Students were given a sheet with 17 balanced chemical equations. They were asked to classify these reactions as one of five types reviewed in class and highlighted on text pages 190-195. The completion of this activity counted as credit toward grade. This sheet will bee needed for other activities so make it part of your notebook. We also completed the World of chemistry video #6 "The Atom". The worksheet for this video will be collected for credit toward grade once we complete #7 on the back side, "The periodic table". These videos can be found linked as item #3 via the "References" tab on the left of this page. The chemistry module exam will be given on Monday covering chapters 4, 5 and parts of 6 (atoms, chemical bonds, the periodic table, and types of chemical reactions).

11-15-16: Students were asked to create in their notes a table of five reactions types, the three yesterday plus combustion and double displacement. The table should have: type, general form and an example of a balanced chemical reaction equation. Students saw a demonstration of the sodium reaction with water. They were asked to classify this reaction. We discussed the pH scale and colored indicators that reveal if a solution is acid or base. We used colored indicator in the reaction to sho that NaOH (base) is formed when sodium reacts. We continued the World of chemistry video to 12:35.

11-14-16: I checked the HW (Key terms for chapter 5) as credit toward grade. Students were asked to write the chemical reaction for the rusting of iron to form Fe2O3. We reviewed this chemical equation and the Thermite reaction seen 11-10. We discussed ions and ionic formulas. We began to go over types of chemical reactions that included: synthesis, decomposition, and single displacement reactions. We continued the world of chemistry video to 8:51, where an image of covalent and ionic bonded atoms is shown.

11-10-16: Students were shown the Thermite reaction. I explained the formation of ions and ionic compounds related to this reaction. I also explained an energy curve that illustrates the release of energy from this reaction (exothermic behavior). After the PGC students were called from the room, we held informal discussion rather than watch the "World of Chemistry video #6, The Atom" and got to 7:00.. This video and its worksheets are available through Item #3 linked via the "References (textbook...)" tab and we watch this video on Monday.

11-9-16: The SEPTA strike ended and term 1 is over. We reviewed assignments that transferred to term 2. Key terms for chapter 5 are due Monday. Students completed their periodic tables labeled by element groups and received credit toward grade. Students watched the video "Ferocious Elements" as we discussed the properties of the groups and families.

11-7-16: Students received credit for labeling the periodic table with the eleven families of elements (the text book specifies nine but we added the bottom two rows as separate families; the lanthanides and actinides).

11-4-16: Students used this period to catch up on missing work for the term end.

11-3-16: Just lIke every Thursday for the past two weeks, most students were pulled due to mandatory PGC training. With the SEPTA strike, just one student remained (It was nice having you today, Crystal). We watched and discussed some of Dr. Temple Grandin's TED talk. For extra credit, you can do the same by completing assignment #50 on the tab to the left.

11-2-16: We reviewed the work we did yesterday and discussed more about the structure of atoms and the layout of the periodic table. Students were introduced to the concept of electron configuration and the layout of the periodic table in terms of the s, p, d, and f blocks; s, p, d, and f relating to electron cloud shapes. Students are to continue completing the reference sheet covering chapter 4. For a check of your knowledge, try problems 1-11 on page 136. I announced that the unit exam covering atoms, the periodic table and chemical reaction (chapters 4 and parts of chapters 5 & 6). Will be next Thursday. This will be a curved exam and if the SEPTA is still going on the day of the exam, there will be a makeup day after the strike is over.

11-1-16: Students are asked to use the text to review chapter 4 and solve problems on the reference sheet distributed 10-26. We discussed P184 #2 and began watching the The world of Chemistry video #6, "The Atom" See reference link #3 for the video and the worksheet. We also discussed the rovers on Mars and watched to video "The Seven Minutes of Terror" related to landing the Rovers on Mars.

10-31-16: We completed the Bill Nye video and related discussion. I collected the worksheet for grade. I checked Key terms for chapter 4 for grade.

10-28-16: We watched the Bill Nye video though section 9. The paper was collected for partial grade on the work performed yesterday and today. We reviewed each of the section up to then so that students could have a 100% grade provided they completed the sheet as we reviewed.

10-27-16: While students watched the Bill Nye video started on 10-10 (and tabled), I attended professional development session covering "Writing across the curriculum". My classes would be covered by a substitute. Students were to complete the video worksheet as the video played.

10-26-16: Students sat for the chapter 3 exam. Those who finished early were permitted a textbook and began the 27 key term definitions due on Monday. I also distributed the reference sheet for the next chapter (CRWS 4.1 to 4.4). Students were reminded that the "Getting to Know the Periodic table" seek-and-find 12-question sheet distributed 10/13 will be due on Monday. After that date it will be considered late. Copies of that sheet were once again made available along with the "pink" periodic table.

10-25-16: We reviewed the chapter materials for the exam tomorrow. Students received a point for having the review sheet. If it is more than half complete by the exam, they will have earned minimum grade of a 65 for the exam. Key terms for chapter 4 are due Monday.

10-24-16: We reviewed the fluids labs and students submitted the second lab. Students also worked on the chapter 3 reference pack. We have completed chapter 3 and will have an exam on it on Wednesday. Students also took the GWHS science department's common assessment covering scientific method.

10-21-16: Student submitted the Pascal's mini lab report for grade. I demonstrated Boyle's, Charles, and Gay-Lussac's laws in similar fashion. On monday, students are to submit a mini lab report for any one of those three demo's. If you miss a demo, check out a youtube video of the same (Search "__ law demonstration"). Students were provided with a reference sheet covering chapter 3 and were asked to begin with section 3.3 then finish the rest in preparation for the exam next week (date to be determined)

10-20-16: Key terms for chapter 3 were checked. We discussed more about the mini lab report as described on the 10-18 blog. We reviewed the Pascals principle demonstration and I repeated the hot air balloon, this time adding a fixed volume of gas in a loose plastic bag that we were able to see expand and tighten up the bag once heated (most of the class was pulled for PGC training so this demonstration will be repeated. Students who remained watched the first 7.5 minutes of the PBS NOVA program "Making Stuff Faster" from: The first mini lab report on Pascal's principle is due tomorrow.

10-19-16: Class was cancelled today due to a last minuted modification to the bell schedule for PSAT and SAT testing. Homework due today will be due tomorrow.

10-18-16: Continuing our study of fluids, Students saw demonstrations of Pascal's principle using pistons. We discussed hydraulic jacks and pneumatic brake systems on automobiles then solved #1 on page 84. Students are required to write and submit by Friday a mini lab report on Pascal's principle in the following format: 1 - Title, 2 - Labeled diagram of the equipment used, 3 - Described what happened (your observations), and 4 - Explain why things happened the way they did using key terms and concepts discussed in class and in the text. Students also saw a demonstration of Charles's law (the hot air balloon). I described Charles law. Students will be required to write an second mini-lab report on their choice of Boyles, Charles, or Gay-Lussac's laws after the three have been demonstrated.

10-17-16: We began a discussion about fluids, covered by chapter 3. Students are required to write the key terms for the chapter by Wednesday. We discussed the concept of vacuum, fluid, pressure and the atmosphere. Students saw a demonstration of a large syringe, and plunger on the wall, and the rubber sheet & stool lift. For Extra credit, watch the Antares rocket launch at 7:40 pm tonight visible in our southern skies (launched from the Virgia coast, we will see it around 90 seconds later). Take a selfie of you with the rocket trail in the background (or have someone else take the picture) then show it to me to receive the credit.

10-14-16: Our class size increased by 50% to capacity due to leveling today. New students were given the option of having their previous grade transfer or to take the unit 1 exam as a way of determining their interim grade which will be entered this weekend. Students are encouraged to e-mail me with any questions (see home page tab on the left for the e-mail address). New students were given a syllabus. Seats were assigned. The entire class was also given a "Free Writing" assignment that is to describe any textbook illustration from pages 69-128 (see assignment sheet distributed in class for detailed instructions). This it to be submitted Monday. Yesterday's homework was collected from all but the new students. The "Getting to Know the Periodic Table" seek-and-find sheet from yesterday was also distributed to new students. It is a required graded assignment.

10-13-16: Students were given the "Pink Periodic Table" and a "Getting to the Periodic Table" question sheet. We examined question #3 finding three places within elements 1-90 on the table where atomic number increases but atomic mass decreases. We discussed the significance of this discovery and some of the the development and layout of the table. Students are to finish the Getting to know..." sheet for HW. We continued the video Up to 19:29, "Electricity Transforms Chemicals".

10-11-16: Students were asked to create a table of atomic masses for the first 18 elements by name and number (this list was checked for grade). We studied the numerical pattern and discussed the composition of the nucleus and the stability of isotopes and large atoms (>Uranium). We also watched the "New Periodic Table Song" and "Tom Lehrer's Periodic Table Song" on youtube and discussed some of the properties of element groups (stable, inert noble gases for example).

10-10-16: Students were given a paper with Friday's assignment on it. Those who completed it were asked to just staple their work to the paper and hand it in. We began a video by Bill Nye titled The Greatest Discoveries in Chemistry (The video is linked as item #27 on the reference tab on the left. A worksheet was provided that students are to complete as each of the 13 sections of the video plays. An extra credit was offered: Visit the Chemical Heritage Museum in Philadelphia (See item #68 on the reference links) and provide some proof you were there (a photo or brochure) and a paragraph describing one of the displays. We got to 9:48 into the video.

10-7-16: We had more cryogenic demonstrations, this time with liquid nitrogen. Students had a chance to breath and taste nitrogen (one breath only!). I poured it from one container to another. I froze a flower, some rubber tubing, and a rubber ball (smash!!). Students were permitted to pick up a piece of tubing from a dish of liquid nitrogen to feel it boil on their skin for a moment and see how rock hard the rubber became at low temperature. We extinguished a candle in nitrogen gas. We aso collapsed a balloon and watched it refill observing liquid oxygen in the balloon. Students are asked to write for credit toward their grade and explanation of the following two statements using the vocabulary words from the list the follows the statements. "Dry ice is solid carbon dioxide, CO2, and sublimes at -78.5 degree celsius" and "Liquid nitrogen boils at 77K (-195.8 degree celsius)." The words students are to use in their explanation (variations of the words are permitted such as boiling or boils) are: Solid, Liquid, Gas, Boiling, Sublimation, Heat, Kinetic Molecular Theory, Absolute Zero, Temperature, Fahrenheit, Frozen, Compound, Atom, Element, and Mixture.

10-6-16: We experimented with dry ice after a safety briefing: Examine dry ice sublimations (clouds of water vapor form - the air hockey puck on a table). Each student got a small piece. We examined density (sinks in a column of water). We discussed absolute zero and kinetic molecular theory. We extinguished a suspended candle in CO2 vapor (covered beaker) and compared to the gas generated from vinegar and baking soda (same). We burned Mg in air then in CO2 and compared/discussed the reaction products. We saw carbon dioxide dissolves in water and makes carbonic acid using color changing pH indicators. We liquify dry ice in cut disposable pipette held under water closed tight with a pliers (it explodes!). Some breathed and tasted CO2 by inhaling lightly from a bag and felt the urge to breath heavily if concentrated and recognized the taste as that of carbonated soda gas. We discussed uses (ice cream trucks coolers, sand blasting, camping coolers - no soggy food!). Finally, we made a 500ml water bottle bomb behind a safety shield (Step away and hold your ears!!!)

10-5-16: We reviewed the materials from Thursday's quiz. I demonstrated how to separate a mixture of sand, water, salt, and steel using magnets, filters, decanting, and distillations. We began to go over the concept review sheets for chapter 2. We toured the lab in room 334 to see a small scale commercial water still. Students learned how to make distilled water.

9-29-16: My apologies for the lack of notice; at 2:25pm yesterday, I received an e-mail notifying me that I was selected to attend an all day professional development session covering "Writing across the curriculum" and that my classes would be covered by a substitute. Students were expected to continue using the text to work on the concept review sheet for chapter 2. A 10-minute "Exit ticket", open notes quiz covering classification of matter and energy was given.

9-28-16: We discussed classification of matter and reviewed some of CRWS 2.1. I demonstrated the flaming dollar bill explaining that a 50% water/alcohol solution burns but does not release enough heat to evaporate all the water thereby preventing the paper from burning. HW (Key term definitions for chapter 2) was checked for credit toward grade. Also, #1 from CRWS 2.1 was checked for grade (as a form of a notebook check).

9-27-16: Students received a periodic table and were asked to locate the elements listed on the pie charts from text page 39. We discussed the format of the table. Most of the period was then taken up by a "town meeting" assembly.

9-26-16: Students received the concept review pack covering chapter 2. We saw demonstrations involving the candle. We discussed chemical and physical changes and the concept of absolute zero. We also saw and discussed the reaction of oxygen with steel wool.

9-23-16: We had an exam covering chapter 1 consisting of multiple choice, matching, short answer, and a scenario. Key terms for chapter 2 are due Wednesday next week.

9-22-16: Students were provided with the answers to the chapter review WS. Students were also asked to look at pages 28 and 29 to review for tomorrow's exam. We discussed the rules for using significant digits in measurements and calculations. We began to review the learning objectives for the next chapter. Key term definitions (16) for chapter 2 will be due next week. After review we watched 12:21 into the 25 minute tour of the space station (See item 49 of the reference links). We discussed how to locate the station in the sky for observation from the ground (See

9-21-16: Students were asked to read pa 22 and solve the problems on page 23. We reviewed these in class covering scientific notation and the use of SI prefixes. Students were given a review sheet covering information from chapter 1. The exam will be Friday.

9-20-16: We reviewed P17 #1-8 and the "Factor Unit Method". We also went over a sheet I distributed covering accuracy, precision, and % error. I also began Unit 2 with a preview of the sublimation of iodine and its reaction with organic matter (skin and paper).

9-19-16: Students received a reference sheet showing how to use the pneumonic ("Kids have dogs... Dogs cost money") as a way of converting units in the metric system. They completed for grade, the "Metric Measurement Conversions" worksheet. We also discussed conversions between the English and Metric System. Students were introduced to the Avoirdupois and Troy measurement system as an example of why the metric system was developed. As a do-now, students were asked to solve #1-8 on text page 17; however, we did not review this.

9-16-16: Students were provided with a structured note sheet (Concept Review) covering materials for chapter 1 including a review of graphs. We completed the graphing exercise posted on the board yesterday (P835) and spoke about independent and dependent variables in experiments. I also checked the key terms

9-15-16: We reviewed the homework and measured density of a few solids. Students are to have their notebook and key terms for chapter 1 tomorrow. We discussed the SI (Metric system) and reviewed various units of measurement. WE spoke about the Kelvin scale of temperature measurement and the meaning of "Absolute Zero".

9-14-16: Students were given equations to calculate volume for rectangular prisms (cubes and blocks) and cylinders. We discussed the equations and the appear in the textbook on page 830. We will use volumes in our calculations of density. We completed and reviewed the assignment from yesterday (making a table and bar graph of densities) - Those who did not finish should complete it for homework.

9-13-16: Students were given graph paper and told to make a table of data and a bar graph of the densities for the following materials using data from Table 3 on text page 843: Water, Steel, Aluminum, Copper, Lead, Brass, and Oak (Note: The densities of Brass and Oak are not on page 843; students can use the values of 8.52 and 0.74 grams per cubic centimeter respectively). we reviewed the density equation and I introduced the English and Metric Systems of measurement. Students were issued triple beam balances to measure the mass of four cubic blocks (steel, lead, aluminum, and brass).

9-12-16: For HW due Friday are the Key Term Definitions for chapter 1. Today we reviewed the branches of science and students completed a "Branches of Science" worksheet as credit toward their grade. I demonstrated the "Flying Wish Paper" and we discussed density of fluids as it relates to the demonstration.

9-9-16: Shorter periods due to noon time dismissal (hot weather). We continued to explore chapter 1. Students were asked to copy Figure 3 (page 6) and Figure 12 (page 13) into their notes. We also discussed scientific method and the key terms for section 1 using global warming and bird flight as examples. We discussed the SQRRR study method.

9-8-16: Today was a more normal class day because we used the full period. I checked HW and reminded others of it. We had a loosed conversation about the nature of science. We spoke about polaris and the measurement of time using the sun and seasons. We began to scan text pages 2 to 26. Students are to copy figure 3 (page 6) into their notes. This will be graded as part of a notebook check.

9-7-16: First day of class. 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. I demonstrated a strobe light to measure the speed of a classroom fan. 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 to visit this website to read the update I entered after 3:00 pm. HERE IS THE UPDATE: (4:25 pm). Write your seat number next to your name on the syllabus sheet you received in class. Display it on your desk when I walk around to check it.