Intro:

Calendar 2011-12 calendar with tutorial September-December.doc

Intro Letter Intro Letter 2011.doc

Physical Science Syllabus Introduction_to_Physical_Science_Syllabus_&_Big_Ideas.doc

How to Behave in Science Class & Be Successful (or Unsuccessful) in Science Class TheRuleQuizWithInspriationF11.ppt

Bar Charts High School Success FD000017 High School Success.pdf

 

 

 

 

(9/6 & 9/7)

Reading In the Content Area: Chapter 1 Observing & Describing (14 pages) – should take 2, 45 minute class periods. http://websites.pdesas.org/mgolenberke/2011/8/26/346341/file.aspx

Lab Safety & Equipment http://www.biologyjunction.com/unit19_safety__equipment.htm

PLAN:

Day 1: (9/8)

1. SHOW this "Lab Safety" video (biology junction)
2. Pass out “Science Safety Rules” and “Safety Symbols” or read from Textbook pages 868 & 869 – pairs read 10 minutes; as a class discuss rules we think are most important; then choose a safety symbol that you might consider making your profile picture on facebook. http://websites.pdesas.org/mgolenberke/2011/8/30/348429/file.aspx
3. Get the Picture!! (Lab Safety)has students identify the students following and not following safety rules in a lab. (biology junction)
4. Student Safety “Test”: Recognizing Laboratory Safety http://websites.pdesas.org/mgolenberke/2011/8/30/348431/file.aspx (can’t print)
5. http://s3.amazonaws.com/engrade-myfiles/4090355581727724/Recognizing_Labratory_Safety.pdf
6. http://websites.pdesas.org/mgolenberke/2011/8/30/348430/file.aspx

 

Other:

Biology Junction Safety Guidelines: http://www.biologyjunction.com/safety_guidelines.htm

Biology Junction Safety Worksheet (Test): http://www.biologyjunction.com/lab%20safety%20worksheet.doc

Day 3: (optional)

1. 1.       Review Biology Junction Equipment: http://www.biologyjunction.com/scientific_equipment.htm
2. 2.       Review “Some Common Laboratory Equipment”: http://websites.pdesas.org/mgolenberke/2011/8/30/348436/file.aspx
3. 3.       Biology Junction Equipment Worksheet: http://www.biologyjunction.com/Lab%20Equipment%20WorksheetPS.doc

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Chapter 1 Science Skills

1.1 What is Science?

1.1.1      Explain how science & technology are related

1.1.2      List the major branches of natural science & describe how they overlap

1.1.3      Describe the main ideas of physical science

• ·         Science begins with curiosity & often ends with discovery.
• ·         Science & technology are interdependent. Advance in once lead to advance in the other.
• ·         Natural science is generally divided into three branches: physical science, Earth & space science, and life science.

Brightstorm: Introduction to Chemistry – Chemistry Definition (1:56)

Chemistry can be broadly defined as the study of matter and the changes that it undergoes. In Chemistry there are several different branches including organic chemistry, inorganic chemistry, physical chemistry, analytical chemistry and biochemistry.

PLAN:

(9/9/11)

1. Chapter 1 Pretest: Students will answer questions on sheet of composition paper. http://websites.pdesas.org/mgolenberke/2011/8/30/348444/file.aspx
2. 1.1 Interest Grabber “Science Improves Our Quality of Life” – answer on back of quiz sheet after we have gone over answers. http://websites.pdesas.org/mgolenberke/2011/8/30/348445/file.aspx
3. 1.1 Presentation (17 slides & three questions) http://websites.pdesas.org/mgolenberke/2011/9/11/353245/file.aspx
4. Brightstorm Video: Intro to Chemistry: Chemistry Definition (– later)
5. Homework: 1.1 Reading & Study Workbook http://websites.pdesas.org/mgolenberke/2011/8/30/348450/file.aspx

 

9/9 (Monday) – MOSART test & STEM Video (STEM careers for students volume 1)

go over 1.1 homework

1.2 Using a Scientific Approach

1.2.1 Describe the steps in a scientific method

1.2.2 Compare & contrast facts, scientific theories, and scientific laws

1.2.3 Explain the importance of models in science

1.2.4 Explain the importance of safety in science

• ·         The goal of a scientific method is to solve a problem or to better understand an observed event.
• ·         A scientific law describes an observed pattern in nature without attempting to explain it. The explanation of such a pattern is provided by a scientific theory.
• ·         Scientific models make it easier to understand things that might be too difficult to be observed directly.

Brightstorm: Introduction to Chemistry – Scientific Method Steps (5:17)

The scientific method is a set of guidelines for scientific investigation. It helps us approach all scientific experiments and inquiries methodically and scientifically in order to avoid jumping to conclusions or missing links in a logical chain. The five steps of the scientific method include 1) defining the problem 2) making observations, 3) forming a hypothesis, 4) conducting an experiment and 5) drawing conclusions.

BrainPop: Scientific Methods
Learn how to think and solve problems like a scientist when Tim and Moby explore scientific methods in this BrainPOP movie.

 

 

PLAN:

9/13 Tuesday

1. Brightstorm: Scientific Method Steps (5:17)
2. Section 1.2 Interest Grabber: Design Your Own Experiment http://websites.pdesas.org/mgolenberke/2011/9/11/353256/file.aspx
3. Biology Junction: Scientific Method Notes: http://www.biologyjunction.com/scientific_method_notes.htm
4. 1.2 PowerPoint (27 slides & 4 assessment questions) http://websites.pdesas.org/mgolenberke/2011/9/11/353249/file.aspx
5. 1.2 Study Workbook – finish for homework http://websites.pdesas.org/mgolenberke/2011/9/11/353255/file.aspx

1.3 Measurement

1.3.1 Perform calculations involving scientific notation and conversion factors

1.3.2 Identify the metric & SI units used in science & convert between common metric prefixes

1.3.3 Compare & contrast accuracy and precision

1.3.4 Relate the Celsius, Kelvin, & Fahrenheit temperature scales

• ·         Scientific notation makes very large or very small numbers easier to work with.
• ·         Scientists use a set of measuring units called SI.
• ·         The precision of a calculation is limited by the least precise measurement used in the calculation.

Standard Deviants: The Metric System & SI Units (2:01) http://websites.pdesas.org/mgolenberke/2011/10/9/364768/file.aspx

BrainPop: Measuring Matter
Visit the science lab with Tim and Moby to measure an object's length, volume, area, weight, and density in this BrainPOP movie.

Brightstorm: Introduction to Chemistry - Scientific Units (3:23)

There are certain unit systems which the scientific community has universally agreed upon. To measure distance in scientific units we use meters (m), to measure mass we use grams (g), to measure volume we use liters (L) and to measure temperature we use either degrees centigrade (C) or degrees Kelvin (K).

Brightstorm: Introduction to Chemistry - Scientific Notation (2:26)

Scientific notation is used to make extremely large or small numbers more manageable. Numbers written in scientific notation are the products of a digit term and an exponential term and are written in the general form a x 10^n. For example, 0.0000234 is written 2.34 x 10^n and 456,000 is written as 4.56 x 10^5.

Brightstorm: Introduction to Chemistry - Significant Figures (6:04)

When working with scientific data, we only want to show as many figures as carry accurate meaning, called significant figures. When adding or subtracting two numbers, we round to the same number of decimal places as the term with the fewest decimal places. When multiplying or dividing numbers we round to the same number of figures as the term with the lowest number of significant figures. In scientific notation, the digit term, not the exponential term counts as significant.

Brightstorm: Introduction to Chemistry - Dimensional Analysis (6:11)

Dimensional analysis, also called the factor/label method, is a method for converting between units using ratios between different unit systems.

 

Metric Mania: http://sciencespot.net/Pages/classmetric.html

PLAN:

(9/14) Wednesday: Scientific Notation

Collect 1.2 homework

1. Section 1.3 Interest Grabber: Measuring Length by the Handful http://websites.pdesas.org/mgolenberke/2011/9/11/353260/file.aspx
2. Brightstorm Scientific Notation (2:26)
3. 1.3 PowerPoint slides 1-13 & 33-38 http://websites.pdesas.org/mgolenberke/2011/9/11/353258/file.aspx
4. Biology Junction: Scientific Notation & Exponents http://www.biologyjunction.com/scientific_notation__exponents.htm
5. 1.3 Math Skills: Measurement Using Scientific Notation http://websites.pdesas.org/mgolenberke/2011/9/11/353261/file.aspx

(9/15) Thursday: Metric Measurement:

1. Brightstorm: Scientific Units (3:23)
2. 1.3 PowerPoint 14-26 http://websites.pdesas.org/mgolenberke/2011/9/11/353258/file.aspx
3. In pairs: check answers as you go:

Metric Conversion Practice: http://www.biologyjunction.com/metriccnvsn2.pdf

Writing Meters, Liter & Grams: http://www.biologyjunction.com/metric_meterlitergramwkst.pdf

 (9/15) Friday: More Metric Measurement

1. Go over metric worksheets & questions
2. more scientific notation: Scientific Notation — FactMonster.com, Exponents: Scientific Notation, http://www.fordhamprep.org/gcurran/sho/sho/lessons/lesson25.htm, http://www.brightstorm.com/math/algebra/exponents/scientific-notation/, http://www.youtube.com/watch?v=H578qUeoBC0
3. one more scientific notation review: http://websites.pdesas.org/mgolenberke/2011/9/15/355057/file.aspx
4. one more: Biology Junction Metric System worksheet – formative assessment on own http://www.biologyjunction.com/metric_system.htm
5. Metric Measurement pages 1 & 2 – practice measuring lines & boxes http://websites.pdesas.org/mgolenberke/2011/9/11/353265/file.aspxhttp://websites.pdesas.org/mgolenberke/2011/9/11/353266/file.aspx

Standard Deviants: Uncertainty in Measurements (1:14) http://websites.pdesas.org/mgolenberke/2011/10/9/364776/file.aspx

9/19 Monday

Limits of Measurement

1. Brightstorm: Significant Figures (6:04)
2. 1.3 PowerPoint 27-31 http://websites.pdesas.org/mgolenberke/2011/9/11/353258/file.aspx
3. 1.3 PowerPoint assessment questions 39-46 http://websites.pdesas.org/mgolenberke/2011/9/11/353258/file.aspx
4. Significant Digits & Computations Worksheet http://websites.pdesas.org/mgolenberke/2011/9/11/353267/file.aspx
5. Conversion & Significant Figure Review – quiz Wednesday http://websites.pdesas.org/mgolenberke/2011/9/19/356509/file.aspx

à more review of accuracy, precision & sig figs:

http://www.chem.tamu.edu/class/fyp/mathrev/mr-sigfg.html

http://www.chem.sc.edu/faculty/morgan/resources/sigfigs/index.html(tutorial)

sig fig calculator: http://ostermiller.org/calc/significant_figures.html

http://www.chemteam.info/SigFigs/SigFigRules.html

**practice: http://www.fordhamprep.org/gcurran/sho/sho/lessons/lesson23.htm

 

9/20 Tuesday – period 6 (9/21 Wednesday – period 2)

1. Review websites above – **practice – pass out reminders of sig figs cartoon http://websites.pdesas.org/mgolenberke/2011/9/19/356559/file.aspx
2. Go over sig fig homework  & any questions on review sheet
3. Quick Lab: Comparing Precision (page 18) http://websites.pdesas.org/mgolenberke/2011/9/18/355944/file.aspx
4. Homework: 1.3 Study Workbook http://websites.pdesas.org/mgolenberke/2011/9/11/353259/file.aspx

9/21 Wednesday (9/22 Thursday - period 2)

1. Scientific Notation, Conversion & Significant Figure Quiz
2. Lab: Evaluating Precision – pre-lab discussion http://websites.pdesas.org/mgolenberke/2011/9/18/355964/file.aspx
3. Go over 1.3 homework

1.4 Presenting Scientific Data

1.4.1 Organize & analyze data using tables & graphs

1.4.2 Identify the relationship between a manipulated variable & a responding variable

1.4.3 Explain the importance of communicating data

1.4.4 Discuss the process of peer review

• ·         Scientists can organize their data by using data tables & graphs.
• ·         Scientists can communicate results by writing in journals or speaking at conferences.

9/22 Thursday (9/23 Friday Period 2)

Lab: Evaluating Precision –  compete the lab http://websites.pdesas.org/mgolenberke/2011/9/18/355964/file.aspx

9/23 Friday (Monday period 2)

1. 1.4 Interest Grabber: Creating & Interpreting Graphs http://websites.pdesas.org/mgolenberke/2011/9/18/355955/file.aspx
2. 1.4 PowerPoint (28 slides) http://websites.pdesas.org/mgolenberke/2011/9/18/355954/file.aspx
3. 1.4 Study Workbook http://websites.pdesas.org/mgolenberke/2011/9/18/355952/file.aspx

9/26 Monday (no period 6)

9/27-9/29 – I will be away @ SAP training – Mrs. Vorisek to cover

9/30 – Teacher Inservice

10/3 Monday

1. Correct 1.4 Homework
2. Graphing Practice Activity: http://www.mathgoodies.com/lessons/toc_vol11.html

actual worksheets I developed & graph paper: http://websites.pdesas.org/mgolenberke/2011/10/3/362333/file.aspx

http://www.mathgoodies.com/worksheets/pdf/lined_graph_paper_v1.pdf

http://www.mathgoodies.com/worksheets/pdf/bar_graph_paper.pdf

http://www.mathgoodies.com/worksheets/pdf/circle_graph_paper.pdf

(**other activities: Math Skill 1.4 Presenting Scientific Data http://websites.pdesas.org/mgolenberke/2011/9/18/355957/file.aspx

Graphing Practice Worksheets (Biology Junction & Jeff))

 

10/4 Tuesday

1. Finish Graphing practice
2. Use laptops to create computer-generated graphs: http://nces.ed.gov/nceskids/createagraph/default.aspx

 

10/5 Wednesday

1. Review for Test: Go over end of Chapter Study Guide & Assessment pages 28-30 http://websites.pdesas.org/mgolenberke/2011/9/18/355968/file.aspx
2. WordWise Review http://websites.pdesas.org/mgolenberke/2011/9/18/355969/file.aspx

10/6 Thursday

Lab: Determining the Thickness of Aluminum Foil http://websites.pdesas.org/mgolenberke/2011/9/18/355965/file.aspx

10/7 Friday: – Chapter 1 Test

 

Pearson Links: Chapter 1

SELF GRADING ASSESSMENTS

http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=cca&wcsuffix=0015

Active Art: Activity Plotting Line Graphs

http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=ccp&wcsuffix=0014

SciLinks Graphing

http://www.scilinks.org/MyScilinks/SearchByCode.aspx?Enc=1&Scilink=Ycy+9lqAj37dvsIqaGz2siA==&EntPt=YwkU/jb1sML+8JeNA+6MA/s3bOrjucxkz

 

Chapter 1 Notes:

http://ofsd.k12.mo.us/esites/tmachens/Physical%20Science%20Documents/ch.%201%20notes.pdf

Chapter 1 PowerPoint

http://jcs.k12.oh.us/joomla/images/teacher_files/kwhetstone/Chapter1ScienceSkills.ppt

another chapter 1 ppt w/ pretest

http://images.pcmac.org/SiSFiles/Schools/AL/ScottsboroCity/ScottsboroHigh/Uploads/DocumentsCategories/Documents/Chapter%201%20-%20Science%20Skills.pptx

chapter 1 textbook w/ worksheets

http://www.watertown.k12.ma.us/dept/science/pdf/Physical%20Science%20(L1)%20Summer%20Re

BIG IDEA:

Changes in matter are accompanied by changes in energy.

Essential Question: Why are changes in matter accompanied by changes in energy?

Concepts:

Matter exists naturally in 3 states on earth: solid, liquid, and gas.

Changes in temperature are accompanied by changes in kinetic energy which can result in changes in the states of matter.

Changes in matter can be chemical, physical, or nuclear.

According to the law of conservation of mass, a chemical change can be represented by a balanced chemical equation.

Factors that can affect the rate of a chemical change include temperature, concentration, nature of the reactant, and catalyst.

Competencies:

Conduct simple and safe, inquiry-based investigations to observe endothermic and exothermic chemical reactions, measure temperature, volume, and mass, and form conclusions based on experimental evidence.

Standards/Eligible Content:

S11.A.1.1.2, S11.A.1.1.4, S11.A.1.3.1, S11.A.1.3.2

Chapter 2 Properties of Matter October 10-21

What is the simplest way of explaining what atoms, elements, compounds and mixtures are?

http://education.jlab.org/qa/atom_02.html

2.1 Classifying Matter

2.1.1 Classify pure substances as elements or compounds

2.1.2 Describe the characteristics of an element and the symbols used to identify elements

2.1.3 Describe the characteristics of a compound

2.1.4 Distinguish pure substances from mixtures

2.1.5 Classify mixtures as heterogeneous or homogenous

2.1.6 Classify mixtures as solutions, suspensions, or colloids

• Every sample of a given substance has the same properties because a substance has a fixed uniform composition.
• An element has a fixed composition because it contains only one type of atom.
• A compound always contains two or more elements joined in a fixed proportion.
• The properties of a mixture can vary because the composition of a mixture is not fixed.
• Based on the size of its largest particles, a mixture can be classified as a solution, a suspension, or a colloid.

Day 1

Pre-Test  http://websites.pdesas.org/mgolenberke/2011/10/9/364734/file.aspx

Chapter Summary – http://websites.pdesas.org/mgolenberke/2011/10/9/364733/file.aspx

Talking to the Text:

Students are given a passage to read independently and encouraged to write in the margins, make notes, designate unfamiliar vocabulary, ask questions, and make comments and predictions. In pairs and then as a class students use their notes to help each other clarify meaning.

HOW TO “TALK TO THE TEXT” (T4 strategy)

Talking To The Text (T4) Rubric

Standard Deviants: Introduction to Matter (6:29) http://websites.pdesas.org/mgolenberke/2011/10/9/364766/file.aspx

2.1 PowerPoint http://websites.pdesas.org/mgolenberke/2011/10/10/364860/file.aspx

2.1 Reading & Study Workbook – finish for homework http://websites.pdesas.org/mgolenberke/2011/10/9/364720/file.aspx

Day 2

Brightstorm:  Matter - Elements and Compounds (2:29)

Elements and compounds are differentiated by their composition. Elements cannot be decomposed into simpler substances. Compounds are composed of two or more elements, but the chemical identities and properties of these elements change when they form a compound. Mixtures on the other hand are composed of elements which retain their chemical identities.

Brightstorm:  Matter - Mixtures (2:37)

Mixtures are composed of pure substances and elements, but unlike compounds these substances retain their own chemical identities and properties. Mixtures can be homogeneous or heterogeneous. Homogeneous mixtures are the same throughout and are called solutions. Heterogeneous mixtures don’t have uniform composition.

2.1 vocab quiz

2.1 Math Skills – Classifying Matter http://websites.pdesas.org/mgolenberke/2011/10/9/364736/file.aspx

Correct 2.1 R&SW

Day 3

My Labs:

Chapter 2 Investigation: Forms of Matter

http://websites.pdesas.org/mgolenberke/2011/10/9/364745/file.aspx

Enrichment Lab: Mixtures & Compounds http://websites.pdesas.org/mgolenberke/2011/10/9/364744/file.aspx

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2.2 Physical Properties

2.2.1 Describe physical properties of matter

2.2.2 Identify substances based on their physical properties

2.2.3 Describe how properties are used to choose materials

2.2.4 Describe methods used to separate mixtures

2.2.5 Describe evidence that indicates a physical change is taking place

• Viscosity, conductivity, malleability, hardness, melting point, boiling point, & density are examples of physical properties.
• Physical properties are used to identify a material or choose a material for a specific purpose, or to separate the substances in a mixture.
• Filtration and distillation are two common separation methods

Day 4

2.2 Interest Grabber http://websites.pdesas.org/mgolenberke/2011/10/9/364724/file.aspx

2.2 PowerPoint http://websites.pdesas.org/mgolenberke/2011/10/10/364861/file.aspx

2.2 Math Skills: Melting & Boiling Points – hand in http://websites.pdesas.org/mgolenberke/2011/10/9/364735/file.aspx

2.2 Reading & Study Workbook – finish for homework http://websites.pdesas.org/mgolenberke/2011/10/9/364723/file.aspx

Day 5

Brightstorm:  Matter - Physical Matter Properties - Chemical Matter Properties (2:58)

Physical matter properties include color, odor, density, melting point, boiling point and hardness. Physical properties are divided into intensive and extensive properties. Intensive properties are used to identify a substance and do not depend upon the amount of substance (density). Extensive properties depend on the quantity of the substance (mass, volume). Chemical matter properties include flammability and reactivity.

Brightstorm:  Matter - Changes in Matter (1:15)

Changes in matter can be classified as either physical or chemical, like matter properties. Physical changes include changes in physical appearance but not composition. All changes in state of matter are physical changes. Chemical changes involve changes in chemical composition and require chemical reactions.

Brightstorm:  Matter - Conservation of Mass (2:29)

The law of conservation of mass states that mass is neither created nor destroyed. In a closed system, mass of reactants is equal to mass of products. The law of conservation of mass is related to the law of conservation of matter.

Brightstorm:  Matter - Law of Definite Proportions - Law of Multiple Proportions (5:05)

The law of definite proportions, also known law of definite composition, states that regardless of the amount, a pure compound always contains the same elements in the same proportions by mass. Law of multiple proportions, also known as Dalton’s Law, states that when one element combines with another to form more than one compound, the mass rations of the elements in the compounds are simple whole numbers of each other.

2.2 vocab quiz

Investigation 2B: Determining the Densities of Liquids http://websites.pdesas.org/mgolenberke/2011/10/9/364730/file.aspx

 

check this out: http://www.stevespanglerscience.com/experiment/seven-layer-density-column

 

Correct 2.2 R&SW

******************************************************************************************

2.3 Chemical Properties

2.3.1 Describe chemical properties of matter

2.3.2 Describe clues that indicate that a chemical change is taking place

2.3.3 Distinguish chemical changes from physical changes

• Chemical properties can be observed only when the substances in a sample of matter are changing into different substances.
• Three common types of evidence for a chemical change are a change in color, the production of a gas, and the formation of a precipitate
• When matter undergoes a chemical change, the composition of the matter changes. When matter undergoes a physical change, the composition of the matter remains the same.

Day 6

(finish Investigation 2B & Correct 2.2 R&SW if needed)

2.3 PowerPoint http://websites.pdesas.org/mgolenberke/2011/10/10/364862/file.aspx

2.3 Reading & Study Workbook http://websites.pdesas.org/mgolenberke/2011/10/9/364725/file.aspx

Day 7

Standard Deviants: Physical & Chemical Properties (2:34) http://websites.pdesas.org/mgolenberke/2011/10/9/364781/file.aspx

Forensics Lab: Using Properties to Identify Materials http://websites.pdesas.org/mgolenberke/2011/10/9/364731/file.aspx

Homework: Guided Notes & “Wordwise” http://websites.pdesas.org/mgolenberke/2011/10/9/364732/file.aspx

Day 8 – Review for Test

go over homework

Investigation 2A: Recognizing Physical & Chemical Changes http://websites.pdesas.org/mgolenberke/2011/10/9/364729/file.aspx

Day 9

Chapter 2 Test

Finish Investigation 2A