Physical Science: Apologia 5E Heat and Temperature Lesson

5E Temperature and Heat:

Engage:

1.       Pour food coloring into three cups: ice water, cold water, and hot water.  Observe.

2.       Stretch a rubber band. (p.103, Physical Science, McDougall-Littell) or

http://depts.washington.edu/chem/facilserv/lecturedemo/EntropyofRubber-UWDept.ofChemistry.html

3.       Make Ice Cream in a bag.

http://science.howstuffworks.com/innovation/edible-innovations/ice-cream3.htm

Explore:

1.       Specific Heat of Metals Lab: http://chemhnhs.com/ChemHNHS%20Website/PC%20Chap17/Pearson_Resources17/CHEM12_C1700_LABT.pdf

2.        Conduction, Convection, and Radiation Lesson and Lab: http://www.powersleuth.org/docs/EHM%20Lesson%205%20FT.pdf

3.       Thermal Properties of Materials Lab http://www.delsearegional.us/alumni/years/2000/Labs/eh/lab07/index.html

4.       Insulators Lab (pp.122-123, Physical Science, McDougall-Littell)

Explain:

1. Key terms: energy, entropy, temperature, heat, kinetic theory of matter, degree, thermometer, Kelvin, Celcius, thermal expansion, thermal energy, direction of heat flow, calorie, joule, specific heat, conduction, convection, conductor, insulator, radiation
2. Metric Conversions. (p. 109, Physical Science, McDougall-Littell)
3. Convert between Celcius and Kelvin.
4. Distinguish between convection, conduction, and radiation.

Elaborate:

1.       Interpret diagram (p. 127, Physical Science, McDougall-Littell)

2.       Create a concept map with the terms listed above.

3.       Compare and contrast convection, conduction, and radiation.

Evaluate:

1.       Exit Card: Explain why one needs salt for ice cream to freeze.

2.       Differentiate between heat and temperature.

3.       Compare convection, conduction, and radiation.

4.       Lab reports

5.       Quiz and Test

Physical Science: WA 5E Heat and Temperature Lesson

5E Temperature and Heat:

Engage:

1.       Pour food coloring into three cups: ice water, cold water, and hot water.  Observe.

2.       Stretch a rubber band. (p.103, Physical Science, McDougall-Littell) or

http://depts.washington.edu/chem/facilserv/lecturedemo/EntropyofRubber-UWDept.ofChemistry.html

3.       Make Ice Cream in a bag.

http://science.howstuffworks.com/innovation/edible-innovations/ice-cream3.htm

Explore:

1.       Specific Heat of Metals Lab: http://chemhnhs.com/ChemHNHS%20Website/PC%20Chap17/Pearson_Resources17/CHEM12_C1700_LABT.pdf

2.        Conduction, Convection, and Radiation Lesson and Lab: http://www.powersleuth.org/docs/EHM%20Lesson%205%20FT.pdf

3.       Thermal Properties of Materials Lab http://www.delsearegional.us/alumni/years/2000/Labs/eh/lab07/index.html

4.       Insulators Lab (pp.122-123, Physical Science, McDougall-Littell)

Explain:

1. Key terms: energy, entropy, temperature, heat, kinetic theory of matter, degree, thermometer, Kelvin, Celcius, thermal expansion, thermal energy, direction of heat flow, calorie, joule, specific heat, conduction, convection, conductor, insulator, radiation
2. Metric Conversions. (p. 109, Physical Science, McDougall-Littell)
3. Convert between Celcius and Kelvin.
4. Distinguish between convection, conduction, and radiation.

Elaborate:

1.       Interpret diagram (p. 127, Physical Science, McDougall-Littell)

2.       Create a concept map with the terms listed above.

3.       Compare and contrast convection, conduction, and radiation.

Evaluate:

1.       Exit Card: Explain why one needs salt for ice cream to freeze.

2.       Differentiate between heat and temperature.

3.       Compare convection, conduction, and radiation.

4.       Lab reports

5.       Quiz and Test

Physical Science: WA Energy Intro

5E Properties of Energy:

Engage:

1.       A Penny for your Energy Demo. (p.69, Physical Science, McDougall-Littell)

a.       Chill a glass bottle, rub a little oil on the rim, and place a coin on top. Transfer the energy from your hands to vibrate the coin.

The Dancing Coin

Materials

-          An empty glass bottle.

-          Two large clear containers for water (one very hot – one very cold). Preferably plastic as the outside will not get as hot as a glass container.

-          A coin; this experiment could also be done with a dime or other small coin of very light weight. Nickels and quarters may have too much mass.

2.       UV Beads: Color changing beads on pipe cleaners are another quick demonstration for the transfer of energy. http://www.stevespanglerscience.com/uv-color-changing-beads.html

3.       Throw a raw egg against a sheet.  The egg will not break unless it misses the sheet. http://demo.physics.uiuc.edu/LectDemo/scripts/demo_descript.idc?DemoID=409

Explore:

1.       Calorimetry Lab: (p.84, Physical Science, McDougall-Littell) or https://www.flinnsci.com/media/510570/soda_can.pdf

2.       Solar Energy Lab (p.89, Physical Science, McDougall-Littell) or file:///C:/Users/Deborah/Downloads/BlackandWhite_BottleExperiment.pdf

3.       Make and test biodiesel.  Lab experiment #6 in “Fueling the Car of Tomorrow” http://eng-sci.udmercy.edu/pre-college/alt_fuel_curriculum/files/Teacher%20Curriculum%209-09.pdf

Explain:

1. What are forms of energy?  Brainstorm types of energy as a class. (Mechanical Energy, Sound Energy, Chemical Energy, Thermal Energy, Electromagnetic Energy, and Nuclear Energy.)
2. Energy like mass is conserved.  Explain.
3. Key Terms: energy, potential energy, kinetic energy, joule, calorie, conservation of energy, energy efficiency, temperature, and heat.

Elaborate:

1.       Review energy units and calculations.

2.       Practice energy conversion problems.

Evaluate:

1.       Calculate calories in materials from lab data.

2.       Differentiate between temperature and heat. (Write as an exit card.)

3.       Lab reports

4.       Interpret graph (p. 95, Physical Science, McDougall-Littell)

5.       Test and quiz

Physical Science: Apologia Energy Intro

5E Properties of Energy:

Engage:

1.       A Penny for your Energy Demo. (p.69, Physical Science, McDougall-Littell)

a.       Chill a glass bottle, rub a little oil on the rim, and place a coin on top. Transfer the energy from your hands to vibrate the coin.

The Dancing Coin

Materials

-          An empty glass bottle.

-          Two large clear containers for water (one very hot – one very cold). Preferably plastic as the outside will not get as hot as a glass container.

-          A coin; this experiment could also be done with a dime or other small coin of very light weight. Nickels and quarters may have too much mass.

2.       UV Beads: Color changing beads on pipe cleaners are another quick demonstration for the transfer of energy. http://www.stevespanglerscience.com/uv-color-changing-beads.html

3.       Throw a raw egg against a sheet.  The egg will not break unless it misses the sheet. http://demo.physics.uiuc.edu/LectDemo/scripts/demo_descript.idc?DemoID=409

Explore:

1.       Calorimetry Lab: (p.84, Physical Science, McDougall-Littell) or https://www.flinnsci.com/media/510570/soda_can.pdf

2.       Solar Energy Lab (p.89, Physical Science, McDougall-Littell) or file:///C:/Users/Deborah/Downloads/BlackandWhite_BottleExperiment.pdf

3.       Make and test biodiesel.  Lab experiment #6 in “Fueling the Car of Tomorrow” http://eng-sci.udmercy.edu/pre-college/alt_fuel_curriculum/files/Teacher%20Curriculum%209-09.pdf

Explain:

1. What are forms of energy?  Brainstorm types of energy as a class. (Mechanical Energy, Sound Energy, Chemical Energy, Thermal Energy, Electromagnetic Energy, and Nuclear Energy.)
2. Energy like mass is conserved.  Explain.
3. Key Terms: energy, potential energy, kinetic energy, joule, calorie, conservation of energy, energy efficiency, temperature, and heat.

Elaborate:

1.       Review energy units and calculations.

2.       Practice energy conversion problems.

Evaluate:

1.       Calculate calories in materials from lab data.

2.       Differentiate between temperature and heat. (Write as an exit card.)

3.       Lab reports

4.       Interpret graph (p. 95, Physical Science, McDougall-Littell)

5.       Test and quiz

Chemistry: Apologia Introduction to Matter Lesson

5E: Matter and Energy

Engage:

1.       What will happen to the weight?  (Uncovering Student Ideas in Physical Science, Page Keeley, pp.140-152)

2.       Discrepant Event: What happened to the volume? Mix 5 mL of rubbing alcohol with 5 mL of water.  Explain why the total is less than 10 mL. http://www.csun.edu/~sk287035/coursework/695/assignments/discrepant%20event/discrepant_event_2.html

3.       Weigh Water  ((Uncovering Student Ideas in Physical Science, Page Keeley, pp. 154-156)

4.       Weigh air.  (Does air have mass?  Weigh a balloon before and after filling it.)

Explore:

 Key Ideas:

1.       What are properties of matter?

Intensive vs. Extensive Properties: Activity 21 (Take Home Chemistry, Michael Horton, pp.67 and 133.

a.       Create three different colors of water or Koolaid in cups.

b.      How do properties change as a solution is created?

c.       Write down five properties of this solution.  If the property is  measurable, estimate its value.

d.      Pour each liquid into smaller cups and record their properties.

e.      Which properties changed when you poured the solutions into smaller cups?

f.        Which properties did not change?

g.       Differentiate between intensive properties and extensive properties.

h.      Intensive properties: color, temperature, texture, grain size, proportions of minerals, and density.

i.        Extensive properties: mass, volume, and number of grains or crystals.

2.       Matter has mass and volume.

 Metric Measures Lab:

 http://www.msmc.la.edu/include/quantative_literacy/QLMetricLab.pdf

3.       What are properties of matter?

Density of Pennies Lab: http://teachers.oregon.k12.wi.us/ehrlich/teacher%20page/Penny%20Density%20Lab.pdf

4.       Matter is organized into Elements.

Elements, Mixtures, and Compounds Lab:

http://people.springfield.k12.or.us/brett.younginger/science9a/elementcompoundmixturelab.pdf

5.       Matter exists in different physical states: solid, liquid, and gas.

Compare and contrast the differences between solids, liquids, and gases.  Use props, such as a cup of water and a marble.  Allow time for the class to brainstorm and then record their answers.

Explain:

1.       Distribute sets of key terms on index cards to the class and arrange them into groups of three.  Instruct the students to create a concept map (http://www.ihmc.us/cmaptools.php) using these terms.  Provide extra blank cards for students to add terms to demonstrate understanding.  Here is an example. http://www.teacherlink.org/content/science/instructional/activities/classifying/Classifying-print.PDF

2.        Key terms: matter, mass, weight, volume, density, displacement, element, compound, mixture, states of matter, solid, liquid, and gas.

3.       Review key concepts with the students.

Elaborate: 

1.       Use the Density of Pennies Lab as an opportunity to graph the data on paper.  Explain that graphs need a title, labeled axes, labeled units, and a minimum of two points. 

2.       Use the Density of Pennies Lab to explain the need for a minimum of three trials.

Evaluate:

1.       Video evaluation.  Video the student as they explain the difference between extrinsic and intrinsic properties and post to youtube.

2.       Lab reports

3.       Exit cards.  For example, instruct students to explain why 5 mL of rubbing alcohol and 5 mL of water do not make 10 mL of solution. 

4.       Use the claim-evidence-reasoning approach to answer this question, Is air matter? http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

5.       Observations.  Keep a check-list and make notes as students perform the activities.  Ask students to demonstrate how to mass an object or read the volume of a liquid.

Physical Science: Apologia Introduction to Matter Lesson

5E: Matter and Energy

Engage:

1.       What will happen to the weight?  (Uncovering Student Ideas in Physical Science, Page Keeley, pp.140-152)

2.       Discrepant Event: What happened to the volume? Mix 5 mL of rubbing alcohol with 5 mL of water.  Explain why the total is less than 10 mL. http://www.csun.edu/~sk287035/coursework/695/assignments/discrepant%20event/discrepant_event_2.html

3.       Weigh Water  ((Uncovering Student Ideas in Physical Science, Page Keeley, pp. 154-156)

4.       Weigh air.  (Does air have mass?  Weigh a balloon before and after filling it.)

Explore:

 Key Ideas:

1.       What are properties of matter?

Intensive vs. Extensive Properties: Activity 21 (Take Home Chemistry, Michael Horton, pp.67 and 133.

a.       Create three different colors of water or Koolaid in cups.

b.      How do properties change as a solution is created?

c.       Write down five properties of this solution.  If the property is  measurable, estimate its value.

d.      Pour each liquid into smaller cups and record their properties.

e.      Which properties changed when you poured the solutions into smaller cups?

f.        Which properties did not change?

g.       Differentiate between intensive properties and extensive properties.

h.      Intensive properties: color, temperature, texture, grain size, proportions of minerals, and density.

i.        Extensive properties: mass, volume, and number of grains or crystals.

2.       Matter has mass and volume.

 Metric Measures Lab:

 http://www.msmc.la.edu/include/quantative_literacy/QLMetricLab.pdf

3.       What are properties of matter?

Density of Pennies Lab: http://teachers.oregon.k12.wi.us/ehrlich/teacher%20page/Penny%20Density%20Lab.pdf

4.       Matter is organized into Elements.

Elements, Mixtures, and Compounds Lab:

http://people.springfield.k12.or.us/brett.younginger/science9a/elementcompoundmixturelab.pdf

5.       Matter exists in different physical states: solid, liquid, and gas.

Compare and contrast the differences between solids, liquids, and gases.  Use props, such as a cup of water and a marble.  Allow time for the class to brainstorm and then record their answers.

Explain:

1.       Distribute sets of key terms on index cards to the class and arrange them into groups of three.  Instruct the students to create a concept map (http://www.ihmc.us/cmaptools.php) using these terms.  Provide extra blank cards for students to add terms to demonstrate understanding.  Here is an example. http://www.teacherlink.org/content/science/instructional/activities/classifying/Classifying-print.PDF

2.        Key terms: matter, mass, weight, volume, density, displacement, element, compound, mixture, states of matter, solid, liquid, and gas.

3.       Review key concepts with the students.

Elaborate: 

1.       Use the Density of Pennies Lab as an opportunity to graph the data on paper.  Explain that graphs need a title, labeled axes, labeled units, and a minimum of two points. 

2.       Use the Density of Pennies Lab to explain the need for a minimum of three trials.

Evaluate:

1.       Video evaluation.  Video the student as they explain the difference between extrinsic and intrinsic properties and post to youtube.

2.       Lab reports

3.       Exit cards.  For example, instruct students to explain why 5 mL of rubbing alcohol and 5 mL of water do not make 10 mL of solution. 

4.       Use the claim-evidence-reasoning approach to answer this question, Is air matter? http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

5.       Observations.  Keep a check-list and make notes as students perform the activities.  Ask students to demonstrate how to mass an object or read the volume of a liquid.

Physical Science: WA Introduction to Matter Lessons

5E: Matter and Energy

Engage:

1.       What will happen to the weight?  (Uncovering Student Ideas in Physical Science, Page Keeley, pp.140-152)

2.       Discrepant Event: What happened to the volume? Mix 5 mL of rubbing alcohol with 5 mL of water.  Explain why the total is less than 10 mL. http://www.csun.edu/~sk287035/coursework/695/assignments/discrepant%20event/discrepant_event_2.html

3.       Weigh Water  ((Uncovering Student Ideas in Physical Science, Page Keeley, pp. 154-156)

4.       Weigh air.  (Does air have mass?  Weigh a balloon before and after filling it.)

Explore:

 Key Ideas:

1.       What are properties of matter?

Intensive vs. Extensive Properties: Activity 21 (Take Home Chemistry, Michael Horton, pp.67 and 133.

a.       Create three different colors of water or Koolaid in cups.

b.      How do properties change as a solution is created?

c.       Write down five properties of this solution.  If the property is  measurable, estimate its value.

d.      Pour each liquid into smaller cups and record their properties.

e.      Which properties changed when you poured the solutions into smaller cups?

f.        Which properties did not change?

g.       Differentiate between intensive properties and extensive properties.

h.      Intensive properties: color, temperature, texture, grain size, proportions of minerals, and density.

i.        Extensive properties: mass, volume, and number of grains or crystals.

2.       Matter has mass and volume.

 Metric Measures Lab:

 http://www.msmc.la.edu/include/quantative_literacy/QLMetricLab.pdf

3.       What are properties of matter?

Density of Pennies Lab: http://teachers.oregon.k12.wi.us/ehrlich/teacher%20page/Penny%20Density%20Lab.pdf

4.       Matter is organized into Elements.

Elements, Mixtures, and Compounds Lab:

http://people.springfield.k12.or.us/brett.younginger/science9a/elementcompoundmixturelab.pdf

5.       Matter exists in different physical states: solid, liquid, and gas.

Compare and contrast the differences between solids, liquids, and gases.  Use props, such as a cup of water and a marble.  Allow time for the class to brainstorm and then record their answers.

Explain:

1.       Distribute sets of key terms on index cards to the class and arrange them into groups of three.  Instruct the students to create a concept map (http://www.ihmc.us/cmaptools.php) using these terms.  Provide extra blank cards for students to add terms to demonstrate understanding.  Here is an example. http://www.teacherlink.org/content/science/instructional/activities/classifying/Classifying-print.PDF

2.        Key terms: matter, mass, weight, volume, density, displacement, element, compound, mixture, states of matter, solid, liquid, and gas.

3.       Review key concepts with the students.

Elaborate: 

1.       Use the Density of Pennies Lab as an opportunity to graph the data on paper.  Explain that graphs need a title, labeled axes, labeled units, and a minimum of two points. 

2.       Use the Density of Pennies Lab to explain the need for a minimum of three trials.

Evaluate:

1.       Video evaluation.  Video the student as they explain the difference between extrinsic and intrinsic properties and post to youtube.

2.       Lab reports

3.       Exit cards.  For example, instruct students to explain why 5 mL of rubbing alcohol and 5 mL of water do not make 10 mL of solution. 

4.       Use the claim-evidence-reasoning approach to answer this question, Is air matter? http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

5.       Observations.  Keep a check-list and make notes as students perform the activities.  Ask students to demonstrate how to mass an object or read the volume of a liquid.

Physical Science: Apologia 5-E Air Lesson

Engage:

1.      Lecture Overview

2.      Vocabulary

3.      What is the composition of air?

4.      What is the atmosphere?

5.      How does oxygen support fire and carbon dioxide extinguish fire?

 Explore:

1. Experiment 2.1 (Evaporation and Temperature)
2. Experiment 2.2 (Oxygen and Fire)
3. Experiment 2.3 (Carbon Dioxide and the Greenhouse Effect)

 Explain: Vocabulary

Humidity

Absolute humidity and Relative humidity

Airborne Lead

Air Pollutants

Carbon Monoxide

Carbon Dioxide

Catalytic Converters

Cost/Benefit Analysis

Greenhouse Effect

Global Warming

Heat Index

Nitrogen dioxides

Ozone

Parts per Million

Saturated and Unsaturated

Scrubbers

Sulfur dioxides

Elaborate:

What is air pollution?

Use the cost/benefit model to evaluate air pollution.

Evaluate:  Verbal quiz on terms.

Physical Science: Apologia

Nice Net is a learning management system designed to house documents and organize course content.  Nice Net requires a key code, YZ232Z9QZ7.  I am going to be teaching five different classes at two different schools.  Nice Net will house the course materials for the St. Leo Co-op.  Right now, there is a pinterest board for Chemistry and plenty of youtube videos on my youtube channel, ddsteven1.  Most of the materials are directed toward Chemistry.  This year, the class needs to help develop more resources for Physical Science.  

Chemistry: Apologia Resources

Chemistry:

It is time to get organized!  I am compiling the resources on Nice Net. The class key is YZ23220Q90.   I think we'll use Nice Net as a repository for resources.   Take a look at some of the resources on Nice Net. It is a simple learning management system.  I have used more robust systems, yet kept Nice Net to house some of my favorite documents or links.  Next, is the youtube channel; mine is ddsteven1.  There are videos posted with class activities to view to get an idea of my class style and see a range of class activities.  Last up is Chemistry on Pinterest.  The board has ideas for the Chemistry class.  Whew!  I posted these links on Nice Net, which is the whole point of a learning management system!  One more link-IHMC.  This is a free tool which allows students to create concept maps.

Physical Science: WA Unit One

The first semester for Physical Science involves basic chemical principles and the concepts of energy and matter.  The second semester is elementary physics: forces, motion, work, machines, sound, waves, optics, electricity, and magnetism.  Once the class completes the chapters on Chemistry, the students will tackle electricity and magnetism.  Static electricity is best studied during dry days in the winter when the relative humidity is low.  The second semester plan is to undertake Classic Newtonian Physics, Machines, Sound, and Optics.

Earth Science: WA Unit One

Once the class has had an introduction to map skills, the students will begin Rocks and Minerals.  My objective is to make the topic fun without compromising scientific accuracy.  The students will begin with an inductive approach to rocks and minerals followed by a fun activity, Crayon Rock Cycle (http://www.exo.net/~emuller/activities/Crayon-Rock-Cycle.pdf).  The first quarter reviews matter, classification, and the composition of the Earth.  My plan is to see just what students already know and then proceed.  In the interim, my job is to locate loads of fun activities, such as the Oreo Moon Phases Lab.

Life Science: WA Unit One

Life Science Unit One:
The weather is so nice, the class will begin with Ecology--right after doing some background work on Classification or Taxonomy.  The first quarter, our goal is to complete the material in Chapters 7, 8, 14, 15, and 16. My objective is to weave the key concepts regarding matter, energy flow or cycling, and environmental interactions throughout the curriculum.

 Students will learn about different classification schemes, dichotomous keys, and scientific names. Classification is in flux; our class will use a six kingdom classification model which separates Kingdom Monera into Archaea and Bacteria, which was Eubacteria!

Next, on to Ecology, beginning with Populations.  The students will make and interpret population histograms or pyramids (http://eeinwisconsin.org/content/eewi/101402/PopPyramidOriginal.pdf).  There is a little math required.  The class will review world population statistics and create histograms on Excel.( http://www.prb.org/Publications/Lesson-Plans/PopulationBuildingaFoundation/Activity1.aspx)
Population Dynamics paves the way to Ecology with terms such as 'carrying capacity' and 'limiting factors'.

Ecology includes Ecosystems and Biomes.  Our focus will be on healthy systems rather than on human impact on ecosystems.  Life Science is an important foundation for Biology; consequently, the class will need to learn biological terms, which can be foreign. The students will make model habitats to maintain and study. The class will conduct a number of simulations and activities in order to understand ecological principles: Swiss Cheese, Camouflage, Tag and Retag, Lynx and Rabbits, Doubling Time, and food webs.  My goal is to make instruction hands-on and inquiry-based with as little direct instruction as possible.

Earth Science WA Syllabus

Earth Science

Earth Science introduces geology, the lithosphere, hydrosphere, and dynamic processes, such as plate tectonics.  The class provides opportunities for students to think both critically and analytically.  The course includes laboratories, demonstrations, projects, and activities to make science both interesting and understandable.  Earth Science is a middle school level course.

Contact Information

Deb Stevens

h. 540-667-1691

c. 540-664-9880

e-mail: deborah.stevens.stevens@gmail.com

Blog: http://mrsstevenschemistryclasses.blogspot.com/

Textbook

 Earth Science, Glencoe

Course Format

Lectures, Laboratories, Projects, and a wide variety of “hands-on” activities 

Evaluation

Quizzes, Project Rubrics, Laboratory Reports, and Class Assignments 

Objectives

Maps

Geology

Surface Processes

Atmosphere and Oceans

Dynamic Earth

Geologic Time

Environment

Astrophysics

School Supplies Recommended:

Students need to bring a binder, lined paper, composition notebook, and a pen or pencil.

Life Science WA Syllabus

Life Science

Life Science is an introduction to Biology, the study of life.  The class provides opportunities for students to think both critically and analytically.  The course includes laboratories, demonstrations, projects, and activities to make science both interesting and understandable.  Life Science is a middle school level course.

Contact Information

Deb Stevens

h. 540-667-1691

c. 540-664-9880

e-mail: deborah.stevens.stevens@gmail.com

Blog: http://mrsstevenschemistryclasses.blogspot.com/

Textbook

 Life Science, McDougal Littell

Course Format

Lectures, Laboratories, Projects, and a wide variety of “hands-on” activities 

Evaluation

Quizzes, Project Rubrics, Laboratory Reports, and Class Assignments 

Objectives

Cells

Heredity

History of Life on Earth

Classification or Taxonomy

Populations

Ecology

Comparative Morphology

Plants

Animals

Human Biology

School Supplies Recommended:

Students need to bring a binder, lined paper, composition notebook, and a pen or pencil.

Physical Science: WA Syllabus

Physical Science

Physical Science is an introduction to Chemistry and Physics. The class provides opportunities for students to think both critically and analytically.  The course includes laboratories, demonstrations, projects, and activities to make science both interesting and understandable.  Physical Science is a high school level course.

Contact Information

Deb Stevens

h. 540-667-1691

c. 540-664-9880

e-mail: deborah.stevens.stevens@gmail.com

Blog: http://mrsstevenschemistryclasses.blogspot.com/

Textbook

 Physical Science, McDougal Littell

Course Format

Lectures, Laboratories, Projects, and a wide variety of “hands-on” activities 

Evaluation

Quizzes, Project Rubrics, Laboratory Reports, and Class Assignments 

Objectives

Properties of Matter

Energy

Atomic Theory

The Periodic Table

Chemical Reactions

Solutions

Carbon Chemistry

Motion

Forces

Work and Energy

Machines

Waves

Sound

Light

Electricity

Magnetism

School Supplies Recommended:

Students need to bring a binder, lined paper, composition notebook, and a pen or pencil.

Physical Science: Apologia Syllabus

Physical Science

Physical Science is an introduction to Chemistry and Physics.  The textbook also includes some Earth Science course materials; the class provides opportunities for students to think both critically and analytically.  The course includes laboratories, demonstrations, projects, and activities to make science both interesting and understandable.  Physical Science is a high school level course.

Contact Information

Deb Stevens

h. 540-667-1691

c. 540-664-9880

e-mail: deborah.stevens.stevens@gmail.com

Blog: http://mrsstevenschemistryclasses.blogspot.com/

Textbook

Exploring Creation with Physical Science by Dr. Jay Wile, Apologia

Course Format

Lectures, Laboratories, Projects, and a wide variety of “hands-on” activities 

Evaluation

Quizzes, Project Rubrics, Laboratory Reports, and Class Assignments 

Objectives

Atomic Theory

Air Composition and Atmosphere

Water

Earth

Weather

Motion

Newtonian Physics

Forces

Waves

Sound

Light

Electricity

Magnetism

Astrophysics

School Supplies Recommended:

Students need to bring a binder, lined paper, composition notebook, and a pen or pencil.