WA: Physical Science

The Physical Science class is reviewing nomenclature at the beginning of each session.  The girls are becoming very comfortable writing and naming inorganic compounds.  The class has had several lessons on balancing equations, too.  This past week, the girls started a series of thermodynamics labs and used temperature sensors linked to either the graphing calculator or laptop.  They did a few graphing exercises, too.  Next week is more of the same: nomenclature review, thermo labs, and balancing equations.  The class should start to think about their Science Fair projects, too.  The girls plan to work as a group.

WA: Earth Science Portfolio Project

The first raised bed is finished!  The kids scavenged the railroad ties from the property.  One of the teachers located soil and then used her husband's bobcat to move the dirt.  One student's grandfather donated several more railroad ties, cut them to fit, and finally pounded in nails to secure them.  The math teacher donated compost and plants.  Stage one is done! 

WA: Life Science Update

The Life Science class had two quizzes on Thursday, the Plant Cell and the Animal Cell.  The class delivered their Adopt a Disease mini-projects, too.  They started an Osmosis Lab, too.  The class used seven baby food jars, salt, sugar, and potatoes.  The kids weighed the potato slices; they added different measure of salt or sugar to each jar and labeled them.  One jar is a control.  On Tuesday, the students will reweigh their potato slices and make comparisons.  On Tuesday, the class will do a  Diffusion Lab and an activity on respiration. This past week the students did a few graphing exercises with graphing calculators and will do a few more exercises next week, too.  Please have students look up the definitions of diffusion and osmosis.

Apologia: Physical Science Update

The Physical Science class is learning how to use sensors to collect a variety of data.  The class is in the midst of a unit on thermodynamics, which compliments their weather modules.  Today, the kids did some inquiry based investigations.  Which material holds Heat best? Students designed the lab with simple materials, such as wood golf tees, glass jars and marbles, metal screws, aluminum foil, etc.  the class heated the materials under a lamp with incandescent bulbs for a period of time, five to ten minutes.  They also did an insulation challenge with stryrofoam cups, bubble wrap, packing paper, wool and cotton socks, to determine which material keeps ice chilled or hot water warm.  We are using every available resource!  A secondary objective is for the kids to have exposure to sensors to collect data.  The kids used an Easy-Link temperature sensor with the TI-84, a Go!Temp temperature sensor with  Logger-lite software on a laptop, and the Airlink PS 2011interface with the iPad.  (One of the kids tried to connect a Kindle Fire via Bluetooth to the Airlink device.  It was much easier with the iPad.). The software downloads are free for each of these platforms.  Vernier sells the Go-temp sensor for $39.  The Go-Link connects many of Vernier's sensors to a laptop.  The Logger-lite software downloads quickly.  A temperature probe can be used for a host of experiments. ( Ebay Vernier probe listing). Ebay frequently sells sensors.  Be sure to compare the price with Amazon, Vernier, or Pasco Scientifics websites.

Apologia: Chemistry and Types of Reactions

The Chemistry class did a series of experients designed to introduce the class to types of chemical reactions.  After reviewing the lab reactions, the class reviewed types of reactions and how to balance equations, basically the material at the end of Module 4 and the contents of Module 5.  Next week, the class will do Experiment 5.1, which requires some math to the the conversions.  My philosophy is to have the kids do the lab before really describing types of reactions.  It is much easier to make these associations once they have observed the reaction.  Chemical Reactions Virtual Lab is one alternative for home-schoolers.  5 Types of Chemical Reactions is similar to the lab I use which has eight reactions.  Once the students completed the lab, the next step was to write the reactants, predict the products, identify the type of reaction, balance the equations, and reinforce the need to be able to name and write compounds.  Milk Jug Whoosh Bottle is a fun way to demonstrate combustion reactions.  It is important to follow the directions!  Use a little alcohol and have a fire extinguisher ready!

Apologia: Create a Schedule for Chemistry

Our Chemistry class follows a typical co-op approach.  As a veteran Chemistry teacher, I have my favorite labs, exercises, and ideas about instruction.  The class and their families want to ensure the students meet class expectations-but may be confused.  This year, there are five students in the Chemistry class; each of whom has a different situation.  In West Virginia, families may submit a portfolio which has been critiqued by a teacher or take a standardized test each year.  Other families enroll in Seton Home School or Mother of Divine Grace both with well defined course expectations, curricula, and test schedules. So, how are we doing science?
Basically, the students should define all of the bold-faced terms, answer the 'On Your Own' questions or problems, and complete the study guide questions at the end of the chapter.  Our class does have tests, projects, and lab reports.  (See previous blogs for some of our projects.) The students have been tested on the first 75 elements on the Periodic Table, one or two nomenclature quizzes, and can expect a quiz in another week or so on types of equations, and balancing equations.  Most of the time at Co-op is spent on lab or direct instruction.   What should students do on their own?

Apologia Chemistry Lesson Plans has plans for a weekly co- op like ours.  There are 16 modules.  Our classes plan to run until the end of May, or roughly 32 weeks with breaks for the holidays.  The class meets for three hours each week.  So, the 16 modules should be divided into one module every fortnight or two weeks.  Each module has about 40 pages which includes the questions and problems.  So, the student should read four or five pages each day, including the questions and problems.  The lesson plan above recommends students spend between 45-60 minutes per day, including the experiments.  An hour a day seems pretty optimistic.  What do I recommend?  The kids should start by defining the terms and reading their texts.  It is easier to answer questions in the modules as they arise.  Lastly, the kids should write out their answers to the study guide questions.  Now, reality dictates that some topics just take more time. The weekly updates keep families apprised of our schedule, assignments, and projects.

WA: Earth Science Update

The Earth Science class is completing the unit on Rocks and Minerals and will begin a unit in Weather, Chapters 7-11.  There is a unit test on Matter, Maps, Rocks and Minerals this Thursday.  There is a review Tuesday.  The students constructed a 'foldable' review packet which may be used on their test.  The class has selected their science fair projects this week.  Two of the teams need heavy plastic and scrap wood.  The class needs top soil and mulch for their raised beds.  Below is an overview of this week's Weather topics.

Weather
1. Layers of the Atmosphere Foldable
2. GLOBE Cloud Module Training
3. Air Vocabulary
4. Land and Water Lab
5. Weather Symbols
6. Create Weather Unit for the tykes: build weather instruments, collect data, create demos, and teach about weather processes.

WA: Physical Science

The Physical Science class continues to review nomenclature, types of chemical reactions, and how to balance equations.  This material will be part of the course all semester.  The girls began a unit on Heat, Thursday, plotting a Heat Curve and crushing cans.  The girls were introduced to some technology, the Easy Data app on the TI 84 and Pasco's Airlink with Sparkvue.  The girls will do a lab from Tops Science on convection and conduction, Radiation lab,  Endothermic lab, and a Heat transfer lab, next week.  The class will have a number of new terms to define.  Below are the main topics for the girls to understand.
1. What is thermodynamics?
2. Explain a heating curve in terms of phase change.
3. Compare radiation, conduction, and convection.
4. Differentiate between an exothermic and endothermic reaction.
5. What is the direction of Heat flow?

WA: Life Science Cells and Infectious Diseases

The Life Science Class is in the middle of Cells, Cell Processes, and Infectious Diseases. They had a quiz on the organelles in an animal cell and will have another quiz, Tuesday, on the parts of the microscope.  On Thursday, the class will have another quiz on the functions of the organelles.  Their disease mini-project is due next Thursday, too.  Last week, the class did an exercise on the stages of mitosis.  This coming week, I plan to do a diffusion lab, osmosis lab, and a fun exercise with Zombies!  Additionally, the class will be doing some graphing, both on paper and on the graphing calculator or on a spreadsheet.  I hope to have them do a little writing, too.

Unit Test:
Once the class completes the material on cells and cell functions, there will be a unit test, probably in two weeks.  Here are some of the major topics:
1. Animal vs. Plant Cells
2. Prokaryotes vs. Eukaryotes
3. Archaea-Bacteria-Eukaryotes
4. Cell organelles and functions
5. The Cell Cycle
6.  Cell Processes: Mitosis, Osmosis, Diffusion, and  Endocytosis, Exocytosis
7. Disease transmission

Apologia: Chemistry Update

This morning the Chemistry class spent the entire time constructing a qualitative analysis scheme, often dubbed, White Powder Lab.  I first came across this lab years ago in the Journal of Chemical Education.  The basic premise is for the kids to test a series of 'knowns' using a variety of reagents and then use their notes to determine the identity of a second set of 'unknowns'.  The 'knowns' we're baking soda, baking powder, cream of tartar, corn starch, Epsom salts, drive-way deicer, Kosher salt, sugar, and plaster of Paris.  The test reagents were Phenol Red, universal indicator, iodine tincture, a copper sulfate solution, hot water, cold water, a dilute acid and a dilute base.  Once the kids think they have correctly identified the mystery powders, I tell them which are correct; they retest until all of the powders are correctly identified.  Lastly, the kids name the powders with both their common and scientific names.

Apologia: What about technology?

As an instructor, one of my on-going concerns is staying current with technology.  Over the years, I have attended a number of workshops which address this issue.  I know many home-schhol families share this concern.  If I had to chose just one device for Chemistry, it would be a TI-84 graphing calculator (loaded with the Easy Data app) with the Easylink adapter and two sensors:temperature and pH.  Data collection is a snap!  Easytemp is a temperature probe which insets into the mini-USB port on the graphing calculator.  Most of the sensors require an adaptor or interface for the calculator called Easylink, which is connected and immediately senses and displays data Easydata Manual and Detailed Instruction Manual.   (Texas Instruments, TI, has loads of Classroom Activities; these instructions can be confusing for a new user.). Easy Data  Overview Video is produced by Vernier and explains step by step how to use the temperature probe with the calculator.

The data is stored in files under the Stat function on the calculator.  Here is where things get tricky.  Glencoe' Graphing Calculator Lab Manual was written for an older TI device called a CBL.  The same principle applies to the TI 84; the data is stored in Stat files.  These labs help students retrieve and analyze their data.  (Get a math teacher to show you how to use the stat function on the calculator!).  I will look for some lessons. TI 83/84 Instructions has screen shots describing step by step instructions in stats.