"The capacity to blunder slightly is the real marvel of DNA. Without this special attribute, we would still be anaerobic bacteria and there would be no music."
~Lewis Thomas
e-mail:
"Some e-mails arrive as spam and may have been returned to you. Please do not re-send your e-mail. It is not necessary because I am able to receive your message and clear it for any further contact.
VOICEMAIL: 510-656-4000, ext. 48016
Please check www.hornerjh.com for your grades!
EXTRA CREDIT for 1st quarter:
1.) Two current events in physical science. Write a one page summary or present the article in front of the class. Make sure to site your sources! 10 pts. each
2.) Write a hypothesis as to why the bird is so "thirsty". Use your knowledge of science and your observations to explain and predict what you think might be causing the bird to move. Use pictures as well. 20pts. maximum depending on your use of logic.
CALENDAR:
Wed., Sept.3:
Agenda: First day of school!
HW: signature on syllabus, due Friday for 20pts.
BACK TO SCHOOL NIGHT STARTS AT 6:45 pm tonight!!
Thurs., Sept.4:
Agenda: "Getting to Know You", Rules and Procedures
HW: get a science binder as described in the syllabus, due Sept.8
Fri., Sept.5:
Agenda: "Coat of Arms"
HW: see Wed. and Thurs.
Mon., Sept.8:
Agenda: Book Search
HW: finish the book search questions
Tues., Sept.9:
Agenda: Safety Poster
HW: definitions (plagiarize, jeopardize, interact, periphery, syllabus), write the definition and then use the word in a sentence
Tues., Sept. 23:
Agenda: "Should the US go Metric?"
HW: What are the five basic units in the S.I.(metric) system? Give examples, use the textbook p. 17-26 (look at the tables for units)
Thurs., Oct.2:
Agenda: "TBB" drawing and lab
HW: construct a balance. Use only materials that you can find at home. due 10/6, Monday! If not sure how a balance can look like check out the history time-line in chapter 1.
remember:chapter 1 test tomorrow, "open binder" test
Fri., Oct.3:
Agenda: chapter 1 test
HW: check Thursday's HW
Mon., Oct. 20:
Agenda: "Rusty Nails", finish "Classified Materials"
HW: definitions (to consist, to dissolve, soluble, solution, suspension,corrosion, substance )
The definitions should be done this time like a memory game as explained in class. (word/picture/definition)
Tues., Oct. 21:
Agenda:"Elements and Compounds"
HW: textbook,p.64 "Math Skills"
Wed., Oct. 22:
Agenda:"How Can you Separate Mixtures?"
HW: textbook p.67, section assessment questions #1-3
Thurs., Oct. 23:
Agenda: "Compounds and Mixtures"
HW: tb. p. 72,"Analyzing Data"
Fri., Oct. 24:
Agenda: "Is it Chemical or Physical?"
HW: none
Mon., Oct. 27:
Agenda: Compounds and Molecules
HW: "Housekeeping", 11/4 end of 1st quarter:
1) hand in 3 mi. assignments, due 10/31
2) "Matter" quiz Thurs.
3) binder check, 10/30
4) extra credit, due 11/3
5) ab. work, due 11/3
Tues., Oct. 28:
Agenda: "Changes in a Burning Candle"
HW: workbook p. 39-42
Wed., Oct. 29:
Agenda: "Changes in a burning Candle"
HW: textbook,p.82,#11,12,15,16,18,19-22 ,(period 1 only does the lab questions )
Fri., Nov. 14:
Agenda: "What are Solids, Liquids and Gases", changes of state handout
HW: none
Mon., Nov. 17:
Agenda:"Changes in Matter"
HW: tb.p.100,"Analyzing Data"
test on Friday,"States of Matter and Phase Changes"
Chapt.2,sect.3 and Chapt.3,sect.1+2
9. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content of the other three strands, students should develop their own questions and perform investigations. Students will:
a. plan and conduct a scientific investigation to test a hypothesis.
b. evaluate the accuracy and reproducibility of data.
c. distinguish between variable and controlled parameters in a test.
d. Recognize the slope of the linear graph as the constant in the relationship y=kz and apply this to interpret graphs constructed from data.
e. construct appropriate graphs from data and develop quantitative statements about the relationships between variables.
f. apply simple mathematical relationships to determine one quantity given the other two) including speed = distance/time, density = mass/volume, force = pressure x area, volume = area x height).
g. distinguish between linear and non-linear relationships on a graph of data.
STRUCTURE OF MATTER:
3. Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. As a basis for understanding this concept, students know:
a. the structure of the atom and how it is composed of protons, neutrons, and electrons.
b. compounds are formed by combining two or more different elements. Compounds have properties that are different from the constituent elements.
c. atoms and molecules form solids by building up repeating patterns such as the crystal structure of NaCl or long-chain polymers.
d. the states (solid, liquid, gas) of matter depend on molecular motion.
e. in solids the atoms are closely locked in position and can only vibrate, in liquids the atoms and molecules are more loosely connected and can collide with and move past one another, while in gases the atoms or molecules are free to move independently, colliding frequently.
f. how to use the Periodic Table to identify elements in simple compounds.
PERIODIC TABLE:
7. The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms. As a basis for understanding this concept:
a. Students know how to identify regions corresponding to metals, nonmetals, and inert gases.
b. Students know each element has a specific number of protons in the nucleus (the atomic number) and each isotope of the element has a different but specific number of neutrons in the nucleus.
c. Students know substances can be classified by their properties, including their melting temperature, density, hardness, and thermal and electrical conductivity.
REACTIONS:
5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. As a basis for understanding this concept:
a. Students know reactant atoms and molecules interact to form products with different chemical properties.
b. Students know the idea of atoms explains the conservation of matter: In chemical reactions the number of atoms stays the same no matter how they are arranged, so their total mass stays the same.
c. Students know chemical reactions usually liberate heat or absorb heat.
d. Students know physical processes include freezing and boiling, in which a material changes form with no chemical reaction.
e. Students know how to determine whether a solution is acidic, basic, or neutral.
CHEMISTRY OF LIVING SYSTEMS:
6. Principles of chemistry underlie the functioning of biological systems. As a basis for understanding this concept:
a. Students know that carbon, because of its ability to combine in many ways with itself and other elements, has a central role in the chemistry of living organisms.
b. Students know that living organisms are made of molecules consisting largely of carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur.
c. Students know that living organisms have many different kinds of molecules, including small ones, such as water and salt, and very large ones, such as carbohydrates, fats, proteins, and DNA.
MOTION:
1. The velocity of an object is the rate of change of its position. As a basis for understanding this concept, students know:
a. position is defined relative to some choice of standard reference point and a set of reference directions.
b. average speed is the total distance traveled divided by the total time elapsed. The speed of an object along the path traveled can vary.
c. how to solve problems involving distance, time and average speed.
d. to describe the velocity of an object one must specify both direction and speed.
e. changes in velocity can be changes in speed, direction, or both.
f. how to interpret graphs of position versus time and speed versus time for motion in a single direction.
FORCES:
2. Unbalanced forces cause changes in velocity. As a basis for understanding this concept, students know:
a. a force has both direction and magnitude.
b. when an object is subject to two or more forces at once, the effect is the cumulative effect of all the forces.
c. when the forces on an object are balanced, the motion of the object does not change.
d. how to identify separately two or more forces acting on a single static object, including gravity, elastic forces due to tension or compression in matter, and friction.
e. when the forces on an object are unbalanced the object will change its motion (that is, it will speed up, slow down, or change direction.)
f. the greater the mass of an object the more force is needed to achieve the same change in motion.
g. the role of gravity in forming and maintaining planets, stars, and the solar system.
DENSITY AND BUOYANCY:
8. All objects experience a buoyant force when immersed in a fluid. a. As a basis for understanding this concept:
Students know density is mass per unit volume.
b. Students know how to calculate the density of substances (regular and irregular solids and liquids) from measurements of mass and volume.
c. Students know the buoyant force on an object in a fluid is an upward force equal to the weight of the fluid the object has displaced.
d. Students know how to predict whether an object will float or sink.
EARTH IN THE SOLAR SYSTEM:
4. The structure and composition of the universe can be learned from studying stars and galaxies and their evolution. As a basis for understanding this concept:
a. Students know galaxies are clusters of billions of stars and may have different shapes.
b. Students know that the Sun is one of many stars in the Milky Way galaxy and that stars may differ in size, temperature, and color.
c. Students know how to use astronomical units and light years as measures of distances between the Sun, stars, and Earth.
d. Students know that stars are the source of light for all bright objects in outer space and that the Moon and planets shine by reflected sunlight, not by their own light.
e. Students know the appearance, general composition, relative position and size, and motion of objects in the solar system, including planets, planetary satellites, comets, and asteroids.
Education Gateways makes no warranty for SchoolNotes.com.
Information on this site is generated by the users. The views
expressed are not necessarily those of Education Gateways or its members, and
Education Gateways is not responsible for user's conduct on SchoolNotes.com.
