This page contains information about important things, such as notes, spreadsheet examples, web guides, and some general notes about class that I share. These entries will help students and parents follow what's happening in Physical Science so they can discuss assignments with students and ask them about their progress on particular projects and so on.
If you have questions or concerns, you can e-mail me at

9-3 Tue

Welcome back to school! In the first few days of class, we will be covering needed materials and classroom expectations.
First of all, items that will be needed for class are:
  • Pens and pencils
  • Loose-leaf paper (or notebook)
  • A ruler, preferably with metric measurements included.
  • A small pack (6-8) colored pencils or markers.
  • Scientific calculator. This does NOT need to be a graphing calculator, but it needs to have exponent functions on it.
  • Sturdy pocket folder to house your lab papers, handouts and so on.
  • USB (Flash/Jump/Thumb/etc.) drive - 2 GB minimum

Classroom Expectations
Word version
Mr. Kramer Class Expectations Google version

I will elaborate on classroom expectations in class as well.

Lab Safety
Word version

Lab Safety

9-5 Thu
  • Discuss observations from yesterday's fire drill exercise
  • Start the Science Process Skills List
    • Discuss what it means to "observe"
      • Types of observations - quantitative v. qualitative
      • Hand out notes on observing and inferring and discuss
  • Do the Google survey titled Observe
  • Do the Observation v. Inference worksheet on the back of the notes

9-6 Fri
  • 1) Google form from yesterday should be complete and submitted. A link is on the wiki.
  • 2) Review Observation v. Inference notes
    • Scientific definition of observation and its fundamental nature
    • Examples of how “facts” have changed because of evolution of technology and the new information its allows us
      • The “planet” Pluto
      • Aristotle’s belief of the motion of the earth and the sun
    • Qualitative v. quantitative observations
    • Inferring – interpreting observations
  • 3) Review what it means to infer
  • 4) Discuss Observation v. Inference worksheet
  • 5) Illusions - demonstrate how people can observe the same thing but interpret differently
  • 6) Intro Inference Disks Lab

9-9 Mon

  • Hand in signed classroom expectations to the test tray
  • Use Quia for the first time - usernames and passwords today.
  • Word Wall - Science Process Skills (on Quia)

*Review Inference Disk Lab
*Explain making inferences and “filling in gaps” for cannot be directly observed. Scientific study commonly uses evidence to fill in gaps
*Finish the lab and hand into the daily tray when done
*Give out Quia usernames and passwords today
*Go onto Quia, check access to website and word wall

9-10 Tue
Start-up: Copy Estimate/Measure notes from board. Make columns and rows large enough to show work!
(Notes from board)
% Error
Room height
(Fill in your data here)

Your height

Length of room
(your) Feet

Width or room

Table length
Pointer Fingers

Lab Questions:
1) What is meant when it is said that a unit is" standardized"?
2) List the standardized unit(s) from above?
3) Why is it important to have standardization for units?

  • Reminder that the Word Wall on Quia is open and ready for use 24/7
  • Get Quia usernames and passwords from me – they have been updated to eliminate middle names and initials, etc

1) Discuss what it means to estimate
a) Emphasize the importance of background information in making a good estimate
b) Discuss who would have to estimate as a regular part of their jobs

2) Discuss what it means to measure
a) Discuss the cubit and the “foot”
b) Emphasize the importance of standardization

3) Discuss % Error and practice using calculators
(Your value - Actual value) * 100 = % Error
Actual value
*For this lab: Estimate = your value and Measure = Actual value

4) Copy down the Estimate/Measure Lab (highlighted portion) on student paper and discuss
5) Start lab
Assignment: Complete any calculations for items that are completed. SOME time will be allowed to finish lab tomorrow. We will move on to other things as well.

9-11 Wed
  • Reminder that signed classroom expectations must be returned!
  • Get Quia usernames and passwords today and check out the Word Wall – Science Process Skills
1) Review notes from Tue
2) Review lab
4) Complete lab today and keep until tomorrow

9-12 Thu
Start-up: Do the posted % error problem and copy notes on Record/Organize
1) Check % error problem start-up problem (F/A)
2) Explain Google form for Estimate-Measure Lab Responses posret on the wiki
3) Add to the Science Process Skills list – Record/Organize - to put information into a useful and meaningful form. Examples of this are tables, charts, graphs, etc
a) Hand out notes on graphing and graph and discuss what it means to record/organize
b) Discuss notes on types of graphs
4) Do July Temps activity in class
5) Assignments:
  • Fill out the Est-Meas Lab Response Form to complete your Estimate-Measure Lab and then hand you lab paper into the Daily tray today
  • July Temps graphing activity – Create a double-line graph (1 line for highs and 1 line for lows) using the temperatures that were compiled in class. The graph should have the dates on the X-axis (bottom) and the temperatures on the Y-axis (left side). You will have data missing for 7-5 and 7-10, but should fill in the missing line segments according to the pattern you see. The graph should show all the elements of a good graph. Answer the questions about the information on the graph. Everything should be on one side of the paper. Due Friday!
    • Here is the classroom data and related questions for the July Temps assignment
    • |||||| July Temp Assignment ||
      || || || ||
      || Date || High || Low
      || 1-Jul || 95 || 78
      || 2-Jul || 92 || 78
      || 3-Jul || 98 || 81
      || 4-Jul || 103 || 86
      || 5-Jul || ? || ?
      || 6-Jul || 106 || 85
      || 7-Jul || 99 || 81
      || 8-Jul || 95 || 78
      || 9-Jul || 92 || 77
      || 10-Jul || ? || ?
      || 11-Jul || 84 || 68
      || 12-Jul || 81 || 67
      || 13-Jul || 82 || 67
      || 14-Jul || 80 || 65
      || 15-Jul || 78 || 62

      Questions: Answer these ON YOUR GRAPH! ||
      1. What is the high for 7-5? ||
      2. What is the low for 7-5? ||
      3. What is the high for 7-10? ||
      4. What is the low for 7-10? ||
      5. What is the average high for 7-1 through 7-15? ||
      6. What is the average low for 7-1 through 7-15? ||

9-15 Fri

Review the July Temps info and what is expected on the graph
Work on the graph in class today
Assignment: July Temps graph is due Monday

9-16 Mon

  • Est-Measure Lab Response Form, which is linked to 9-12 above, should be done so your responses can be checked.
  • July Temps double-line graph is due. The data from the activity is posted above.
    Hand in the July Temps graph WITH the questions answered, all on one side.

  1. Discuss predicting and what is needed to make a good prediction
  2. Explain how the football throws activity will work
  3. Predict the ranks of the throwers
  4. Go outside and throw the ball. Take paper and pencils along to record data
  5. Save data for Tuesday

9-17 Tue
  • Computers
    • o Place power plug in slot when removing the computer so they all stay in order
    • o Updates/other disruptions – document and report operations that postpone class work
    • o Document and report login issues
    • o Save documents as HrAccel7-LastnameFirstname
    • Est-Measure Lab Response Form, which is linked to 9-12 above, should be done so your responses can be checked.
    • July Temps double-line graph was due Monday. The data from the activity is posted above.
  1. Review what it means to "predict" and the activity we did outside on Friday
  2. Demo the spreadsheet that needs to be done for the football throws.
  • Demo;
    • Starting a new sheet
    • Writing a formula
    • Inserting a chart
(Later) Work on the Google spreadsheet. A sample to follow is provided. Students must start from a new spreadsheet.
Football Throws Sample

9-18 Wed
  • Remember to document and report all computer disruptions to the teacher - work interruptions, login, etc.
  • Save Football Throws spreadsheets as HrAccel7-LastnameFirstname and share it with the teacher

1. Discuss notes on the next science process skill:
  • Analyze - to search data for meaning and trends
    • Analysis will be applied to the football throws activity
    • Discuss the final stage of the football throws lab
      • Final ranking - based on highest average PI
      • Determining most consistent for the 3 categories - distance, accuracy and PI
3. Review the classifying activity
4. Complete the football throws spreadsheet today and share it
5. Complete the football throws analysis on notebook paper and hand in. The analysis should include
  • Name and hour
  • Activity title
  • Questions answered and numbered in order
    • 1. Who was the most consistent for distance?
    • 2. Who was the most consistent for accuracy?
    • 3. Who was the most consistent for PI?
    • 4. What was your predicted rank?
    • 5. What was the actual final rank based on average PI
6. Do the classifying activity and share the document titled as HrClassifying-Name

9-19 Thu


  • E-period
  • Make sure football throws spreadsheet is completed, titled properly, and shared with the teacher
  • Check Infonow grades!

1) Review what is means to analyze and where it was applied to class

2) Add to science process skills list: Classify – to put into groups or categories based on likenesses and differences

3) Look at how groups classified the items in the list from Wed. and discuss them.

4) Discuss the perception of what a dolphin is and the need for a classification system

5) Complete any work that still needs to be done for the week thus far. If done, try the Fish Story activity. Hand in when done.

9-20 Fri


  • Check Infonow grades
  • Promptly follow up on labs and other assignments if not done in class
  • REVIEW!!!!!!!!!!!

Start-Up: (Add the following notes to our science process skills list)

Hypothesize – to form an untested answer to a question or problem

  • A hypothesis must be testable
  • A good hypothesis states conditions that must be met and what is expected to happen under those conditions
  • A good hypothesis is often an “If…, then…” statement
    • The “If…” part states the conditions under which the test will occur
    • The “then…” part states the expected outcome of the test

1) Hand back Inference Disk Labs and Estimate-Measure Labs and discuss them

2) Discuss hypothesizing

3) Do lamp activity

4) Take Quia quiz

9-23 Mon

  • Make sure Football Throws spreadsheet is completed and shared with me on Google
  • Make sure the Football Throws Analysis, posted above on the wiki and done on your own paper, has been handed in after completion of the spreadsheet
  • Make sure Quia usernames and passwords are working

1) Hand back and discuss the Estimate-Measure Lab and the July Temps activity
2) Hand out notes on scientific method and start discussing them today - red light v. blue light example
3) Continue Quia quiz - Process Skills Quiz 1

9-24 Tue

1) Hand back discuss the Football Throws Analysis

2) Review and further discuss scientific method

3) Complete Process Skills Quiz 1 on Quia, if needed

4) Read the additional document about scientific method posted below

5) Start thinking of a fun experiment you could do as a group. The experiment should be something that can be done in class within the span of a 3 days or less.

Here are a couple of versions of the additional info on scientific method that may be helpful to you.

Here is the Google version. Scientific Method Overview

9-25 Wed
  • Check Infonow. Grades have been added. Deal with missing stuff immediately!
  • Remember that some activities will have more than 1 grade - a spreadsheet grade and a Google form/lab sheet grade
  • Make sure you make arrangements within your group as to how you will get the needed materials for your investigation and they must be here to start as soon as your procedure gets approved!

1) Review scientific method
2) Apply the following steps to the student-driven investigation:
Part 1

A) Define your question or problem and state why you chose this investigation.

B) State your hypothesis.

C) List your experimental factors (variables) – independent, dependent and constants.

Part 2

Write a detailed procedure that would allow anyone who reads it to properly conduct your experiment. It will need to be approved by the teacher before you are allowed to begin your experiment.

3) Today, students should decide what they want to do for an investigation, define their problem, state a hypothesis, determine the variables - independent, dependent, constants - and how they will be controlled to conduct a fair scientific investigation.
4) Start writing a procedure that will get approved by the teacher. Also, materials needed for the investigation must be determined and who will bring them to class.
IMPORTANT! You need to be able to quantify your results! You must be able to show tables, graphs, etc. for data generated during your investigation. This will be included in your final report.

9-26 Thu
Review the requirements for students getting approved to start their investigations - Parts 1 and 2 listed above must be presented on paper to the teacher

9-27 Fri
Number each question, write the question and then answer it
  1. What is an independent variable?
  2. How many independent variables should you have in an experiment?
  3. What is a hypothesis?

Work on scientific investigations today. Everyone should have their procedures signed approved by the teacher today and get investigations going. Check the wiki notes above for the items that you need to have on paper for approval!

9-30 Mon
Start-up on board today.

Keep up with Infonow and your grade situations!

Continue working on scientific investigations.
  • Keep in mind that we will be doing this today and tomorrow for sure, but there is not time to be wasted as there is plenty to do
  • ALL GROUP MEMBERS should have the notes from the investigation! That is active engagement in the group
  • I strongly suggest keeping detailed, dated notes on your activity. Remember that results must be quantifiable and recorded/organized for analysis
  • Make sure everything is cleaned up at student tables, as well as counters and sinks where work is done
  • Store all labs materials securely from one day to the next and label them so I can see what belongs to each group

10-1 Tue
Your Scientific Investigation Report

* After conducting your investigation that employed scientific method of problem solving, you will write and hand in a detailed report of your investigation. The report should be done collaboratively on a Google document. Your group will need to:
  • Open a document and title it (Hr)ScientificInvestigation-(LastnameFirstname)
  • Share it among all group members so each person can edit
  • Share it with me so I can comment on it.
  • The goal in doing this is for everyone to be involved in doing their own parts to create and produce a high quality report (collaborate).

The Scientific Investigation Report should have all of the following parts included and clearly labeled in order.
Part 1
A) Define your question or problem and state why you chose this investigation.

B) State your hypothesis.

C) List and describe your experimental variables – independent, dependent and constants. Make sure your report clearly states how you controlled these variables.

Part 2
Describe any problems that you had during the course of your investigation. Also, state any modifications you had to make to your procedure to accommodate those problems.

Part 3
Write a detailed, step-by-step (Step 1, Step 2, Step 3…) procedure that would allow anyone who reads it to properly conduct your experiment. This procedure should be the “final procedure” that includes any modifications you had to make during your investigation to deal with problems along the way.

Part 4
Set up a one-page spreadsheet with at least one table and one graph that shows your data. Write at least one calculation formula. More than one table and/or graph may be needed to properly represent your data and it may make your report look more impressive as well, however, make sure the spreadsheet is only one page. The choice of graph should appropriately represent the data. Title your document as (Hr)ScientificInvestigation-((LastnameFirstname) and share it with me on Google. Also, print it and staple in its proper order in your report.

Part 5
State your conclusion in terms of whether your hypothesis is valid or invalid and how your data shows this. Hand in any notes with raw data with your name of them and be prepared to answer any questions the teacher may have regarding your investigation. If the teacher asks anyone in the group a specific question and it cannot be answered, it may result in a point reduction!
*Each person in the group should write a part of the report. Make sure the name of the author of that part is at the beginning of the part. Write the names of all group members at the top of the first page. The title for your report is Scientific Investigation.

10-2 Wed


  • The word wall for our current content has been updated. Check it out on Quia - Word Wall - Science Process Skills and Scientific Method
  • Check Tuesday's notes to see changes in the report requirements! They are in red. An expanded checklist is also below in red.
  • If extra time is definitely needed for a group to complete its investigation, it would be a good option to arrange to come in for E-Period. Try and get the whole group to come and plan it the day before if possible.
  • Scientific Investigation Reports are due Friday!

1) Continue working on scientific investigation reports!

To complete this Scientific Investigation project, you should meet all of the following requirements:

  • Have Google word document with a title (Hr)ScientificInvestigation-(LastnameFirstname)
  • Have all group names and hour on top of the first page
  • Have all parts (and subparts) present and clearly labeled in your document. The person who was in charge of a portion should have his/her name at the beginning of it.
  • Share the final Google document with the teacher and allow the teacher to "Comment" on it
  • Have a Google spreadsheet with at least 1 table, 1 graph and 1 calculation formula (using cell addresses) in it.
  • Share the final spreadsheet with the teacher and allow the teacher to "Comment" on it. Title it (Hr)ScientificInvestigation-(LastnameFirstname) just as you are doing for your entire Google word document report.
  • Print a hard copy of the spreadsheet and hand it in as part of your report. This will be your Part 4
  • Print and staple together (in order) all 5 parts of your report and hand in to the Daily tray

2) Wednesday and Thursday will be devoted to group work on the reports. You might be able to flex some time into Friday, but some other material will likely be covered as well.

10-3 Thu

Reminder: The word wall activity for the science process skills and scientific method on Quia has been updated. Check it out!

Review the checklist above for all the requirements for the scientific investigation project report. We will devote the rest of the week to it. Stay focused and get it done.

10-4 Fri
  • There will be a test Monday on all science process skills and scientific method material
  • Reminder: The Word Wall - Process Skills and Scientific Method has been updates and expanded on Quia. Check it out!
  • Also, an additional Quia review for the process skills and scientific method material is available for students to review and self-test to prepare for Monday's test

1) Review graphs and graphing
  • Data can be manipulated and misleading. Look at the last graph in the graphing notes that you should have in your folder
  • Which are the X and Y axes?
  • Independent v. Dependent variables and their positions on a graph
2) Each group should complete its scientific investigation report today. Make sure all the requirements for the report that are listed earlier on this wiki are addressed!

10-7 Mon
  • All Scientific Investigation Reports should be in
  • Make sure any materials from the teacher are cleaned and returned and remove all materials that were brought in

1) Hand back and discuss the pop quiz on variables
2) Hand out and discuss notes on Direct and Inverse Relationships
3) Take Process Skills/Scientific Method Assessment on Quia. No notes. A calculator can be used.
4) Afterward, do Direct and Inverse Relationships on Quia. You can use your notes.

*Students who get done early AND have all the above items completed (including all requirements of the Scientific Investigation Report) can "Sporcle". There is a link on the "Websites" page link in the Navigation menu (above and to the left) that takes you to the Sporcle site. It allows a person to take quizzes in many areas of interest. Some are rather light and trivial and some can really challenge your knowledge and thinking process. A lot can be learned from many of them. Check it out!

10-8 Tue

Hand out notes on exponents and discuss them today
Assign exponent worksheet on the back side of the notes

Here are a few links that may be helpful in understanding exponents and how they work.
E-How Exponents
Intro to Exponents
Raising to the power of 0 and 1

10-9 Wed

1) Check answers from Tuesday's exponent problems
Note: The ^ symbol indicates an exponent following it, since there is no button in the tool bar for a superscript. The * symbol indicates multiplying.
1) 4^6 = 4096
2) 6^4 * 3^3 * 4^7 = 573,308,928.
3) 5^3 * 4^2 * 7^4 = 4,802,000.
4) 1^1 * 2^2 * 3^3 * 4^4 * 5^5 = 86,400,000
5) 10^3 = 1000
6) 10^2 = 100
7) 10^1 = 10
Next section
8) 2*2*5*5*5 = 500
9) 4*4*4*4 = 256
10) 2*2*2*2*3*3*3*3 = 1296
11) 7*7*7*5*5*5*2*2 = 171,500
12) 6*6*6 = 216
13) 10*10 = 100
14) 10*10*10*10 = 10,000
15) 1/10*10 = 1/100 or .01
16) 1/10*10*10*10 = 1/10,000 or .001

2) Pick up the "weights and measures" and "metric system" packets AND the question sheet for them from the desk up front. Read the packets and answer the questions.
3) Return the packets to their proper stacks on the front desk! They should not leave the classroom!
4) Use your answer sheet and calculator to take the Quia quiz titled 10-9 Reading Quiz
5) After the quiz, hand your answer sheet into the Daily tray
6) If you have time left, you can check out the following link to prepare for Thursday. Scientific Notation Overview
*If you have time after everything above is done, you can "Sporcle". The link is found in the "Websites" page in the Navigation menu of this wiki.

10-10 Thu
1) Hand out and discuss scientific notation notes
2) Assign scientific notation problems on the back of the notes.
3) Work time - Complete any unfinished items from yesterday or earlier in the week.

10-11 Fri
1) Check/discuss scientific notation problems from Thursday
2) Hand out and discuss:
  • Notes on rewriting scientific notation from one exponent into another
    • Do the problems in class
  • Notes on multiplying and dividing in scientific notation
3) Assign the multiplication and division problems for Tuesday

10-14 Mon
Parent/Teacher Conferences today 2 PM to 7 PM
Conferences will continue Thursday, Oct 17 from 3:45 PM to 6:15 PM

10-15 Tue
Check and discuss the scientific notation calculation problems
Take the Quia quiz Scientific Notation Quiz 1. Click here for the quiz

10-16 Wed
NOTE: If your section of science does not meet today, stop in the room and pick up the Temperature Scales worksheet and have it ready for Thursday.
1) Check the answers for the Scientific Notation Quiz 2 worksheet from yesterday.
2) Watch the 1st, 2nd, 4th and 5th videos posted about heat and temperature on the web site below. You will want to get some headphones for the videos. They are in the cabinet with the white label on the door. MAKE SURE YOU NEATLY WRAP UP THE CORDS AROUND THE HEADPHONES AS YOU PUT THEM AWAY!
Heat and Temperature videos
3) Pick up a copy of the Temperature Scales worksheet from the Wednesday tray.
4) Read the notes on the three temperature scales and do the conversion worksheet on the other side for Thursday. The temperatures are expressed in three different scales - Fahrenheit, Celsius, and Kelvin. One of the scales is given and your job is to convert to the other two scales and record the corresponding temperature on the dashed line next to the thermometer for that scale. Use the formula in the top section of the worksheet that applies to the problem you are working.
5) After the worksheet is completed, take the short Quia quiz titled Temperature Scales Quiz. You can use your worksheet and calculator for the quiz.

10-17 Thu
1) Discuss the Temperature Scales notes and video segments posted yesterday
2) Check answers to the Temperature Scales worksheet
3) Complete anything from Wednesday that still needs to be done.

10-18 Fri
Academic clean-up day today. Check Infonow and address any deficiencies or ask questions if you have them.

10-21 Mon
1) Hand out and discuss Solving for a Variable worksheet
2) Hand out and explain the Common Unit Comparisons worksheet
3) Assign both for Tuesday. Work on them in class.

10-22 Tue
Check Infonow and ask to be requested if needed!

1) Go over the two worksheets from Monday
  • Solving for a Variable
  • Common Unit Comparisons
2) Discuss the answers to the packets on weights and measures and metric system
3) Hand out and discuss notes on Dimensional Analysis
4) Do some sample problems

10-23 Wed
1. Check answers for the worksheet Common Unit Comparisons. The key is provided.
2. Project the Metric Scale transparency on the overhead.
a. The metric scale is expanded from what may have been seen before. Mega and giga have been added on the upper end. Micro and nano have been added on the lower end. These are important because computers has been rated in gigabytes for several years already and are even in terabytes now. Also, we have heard more and more about nanotechnology in the past few years as well - technology that allows us to do things on a very small scale.
b. It is important to note that the jump from kilo to mega and from mega to giga is 3 decimal places. The same is true when going from milli to micro and from micro to nano.
3. Hand out the Metric Scale Questions worksheet.
4. Work with a partner on this. Consult each other for help if needed.
5. Afterward, students can do the Word Wall – Metric Scale activity on Quia

10-24 Thu
1) Go over answers from the metric scale questions
2) Hand out Mass and Weight Notes
3) View Mass and Weight Presentation
  • The link to the Gravity doc in the presentation is not working, so I have reposted it here> Gravity doc
4) Take the Mass and Weight Quiz on Quia

10-25 Fri
Students will work in groups of 3-4.
Choose 8 items to measure in cm. Examples would be your arm span, length of a student table, your height, a floor tile, etc.
Estimate how many cm you think the item will be and record that.
Measure the item in cm.
Open up the Metric Conversion Lab BlankGoogle spreadsheet and rename a copy for your group. You should not be altering the original blank document.
Enter the items you chose (such as height of table, arm span, depth of sink, etc), your estimates and measures for each
Write a calculation formula to make your spreadsheet calculate % error
Then convert your cm measurement into 5 different units of your choice on the spreadsheet. You do not have to fill in all units.
Title it (Hr)MetricConversion-(FirstNames)

NOTE: If you have trouble with the spreadsheet, just do the lab on your own paper.

The Mass and Weight Quiz will be open again to take.The link is above.

10-28 Mon
1) Review the metric scale and converting by moving the decimal
2) Hand out the 1 Dimension Lab - Metric. Briefly discuss the lab and do the lab. Hand in the labs sheets, stapled as a group.
3) Complete anything that needs to be done from Friday.
4) When done with everything else, open the Vector Simulation Intro and start getting to know about vector quantities.
Vectors and vector addition

11-7 Thu
Please complete a survey for your yearbook. Click here to take the survey.

11-18 Mon

Check Infonow!

1) Pop Quiz
2) Complete the Volume Lab and hand in to the daily. Staple group papers together.
3) Review the following-
  • The notes on mass and weight that you should have in your folder from before.
  • Mass and Weight Presentation The link to the Gravity doc in the presentation is not working, so I have reposted it here> Gravity doc

11-20 Wed
Announcement: Volume Labs should be turned in

1) Review Mass and Weight Lab
2) Do Area Lab Verification on your own paper
3) Take the Mass and Weight Quiz on Quia as a review. This will be graded. You can use your notes.
4) Start the Mass and Weight Lab.

12-10 Tue
After the checkpoint on Quia and you have completed your lab work on the Measuring Summary Lab, you can view the video posted below to get a sense of what "frame of reference" is in regard to motion.

If the embedded video above does not work, you can try running it from the link below.

Frame of Reference video

12-12 Thu
Watch these videos on Newton's 3 laws

12-19 Thu
Use the spreadsheet sample that is linked below as an example to follow in creating your own spreadsheet.
Speed Lab SS Sample

12-20 Fri

Here is a link to the Google version
Motion Project Guidelines
  • Straws have been added to the list of acceptable materials.

1-15-14 Wed
The final is tomorrow. Here are versions of the key to the review given out in class.
docx version
97-2003 version
Final Review Quiz Google version

1-16-14 Thu
Here is the link for the Car Data Spreadsheet. Do your calculations and enter your data under the appropriate headings. Just pick a row and start entering. Please be careful not to disrupt someone else's data.

Use your ball and ramp data to create a spreadsheet like the one in this example. Accel Lab Spreadsheet Sample


Discuss the energy notes that were handed out

When your Accel Lab spreadsheet is complete, print it off and make sure you do the analysis items that were listed on the board. They are listed here as well.

  • On the bar graph
    • Draw a box around the part of the bar (for each ball) that indicates the longest distance traveled per second.
    • Circle the part of the bar (for each ball) that indicates the greatest positive acceleration from one second to the next. For example, if you think the ball sped up the most from second 1 to second 2, then draw a circle where the 1 sec part and the 2 sec part meet (as shown in class).
  • On the line graph, clearly point out any part of the graph that does not make sense and give a brief description of why you chose that part.

Accel Lab spreadsheets are due Friday!

Hand out wkst on potential energy (PE) and kinetic energy (KE). Due Friday.

1-27-14 Mon
No school
1-28-14 Tue
No school

1-29-14 Wed
  • Due!
    • Acceleration Lab spreadsheets should be printed off, analysis items done and it should be handed in!
  • Hand out Acceleration of Gravity notes and terminal velocity
    • View James Bond clip
    • Discuss gravity notes
  • Assignment:
    • View the video posted on the wiki for today (below).
    • Do the Gravity and Acceleration (l) wkst for Thursday
    • Here is the video regrading gravity and falling objects. Watch it for Thursday.

2-3-14 Mon
  • Hand out and discuss notes on centripetal force
  • Watch Bond clip - the "g-force machine"
  • Hand out Forces? wkst
  • Assignment for Friday
    • View these videos on centripetal force
    • Do the Forces? wkst . Answer the questions about the diagrams on the wkst.

2-5-14 Tue
Here is the main web guide for the Man's Views... activity
Man's Views of the Universe

Continue with the "Man's Views..." activity. As mentioned above, I am adding additional resources below. These videos have great visuals and tend to deal with one or two perspectives at a time. They will somewhat summarize much of the information presented in the full Man's Views of the Universe resource above.


Greek Observations and Thoughts - Aristotle and Ptolemy


Tycho and others


And as long as we are pondering motion and the order of the universe, why not take a quick look at one rendition of how we ended up where we are now? No notes to take, just watch and think about all of it!

2-14-14 Fri
When done with today's Quia activity, please click here, read the text I have added and view the resources. Think about what you saw and heard, as well as the notes and questions I have given for you to ponder.

2-25-14 Tue
Today -
  • I will demonstrate and preview a projectile simulation for you.
  • A worksheet will be handed out to be completed as the simulation is being done.
  • Use this Projectile Simulation for the activity. Set the variables as shown on the worksheet, fire the projectile and record the results in the tables on the worksheet.

3-3-14 Mon
Did you hand in your Projectile Simulation data tables?
There is a Man's Views-Last Chance on Quia that you can do if you want to up your score from the Man's Views Verification that was taken before.

3-4-14 Tue
Today - We are starting some moon stuff. Here is the Moon Quest assignment. Use the links and the diagrams to answer the questions. You can answer these in your notebook if you wish.
Here is a link that will substitute the faulty link regarding the moons origin for now. I will try and update it with a better one ASAP.
Moon Origins?

Start on the following assignment on WAVES!
Any make-up tests should be done today.
Complete the assignment on waves that was posted last Friday and continue with more for today that is posted below.
  • Waves (continued) Go to each of the sites below and do the activity described next to the link.
    • Sound Waves. Observe the animation and draw a series of sound waves in your notes that show the arrangement of particles, compressions and rarefactions.
    • Sound waves and your ear drum Read about the interaction between sound waves and your ear drum. Draw a representation and write a brief description of how you body converts sound waves.
    • Transverse Waves Read about transverse waves and the terms associated with them. Draw and label the parts of a transverse wave.
    • Wave Interactions Read about how waves can interact with each other. Draw and describe what is meant by:
      • Interference
        • Constructive
        • Destructive
      • Reflection
      • Refraction
      • Diffraction
      • Transmission
      • Absorption
By the time you have done the reading and illustrating, you should know and describe the following terms: longitudinal wave, transverse wave, equilibrium (state of rest), crest, trough, amplitude, wavelength, frequency, transmission, absorption, reflection, refraction, diffraction, compression, rarefaction, interference - constructive v. destructive.

Rock the Boat Watch what happens as you change the properties of the waves height (amplitude), wavelength, and wave period (frequency). Also, compare what is happening in the different colored layers of water. Do they all move the same amount?

Spend some time with the simulation below and observe what happens when you do the following:
  1. Select "Pulse".where it offers Manual, Oscillate or Pulse.
  2. Move "Damping" to the the lowest setting. Damping means the effect will wear of or be reduced with time. Lowest dampening will allow the wave to continue without decreasing.
  3. Set "Tension" at its highest.
  4. Select "Fixed End". This means the opposite end of the line cannot move.
  5. Click the large "Pulse" button once to create a wave and watch what happens when the wave reaches the opposite end of the line.
  6. Click "Reset".
  7. Do another pulse wave and when it is about have way across, pulse another wave and watch what happens. You are witnessing destructive interference between waves where the waves momentarily cancel each other out and then continue. To see this the best, pause the waves just before they meet and then click the "Step" button to move continue a frame at a time.
  8. Now select "Loose End" and repeat steps 5-7 above and you will now see constructive interference. How is it different?

I have replaced the old link that did not work with this new Aspire Wave Simulator link. In this simulation, you can create a transverse wave, a longitudinal wave and a circular (surface) wave by clicking the buttons at the lower right portion of the window. Water particles behave like the circular waves. Compare the particle motion to the motion of the energy transfer through the medium (substance).

Here is the Word Wall - Waves

Here is a neat video that shows a series of pendulums that create a wave motion when viewed from a certain angle. The action you see is similar to some of the action seen in the wave simulator above. Why does the pendulum wave change its nature as it continues to go?

3-19-14 Wed
I hope you have been using the Quia word wall linked above for review and looking over the notes and diagrams from class.
Here is a document with a representation of the Electromagnetic (EM) Spectrum that will be discussed in class.
  • Have the Waves Quiz 1 wkst ready for Thursday!
  • Go to this Spring Equinox site, read the information, look at the illustrations. When talking about the earth and moon, we discussed why we have different seasons and related them to the tilt of the earth's axis of rotation. This page will be a nice enhancement of our discussion.

3-21-14 Fri
  • For Monday, you can get started on defining the matter and property terms on the the worksheet that was given in class for after the test. You will continue it on Monday.

3-28-14 Fri
Word Wall- Properties

4-1-14 Tue
  • Quiz today on properties and matter map
  • Continue Properties Lab

4-2-14 Wed
If done with the Properties Lab, you can work on the Pressure Web Guide 1

4-8-14 Tue
Quiz Thursday on Properties, States of Matter notes, the Phase Change graph, and lab procedures.
Here are a few things that will enhance what we have done in class.

4-9-14 Wed
Continue with lab testing today.

4-10-14 Thu
QUIZ TOMORROW! See notes from yesterday posted above.
  • Complete the known testing of the lab substances.
  • Remember that we introduced the concept of pressure in class and briefly mentioned Charles' and Boyle's gas laws. Read the gas laws notes. Check out the particle simulation below to see how the variables, such number of particles, temperature and volume affect the pressure of a gas.

Here is a review game of Battleship that you can play for review on matter stuff.
Matter Battleship

4-11-14 Fri
  • Review the notes on Charles' and Boyle's Laws.
  • Take the quiz
  • Complete the lab testing
  • Reread the Pressure notes (air pressure, barometer, etc)
  • Do the gas law practice problems worksheet (Behavior of Gases) for Friday.
Unknowns tomorrow!!!

4-30-14 Wed
Complete known testing of solutions A-I today!!!
Do the golden penny lab as explained in class
Reads about alloys. Alloys

5-2-14 Fri
To prepare for next week, visit The Particle Adventure and read about humans' search for an answer to the question what is "fundamental" by reading through the Eternal Questions under the section titled "What is Fundamental?"

5-5-14 Mon
This week, we will be doing the final unknown. This will be explained in class and the notes for it are the Separation Lab Notes.

5-19-14 Mon
Use the Separation Lab Report Notes to guide you in your lab write-up.

5-18-14 Wed
Before you take the final test, there are a few things that I want to express to you.
1) Save all notes and resources from this year! That is your textbook. Discarding them would be like throwing out a text book!
2) Please email me a contact for any summer communication we may do - email and a phone number. My email is listed at the top of this page.
3) Give serious thought to some area of science that you are particularly interested in and might want to explore. Perhaps we could get you going on something of interest to you.

Today's tasks:
1) Take the Accel Sci 7 Final. You can use your notes and resources, BUT NOT EACH OTHER - NO TALKING - EYES ON YOUR OWN SCREEN!
2) Take the following Quia survey - Accel Sci 7 Year 1

Enjoy your time off and be safe!!!