Monday, May 13th
Today in science: Using the whiteboard, Dr. M redrew the circuit that we had built and tested with our ammeters during last Thursday’s lesson. We used this diagram to elicit and develop students ideas about electricity, electrons, energy, (battery) cells, ammeters, bulbs, and current.
Homework: Student were asked to make sure that the have completed up though page 6 in their Power Cell Packets. If students are already finished through page 6, they should feel free to work for another 20 minutes and go deeper into the packet to get ahead of this week’s (nightly) homework assignments.
Tuesday, May 14th
Today in science: After collecting the Power Cell Packets at the start of the lesson, Dr. M asked students to complete the following tasks working either alone or in small groups:
1. Finish pp. 411 & 412 in the Electricity packet (use the Exploring Science 7 book to check answers).
2. Complete p. 414 in the Electricity packet by putting the answers on the blank page provided in the packet.
3. Complete p. 416 in the Electricity packet (use the Exploring Science 7 book to check answers).
4. Work on Chapter 3 (pp. 7-11) and Chapter 4 (pp. 12-15) in Power Cell Packet.
During the lesson, Dr. M met with each student to explain the 10-point score he issued for their answers provided to Chapter 2 in the Power Cell Packet.
Homework: Student were asked to make sure that the have completed up though page 11 in their Power Cell Packets. If students are already finished through page 11, they should feel free to work for another 20 minutes and go deeper into the packet to get ahead of this week’s (nightly) homework assignments.
Wednesday, May 15th
Today in science: Students used today’s shortened science lesson to investigate the relationship between the amount electrical current running through different lengths of bare wire. Students worked in small teams of 2-3 students to collect data related to the following bare wire lengths (cm): 60, 50, 40, 30, 20, 10.
Homework: Students have been asked to graph the results of the circuit investigation they did during today’s lesson. There is an example of how to set up the X- and Y-axes of the graph on page 421 (see Question #2). Please make it a LINE graph. In other words, once you put the points on the graph, use a ruler to connect them with a single line. Students do NOT have to answer Questions 3-6 on the bottom half of the page. They only have to create the graph on the graph paper provided in their Electricity packet. If students would rather use a different piece of graph paper, that is absolutely acceptable.
Thursday, May 16th
Today in science: Students were asked to place their line graphs in the inbox at the start of the lesson. Dr. M then handed back the Power Cell Packets with graded Chapter 3 questions. Special attention was given to the first task on page 10 (Explain how a muscle cell in your finger gets the food it needs to give it the energy needed to write this answer), which was a task that most students did not complete to Dr. M’s satisfaction. Therefore, students were given the opportunity–with some additional help/support/tips/suggestions–to revise their answer and write it on a separate piece of lined paper.
Homework: There is no science homework because of the TASIS Arts Festival weekend.
Friday, May 17th
Today in science: Unfortunately, A period science does not meet on Fridays. 😦