Tuesday, December 17th

Students finished the Identifying Phases of the Moon II worksheet.  They identified the Moon’s phase based on the location of the Moon, Sun, and Earth.  They did an activity (Going Through a Phase) demonstrating how the location of the Moon, Sun, and Earth are responsible for the Moon’s phase.  Using a gumball placed on a moveable circle, students shined a flashlight and observed the Moon at different locations, looking at the gumball from their location on Earth.
The Honors Science class finished their Adopt-a-Constellation presentations. The class began working on a create-a-hero-constellation assignment, Should Uncle Fred Be in the Stars.


Thursday, December 12th

Science students took a phases of the Moon quiz.   I’m hoping to finish the unit next week, so I wanted to see what students had learned so far as I’m planning for the next week.  Students read an article titled Lunacy and completed a worksheet.  The article looks at the old wives tale about a full Moon causing bad things to happen.
Honor's Science – Students finished the Constellations of Winter reading and worksheet.


Tuesday, December 10th

Students in the science class finished the Phases of the Moon WebQuest. The Honor's Science class finished the Constellations WebQuest.


Friday, December 6th

Students completed worksheets, identifying phases of the Moon, using pictures, diagrams and descriptions of the phases (Identifying the Phases of the Moon I, Identifying the Phases of the Moon II, Identifying the Phases of the Moon III, and Matching Phases of the Moon).
Honors Science – Students began with constellations unit with the introduction to constellations lecture.


Wednesday, December 4th

Science students took the Constellations Unit Final Test.  Tomorrow we begin the Phases of the Moon unit.
Honor's Science – Students watched four Ask an Astronomer video clips and completed a worksheet.  Tomorrow students will take the size and scale unit test.  Students received a size and scale test review guide.  They also received an Ask and Astronomer fact sheet to help the study for the test.


Tuesday, December 3rd

Student finished their Should Uncle Fred Be in the Stars? presentation to the class.
Honor's Science – Students read two articles, Why the Universe is all History and Would ET Phone or Write? and completed worksheet concerning both articles


Monday, December 2nd

Students completed their Adopt-a-Constellation presentations. They began working on Should Uncle Fred Be in the StarsStudents are to select one of their heroes and create a constellation and write an explanation about why they should be a constellation.  (Their hero had to be a real person.)  They will present their finished project to the class.
Honor's Science – Students did a Size and Scale activity - How Big, How Far, How Old (cards).  Using a set of cards, they divide them into the three categories and rank them accordingly.  They also use that information to answer questions on the worksheet.


Tuesday, November 26th

We watched the DVD Constellation Myths  and students completed a DVD worksheet. Students also did their  Adopt-a-Constellation presentations.
Honor's Science – Student took a size and scale quiz to see what they have learned so far.  Student then finished the In a Galaxy Far Away assignment.


Monday, November 25th

Students finished making their Star Finder.  Using the Star Finder, students identified four constellations per season (Using a Star Finder).   
Students were assigned a constellation and they began the Adopt-a-Constellation assignment.
Honor's Science – Students completed a size and scale Worksheet - In a Galaxy Far Away.


Friday, November 22nd

Students made a star finder (template).  They will be using it upcoming constellation assignments.
Honors Science – Students watched Where is Our Place in Space and completed a worksheet.  We began watching Stars, Light Years, and the Milky Way.


Thursday, November 21st

Student finished the Constellation Confusion assignment.  They read a Native American myth, Coyote and the Stars  and completed a worksheet.  Student completed a Constellations Think Questions  worksheet.  This assignment helped student understand why we see different constellations each season.
Honor's Science – Students completed a size and scale of the Solar System activity - Solar System on a MapUsing a map, students marked where the planets would be if we traveled south from Brigham City.


Tuesday, November 19th

Students completed the About Constellations reading and finished the worksheet.
Began working on Constellation Confusion
Honor's Science - Finished watching How Big, How Far, How Fast and completed the worksheet.


MAVEN Headed to Mars

For more information about MAVEN, click here.

Monday, November 18th

We began the constellations unit today.  Students watched two DVDs (History of Astronomy and Observing the Night Sky).  They completed a worksheet for both DVDs (History and Observing).  Students began reading About Constellations.
Honor's Science – We began the size and scale unit today.  Students watched Cosmic Voyage and completed a worksheet.  They began watching How Big, How Far, How Fast and worksheet.


Wednesday, November 13th

The universe is made up of over a hundred billion galaxies.  All galaxies fall into one of three categories – elliptical, irregular, and spiral.  Students made a galaxy layered-book identifying the characteristics of each and completed a Galaxy Venn Diagram.
Honor's Science – Students completed the Orbital Period - Time of Revolution  lab activity begun on Monday.  Students then began a worksheet, Gravity ExplorationsStudents determine how much they would weigh on other worlds.


Thursday, November 7th

Student made a scale model of the Solar System, Solar System Beads. Using 5 yards of string, students place a bead, representing a planet, at specific distances

Honor's Science - Students watch Bill Nye Gravity and completed a worksheet. They completed a gravity lab - Gravity on EarthStudent dropped three different sized rubber balls and timed how long it took to hit the floor.  This activity is similar to Galileo’s famous experiment showing all objects fall at the same rate regardless of their weight.


Wednesday, Nov 6th

Students watched an episode of The Universe dealing with the size and scale of the universe.  “This program gives viewers a tangible grasp of the enormity of the universe. Models and comparisons give a perspective on the relative sizes of the largest nearby stars, the scale of the solar system and just how fast the speed of light is.”  Student completed a worksheet while watching the video.
Honors Science – Students took the Asteroids, Comets, and Meteors Unit assessment.


Tuesday, November 5th

Students completed watching Cosmic Voyage and completed the video worksheet.
We did a size and scale activity - Solar System by HalvesStudents took a six-foot piece of adding machine tape.  They placed a Sun sticker on one end and a “Pluto/Kuiper Belt” sticker on the other.  They folded the tape in half and placed a Uranus sticker at the crease.  They then folded the “Pluto/Kuiper Belt” end in half (to Uranus) and placed a Neptune sticker on the fold.  They folded the Sun end to Uranus, folded it in half, and placed a Saturn sticker on the fold.  They continued the process (folding in half to the previous planet) and placing the appropriate planet sticker on each crease.  The finished product resembles the distance between the planets.
Honor's Science – The Autobiography of a Meteor & Comet assignment was due at the end of the hour.


Monday, November 4th

Student completed the Solar System unit today by taking the gravity unit final assessment. 
We began our size and scale of the universe unit today.  Students saw a video clip showing what the planets would look like if they were the same distance away from the Earth as the Moon.  We began watching Cosmic Voyage and student completed a video worksheet.
The Honors Science class continued working on the Autobiography of a Meteor & Comet assignment.


Friday, November 1st

Students finished the Gravity Explorations worksheet.  To complete Part B of the worksheet, students had to determine how far they could jump on other worlds. They measured how far they could jump five times and determined the average distance of their five jumps.  The used that data to determine how far they could jump.
Honors Science – Students continued working on the Autobiography of a Meteor & Comet assignment.


Thursday, October 31st

Today, students completed The Pull of the Planets lab.   In this lab, students use a plastic sheet in an embroidery hoop to demonstrate gravity.  They place different objects on the sheet to see how much the “gravitational force” of the object warps space.
Student then began to work on a gravity worksheet, Gravity ExplorationsStudents determine how much they would weigh on the other planets.
Honors Science – Students began a project, Autobiography of a Meteor & CometStudents are to write about an autobiography of a comet and meteor, using what they know about both.


Tuesday, October 29th

Students completed two gravity labs.
Staying Up While Falling Down – This activity simulates the gravitational pull of the Sun and why planets closer to the Sun revolve faster than planets farther from the Sun.  Using washers, a tube, and a practice golf ball on a string, students add washers and determine how much effort is needed to keep it revolving around the Sun. 
Gravity Lab - Orbital Time Period of RevolutionStudents simulate the orbits of planets using string and a washer.  Students get a six-foot piece of string and tie knots at 18”, 36”, and 54” from the washer.  They twirl it over the head, using just enough effort to keep the washer revolving around the student.
Honor's Science
Students completed reading Falling Stars and completed the worksheet
Students took an Asteroids, Comets, and Meteors quiz.


Monday, October 28th

Today, students watched Science Court - Gravity and completed a video worksheet
They completed a gravity lab – Free Falling. This was another Galileo type experiment, seeing if objects fall at the same rate regardless of weight.  Students dropped four film canisters with washers (1-4).  They were dropped two at a time until all canisters had been dropped and compared against the other canisters.
The honors class read Comets vs. Asteroids and completed a worksheet.   They also read Falling Stars and completed a worksheet.


Friday, October 25th

Students finished watching the Bill Nye - Gravity video and completed the worksheet.
Students completed a gravity lab - Gravity on EarthStudent repeated Galileo’s experiment.  They dropped three different sizes of rubber balls, one at a time.  They timed how long it took to go from the hand to the floor.  Each drop was repeated three times.
Honors Science
Students watched MythBusters - Beat the Radar Detector and completed a worksheet.


Wednesday, October 23rd

Students took the Comets, Meteors, and Asteroids unit assessment.
Our next unit is gravity and how it keeps the Solar System together.  We began watching Bill Nye - Gravity.


Tuesday, October 22nd

Students finished worked on the Three-Tab Book.  They were to take it home and study for the unit test tomorrow or Thursday. 
Students completed an activity, Meteorites or Meteorwrongs. Students were given a bag with four rocks.  They were told to examine carefully the four rocks, determining which rock was the meteorite.


Monday, October 21st

We began talking about meteoroids, meteors, and meteorites.  A meteoroid is when the rocky object is in space.  When it enters the Earth’s atmosphere, it becomes a meteor.  If it’s large enough to hit the surface of the Earth, it’s a meteorite.
Students read Falling Stars and completed a worksheet.
The next assignment was to complete a Comet, Meteor, and Asteroid table. A statement was made and students had to determine if it describes a comet, meteor, asteroid, or more than one of those three.
The final assignment was to make a Three-Tab Book.  On the first tab, students write “Meteoroid” and write a description under the tab.  The other two tabs were for “Meteor” and “Meteorite.”


Tuesday, October 15th

Students completed a unit vocabulary Criss-Cross Puzzle. This helps them become more familiar with unit terms. 
Students then read Comets vs. Asteroids and completed a worksheet.  This assignment gave students facts about comets and asteroids.  The purpose of this assignment was to give students an opportunity to begin to distinguish differences between the two Solar System bodies.


Monday, October 14th

Today, students read an article, What Are Comets Made Of? and completed a worksheet.
Students made a model comet (Comet on a Stick) and simulated the comet going around the Sun (hair dryer representing the Sun).


Thursday, October 10th

Student worked on the Introduction to CometsThe assignment consisted of reading an article about comets and completing a worksheet.


Wednesday, October 9

Thanks again to all the parents who came to parent/teacher conference tonight.  I enjoy meeting with parents and my students.
Students watched The Universe - Ride the Comet and completed a video worksheet.


Tuesday, October 8th

Thanks to the parents who came to parent/teacher conferences tonight.  I enjoyed meeting with you and your student.  If you couldn't make it tonight, please come tomorrow (3:30 - 7:00).  I would enjoy meeting with you and your student.

We finished our planets unit today.  Students took the final assessment. 

For the rest of the time, students finished watching Bill Nye - Comets & Meteors and completed the worksheet.


Monday, October 7th

Students worked on two assignments.
  • Students learned about the characteristics of a planet, dwarf planet, and asteroid.  They watched a video and completed a worksheet
  • Students learned why Venus and Uranus rotate clockwise while the other planets rotate counterclockwise and complete a worksheet.
We began to watch Bill Nye - Comets and Meteors and complete a worksheet.


Friday, October 4th

Today was the final day students could work on the following assignments in class:


Thursday, October 3rd

We began the day by students taking a Solar System Review Quiz.  We’re approaching the end of the unit, and I wanted to see what they were learning.  I was pleased with the results.

During the rest of the hour, students worked on the Planetary Travel Brochure assignment (Planet Fact SheetsPlanet Data Sheets),  C-Level assignments, and/or B-Level assignments - Classifying the Solar SystemHistory of Saturn Discovery and Wish You Were Here. 


Wednesday, October 2nd

Students watched The Traveler's Guide to the Planets - Mars and completed a video worksheet.


Thursday September 26th - Tuesday, October 1st

We reviewed information learned in the scientific method unit.  Students who scored a proficiency of 2 or lower retook the test.  Most students successfully increased the proficiency.
Beginning tomorrow and continuing until Tuesday, October 1st, a substitute will be teaching my class.  During those three days, students will work on the following projects:  Watercolor Planet Project (Planet Fact Sheets) & Planetary Travel Brochure assignment (Planet Fact SheetsPlanet Data Sheets).


Thursday, September 25th

Students watched Traveler's Guide to the Planets - Saturn and completed a video  worksheet.


Monday and Tuesday, September 23rd and 24th

On Monday, students watched a video, 95 Worlds and Counting.  TV Guide describes the program:  “Examining the moons of the planets of the solar system for their potential for harboring life. Featured: Io and Europa, which orbit Jupiter; and Neptune's moon Triton. Also: computer animation of other planets. John Lithgow narrates.”
Tuesday – All C-Level work should have been completed by the end of class.  Students continued working on the following B-Level assignment:  Classifying the Solar SystemHistory of Saturn Discovery and Wish You Were Here. A new B-Level assignment was made today - Coffee Filter Planet.


Friday, September 20th

Students working on C-Level assignments continued working on the worksheets.
Two new B-Level assignments were made.
  • History of Saturn Discovery  - Using cards identifying key dates, individuals, and space probes, students complete a timeline outline significant events in the study of Saturn.
  • Wish You Were Here – Students make a postcard about a planet.  On the front, they draw a picture of the planet and on the back, they write a description of the planet.


Thursday, September 19th

Students continue working on the C-Level Solar System assignments.  Those working on the B-Level assignments finished two assignments - Classifying the Solar System and Solar System Trading Cards.


Wednesday, September 18th

Students watched and episode of The Universe.  They watched the episode called the 7 Wonders of the Solar System and completed a worksheet.


Tuesday, September 17th

In this unit, students will be required to identify the composition of the inner and outer planets.  Students watched a video, The Sun and the Inner Rocky Planets and completed a worksheet.
Based on pre-test scores, students will begin working on one of two level of assignments.  C-Level assignments are basic assignments, giving students the basic knowledge they need for this unit.  Students who have the basic knowledge will begin with the B-Level assignments.  As students working on the C-Level assignments complete all the assignments, they will work on the B-Level assignments.
Students working on the B-Level assignments - Classifying the Solar System and Solar System Trading Cards.


Monday, September 16th

We finished the Scientific Method Unit today.  Students took the unit final assessment.  If a student did not do well on the test, there will be a review and students will have an opportunity to retake the test.
We began the Solar System unit today.  Students watched How the Solar System Works and completed a worksheet.


Friday, September 13th

We are in the process of finishing the Mysterious Red Light activity.  Student completed the Blue, Blue, Where Are You? lab.  This lab demonstrates how light is scattered in the sky because of particles in the atmosphere.


Thursday, September 12th

We continued the Mysterious Red Light labs.
  • What's Your Angle? – Using three mirrors, students bounce a laser light off the mirrors and hit a target.  This activity demonstrates the reflection of light.
  • Bendable Light. – Using a strip of gelatin, students shine a light through it and observe how the light moves when the gelatin strip is moved into different shapes.
  • Multiple Monies. – Using two mirrors, students placed a quarter in front of the two mirrors.  They counted the number of images they saw as the angle of the two mirrors change.


Wednesday, September 11th

Today we began segment 2 of The Case of the Mysterious Red Light.  Students watched video segment 2 and completed a video worksheet.


Tuesday, September 10th

Today we completed Segment 1 of The Case of the Mysterious Red Light Lab.  Students did the following lab activities.
  • The Incredible Wave – Using string, students made a model of wave and identify the four parts of a wave – amplitude, crest, trough, and wavelength.
  • Wave Upon WaveThis activity demonstrates frequency.  Using water in a pan and a craft stick, student create water in the pan and count the number of waves that go by the craft stick over a period of 5 seconds, 10 seconds, and 20 seconds.


Monday, September 9th

We began the Case of the Mysterious Red Light lab activities.  We completed two lab activities.
  • Traveling the Straight and Narrow – Student punch holes in three index cards.  They shine a light through the first hole straight on and at a 45-degree angle.  The purpose of the activity is to demonstrate that light travels in a straight line.
  • Roping the Wave – Using a rope and a Slinky, students demonstrate light waves.


Friday, September 6th

We began the Tree House Detectives activity - The Case of the Mysterious Red Light.  The morning and evening sky have been very red and they want to discover why.  We watched segment 1 and completed a video worksheet.
Student completed the first worksheet - Artificial or NaturalStudents have to identify which examples of light are produced naturally or artificially. 


Thursday, September 5th

Today, students finished the Controls and Variables Worksheet.
Students also completed the last assignment in the Scientific Method Worksheets, the Scientific Method Criss-Cross Puzzle.
We have completed the assigned worksheets.  Tomorrow we will begin the next activity, The Case of the Mysterious Red Light.


Wednesday, September 4th

We continued working on the Quantitative Observations vs. Qualitative Observations worksheet.  Students read a series of statements and determine if the statement is a quantitative observation (Observations that deal with numbers.) or qualitative observation (Observations that deal with descriptions).
Once the worksheet was completed, we began working on the Controls and Variables worksheet.  Students read about an experiment and have to answer questions about it, identifying the control (a part of the experiment that is not being tested and is used for comparison) and the variable (any part of an experiment that can change.).


Tuesday, September 3rd

We continued working on the scientific method unit today.
Students completed the Dinosaur Scene - Observation and Inference Worksheet.   Students are shown a picture and, using the picture, they determine if 18 statements are observations (To watch or look at something to get information) or inferences (Assume a fact, without proof, based on previous experience). 
The Honor’s Science class also completed the Quantitative Observations vs. Qualitative Observations Worksheet.  They read a series of statements and determine if the statement is a quantitative observation (Observations that deal with numbers.) or qualitative observation (Observations that deal with descriptions).


NASA Mars Rover Views Eclipse of the Sun by Phobos

PASADENA, Calif. - Images taken with a telephoto-lens camera on NASA's Mars rover Curiosity catch the larger of Mars' two moons, Phobos, passing directly in front of the sun -- the sharpest images of a solar eclipse ever taken at Mars. 
Phobos does not fully cover the sun, as seen from the surface of Mars, so the solar eclipse is what's called a ring, or annular, type. A set of three frames from Curiosity's Mast Camera (Mastcam), taken three seconds apart as Phobos eclipsed the sun, is athttp://photojournal.jpl.nasa.gov/catalog/PIA17356 .
The images are the first full-resolution frames downlinked to Earth from an Aug. 17, 2013, series. The series may later provide a movie of the eclipse. Curiosity paused during its drive that day to record the sky-watching images.
"This event occurred near noon at Curiosity's location, which put Phobos at its closest point to the rover, appearing larger against the sun than it would at other times of day," said Mark Lemmon of Texas A&M University, College Station, a co-investigator for use of Curiosity's Mastcam. "This is the closest to a total eclipse of the sun that you can have from Mars."
Observations of the Martian moons, Phobos and Deimos, by Curiosity and by the older, still-active Mars rover Opportunity are helping researchers get more precise knowledge of the moons' orbits. During the Aug. 17 observation, the position of Phobos crossing the sun was a mile or two (two or three kilometers) closer to the center of the sun's position than researchers anticipated.
Lemmon said, "This one is by far the most detailed image of any Martian lunar transit ever taken, and it is especially useful because it is annular. It was even closer to the sun's center than predicted, so we learned something."
NASA's Jet Propulsion Laboratory, a division of the California Institute of Technology, manages the Mars Science Laboratory Project for NASA's Science Mission Directorate, Washington. JPL designed and built the project's Curiosity rover.
Malin Space Science Systems, San Diego, built and operates the Mastcam instrument and two other instruments on Curiosity.
More information about Curiosity is online at http://www.nasa.gov/msl and http://mars.jpl.nasa.gov/msl/ . You can follow the mission on Facebook athttp://www.facebook.com/marscuriosity and on Twitter at http://www.twitter.com/marscuriosity .
Guy Webster 818-354-6278
Jet Propulsion Laboratory, Pasadena, Calif.


Friday, August 30th

Students watched MythBusters - Swimming in Syrup. The MythBusters examined if it is possible to swim as fast in syrup as in water, could MacGyver have blown off a cargo-ship steel door with only gun powder and a gun handle, and was it possible for Davy Crocket to shoot at an axe forty yards away and split the bullet in half?

Student completed a video worksheet while watching the video.


Thursday, August 29th

Students received the scientific method worksheets packet today. It contains the worksheets students will complete during this portion of the Scientific Method unit.
Students completed the following worksheets today:
  • Introduction to the Scientific Method – This worksheet looked at an experiment in the mid 17th century.  The experiment challenged the belief in spontaneous generation (the supposed production of living organisms from nonliving matter, as inferred from the apparent appearance of life in some infusions) by conducting an experiment showing maggots only grew in meat where flies laid eggs.
  • Can You Spot the Scientific Method? – Students are given 14 statements and they have to identify which part of the scientific method was being described.


Wednesday, August 28th

We began our scientific method unit today.  Students watched Why Study Science?  They saw and heard from people who are scientists.  They completed a worksheet while watching the video.
Due to the shorter class periods today, we were only able to begin Real World Science – Scientific Method.  We will finish the video and worksheet tomorrow.


Tuesday, August 27th

Students took a test today, The World’s Easiest Test.  The purpose of the test was to show students that sometimes the answer appears to be obvious, but when they explore the question, they find the obvious answer is not always the correct answer. 
They watched four videos showing how their senses can distort what they see.

Student’s received my disclosure statement.  It is to be returned tomorrow, signed.


Time-Lapse Film of ATV Albert Einstein Launch

ESA’s fourth Automated Transfer Vehicle, ATV Albert Einstein , was launched into orbit from Europe’s Spaceport in Kourou, French Guiana, on 15 June 2013.  This time-lapse movie shows the transfer of Ariane 5 from the assembly building to the launch pad and the lift-off.


Space X Grasshopper Flight

On August 13th, the Falcon 9 test rig (code name Grasshopper) completed a divert test, flying to a 250m altitude with a 100m lateral maneuver before returning to the center of the pad. The test demonstrated the vehicle's ability to perform more aggressive steering maneuvers than have been attempted in previous flights.

Grasshopper is taller than a ten story building, which makes the control problem particularly challenging. Diverts like this are an important part of the trajectory in order to land the rocket precisely back at the launch site after reentering from space at hypersonic velocity.

One Martian Moon Passes the Other


Remake of Cosmos Coming in 2014

In 1980, Carl Sagan produced a landmark series called Cosmos. In 2014, a re-make of the series will premiere. We're in store for a treat. Watch the trailer!


This Has to Be the Greatest School Mascot

After seeing a Chicago White Sox game, we were waiting for the Metro.  I noticed this sign across the street.  For me, a science teacher and amateur astronomer, this has to be the greatest school mascot in America!


Thursday, May 16th

We continued the Microscopic Exploration activities. 
  • Activity #4 - FabricsStudents examine different fabrics using a hand lens and a microscope.  They compare they structure of each type of fabric.
  • Activity #5 - Salts – Students examine five different types of salt using a hand lens and a microscope.  They compare the structure of each type of salt.


Wednesday, May 15th

We continue Microscopic Exploration today.
  • Activity #3 - Dots & DollarsStudents looked at a piece of a dollar, black-and-white newspaper photos, color newspaper photos, magazine photos, and a penny with their eyes, a hand lens, and a microscope.  They compared what they could see with their eyes, hand lens, and microscope.


Monday, May 13th

After we have finished core testing, I like to try new activates with my students.  If they work well, I will use them next year. I found a book, Microorganisms Exploration, which includes a number of activities to help student learn how to use a microscope.  We did two of those activities today.
  • Activity #1 - Close Up– Student use different materials to learn about magnification of objects.
  • Activity #2 - Fingerprint RidgesStudents make a copy of their right index finger and look at it using a hand lens.  They check for different ridges on their fingerprint.


Wednesday, May 8th

Students finished taking the Utah State 6th Grade Science Assessment.


Tuesday, May 7th

There were no computer or network problems today, so all four classes were able to take the the first section of the core test (1st Hour completed section one yesterday and completed section two today).


Monday, May 6th

Today we were scheduled to begin core testing.  1st hour took the core test.  While taking the test, we had problems connecting with the wi-fi network.  Over a third of the class was kicked out of the system and had to go to another location to take the test.  It was decided to stop testing today.
Students will begin taking the test tomorrow, on computers in a computer lab.  We won’t face wi-fi problems with these computers.  We will test tomorrow and Wednesday.


Thursday, May 2nd

We reviewed for the core test by playing the following games:

Honor's Science – Student completed two labs - heat Lab - When Hot Meets Cold & light Lab - Zig-Zag LightsThe Hot Meets Cold lab demonstrated heat transfer through convection.  Zig-Zag Lights demonstrated the reflection of light.


Wednesday, May 1st

Students completed a heat lab today.
  • Surface Color and Effect on Temperature Change. Students use two white Styrofoam cups.  One was covered with black construction paper.  A thermometer was placed in both cups.  A heat lamp was shined on both cups for twenty-five minutes.  Students checked temperature every five minutes.

They also watched Bill Nye - Heat and completed a worksheet.


Tuesday, April 30th

We continued doing sound lab activities.
  • King Gong – Students make headphones using two cups and string.  They place a hangar on the string.  They tap it against objects and listen to the sound it makes. 
  •  Party Line – This is the “telephone” activity.  Students start with two cups and a string.  They add phones on to the line until all group members can participate in the conversation. 
  • Plucker Up – Using a cup with a piece of string, students pluck the string and listen to the sound.  They make the string longer and listen to the change in pitch.


Monday, April 29th

Both classes completed two sound lab activities. 
  • Tuning Fork ObservationsStudents are given two tuning forks (different frequencies).  They compare the pitch of the two tuning forks, identifying which has the highest and lowest pitch.  Next, students tap the tuning fork and place the handle on a desk.  They put their ear on the desk and listen to the tuning fork.  The last activity is to tap the tuning fork and place it in water.  This helps demonstrate sound and vibration.
  • Making a Bee Humme(for more information, click here) – Students make a bee hummer using a craft stick, two erasers, a 3x5 card, and a rubber band.  When assembled, they swing it over their head.  The rubber band vibrates and makes a sound like a bee.



Wednesday, April 24th

Student completed two convection activities.
  • When Hot Meets Cold – Students place two jars in a container of tap water.  One container is filled with hot water with red food coloring; the other is filled with cold water with blue food coloring.  The jars are covered with aluminum foil and placed in the container.  Holes are made in the foil and students observe the movement of the water (hot rose to the top; cold dropped to the bottom).  
  • Water WarsTwo test tubes are half-filled, one with hot water and one with cold.  Red-colored hot water is drizzled into the test tube with cold water.  Blue-colored cold water is placed in the test tube with hot water.  Students observe the movement of the water (the cold-water drops to the bottom of the test tube filled with hot water; the hot water rises to the top of the test tube filled with cold water.

Honors Science – The two groups made their formal project presentation to the Mars Student Imaging Project team.  They did an outstanding job with their presentations and will now request photographs of Mars.


Monday, April 22nd

We began class by watching a light video.  Students completed a worksheet while watching the video.  Students completed the following light labs: 
  • How Does Primary-Colored Light Affect What You See?  - Students shine a red, a green, and a blue filtered light on white, red, green, and blue paper.  They record their observations.
  • Exploring Why the Sky is BlueStudents shine a white light through a jar that contains milky water.  The milk in the water scatters the light and gives the jar a bluish tinge. 
  • Adding ColorsStudents shine combinations of red, green, and blue lights and observe the colors they make.

Honor's Science – Students watched Good Eats - Yogurt - Good Milk Gone Bad and completed a worksheet. The worked on the following assignments:


Wednesday, April 17th

Students worked on a meteor review activity, Meteoroid, Meteor, Meteorite worksheet
They started a light and color lab - Decoding Secret MessagesStudents color five pictures based on a color key.  When finished, they will use a red and green filter to determine the message.
Honor's Science - Worked on Mars project.


Tuesday, April 16th

Students completed a light (refraction) lab - It's BentIt was a two-part lab.  In Part I, students explored the question, Does the amount of water affect refraction?  They filled four cups with differing amounts of water (1/4, ½, ¾, and one-cup).  Straws were placed in the water and students observed the straws.  For Part II, they explored the question, Does the thickness of a fluid affect refraction?  They had a cup with water, one with cooking oil, one with corn syrup, and one with shampoo.  Straws were placed in the water and students observed the straws to determine refraction.
Honor's Science – students worked on a series of microorganisms worksheets.


Monday, April 15th

Students watched Bill Nye - Light & Optics and completed a video worksheet.
They completed a light activity - The Zig-Zag Race of Reflectors.  Student lined up facing each other and held a mirror (three or four mirrors, depending on the size of the group).  The challenge was to bounce the light off each mirror.
Honor's Science – Students worked on their Mars project.


Tuesday, April 9th

Today was our last day of remediation for the microorganisms unit (microorganisms remediation assignments).  Tomorrow we will re-take the test.
Honor's Science – Students watched Science Court - Living Things, Microscopic Life, and Protists videos and completed worksheets.


Monday, April 8th

We began the review for the microorganisms re-test.  Students are assigned assignments based on which part of the test they need to retake.  Assignments can be found here - microorganisms remediation.
Honor's Science – Students worked on their Mars project.


Wednesday, March 27th

Students completed a microorganisms lab - How Does Sugar Affect Yeast?  Students compared the growth of yeast, one sample with sugar and yeast; the other with yeast alone.  The yeast with sugar grew best because yeast only had no food.
Honor's Science – Students finished the Kids Discover Microbes magazine assignment.


Tuesday, March 26th

Students finished presenting their Disease Wanted Poster presentations. 
They completed two worksheets. 
Perils at the Picnic – Students read about a picnic after a baseball game, identifying what those involved did wrong. 
What's My Diagnosis? – Students are given a set of symptoms.  Using a classification key, they identify the diseases.
Honor's Science - Worked on Mars project.


Monday, March 25th

Students were assigned a disease caused by microorganisms.  They made a Disease Wanted Poster.  After finishing the poster, they presented information about their assigned disease to the class.
Honor's Science – We began the microorganisms unit.  Students completed a microorganisms introduction assignment - What is a Living Thing?  After completing the assignment, student began reading Kids Discover Microbes magazine and started working on a worksheet.


Thursday, March 21st

We began a microorganisms lab, How Antibiotics Affect BacteriaStudents take a bacterial sample and placed four antibiotic sensitivity discs (one penicillin, neomycin, erythromycin, and ampicillin) on bacteria in each plate.  They will be checked tomorrow.
Honors Science – Students watched Science Court - Seasons and Bill Nye - Seasons and completed worksheet.


Wednesday, March 20th

Students completed the microbe worksheets. (Information to complete worksheets).   The next assignment is for students to read Kids Discover Microbes and complete worksheet.
Honor's Science – Students completed the SHARP Youth Prevention Needs Assessment sponsored by the Utah Department of Human Services.


Tuesday, March 19th

Students analyzed their Spice of Life  agar plates.  The combined results are show below.

*2nd hour oregano group put very little spice on their plate.  This affected their results, so it was thrown out.

Effectiveness Key

1 – Ineffective
2 – Somewhat effective
3 – Effective
4 – Very effective

The spices most effective at preventing bacterial growth were oregano, clove, and cinnamon.  The least effective were onion powder, allspice, and ground mustard.
Student continued working on the microbe worksheets. (Information to complete worksheets)
Honor's Science – Students completed the following seasons labs:
The Shadow Knows – Students measure the length of a straw’s shadow at four different angles.   The purpose is to show the smaller the angle, the longer the shadow and the more indirect heat energy from the Sun.  The larger the angle, the more direct heat energy from the Sun.
Sun Above the Horizon – Students shined light on graph paper shined at three different angles representing summer, winter, fall, and autumn. 
Tracking the Movement of Shadows Over Time – Students put a straw vertically outside and measured the angle of the shadow over 30 minutes.