8 Science: We examined our data from the previous lesson. Measuring and Accuracy with averages, introductory graphs, Measuring and Accuracy Spreadsheet 

We looked at how different people’s measurements of the same thing were. Discussed reasons why this might be the case and talked about ways to use data by averaging. The purpose of the activity was to give students an understanding of the need for repetition and checking of data in Scientific investigations. We will be using this idea in the topics to come to increased the validity of the data we collect.

Then I showed how to set up some apparatus for a practical investigation boiling water prac

Lots of students took photos and videos of their set up and the whole group did a good job – they worked well as a team, helped each other and asked me if there was a problem. A piece of glassware got broken and they handled that and the clean up very well. Lighting the Bunsen burners went well although the wind from the air-conditioner caused a few problems. We’ll set it up again next lesson to collect the data (we didn’t have time today – extended home group in the morning).

9 Science: This was an information investigation into Bernoulli’s principle and its uses. Students found out its contribution to flight, sports, racing cars and a couple of other things. Unfortunately I got off to a bad start because it took me ten minutes to track down the net-books so not the perfect lesson today. I did get to talk to a lot of the students about the Science and its uses and everyone had to give me an example before they could go. I intended something more formal but the missing net-books and the hot weather stymied me a bit. Did have a student throwing bits of rubber at others – I’ll be organizing a consequence for Monday.

Stage 1 Physics: Measuring Accuracy and Precision. Lots of measuring, combining results, plotting graphs using excel and finding averages. Got to do a lot of useful instruction about how to use the software which will be a boon in the future. Also lots of discussion around the nature of errors, what accuracy means, the impossibility of the perfect measurement, precision – the grouping of data. I’m putting a formal presentation on edmodo for the students to use as a reference and go through in their own time. These ideas are very important in Science and we try to build up student confidence in using them.

Stage 2 Chemistry Tute: Electron configuration task and balancing equations task set from SMAF. I provided some sheets to explain some of the concepts involved and generally helped individual students (good chance to get to know them as I’ve only previously taught the few doing Physics). I’ve organised to sign them up to edmodo and provided them with the intended student learning for the Chemistry Stage 2 Chemistry Intended Student Learning 2014 course along with instructions about how best to use it – every week check new learning, think about understanding, ask about the specific bits that they don’t understand or know how to do.

 

 

 

 

 

We had a whole school assembly today. There were welcome speeches from the new school captains and a Principal’s address. So first lesson and a little bit of second lesson were missed.

10 Science: The class reviewed the options I’d put together for topics this term and made some decisions about there preferences. Everybody wanted to look at the Science of the Ocean, making and using metals and Black holes. With the other areas there is still some negotiating to do and there is the option of class members learning along their own path. Next time we’re going to discuss how we’re going to do the learning and what types of assessment tasks we’ll do. They’ll also get. Folder to start creating their learning folio.

9 Science: Bernoulli’s principle investigation. After a demonstration involving apples we designed and carried out a practical investigation. The students hadn’t seen this particular principle demonstrated before and were surprised by the results. The purpose was to explore how to construct a scientific investigation and start to have some model reports in their books.

Stage 1 Physics.
Only a single lesson to start with, students received a course outline, an assessment rubric and a reference sheet of useful mathematics. A large part of the class has a genuine interest in Physics and I’ll have to put back the astronomy unit I removed from the course because it was too bulky, I’ll have to streamline it a bit. We’ll start doing some investigations into heat on Friday, which will coincide nicely with some more very hot weather.

9 C Science.
A very polite class. Listened to me talk about how they were going to think scientifically and were thoughtful in their contributions. We’ll start an inquiry process tomorrow as long as I remember to bring the apples. Please look over the course outline and let me know you have received it.

8 E Science.
A double today so we got through an introductory investigation into collecting and analysing data – the analysis will happen on Friday. The data was collected well, the class worked positively in small teams and were quite willing to enter their findings into the spreadsheet . We also discussed the learning outline for the year and the different types of things we’d be doing as a Science class. Took a few photos of students problem solving as teams and between teams – some good skills on show here. Please look over the course outline and let me know you have received it.

Stage 2 Physics tutorial group:
We examined the course outline and students highlighted the parts they already either felt comfortable with or retained some knowledge about from last year. This was quite a bit of the first two units so they should be feeling reassured about their ability to cope with the subject this year. We also looked at the rubric and signed up to the edmodo group, looked at instagrok and we talked about using turnitin. Also made sure that all the students had the correct text.