As a follow-up to our discussion about technology earlier this week, I first let Nicole examine authentic stone tools. Then, continuing our discussion on the nature of science from yesterday, Nicole and I discussed what makes an explanation "scientific," including the necessity of empirical evidence and independent verification. She then made observations and inferences about a couple of different fossils. We then spent some time on optical and auditory illusions to help Nicole understand that science depends on observations made by imperfect human senses, thus the importance of communication between scientists, examining different perspectives, and independent verification. We then spent some time on identifying independent, dependent, and controlled variables in an experiment - Nicole was a natural at this! Finally, Nicole learned about control groups and the placebo effect, including a video.

Nicole had partially completed her vocab puzzle that was homework but got stuck, so I gave her a couple of hints so that she can finish it for homework tonight. Although this year will be mainly physical science, I will also be regularly relating it back to Earth, space, and life science, which Nicole had in 6th and 7th grade. Therefore, reviewing diverse content from previous years will be a regular part of of our curriculum. Last class I learned that Nicole didn't know the order of the planets, so I gave her the mnemonic device to help her memorize them. Today I checked her progress on this, and she still has some work to do. I will assess her on this next Tuesday, along with her nature of science vocab quiz. We talked about what science is, and added the 4 basic sciences to the vocab list: biology, chemistry, physics, and math. We discussed a bit about what each entailed and how all scientists use all 4 to study their particular field. Since we recently had a review question on the greenhouse effect on Venus, we discussed how the 4 sciences would apply to understanding this. We especially spent some time on chemistry- since we were talking about Venus's CO2 atmosphere, we looked at the periodic table and took some time to understand what "CO2" meant, and then related what we learned to "H2O" as well as the formula for glucose, looking at diagrams of each molecule. Finally, I encouraged Nicole to google "physical science projects" to help her start coming up with an idea for what topic she would like to do her science project on.

comprehensive test on radioactivity and radioactive decay

Outline how an atomic nuclei can "stretch" and become unstable when the electromagnetic force becomes stronger than the strong nuclear force and the nucleus "splits". The absorption of a high energy neutron can cause this to happen. uranium-235 when bombarded with a neutron (naturally or artificially) will form into 2 new nuclei with the release of 3 neutrons and energy. Each released neutron can in turn cause a Uranium-235 to split and release 2 more nuclei and neutrons... and on and on. The concept of critical mass was discussed.

We continued the unit on electric power and energy, solving problems involving Kw hours and watts. Review circuits for the test.

Olivia was given a alpha decay activity sheet which contained about 6 transmutations of unstable nuclei into stable nuclei using alpha particle decay. The new, more stable atoms were identified and each decay shown. Beta particle decay was then discussed, with an example of stability being achieved by emission of a beta particle electron. The addition of 1 proton to the new nucleus was shown due to the beta particle forming from the decomposition of a neutron, which is a proton and electron. A few beta decay problems were presented for completion. Natural and artificial transmutation was discussed.

Outline is the same as Monday, May 21st.

The class will start with a classwork review sheet dealing with Friday's classwork. Using magnets and tape, the concept of the strong nuclear force will be demonstrated. The ratio of neutrons to protons for light and heavy atoms will be discussed, leading to their role in the stability of the nucleus. Unstable nuclei will be examined in terms of the ratio, and how, by means of alpha or beta decay, the nucleus will become more stable. Examples of each will be calculated. Assignment: do transmutation problems from textbook

Class started with a review of nuclear terms. Nucleons, atomic number, atomic mass,and radioactivity. From the definition of radioactivity, a chart of the particles and rays which are emitted by the process was set up. The chart included particle name, symbol, charge, and penetrating power. Each particle was then individually examined, and the effect it has on the nucleus when emitted discussed. The reason for the transmission of the particle, and the origin of the beta particle was discovered through a series of questions.

Discuss the discovery of radioactivity through the work of Roentgen, Becquerel, the Curie's, and Rutherford. How their discoveries are used today in our homes, power plants, industry and medicine.