Friday, September 15, 17
10:00 - 11:00; 60 min. -
Physics:
None
Will was not available for class today

Thursday, September 14, 17
12:30 - 1:45; 75 min. -
Physics:
Skype: Force and Motion -
Will and I discussed the concepts of Force and Motion. Will was reminded that force is any push or pull, and motion is movement. We examined what happens to an object when force is applied, and Newton’s first law of motion. We watched the Bill Nye the Science guy explanation of the law of inertia. We then discussed resistance and friction; how the molecules of oxygen that we learned about last semester, cause resistance to a ball thrown on earth, but the same ball thrown in space would not slow down because it experiences no resistance or friction.

Friday, September 1, 17
10:00 - 11:00; 60 min. -
Physics:
Isaac Newton -
Will completed a test on the vocabulary and structure of the scientific method. Once he had finished the test, we had a discussion about force. I introduced the first law of physics (an object in motion stays in motion…) and the person who determined the laws of physics; Sir Isaac Newton.

Thursday, August 31, 17
12:30 - 1:45; 75 min. -
Physics:
Scientific method lab -
Will was shown a bag of M&M’s and challenged to suggest some inquiry questions about the treat. He arrived at six testable questions. He wrote the questions in his science notebook, and then followed the scientific method to prepare his experiment. We discussed the process as he wrote out the methods and materials. He followed his own methods and completed the lab. We discussed how the process could be made easier, or the lab made more significant, and any other questions he could ask to improve the process. We then reviewed his notes in preparation for a test on Friday. Homework: study the scientific method and his vocabulary for a test on Friday.

Monday, August 28, 17
1:00 - 2:30; 90 min. -
Physics:
Scientific Method Lab-
Will was given vocabulary words to add to his growing list: Force, Accuracy, Precision, Average, Mean, and Range. After a review of the scientific method, we conducted an experiment. Will was instructed to create a page in his science notebook with the title : meter stick lab. We had a discussion about eye-hand coordination, before I asked him if he thought there would be a difference in his reaction time while sitting or standing. We discussed and decided this would be a good experiment. He wrote the question, his hypothesis, and the methods we figured could be used to test his hypothesis. Will then tested his reaction time while standing and sitting, and recorded his results. He then determined the average, range, and precision, before coming to a conclusion. Finally we discussed how the process could be changed or modified to make the test more accurate.

Friday, August 25, 17
10:00 - 11:00; 60 min. -
Physics:
Formulas; Area / Volume -
Will was instructed to begin a page in his science notebook, with the heading: ‘Formulas’. We started with the physical science definition of the word formula, and how they are used. Will then copied the formula for Area and for Volume onto the list. We discussed the physical science definition of volume and how that differs from the acoustic definition. He was then tasked with finding the area of some squares and rectangles. Once he had mastered the formula, we used sugar cubes to create three-dimensional structures and Will was then tasked with finding the Volume of each, using the proper formula. Finally Will was given a series of squares and cubes to find the area or volume using the correct formula. Homework: memorize the scientific method and the prefixes related to metrics.

Thursday, August 24, 17
12:30 - 1:45; 75 min.
Physics:
The metric ladder -
We started by placing a metric ladder into Will’s science notebook. I then reminded him how to use the ladder to convert a unit from grams to kilograms, or liters to milliliters etc. Will was tested on the prefixes he was asked to study. He was then given a project to convert a list of amounts, from one unit to another. Will and I then discussed the scientific method. He listed the method, one step at a time, in his notebook, as we explored how and why each step was important. After a short quiz on matter, we finished the class with a discussion on the law of conservation of matter. I explained how matter can not be created from nothing, nor can it be destroyed; only changed. We listed several ways matter is converted from one form to another, in our daily lives.
Homework: review the prefixes of metric measures.

Monday, August 21, 17
1:00 - 2:30; 90 min. -
Physics:
The Eclipse -
Will and I discussed the solar eclipse that would take place during our class. We completed a eclipse viewing box project. Using only a box, some tape, a piece of paper and some aluminum foil, Will constructed his viewing box. While working on the box, Will and I used eclipse safety glasses to observe the very beginning of the eclipse. Once the box was completed, Will used it to check the progress of the eclipse. We both concluded, that although the box was an interesting project, it was certainly lame compared to the solar glasses for viewing the event. We continued to monitor the progress of the eclipse, taking the time to discuss the history of the science of eclipse watching. I showed Will a newspaper clipping from 1932, telling people that the next possible viewing of the eclipse would be August 21, 2017, and others showing how the 1932 event led to scientists to getting a better understanding of our solar system. We observed the leaf effect during the eclipse. Will truly understood and appreciated the event.

Thursday, August 17, 17
12:30 - 1:45; 75 min. -
Physics:
Metrics and stoichiometry;
Will and I reviewed the stoichiometric methods for conversion we learned at the end of his chemistry class. I asked him to convert some units in grams into kilograms using this method. After some practice, I gave him a test on metric conversions. Once he had finished, we discussed the metric system. I reminded him of the ladder diagram and the mnemonic phrase used to remember the order in which the metric prefixes are arranged. We listed the prefixes and what they translate to; for example, kilo means thousand, and centi means one of a hundred. Homework: memorize the prefixes for the metric system from kilo to mili.

I worked with Marcos on the chemistry diagnostic test that I give my chemistry students. He correctly identified elements, compounds, and mixtures. He was able to satisfactorily convert metric units, and he showed that he could do complex problems.