Class started with a brief review of the definition of elements and of the atom. Examples of molecules, like water, along with the formula were written and a definition derived for a molecule. In the lab, the elements iron, sulfur, and copper were examined and their physical properties outlined. These included color, texture, state, and smell. A combination of sulfur and copper was mixed, and heated in a crucible. The reaction was noted and the product examined. It was determined that the product was not like either sulfur or copper, but had new properties. The definition of a compound was derived from the experimental results.

A review of matter started the class, the definition of matter, mass, and volume. Chemistry was defined as the study of matter. Chemists would be interested in the makeup and reactions of matter. Using common salt, the question of whether salt water, table salt or mined salt would be different. It was determined that there was no difference in the salt, the chemical formula being the same. The definition of a substance was derived. Examples of copper, iron, magnesium, zinc, and carbon were demonstrated to show that no matter how small the chemical was "cut", the resulting product was the same as the original.This was defined as an element, and the definition of an element was written. The final "cut of the element" would result in an atom. The atom was defined as the basic particle of which all elements are composed. The properties of different elements were related to the different atoms.

Nicole worked on Physical and Chemical changes.
We read pages 138-141 in her “Florida Physical Science- Interactive Science” book after which she watched an interactive video on physical and chemical changes. Lastly, she answered the questions on page 140, “Apply your Knowledge” and “Assess Your Learning” page 141.

Using our definition of matter, the question became what would a chemist be interested in knowing about matter. It was concluded, using examples, that the makeup of matter would be one area chemists would want to examine. Utilizing a variety of chemical reactions, like burning of magnesium ribbon, formation of a precipitate, dissolving of an alka seltzer to produce a gas which puts out fire, and changes in color when acids and bases are mixed, was used to elicit the second interest of chemists. How does matter react with other matter?

Unit test utilizing the questions from the end of the chapter.

Using spring balances and massed carts, the force of motion in one direction was found, and the force of motion in the opposite direction found. The forces were shown by vectors, with the length and direction of the vector used to show the magnitude and direction of the force. Two equal and opposite forces were applied and no motion was detected in the cart. Other demonstrations were used to show that as an action force was applied to an object, an equal and opposite reaction force was shown. Newton's third law was stated in terms of action and reaction forces. Questions and problems from the end of the chapter completed the class.

An outline of the effects of changing mass on acceleration, and changing force on acceleration, based on the procedures completed on Monday, was presented on the board in stepwise fashion. Both the verbal and letter relationships were reviewed and the formulas presented. Problems from the textbook were worked on and a step-by-step procedure for solving them was presented. Write down the given facts using the proper word and letter designations. Determine what is the unknown and use a letter to designate it. Write the correct formula needed to solve for the unknown. Substitute the given(known) facts into the formula. Solve for the unknown and use the correct units.

Class was started with a classwork review sheet based on classwork from yesterday and last Thursday. Using dynamics cart, spring balances and masses, the acceleration of the cart (with a 1kg mass on it) was shown to increase by measuring the time required to move the cart a given distance with pulley forces consisting of 20g,40g,50g,100g, and 200 g. The relationship between the the force applied and the acceleration was shown by the decrease in time required to move the cart the given distance. The same demo was performed with a mass of 0.5kg in the cart and the time recorded. The acceleration was shown to increase with the decreased mass. The inverse relationship between mass and acceleration was written in formula form. The direct relationship between acceleration and force was written, and the two combined to show Newtons second law.

Demonstrations were used to focus on and explain Newton's first law. These included showing a cart's motion at rest and determining what is needed to make it move forward. It also included the cart moving forward and determining what caused it to stop. The demonstration of a coin held over a paper cup on an index card, with the student trying to have the coin drop in the cup by removing the index card was used to also demonstrate the first law. The First law was stated based on the information gathered from the demo. Once stated, a demo was performed to show that if a cart with a small doll sitting in it was suddenly pulled forward, the doll would fall backward. The same cart with the doll was rolled at constant rate and stopped abruptly by a wooden block, showing that the doll would launch forward. Rubber bands were used as a seat belt to tie the doll in place, and the crash repeated, demonstrating that the doll did not fly forward, strengthening the need for the use of seat belts. Finally, the force needed to just move the cart was measured, and then extra masses were added to the cart and the force measured again. The affect of increased mass on inertia was shown. Newton's first law was written in a statement form.

Using a weighted cart, the concept of rest being a state of motion with only gravity and the normal force acting on it. That the forces are balanced was presented by equal vectors showing gravity and the normal force. A large mass was attached to 2 spring balances, one at the front and the other at the rear, and both balances were pulled with the same force showing. No motion was produced because the forces were equal and opposite. To produce motion, one spring balance had to be pulled with a greater force than the other, producing unbalanced net forces. Definitions of both balanced and unbalanced net forces were written, as well as the requirement that forces be unbalanced for motion to occur. The method of determining the sum of the forces was worked on, utilizing her math papers hanging on the wall. The 4 different force, magnitude, and direction vectors which could act on an object were drawn and the method of determining the net force shown. A few problems from the textbook were used to reinforce the concept and method