Saturday, August 28, 2010
Friday, August 27, 2010
Physical Science, Module 16, An Introduction to Astrophysics
This module had only one very simple experiment.Very simple.
We almost did not meet for class. I decided to go ahead since I needed to go over some things for our upcoming Biology instead of waiting until Monday.
First thing, Cousin C asked, "Do we get to blow something up?"
He has asked me this all year.
I said, "No... um, wait! Yes, you do!"
"Really???" <big grin>
"Yes, you get to blow up a balloon!" I tossed it to him.
He laughed and blew it up right away. =D
Exp. 16.1, An Expanding Universe, is very simple. With a marker, the kids placed dots all over the balloon, leaving a space for one dot in a different color. The different colored dot represented our Milky Way galaxy.
They blew up the balloon and watched the "galaxies" get farther away from each other.
This is to represent how most astronomers think the universe is expanding, based on observations of the red shift, but we don't know this for a fact. If it is expanding this way, the universe has no center. Yes, it appears other galaxies are getting farther from ours, but if you look at all the dots, they are all getting farther from each other.
In this module, we learned the difference between nuclear fusion and nuclear fission and the tragic accident at the Chernobyle nuclear power plant in the Soviet Union in 1986. We learned about classifying the stars, and the Hertzsprung-Russell Diagram. Also about measuring the distance to stars, light years, different kind of galaxies, and the red shift.
This was an interesting module, and now I am ready to begin Biology! =)
--Videos we watched for Module 16.
--Play Quizlet. Scroll to find the Module you want.
Sunday, August 22, 2010
Printable Planners - you fill in the subjects and weekdays
This is really awesome. There are 2 types of planner pages for school, but you type in the subject titles, and the days of the week. Even Saturday if you want! This could even work for chores. =)
The planner creates as many rows and columns as needed.
There is also monthly calendar, and a vertical or horizontal yearly calendar that can start on any day, any month. So if you want one to run from August to July, you've got it! =)
There is a Bible reading chart (save to your computer first), where you can cross off which chapters you've read.
All this is at Homeschool Classifieds.
The planner creates as many rows and columns as needed.
There is also monthly calendar, and a vertical or horizontal yearly calendar that can start on any day, any month. So if you want one to run from August to July, you've got it! =)
There is a Bible reading chart (save to your computer first), where you can cross off which chapters you've read.
All this is at Homeschool Classifieds.
Saturday, August 21, 2010
Physical Science, Module 15, Light
-- Videos we watched for Module 15.
--Play Quizlet. Just scroll down and click on Physical, then scroll to find the Module you want.
Light Waves!
Unlike sound waves which need air to travel through, light waves do not need a medium thru which to travel, but can travel in a vacuum.
Not a vacuum cleaner, heehee, but a region containing no matter.
A light wave consists of energy in the form of electric and magnetic fields. The fields vibrate perpendicular to each other, and perpendicular to the direction of the wave. Because light has both electric and magnetic fields that oscillate back and forth, light waves are typically referred to as electromagnetic waves.
Our first Experiment 15.1, Seeing Different Wavelengths of Light, said it was difficult to perform near noon.
Everyone got here at 12:05, haha!
So we tried with a flashlight. It worked a little.
But I can't take a picture of a flashlight refracting a rainbow onto a white paper. My camera makes blurry pics if I don't use a flash, and with a flash, I don't get any rainbows.
Just get a blank white piece of paper.
←This is how it is supposed to be done, so we may try it again sometime.
Just place a mirror in a pan of water and adjust it until you see the color spectrum on the wall or a white piece of paper. We used card stock.
So then we made this:
This was really cool. I found it here. Just scroll down for full instructions.
We placed a sheet of black construction paper in a pan, and covered it with about an inch of water. I carefully poured a medium drop of clear nail polish on the water. It immediately spread into a large oblongish circle.
After a couple of minutes, the edges of the nail polish circle were crinkly and it was ready for the next step. One of the kids carefully pulled the paper out, making sure the edges of the circles caught on the paper.
We placed it on several layers of napkins to dry.
Cool, huh?
Experiment 15.2, The Law of Reflection didn't work too well either. It needed to be done in a dark room, and my small bathroom is the only room I have without a window. Since there is no counter space in there for this experiment, we had to do it in the kitchen.
They drew 2 lines perpendicular to each other on a piece of paper, then taped the paper down flush with the edge of the bar so they could brace a mirror against the edge of the bar (making it perpendicular to the paper). Then they used a flash light covered with black construction paper with a small slit cut out, and directed the light ray into the mirror at the point of intersection of the perpendicular lines, and compared the angles of the light ray going in, and the light ray that was reflecting.
We could see it a little, and were able to see evidence of the Law of Reflection: The angle of reflection equals the angle of incidence. In other words, whatever angle the light had as it went into the mirror (the angle of incidence) was the same as the angle of light reflecting from the mirror (the angle of reflection).
Again, no pictures. =\
Experiment 15.3, Refraction of Light
Okay, did I have a FAIL sign on my forehead that day? I didn't see it in the mirror that morning! =D
This experiment needed a dark room also. Sigh. I should have scheduled these at night.
Using a protractor and a ruler, they were to draw more lines. Perpendicular, then 45°.
We didn't tho, and I'm glad, haha.
They mixed a small amount of milk in a glass dish of water, so the light beams would show up. Then using the same construction-paper-with-a-slit covered flashlight, they shone it at an angle thru the side of the dish.
We used too much milk.
So we emptied some into the sink, added more water, still could not see the light beam.
Watered it down again. After the third time, we could see a faint beam, and could barely tell it was refracted (bent). But we did not see a beam refracting from the other side of the pan, and it was not a large pan. I think the flashlights weren't bright enough, or the slits that were cut were too large, or the edges didn't get covered well and light was escaping there.
I suppose we could have watered the milk down more. But 5 kids and 1 adult in a small bathroom gets kind of crowded! They were ready to get out of there. Plus the toilet seat came unhinged because someone was standing on it, and it slid over. lol.
← This is what it was supposed to look like. You can see the light entering the solid glass block at the dotted perpendicular line (called a normal like in the image above for exp. 15.2). This is not a real, visible line, but it is a line that is always perpendicular to the object, and is drawn at the point light enters or exits a substance.
Light speed in a glass slows down, so it will refract toward the normal. When the light exits the glass (there is not a perpendicular line/normal drawn here), the light goes back to the regular speed of light (300,000,000 meters/sec, or 670,000,000 mph!), and refracts away from the normal. You can also see at each of the points where light hits a "wall", there is some light reflected. Watch here to see why light refracts.
Experiment 15.4, The "Magical"Quarter, er Nickel!
This experiment was the most simple, the fastest one that day, and it worked.
It did not need a dark room.
It did not involve cutting or taping.
It did not involve a protractor, ruler, or measuring.
We had no time invested, and it worked. (of course)
It only needed a bowl, a coin, and water.
They placed a nickel in the bottom of a large non-see-thru bowl, then backed up until the nickel was juuust out of their line of vision. I poured in a pitcher of water, and as the water level rose, the kids were able to see the nickel without moving from their position.
The water refracted the light ray, enabling the nickel to appear in a different position.
Just like when someone is trying to catch a fish with their bare hands or a spear! Try it. You'll see the fish is not where it seems, since light refracts in water.
The last experiment worked, too.
Again, few materials. Paper and a red marker.
Experiment 15.5, How the Eye Detects Color
The kids colored a red cross on white paper, then stared at it for 60 seconds. They were allowed to blink, but not move their eyes away. After 60 seconds, they removed the paper with the red cross, and looked at the blank paper underneath. They were amazed that they could see a bluish-green cross appear on the paper.
See? They're looking at it right here. →
I can't see it, can you? haha. =D
They look funny, concentrating on a blank page!
There are three primary colors in light - red, green, and blue. Together they make white light. (These are not regular primary colors which are red, blue, and yellow, which together make all other colors.)
This phenomena happens because of certain cones in your eyes that are sensitive to the color red. Other cones detect colors with different frequencies. Blue and green.
After a while of seeing a color, the cones for that particular color cease to continue transmitting signals to the brain. The brain then holds the same image in your mind until new signals come along.
When the top sheet with the red cross was removed, the low-frequency (red-detecting) cones took a few seconds to realize there was a change. (Just like me sitting at a traffic light, lol!) If red light is removed from the color spectrum, bluish-green light is left, so at first the brain only got the signals from the cones that there was blue and green light present. So for a few seconds, the kids were able to "see" a bluish-green cross.
This one is simple and easy to try. Your kids will love it. =)
One more Module! Then on to Biology. =)
--Play Quizlet. Just scroll down and click on Physical, then scroll to find the Module you want.
Light Waves!
Unlike sound waves which need air to travel through, light waves do not need a medium thru which to travel, but can travel in a vacuum.
Not a vacuum cleaner, heehee, but a region containing no matter.
A light wave consists of energy in the form of electric and magnetic fields. The fields vibrate perpendicular to each other, and perpendicular to the direction of the wave. Because light has both electric and magnetic fields that oscillate back and forth, light waves are typically referred to as electromagnetic waves.
Our first Experiment 15.1, Seeing Different Wavelengths of Light, said it was difficult to perform near noon.
Everyone got here at 12:05, haha!
So we tried with a flashlight. It worked a little.
Just get a blank white piece of paper.
←This is how it is supposed to be done, so we may try it again sometime.
Just place a mirror in a pan of water and adjust it until you see the color spectrum on the wall or a white piece of paper. We used card stock.
So then we made this:
We placed a sheet of black construction paper in a pan, and covered it with about an inch of water. I carefully poured a medium drop of clear nail polish on the water. It immediately spread into a large oblongish circle.
After a couple of minutes, the edges of the nail polish circle were crinkly and it was ready for the next step. One of the kids carefully pulled the paper out, making sure the edges of the circles caught on the paper.
We placed it on several layers of napkins to dry.
Cool, huh?
Experiment 15.2, The Law of Reflection didn't work too well either. It needed to be done in a dark room, and my small bathroom is the only room I have without a window. Since there is no counter space in there for this experiment, we had to do it in the kitchen. They drew 2 lines perpendicular to each other on a piece of paper, then taped the paper down flush with the edge of the bar so they could brace a mirror against the edge of the bar (making it perpendicular to the paper). Then they used a flash light covered with black construction paper with a small slit cut out, and directed the light ray into the mirror at the point of intersection of the perpendicular lines, and compared the angles of the light ray going in, and the light ray that was reflecting.
We could see it a little, and were able to see evidence of the Law of Reflection: The angle of reflection equals the angle of incidence. In other words, whatever angle the light had as it went into the mirror (the angle of incidence) was the same as the angle of light reflecting from the mirror (the angle of reflection).
Again, no pictures. =\
Experiment 15.3, Refraction of Light
Okay, did I have a FAIL sign on my forehead that day? I didn't see it in the mirror that morning! =D
This experiment needed a dark room also. Sigh. I should have scheduled these at night.
Using a protractor and a ruler, they were to draw more lines. Perpendicular, then 45°.
We didn't tho, and I'm glad, haha.
They mixed a small amount of milk in a glass dish of water, so the light beams would show up. Then using the same construction-paper-with-a-slit covered flashlight, they shone it at an angle thru the side of the dish.
We used too much milk.
So we emptied some into the sink, added more water, still could not see the light beam.
Watered it down again. After the third time, we could see a faint beam, and could barely tell it was refracted (bent). But we did not see a beam refracting from the other side of the pan, and it was not a large pan. I think the flashlights weren't bright enough, or the slits that were cut were too large, or the edges didn't get covered well and light was escaping there.
← This is what it was supposed to look like. You can see the light entering the solid glass block at the dotted perpendicular line (called a normal like in the image above for exp. 15.2). This is not a real, visible line, but it is a line that is always perpendicular to the object, and is drawn at the point light enters or exits a substance.
Light speed in a glass slows down, so it will refract toward the normal. When the light exits the glass (there is not a perpendicular line/normal drawn here), the light goes back to the regular speed of light (300,000,000 meters/sec, or 670,000,000 mph!), and refracts away from the normal. You can also see at each of the points where light hits a "wall", there is some light reflected. Watch here to see why light refracts.
Experiment 15.4, The "Magical"
This experiment was the most simple, the fastest one that day, and it worked.
It did not need a dark room.
It did not involve cutting or taping.
It did not involve a protractor, ruler, or measuring.
We had no time invested, and it worked. (of course)
It only needed a bowl, a coin, and water.
They placed a nickel in the bottom of a large non-see-thru bowl, then backed up until the nickel was juuust out of their line of vision. I poured in a pitcher of water, and as the water level rose, the kids were able to see the nickel without moving from their position.
The water refracted the light ray, enabling the nickel to appear in a different position.
Just like when someone is trying to catch a fish with their bare hands or a spear! Try it. You'll see the fish is not where it seems, since light refracts in water.
The last experiment worked, too.
Again, few materials. Paper and a red marker.
Experiment 15.5, How the Eye Detects Color
The kids colored a red cross on white paper, then stared at it for 60 seconds. They were allowed to blink, but not move their eyes away. After 60 seconds, they removed the paper with the red cross, and looked at the blank paper underneath. They were amazed that they could see a bluish-green cross appear on the paper.
I can't see it, can you? haha. =D
They look funny, concentrating on a blank page!
There are three primary colors in light - red, green, and blue. Together they make white light. (These are not regular primary colors which are red, blue, and yellow, which together make all other colors.)
This phenomena happens because of certain cones in your eyes that are sensitive to the color red. Other cones detect colors with different frequencies. Blue and green.
After a while of seeing a color, the cones for that particular color cease to continue transmitting signals to the brain. The brain then holds the same image in your mind until new signals come along.
When the top sheet with the red cross was removed, the low-frequency (red-detecting) cones took a few seconds to realize there was a change. (Just like me sitting at a traffic light, lol!) If red light is removed from the color spectrum, bluish-green light is left, so at first the brain only got the signals from the cones that there was blue and green light present. So for a few seconds, the kids were able to "see" a bluish-green cross.
This one is simple and easy to try. Your kids will love it. =)
One more Module! Then on to Biology. =)
Thursday, August 19, 2010
My sweet Rebekah =)
This is what Rebekah brought to me the other day when I had been on a (necessary, evil) phone call for over an hour during lunch. =)
What a sweet daughter!
Well, my camera was just sitting right there!
What a sweet daughter!
Wednesday, August 18, 2010
Physical Science, Module 14, Waves and Sound
--Videos we watched for Module 14.
--Play Quizlet. Just scroll down and click on Physical, then scroll to find the Module you want.
Sound waves!
Exp. 14.1, The Medium Through Which Sound Waves Travel
The kids learned about transverse waves and longitudinal waves. See this video.
They also learned that sound waves need a medium through which to travel. They need something which they cause to oscillate (move up and down). That would be air.
They made a "drum" with the 2-liter bottle, saran wrap, and a rubber band. They listened to the sound wave, felt the oscillating air on their cheek, then used the sound waves' oscillation to blow out a candle. Think of how your eardrum vibrates when it feels vibrations and your brain interprets it as sound.
They had a GREAT time banging on pots and pans. You'd think they were still three years old, lol. =D
We even had to trash a small frying pan. It was cheap, and Cousin A was very enthusiastic! (Well, I was the one who, when it wasn't very loud, told her she should hit it a little harder, lol.)
They put saran wrap on bowls, and banged on pans held near the bowls. The sound waves hit the saran wrap and made it vibrate, and the rice bounce. They discovered if they kept doing it louder and louder, the rice would vibrate right off the bowl.
We did need to sweep.
Exp. 14.2, The Speed of Sound - we were running short on time, and left this one until last.
We ended up not getting to do it. =\
Sound does not travel as fast as light, so at a distance, one would be able to see two rocks being hit together just before being able to hear them.
Exp. 14.3, Wavelength and Sound
When the kids blew across the tops of the glass bottles, they moved air around inside the bottle. If they blew at a constant rate, air began traveling up and down, forming a wave. Different amounts of water allowed the sound waves to travel at shorter or longer distances. If the wave was allowed to travel all the way to the bottom of the large jug, it made a much lower sound. Long wavelengths produce a lower pitch.
So then, shorter wavelengths make a higher pitch.
This is the same as when someone plays a wind instrument. When musicians cover various holes with their fingers, they are changing the wavelength of the sound waves produced.
Exp. 14.4, The Doppler Effect
We didn't have time for this one either, but they had watched a video.
Scroll down to #7, The Doppler Effect.
Exp. 14.5, The Amplitude of a Sound Wave
With the stringed instruments, they plucked a string, then plucked it harder. The sound did not change pitch, but it did change volume. This shows that the amplitude changed, not the wavelength.
In order to change pitch, they needed to turn the key thingy (no, I don't know what it's called). This would lengthen or shorten the string, which would change the pitch.
Overview:
With every item of expensive jewelry, famous paintings, a cleverly-written book, a very expensive car, we usually want to know who is the designer? The creator of something we really like or admire.
Suppose someone told you, oh, that just happened by chance; someone just found it, and it was already like that. Or that we had a bunch of stuff in storage in a warehouse for years and years. When we opened it one day, we discovered all these things were put together, and no one really knows how it happened.
We would not accept that answer. Most will be determined to find out who did this great work!
I just can't imagine that anyone who has studied science would believe it all came about by chance. Creation is so much more complex than jewelry, cars, or artists.
No, there is a designer, and He is God!
I think this with every chapter I read of science. =)
--Play Quizlet. Just scroll down and click on Physical, then scroll to find the Module you want.
Exp. 14.1, The Medium Through Which Sound Waves Travel
They also learned that sound waves need a medium through which to travel. They need something which they cause to oscillate (move up and down). That would be air.
They made a "drum" with the 2-liter bottle, saran wrap, and a rubber band. They listened to the sound wave, felt the oscillating air on their cheek, then used the sound waves' oscillation to blow out a candle. Think of how your eardrum vibrates when it feels vibrations and your brain interprets it as sound.
They had a GREAT time banging on pots and pans. You'd think they were still three years old, lol. =D
We even had to trash a small frying pan. It was cheap, and Cousin A was very enthusiastic! (Well, I was the one who, when it wasn't very loud, told her she should hit it a little harder, lol.)They put saran wrap on bowls, and banged on pans held near the bowls. The sound waves hit the saran wrap and made it vibrate, and the rice bounce. They discovered if they kept doing it louder and louder, the rice would vibrate right off the bowl.
We did need to sweep.
Exp. 14.2, The Speed of Sound - we were running short on time, and left this one until last.
We ended up not getting to do it. =\
Sound does not travel as fast as light, so at a distance, one would be able to see two rocks being hit together just before being able to hear them.
Exp. 14.3, Wavelength and Sound
So then, shorter wavelengths make a higher pitch.
This is the same as when someone plays a wind instrument. When musicians cover various holes with their fingers, they are changing the wavelength of the sound waves produced.
Exp. 14.4, The Doppler Effect
We didn't have time for this one either, but they had watched a video.
Scroll down to #7, The Doppler Effect.
Exp. 14.5, The Amplitude of a Sound Wave
With the stringed instruments, they plucked a string, then plucked it harder. The sound did not change pitch, but it did change volume. This shows that the amplitude changed, not the wavelength.
In order to change pitch, they needed to turn the key thingy (no, I don't know what it's called). This would lengthen or shorten the string, which would change the pitch.
Overview:
With every item of expensive jewelry, famous paintings, a cleverly-written book, a very expensive car, we usually want to know who is the designer? The creator of something we really like or admire.
Suppose someone told you, oh, that just happened by chance; someone just found it, and it was already like that. Or that we had a bunch of stuff in storage in a warehouse for years and years. When we opened it one day, we discovered all these things were put together, and no one really knows how it happened.
We would not accept that answer. Most will be determined to find out who did this great work!
I just can't imagine that anyone who has studied science would believe it all came about by chance. Creation is so much more complex than jewelry, cars, or artists.
No, there is a designer, and He is God!
I think this with every chapter I read of science. =)
Tuesday, August 17, 2010
Error 1714
Have you ever needed to do a System Restore to your computer?
Hint: If you have installed anything major, like, say the printer we bought this past weekend, System Restore will uninstall it too, and when re-installing, the "left-overs" from the previous install are still there, preventing successful re-installation.
Hint: If you have installed anything major, like, say the printer we bought this past weekend, System Restore will uninstall it too, and when re-installing, the "left-overs" from the previous install are still there, preventing successful re-installation.
This entitles you to spend exactly 1 hour and 26 minutes on the phone with Paul from the Philippines!!! =)
Monday, August 16, 2010
New Resources for science and history
- United States History resources from BJU Press. These are intended to go along with their history book, but can be great for anyone doing US History.
- Have Fun With History - a resource for American history
- Christine Miller's website, History on the Internet.
- Space & Earth Science from BJU Press, meant to go along with their science book, but can be great for anyone studying Earth and Space.
DNA Accident!
I've been printing pages for Biology for the kids I'll be having in my class, and I know how the first few pages can tear where the holes are punched.
I wanted to label and cut a piece of cardstock in thirds to use as a buffer. I made the letters purple, to match the 1st Edition, even thought we'll be using 2nd now. (I still like purple.)
I thought it looked dull, so I looked for some clip art to add. I found frogs, flowers, leaves, and DNA. I decided to put different ones on each cardstock strip, and began with the DNA.I rotated the image and dragged it over the print, trying to figure out where it would look best. I dropped it a little earlier than I meant to, and it landed smack-dab on the l in Biology!
It looked so great there, I skipped the frogs, etc., and did them all that way! =)
Here's the page that I printed if you want it, or want to crop/edit it.
Click image to make it larger, and save to your computer.
Sunday, August 15, 2010
Birthday present or gag gift? LOL
Pets can be a lot of fun! They can also be a lot of work! You'd have to really love one to put up with it.
Three years ago for their 10th birthday, my twins got hermit crabs for their birthday from their aunt.
Sandy and Hermy.
They were not much trouble. They mostly just needed certain living conditions provided.
Clean sand or other substrate like shredded coconut to hold in moisture, heater thingy attached to one end of the tank so they could go near or away if they were too hot or cold, a coconut hut to hide in, things to climb on, both salt and fresh water, and food. They needed a thermometer/humidity gauge that needed to be kept within certain ranges, so we had to keep the shredded coconut moist, and regulate how far the lid was open depending on our current weather.
For their 11th birthday, their aunt gave them a dog they named Levi. (He would have been Oscar, but JohnDavid got outvoted.)
Levi has been the most trouble. He smells, needs to be played with, needs to be fed, fresh water in this hot weather, needs to be brushed, fresh cedar wood chips in his doghouse so he won't smell as much, (a doghouse he no longer goes into), chew toys, (and don't leave your shoes on the porch!) and just needs more care.
He chases birds that fly 50 feet above him; he chases everything! He is afraid of file folders or anything you are carrying that he does not recognize. He lays on his back to sleep with all 4 paws flopping outward. He is one silly dog!
Last year, someone gave them a hamster whose name became Oscar. (Yay! JohnDavid has a pet named Oscar!) He's not as much trouble as Levi, but his cage needs to be cleaned often, food provided, fresh water (and make sure the bottle doesn't leak if you hang it wrong!) and he needs to get out and run around.
Pets can be a lot of fun, and the kids do love their animals, but I think I will inform their aunt (and others) we do not need any more pets for birthdays.
(who wants a present with a built-in chore!?!)
Sandy and Hermy.
They were not much trouble. They mostly just needed certain living conditions provided.
Clean sand or other substrate like shredded coconut to hold in moisture, heater thingy attached to one end of the tank so they could go near or away if they were too hot or cold, a coconut hut to hide in, things to climb on, both salt and fresh water, and food. They needed a thermometer/humidity gauge that needed to be kept within certain ranges, so we had to keep the shredded coconut moist, and regulate how far the lid was open depending on our current weather.
Levi has been the most trouble. He smells, needs to be played with, needs to be fed, fresh water in this hot weather, needs to be brushed, fresh cedar wood chips in his doghouse so he won't smell as much, (a doghouse he no longer goes into), chew toys, (and don't leave your shoes on the porch!) and just needs more care.
He chases birds that fly 50 feet above him; he chases everything! He is afraid of file folders or anything you are carrying that he does not recognize. He lays on his back to sleep with all 4 paws flopping outward. He is one silly dog!
Pets can be a lot of fun, and the kids do love their animals, but I think I will inform their aunt (and others) we do not need any more pets for birthdays.
(who wants a present with a built-in chore!?!)
Saturday, August 14, 2010
New Playlist - like or dislike?
I did put it near the top so readers could see it early, and mute it if they wanted.
I love hearing the music, but when I'm halfway down the blog and want to watch a video, I have to scroll back up to mute the Playlist. =\
And if I'm at the bottom of the blog, and click Older Posts, the Playlist starts over.
So, I'm thinking, I love to look over my old posts (this blog is my baby, after all!), but probably no one else does, so they probably won't scroll down that far, and maybe they don't have a problem with the Playlist?
So I want your opinions, and you can even vote anonymously (or not) by leaving a comment.
So...
Do you like it, or is it just okay? Or is it annoying!?!
I'm sure you mute/pause it to watch videos. But do you mute it first thing every time you come to the site? Or just let it play.
Or do you listen, only to find it bothersome to have to scroll later to find it and hit mute!
Opinions, please. =)
ETA: It even got to annoying me! If I'm working on my blog, and have it open in 2 tabs so I can reference something, it has 2 players going on different songs!
So it is set to play ONLY if you click Play. =)
I L♥ve This!!! =)
I just love this!
This is a design on a T-shirt, sweatshirt, or a tote bag at GreatHomeschoolTShirts.com.
They also have coffee mugs, mousepads, and bumper stickers. =) They're on sale!
Other colors and designs available.
This is a design on a T-shirt, sweatshirt, or a tote bag at GreatHomeschoolTShirts.com.
They also have coffee mugs, mousepads, and bumper stickers. =) They're on sale!
Other colors and designs available.
Apologia Science Question of the Week
Apologia Science Question of the Week.
Kids ages 13-18 can submit answers and win prizes. Each contest runs 12 weeks, and the one(s) with the most correct answers win.
New questions come out each week.
A new contest should begin in a week or two. (not sure of the dates on the site)
But go see what the current question is like anyway! They're hard, I tell ya!
← Posting link in side bar for future reference. Look under "Links for Kids and Teens".
Kids ages 13-18 can submit answers and win prizes. Each contest runs 12 weeks, and the one(s) with the most correct answers win.
New questions come out each week.
A new contest should begin in a week or two. (not sure of the dates on the site)
But go see what the current question is like anyway! They're hard, I tell ya!
← Posting link in side bar for future reference. Look under "Links for Kids and Teens".
Friday, August 13, 2010
Meteor Shower, (er, sprinkle)
I let my kids stay up to watch the meteor shower last night. Together, they saw a total of nine.
Nine meteors.
Well, at least they got to see a few! =)
Watch a video on youtube. (It loops about 3 times.)
Thursday, August 12, 2010
My Attempt at a Schedule (of sorts) for Science
Update 2014
This is a summary of how we did Apologia Science:
I started having a class with my oldest daughter and 2 cousins, and it grew to include friends and siblings. We generally had classes once a week.
I had started by having kids begin the chapter at home a few days before class day, because I did not want to do experiments on something they had not at least read about.
That did not always work, so I changed it and things worked much better. If you are doing a class w/ a group, then I would suggest having a class to do an overview of the chapter and some small/shorter experiment(s) before beginning the chapter. I found that an overview really helped the kids see where we were headed. Then if you are doing classes weekly, you might have one more class for additional experiments.
I have so thoroughly enjoyed doing science experiments these past 6 months! If you've been on my blog even a few times, you will know science has become one of my loves. ♥ lol.
Rebekah did a block schedule with history and science last school year (2009-2010), and started science in late January. However, after several weeks, I knew neither Rebekah nor I were going to be able to understand that science.
I do not remember where online that I found out about Apologia science, but when I read that it was written specifically for homeschoolers whose parents may not know much about science, I gave it a second look!
We started using Apologia science in March (2010), so we've had to speed it up a little, doing more per week than is intended. We're still finishing up Physical Science. We should be done in a couple of weeks!
Then we get to begin Biology! =) (Aug. 2010)
I have been asked a couple of times (yes, that means 2 whole times) how I schedule our science, when we do the experiments, etc.
They are intended to be done as your child comes to them.
However, I have 2 other kids come to do experiments with Rebekah, and we do it once a week.
We do experiments each Monday on the material they have already covered. (This was later changed, as explained above.)
We started out doing the lab reports together for the first several weeks, which took longer, but I wanted to be sure they knew how to do them. I do make them write it all down in a notebook, and not use a form. Now they seldom look at the examples I gave them. I also gave them a sample blank form to look at.
Then they were to finish them on their own at home.
They bring them back the next week and get points for completing them.
They win chocolate. 😊
We discuss each Monday what pages should be done which day of the week, and they write it down.
I do have a set # of pages for the week, but as homeschoolers, some days get filled up with outside appointments, etc. and may need to be scheduled a little differently for each family.
I reserve Mondays for class/experiments (although some experiments may be done at home), and schedule the chapter reading/questions to be done Tuesday - Friday the first week, and Tues-Wed the second week (as well as watching any videos I've posted). The Study Guide will be on Thursday of the second week of that Module, and the Test on Friday. The parents are responsible for checking and grading these, except in cases where the parent is not sure of the material, and not able to judge whether an answer is acceptable.
On Monday, we've been quizzing out loud, having a "Quiz Game" where they can win points. This has motivated them a lot! =)
And ended up being more discussion than I planned.
Which is good. They're learning.
This is a summary of how we did Apologia Science:
I started having a class with my oldest daughter and 2 cousins, and it grew to include friends and siblings. We generally had classes once a week.
For Apologia, I took 2 weeks to do a module/chapter, and reserved 1 day for test, 1 day for the study guide, 2 days for experiments (1 class each week), and divided the chapter into the remaining 6 days. What days the experiments fall on depend on how the chapter is laid out.
On harder chapters we sometimes took 3 weeks, and on chapters with math, we had 2 classes a week.
Pretty much I was studying/planning as I went, so the moms and I worked out schedules when things like this came up.
On super easy chapters, we just had 1 class. I think there was just once or twice we did that in the 5 years that I had classes.
I had started by having kids begin the chapter at home a few days before class day, because I did not want to do experiments on something they had not at least read about.
That did not always work, so I changed it and things worked much better. If you are doing a class w/ a group, then I would suggest having a class to do an overview of the chapter and some small/shorter experiment(s) before beginning the chapter. I found that an overview really helped the kids see where we were headed. Then if you are doing classes weekly, you might have one more class for additional experiments.
Occasionally I would allow 3 weeks for a chapter if there was a lot more vocabulary than usual, material that I thought would be quite new to the students, or a lot of math. I also made up extra math/formula problems for classwork and for practice. I do not still have those, unfortunately.
Sometimes I would have visuals or handouts for them to look at along with me, or to read aloud. We discussed as we went... The kids knew there would be a "quiz-game" at the end, and they could win chocolate, so they listened pretty well. =)
Near the end of class, I asked questions aloud and they all wrote the answers on small dry erase boards and showed me when they saw me looking their way. I wouldn't tell who was right or wrong until all had answered, and they got one try. We tried several different ways, including written quizzes on paper, but we all agreed that this was our favorite way. I loved that *all the kids got to answer each question, and that we could discuss each answer as we went. Often I would ask a question more than once especially if some missed it, or would just ask it in a different way.
Each kid got a point for each correct answer.
Chocolate was awarded at the end of the quiz -- 1, 2, or 3 pieces. I tried to make sure each kid got something. If one or two kids did not do well, I may give them 1 piece, and the others got 2, 3, or 4.
Each kid got a point for each correct answer.
Chocolate was awarded at the end of the quiz -- 1, 2, or 3 pieces. I tried to make sure each kid got something. If one or two kids did not do well, I may give them 1 piece, and the others got 2, 3, or 4.
Usually I had already gone over most questions during the 'teaching' time, questioning them as we went, re-questioning ones they missed, etc. So they learned to pay attention and did pretty well when we got to the quiz-game.
The below was written in 2010.
Rebekah did a block schedule with history and science last school year (2009-2010), and started science in late January. However, after several weeks, I knew neither Rebekah nor I were going to be able to understand that science.
We started using Apologia science in March (2010), so we've had to speed it up a little, doing more per week than is intended. We're still finishing up Physical Science. We should be done in a couple of weeks!
Then we get to begin Biology! =) (Aug. 2010)
They are intended to be done as your child comes to them.
However, I have 2 other kids come to do experiments with Rebekah, and we do it once a week.
We do experiments each Monday on the material they have already covered. (This was later changed, as explained above.)
Then they were to finish them on their own at home.
They bring them back the next week and get points for completing them.
They win chocolate. 😊
We discuss each Monday what pages should be done which day of the week, and they write it down.
I do have a set # of pages for the week, but as homeschoolers, some days get filled up with outside appointments, etc. and may need to be scheduled a little differently for each family.
I reserve Mondays for class/experiments (although some experiments may be done at home), and schedule the chapter reading/questions to be done Tuesday - Friday the first week, and Tues-Wed the second week (as well as watching any videos I've posted). The Study Guide will be on Thursday of the second week of that Module, and the Test on Friday. The parents are responsible for checking and grading these, except in cases where the parent is not sure of the material, and not able to judge whether an answer is acceptable.
And ended up being more discussion than I planned.
Which is good. They're learning.
Probably only a handful of people in the world would be interested in this post, but I wrote it anyway. 🙂
Found More Resources! (I L♥ve homeschool forums!)
- QUIZinator - import images to enhance quizzes you make (geometry, chemical symbols, maps, other diagrams, etc)
- Big Red Hat - Learn interesting stuff with the Discovery Twins, see what you can create with Oliart, or tour Europe with The Traveling Trio. Three kids whose parents are really interested in letting their children discover and learn.
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