My Science Web School

NOT ANOTHER PLASTIC BOTTLE

2014-08-06T17:40:00.001+08:00

In obedience to the “Zero Plastic Program of Bagong Lucena”, LDNHS-YES-O will continue to avoid the use of plastics and other related disposable plastic materials inside the campus. The students will begin using reusable liquid containers as a solution to eliminate the use of disposable plastics. There should be a decline in the quantity of plastic materials being disposed by the school population.

Here below were the proposed sticker design...

Photo owned by YES-O of LDNHS, Philippines.

If you need a LOGO or a BANNER For your EVENT or PROJECT/ COMPANY.
Dont hesitate to contact us, for our services

EGG OF HONOR: Award Tips in Science

2014-08-06T13:46:00.000+08:00

Molds

2014-01-10T10:49:00.000+08:00

QUIZ: MOTION

2014-01-10T10:30:00.001+08:00

Take the QUIZ about MOTION

>>>>>>>>>CLICK HERE<<<<<<<<<<

See who took the Quiz!

>>>>>>>>>CLICK HERE<<<<<<<<<<

SOUND : TAKE A QUIZ

2014-01-10T09:41:00.003+08:00

Take the QUIZ about SOUND.

>>>>>>>>>CLICK HERE<<<<<<<<<<

See who took the Quiz!

>>>>>>>>>CLICK HERE<<<<<<<<<<

SCIENTISTS and CONTRIBUTIONS

2013-12-17T10:14:00.000+08:00

Short Summary list of Scientists who contributed so much in Physical Science Development

THALES - Father of Science ; Elements of Nature
DEMOCRITUS - Atomic Theory
THOMAS EDISON - Electric Bulb
ALEXANDER FLEMING -Penicillin
FREDERICK BANTING - Insulin
ISAAC NEWTON - Law of Gravity ; Inertia ; Motion
ALBERT EINSTEIN - Theory of Relativity ; Photoelectric effect
MARIE CURIE - Radioactivity
WILHELM ROENTGEN - X-ray
ERNEST RUTHERFORD - Nucleus
EVANGELISTA TORICELLI - Barometer
FERDINAND VERBIEST - 1st automobile
CHARLES BABBAGE - 1st computer
EMILE BERLINER - Gramophone
ALEXANDER GRAHAM BELL - Telephone
RUDOLF DIESEL - Diesel engine
EDWIN LAND - 1st polaroid camera
KONRAD ZUSE - 1st program controlled computer
SAMUEL MORSE - single wire telegraph
GUGLIELMO MARCONI - Long distance radio transmission
JOHN BAIRD - TV system
WRIGHT BROTHERS - (Orville and Wilbur) 1st aircraft
CHANDERASEKHAR RAMAN - Raman effect
GALILEO GALILEI - Law of Gravity
JOHANNES KEPLER - 3 Laws of Planetary Motion
HIPPARCHUS - 365 length of the year
ARCHIMEDES - Hydrostatics ; Bouyancy ; Floating bodies
PTOLEMY - Book of Optics
COPERNICUS - Earth rotates on its axis
RENE DECARTES - Meditationes
MICHAEL FARADAY - Cathode rays
HENRY CAVENDISH - Hydrogen
LEUCIPPUS - opposer of the Divine universal
LOUIS PASTEUR - separation of mirror image molecules
JAMES MAXWELL - Kinetic Energy of Gases
EDWIN HUBBLE - Hubble's Law
PAUL DIRAC - Schrodinger's equation
MAX PLANCK - quantum mechanics
NIKOLA TESLA - Rotating magnetic field
ARISTOTLE - Metaphysics
LEONARDO DA VINCI - designed bridges etc.
NEILS BOHR - Bohr Theory of the Atom
JOSEPH THOMSON - spectrograph
WILLIAM RAMSAY - Helium
JULIUS ROBERT MAYER - Thermodynamics
HENRY BESSEMER - economical steel making
ROBERT BUNSEN - spectroscope ; Cesium and Rubidium
THOMAS GRAHAM - dialysis
JOHANN WOLFGANG DOBEREINER - relation of elements and atomic weight
AMEDEO AVOGADRO - same number of molecules in a constant temperature and pressure
WILLIAM HENRY - Henry's Law
ALESSANDRO VOLTA - battery using 2 types of metals
ANTOINE LAVOISIER - Oxygen
CHARLES AUGUSTIN DE COULOMB - Law of Force
THOMAS NEWCOMEN - steam engine
ROBERT BOYLE - Boyle's Law
BLAISE PASCAL - SI unit of pressure
Pythagoras - postulated that the Earth is spherical.
Ptolemy - wrote the book of Optics
Hypparchus - 365 days is the length of the year.
Aristotle
Archimedes - Floating bodies ; "Eureka"
Copernicus -
Galileo Galilei - Father of Physics ; Father of Science; Father of Modern Science; Astronomy
Decartes -
Isaac Newton - Laws of Motion; greatest influential scientists; prolonged gestation period; interested in Theology; dual Nature of Light; First principle of mechanics; gravitation; integral calculus
Michael Faraday - Electricity ; Telegraphics; electromagnetism and electromagnetism.
Albert Einstein - theory of relativity and mass energy equivalence, E = mc2; Theory of Gravity
Thales - Father of Science; Nature of elements ( fire, air, water, earth)
Democritus - Atomic theory.
Leusippus - developed the Theory of Atomism; Opposer of the Divine Universal...
Aristotle - student of Plato; Philosopher; big contribution in Physics
Aristarchus - silent scientist

Mechanical Vs. Electromagnetic Waves : Grade 7 Activity

2013-12-10T13:29:00.002+08:00

Activity 3

Mechanical vs. Electromagnetic Waves

How do waves propagate?

Objective

In this activity, you will differentiate between mechanical waves and electromagnetic waves.

Materials

· Findings from Activity 1

· Chart of the electromagnetic spectrum

To see the whole activity, Click here: http://jmp.sh/v/ldJG9kKWerTNoFdsj7T7

MATTER: The Investigatory Processes

2012-06-03T13:15:00.001+08:00

Fair Testing
- Changing only one factor at a time while keeping all other conditions the same.
- The changing factors in an experiment is called variables.

Components of an Investigation

research problem
hypothesis
method for testing hypothesis

identifying independent / dependent variables

conclusion based on evidence

Source/s:

Science Buddies, 2012 (6/3/2012)

http://www.sciencebuddies.org/science-fair-projects/project_experiment_fair_test.shtml

Teamwork and Cooperation Rubric – FOR SCIENCE TEAM ACTIVITY

2012-05-28T14:47:00.000+08:00

Criteria	4 points	3 points	2 points	1 points
Focus on the task 25%	Stays on task all the time without reminders.	Stays on task most of the time. Group members can count on this person.	Stays on task some of the time. Group members must sometimes remind this person to do the work.	Hardly ever stays on task. Lets others do the work.
Work Habits 25%	Completes assigned all tasks and does not depend on others to do the work.	Completes most assigned tasks.	Does not follow through on most tasks and sometimes counts on others to do the work	Does not complete tasks. Depends on others to do all of the work.
Group interaction 50%	Respectfully listens, discusses, asks questions and helps direct the group in solving problems or completing the tasks. Shares useful ideas for discussions. All information fits the group’s goals	Respectfully listens, discusses and asks questions. Usually provides useful information and ideas for discussion.	Has trouble listening with respect, and takes over discussions without letting other people have a turn. Sometimes does not interact with the group. Sometimes provides useful information and ideas for discussion.	Does not listen with respect, argues with teammates, and does not consider other ideas. Blocks group from Reaching agreement. Almost never provides useful information or ideas for discussion.

Science Class Performance Rubric

2012-05-23T23:01:00.004+08:00

90% +	80% +	70% +	60% +	Less than 60%
Exemplary Student presents a clear, specific understanding of the topic . All notes, assignments and labs required are completed on time, are extremely well organized and questions are answered accurately. High interest and excitement have lead the student to an investigation that reaches far beyond the requirements. Student has read related materials and has used many sources of information for reports and or experiments. The student has used his/her new knowledge when participating in all oral discussions. Student makes connections between past and present, cause-effect relationships, willingness to change beliefs if necessary, and results in the ability to make a prediction. The students notes, labs, debates and assignments	Strong Student presents a clear, specific understanding of the topic. High interest and excitement leads the student to an investigation that reaches beyond requirements. All notes, assignments and labs required are completed on time, are very well organized and questions are answered accurately. The student has used as more resources than required; and demonstrates new knowledge both orally and in written work and uses this knowledge in his/her assignments and oral participation. New knowledge is evident when student shows connections between past and present or cause-effect relationships. Student notes, labs, debates and assignments are clearly organized, carefully done, and often goes beyond teacher expectations. All tests are beyond the standard level of achievement.	Capable Student meets assignment expectations. The student demonstrates new knowledge learned in oral participation and or written tasks. The work is well organized and complete. The student understood the assignments. He/she used the number of resources required; and organized information in all notes, assignments, debates and labs. All notes, assignments and labs are complete, carefully done and the student meets the requirements and expectations. All tests meet the standard level of achievement.	Developing Student knowledge of the topic is partly understood, but not complete. The assignments, notes and labs are occasionally incomplete and could be organized better . Some resources have been used, but it is not clear what the student understood. Some of the information included by the student was not important to the topic Student does most what is required, but nothing more. Some of the work may not be finished. Tasks are not carefully done and the information from the resources is not used. Test results often fall below the standard level of achievement.	Limited Student use of the topic is not shown. Steps through the process were not followed. Notes, assignments and labs lack neatness, organization, detail and evidence of new knowledge. Work does not meet requirements. Parts are missing. Participation is weak, or student is often not participating. Labs, tests and assignments are poorly done and fall well behind the standard level of achievement. Overall, the student has failed to grasp new concepts covered in the topic.

Rubric for Science Logs and Journal Writing

2012-05-23T23:00:00.000+08:00

Rubric for Science Logs and Journal Writing
Area of Product	Criteria	Rating
Daily entries	· Regular daily entries · Entries 90% of the time · Entries 80% of the time · Entries less than 80% of the time	4 3 2 1
Use of scientific language	· Consistent, accurate usage of terms · Adequate usage of scientific terms · Occasional use with few errors · No terms or frequent errors in usage	4 3 2 1
Application to the real world	· Able to apply learning · Usually finds practical application · Occasionally relates to real life skills · No practical application	4 3 2 1
Concept understanding	· Shows understanding of key concepts · Usually demonstrates understanding · Inadequately demonstrates understanding · Poor understanding of concepts	4 3 2 1
Clarity of thought	· Well organized · Adequate organization · Limited organization · Poor organization	4 3 2 1

Rubric – Conducting a Science Investigation

2012-05-23T22:59:00.000+08:00

Category	4	3	2	1
Experiments	Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied.	Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge of observations	Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic.	No hypothesis has been stated.
Procedures	Procedures are listed in clear steps.	Procedures are listed but are not in a logical order or are difficult to follow.	Procedures do not accurately list the steps of the experiment.	No procedures.
Calculations	All calculations are shown and the results are correct and labeled appropriately.	Some calculations are shown and the results are correct and labeled appropriately	Some calculations are shown and the results are labeled appropriately.	No calculations are shown OR results are inaccurate or mislabeled.
Summary	Summary describes the skills learned, the information learned and some future applications to real life situations.	Summary describes the information learned and a possible application to real life situation	Summary describes the information learned.	No summary is written.
Conclusion	Conclusions includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.	Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.	Conclusion includes what was learned from the experiment.	No conclusion was included in the report OR shows little effort and reflection.

Portfolio Evaluation Rubric

2012-05-23T22:55:00.003+08:00

	Portfolio Evaluation Rubric
Student Name:		Score:
Category	Scoring Criteria	Max Points	Student Evaluation	Teacher Evaluation
Portfolio Presentation	The student name, year and section, name of teacher, and the grading period are clearly marked on the outside or cover page of the portfolio	5
	The portfolio is organized from front to back, with the most recent pages at the back (Daily pages and assignments are found together in chronological order)	15
	All assignments, practice problems, exercises, quizzes, chapter or unit tests for the grading period have been complied and are found in the portfolio	15
	All entries in the portfolio are either neatly written in ink or typed and printed	10
	The neatness of the portfolio indicates that the student takes pride in their work and desires to be successful in class. (Examples: all entries are carefully written using the same color pen, no pages are torn or dirty, no “spiral notebook” pages are used, and no pages have drawings or marks unrelated to the assignment.)	10
Daily Comments	Each day of class is clearly identified with a heading: such as “Learning Insights, Monday – June 20, 2005”	45

Rubric For Conducting Science Activity

2012-05-23T22:54:00.000+08:00

Rubric For Conducting Science Activity

Criteria	4	3	2	1
Set-up and Equipment Care 25%	Equipments are accurately placed. All necessary supplies on hand. Very neat and organized	Set-up of equipment is generally accurate with 1 or 2 small details that need refinement. All necessary supplies on hand	Set-up of equipment is generally workable with several details that need refinement. Some necessary supplies must be searched out	Set-up of equipment is not accurate; help is required with several major details. Many necessary supplies must found in the lab set-up
Following Procedure 25%	Demonstrates very good knowledge of the lab procedures. Thoroughly and carefully follows each step before moving on to next step	Demonstrates good knowledge of the lab procedures. Seek help from teacher from time to time. Works to follow each step before moving on to the next step	Demonstrates general knowledge of lab procedures. Requires help from teacher with some steps in procedures	Lacks the appropriate knowledge of the lab procedures. Often requires help from the teacher to even complete basic procedures
Data Collection 20%	Measurements are both accurate and precise Observations are very thorough. Work is neat and organized. Includes appropriate symbols, units and significant digits	Measurements are mostly accurate Observations are generally complete Work is organized Only 2 or 3 minor errors using symbols, units and significant digits	Measurements are somewhat inaccurate and very imprecise Observations are incomplete or recorded in a confusing way There are 3 or more minor errors using symbols, units and significant digits or 2 major errors	Measurements are incomplete, inaccurate and imprecise Observations are incomplete or not included Symbols, units and significant figures are not included.
Safety 15%	Proper safety precautions are consistently used. Consistently thinks ahead to ensure safety	Proper safety precautions are generally used May need to be reminded once during the lab	Proper safety precautions are often missed. Needs to be reminded more than once during the lab	Proper safety precautions areconsistently missed Needs to be reminded often during the lab.
Clean-up 15%	Consistently uses proper clean-up procedures. Station always left neat and clean	Proper clean-up procedures generally used May need some help on occasion to complete tasks Station generally left clean	Needs to be reminded more than once during the lab to use proper clean-up procedures 1 or 2 items left at station or not cleaned	Proper clean-up procedures are seldom used Often requires help to complete clean-up 3 or more items left at station or station not cleaned

Resource: by Owen Pena @ http://myphysicswebschool.blogspot.com/

Science Oral Presentation Rubric

2012-05-23T22:51:00.000+08:00

Traits Presented		4 Exceeds Standard	3 Meets Standard	2 Progressing to Standard	1 Below Standard
Content	Opening	Opening captivates the audience with interest and/or intrigue.	Interesting opening; engages audience.	Opening is minimally engaging.	Opening is not engaging.
	Focus	Purpose of presentation is clear. Supporting ideas maintain exceptional focus on the topic	Topic of the presentation is clear. Content consistently supports the purpose.	Presentation lacks clear direction.	No clear focus.
	Organization	Information/ideas are presented in a consistently logical sequence. Transition/connections are eloquent. A strong sense of wholeness is conveyed. Conclusion leaves the audience with a strong sense of closure.	Important ideas and information are identified for the audience. Information/ideas are presented in a logical sequence with few lapses. Transitions and connections are made. Closing effectively summarizes the presentation.	Irrelevant, unnecessary information detracts. Big ideas are not specifically identified. There are significant lapses in the order of ideas. Transitions are inconsistent and weak or missing. Closing demonstrates an attempt to summarize.	No clear organization. Ideas do not connect with one another. There are no clear transitions. No closing is evident.
Presentation	Speech	Commands audience politely using eye contact, making sure audience is ready. Can be heard by all members of audience without assistance. Uses visual aid as guide or outline for speaking. Consistently maintains eye contact.	Makes sure audience is ready before starting. May need reminders from audience to speak up; generally consistent, maintains eye contact, minimizes reliance on notes.	Makes occasional eye contact, makes few attempts to command audience; may start speaking before audience is ready. Needs reminders from audience to speak up. Mostly reads from notes.	Audience hears with great difficulty. Reads notes and seldom establishes eye contact.
	Visual Aid	Visual aid readable and attractive from all parts of the room. Graphic is clear and professional looking, enhancing the message.	Visual aid readable from all parts of the room. Graphic is neat. Appropriate subject chosen to depict message.	Visual aid is not completely accessible to all audience members. Graphic may be messy. Visual may not be most appropriate to support presentation.	Visual aid undecipherable. Graphic detracts from message. Messy or inappropriate visual.
	Question & Answer	Speaker expands upon previous statements. Cites additional examples to answer question.	Thoughtful, concise response. Conveys knowledge of subject.	Response not clear or did not add to comprehension of the listener.	Could not answer questions or answers are irrelevant.

Observation of Group Behavior Rubric

2012-05-23T22:44:00.000+08:00

Observation of Group Behavior Rubric

_________________________

Student or Group

Activities/Tasks

A. ______________________________

B. ______________________________

C. ______________________________

D. ______________________________

E. ______________________________

F. ______________________________

4 – Consistently 3 – Frequently 2 – Occasionally 1 - Rarely

	A	B	C	D	E	F
Remains on task
Follows directions
Exhibits leadership
Respects the ideas of others
Works cooperatively
Communicates effectively
Shares tasks equitably
Works safely
Handles equipment correctly
Displays initiative
Exhibits scientific curiosity

Resource: by Own Pena @ http://myphysicswebschool.blogspot.com/

Daily Science Class Participation Rubric

2012-05-23T21:27:00.000+08:00

Daily Science Class Participation Rubric

5 - Exemplary	4 - Strong	3 - Capable	2 - Developing	1 – Limited
· Well prepared for each class, attempts to answer teacher generated questions and adds outside information to the class when relevant. · Makes excellent use of class time to work on seatwork, activities, assignments, laboratory works and projects.	· Prepared for class, attempts to answer teacher generated questions · Good use of class time to work on seatwork, activities, assignments, laboratory works and projects	· Occasionally not prepared for class (no pen or pencil, notes etc.) · Often listens but doesn't volunteer information. · Often accomplish classroom task such as seatwork, activities, assignments, laboratory works and projects	· Often not prepared for class, listens with blank expression or doesn't pay attention. · Gives up easily, is not engaged, difficulty remaining on task · Sometimes interrupts class discussion by engaging in irrelevant conversation.	· Rarely prepared, no pens, pencils, paper notes and other materials, no significant work done, minimal or no effort to participate · Often absent in class. · Creates interruptions, does not remain on task.

Science Portfolio

2010-10-17T12:57:00.000+08:00

PORTFOLIO - is a type of assessment. It is a collection of work created for demonstrating their learning or showcasing their best work. - IAR (Instructional Assessment Resources).

Student Portfolio, serves as the compilation of work and documents in class. It is necessary to update the portfolio to keep track of the outputs and performance of the student.

Add a twist by making the cover of your class portfolio. Here is the sample cover I use in my Science classes. You can actually be more creative than what I did.

To give you an idea:
Sample of My Portfolio
(Disclaimer of the clip art used. It is from Discovery Education's Clip Art Gallery created by Mark A. Hicks, illustrator).

My Science Web School

NOT ANOTHER PLASTIC BOTTLE

EGG OF HONOR: Award Tips in Science

Molds

QUIZ: MOTION

SOUND : TAKE A QUIZ

SCIENTISTS and CONTRIBUTIONS

Mechanical Vs. Electromagnetic Waves : Grade 7 Activity

MATTER: The Investigatory Processes

Teamwork and Cooperation Rubric – FOR SCIENCE TEAM ACTIVITY

Science Class Performance Rubric

Rubric for Science Logs and Journal Writing

Rubric – Conducting a Science Investigation

Portfolio Evaluation Rubric

Rubric For Conducting Science Activity

Science Oral Presentation Rubric

Traits Presented

Exceeds Standard

Meets Standard

Content

Opening

Focus

Presentation

Observation of Group Behavior Rubric

Daily Science Class Participation Rubric

Science Portfolio