Wednesday, December 15, 2010
Monday, December 13, 2010
When we write chemical equations, we need to have the formulas for the reagents on the left side (the stuff that’s going to do the chemical reaction) and the formulas for the products (the stuff you make) on the right. If we were to simply put the formulas of the chemicals on the left and right without saying how much of it was going to react, then we would run the risk of saying that the mass of what we end up with is different than the mass of what we started with. That would be a bad thing. The bottom line: You need to balance the equations by sticking numbers in front of the chemicals on the left and right sides of the equation, like it or not. How can you do this? Funny you should ask….
OK. You know why you need to balance chemical equations, but you don’t yet know how to do it. It turns out that I know how to explain things in a way that almost anyone can understand it, So, here it goes:
Listen: There are four easy steps that you need to follow to make this work. Here they are:
1. Get yourself an unbalanced equation. I might give this to you, or I might make you figure it out. Either way, if you don’t have an equation with all the chemical formulas and the arrow and all that other stuff, then you’re out of luck.
2. Draw boxes around all the chemical formulas. Never, ever, change anything inside the boxes. Ever. Really. If you do, you’re guaranteed to get the answer wrong.
3. Make an element inventory. How are you going to know if the equation is balanced if you don’t actually make a list of how many of each atom you have? You won’t. You have to make an inventory of how many atoms of each element you have, and then you have to keep it current throughout the whole problem.
4. Write numbers in front of each of the boxes until the inventory for each element is the same both before and after the reaction. Whenever you change a number, make sure to update the inventory – otherwise, you run the risk of balancing it incorrectly. When all the numbers in the inventory balance, then the equation can balance. There you have it.
Let’s say I ask you the following thing on a test: (Hint Hint)”Balance the equation that takes place when sodium hydroxide reacts with sulfuric acid to form sodium sulfate and water.” How do we solve this using the steps above?
1. Get yourself an unbalanced equation. Here’s where you use your knowledge of formulas to help you out. If you know what the formula of sodium hydroxide, sulfuric acid, sodium sulfate, and water are, you’d be able to write the following unbalanced equation:
2. Draw boxes around all the chemical formulas. This is the step that people frequently don’t do because they feel that it’s a waste of time and an extra step. There is a purpose to you drawing boxes around formulas. Basically, besides because “Ms Sippel Said so“, you’re drawing those boxes so that you’ll be sure not to mess around with the formulas to balance the equation. Here’s what the equation looks like:
3. Make an element inventory. In this inventory, your job is to figure out how many atoms of each element you have on the left and right sides of the equation. Now, if you look at the equation, you should be able to see that on the left side of the equation there is one sodium atom, five oxygen atoms (one from the sodium hydroxide, four from the sulfuric acid), three hydrogen atoms (one from the sodium hydroxide, two from the sulfuric acid), and one sulfur atom. On the right side of the equation, there are two atoms of sodium, one atom of sulfur, five atoms of oxygen (four from the sodium sulfate and one from the water), and two atoms of hydrogen. Thus, your element inventory should look like this:
4. Write numbers in front of each of the boxes until the inventory for each element is the same both before and after the reaction. Now, what happens when we put a number in front of a formula? Basically, anything in that box is multiplied by that number, because we’re saying that we have that many of that kind of molecule. So, looking at the inventory, what should we do?
Well, we can see that on the left side of the inventory, there is one atom of sodium and on the right there are two. The solution: Stick a “2” in front of the sodium hydroxide on the left side of the equation so that the numbers of sodium atoms are the same on both sides of the equation. When we do this, the new atom inventory should look like this: (I’ll let you figure out how this is done)
Now what? Well, looking at the new inventory, we can see that we now have two sodium atoms on both the left and the right sides, but the others still don’t match up. What to do?
You can see from the inventory that on the right side of the equation, there are two hydrogen atoms and on the left there are four. Using your amazing powers of mathematics (and hopefully not needing to use a calculator), you can see that two multiplied by the number two becomes four. That’s what you need to do. How? Put a “2” in front of the water on the right side of the equation to make the hydrogens balance out. Now that this is done, you should make a new inventory that looks something like this:
Since both sides of the inventory match, the equation is now balanced! All other equations will balance in exactly the same way, though it might take a few more steps in some cases.
OK. You know why you need to balance chemical equations, but you don’t yet know how to do it. It turns out that I know how to explain things in a way that almost anyone can understand it, So, here it goes:
Listen: There are four easy steps that you need to follow to make this work. Here they are:
1. Get yourself an unbalanced equation. I might give this to you, or I might make you figure it out. Either way, if you don’t have an equation with all the chemical formulas and the arrow and all that other stuff, then you’re out of luck.
2. Draw boxes around all the chemical formulas. Never, ever, change anything inside the boxes. Ever. Really. If you do, you’re guaranteed to get the answer wrong.
3. Make an element inventory. How are you going to know if the equation is balanced if you don’t actually make a list of how many of each atom you have? You won’t. You have to make an inventory of how many atoms of each element you have, and then you have to keep it current throughout the whole problem.
4. Write numbers in front of each of the boxes until the inventory for each element is the same both before and after the reaction. Whenever you change a number, make sure to update the inventory – otherwise, you run the risk of balancing it incorrectly. When all the numbers in the inventory balance, then the equation can balance. There you have it.
Let’s say I ask you the following thing on a test: (Hint Hint)”Balance the equation that takes place when sodium hydroxide reacts with sulfuric acid to form sodium sulfate and water.” How do we solve this using the steps above?
1. Get yourself an unbalanced equation. Here’s where you use your knowledge of formulas to help you out. If you know what the formula of sodium hydroxide, sulfuric acid, sodium sulfate, and water are, you’d be able to write the following unbalanced equation:
2. Draw boxes around all the chemical formulas. This is the step that people frequently don’t do because they feel that it’s a waste of time and an extra step. There is a purpose to you drawing boxes around formulas. Basically, besides because “Ms Sippel Said so“, you’re drawing those boxes so that you’ll be sure not to mess around with the formulas to balance the equation. Here’s what the equation looks like:
3. Make an element inventory. In this inventory, your job is to figure out how many atoms of each element you have on the left and right sides of the equation. Now, if you look at the equation, you should be able to see that on the left side of the equation there is one sodium atom, five oxygen atoms (one from the sodium hydroxide, four from the sulfuric acid), three hydrogen atoms (one from the sodium hydroxide, two from the sulfuric acid), and one sulfur atom. On the right side of the equation, there are two atoms of sodium, one atom of sulfur, five atoms of oxygen (four from the sodium sulfate and one from the water), and two atoms of hydrogen. Thus, your element inventory should look like this:
4. Write numbers in front of each of the boxes until the inventory for each element is the same both before and after the reaction. Now, what happens when we put a number in front of a formula? Basically, anything in that box is multiplied by that number, because we’re saying that we have that many of that kind of molecule. So, looking at the inventory, what should we do?
Well, we can see that on the left side of the inventory, there is one atom of sodium and on the right there are two. The solution: Stick a “2” in front of the sodium hydroxide on the left side of the equation so that the numbers of sodium atoms are the same on both sides of the equation. When we do this, the new atom inventory should look like this: (I’ll let you figure out how this is done)
Now what? Well, looking at the new inventory, we can see that we now have two sodium atoms on both the left and the right sides, but the others still don’t match up. What to do?
You can see from the inventory that on the right side of the equation, there are two hydrogen atoms and on the left there are four. Using your amazing powers of mathematics (and hopefully not needing to use a calculator), you can see that two multiplied by the number two becomes four. That’s what you need to do. How? Put a “2” in front of the water on the right side of the equation to make the hydrogens balance out. Now that this is done, you should make a new inventory that looks something like this:
Since both sides of the inventory match, the equation is now balanced! All other equations will balance in exactly the same way, though it might take a few more steps in some cases.
Friday, November 5, 2010
Studying elements, compounds and chemical bonds....here you go!
Study Guide for Elements, Compounds, and Chemical Bonding
An Element is a pure substance that can not be separated into simpler substances by physical or chemical means.
A pure substance is a substance in which there is only one type of particle. So, each element contains only one type of particle. These particles, called atoms are much too small for us to see. For example, every atom in a 5 g nugget of the element gold is like every other atom of gold. The particles of a pure substance are alike no matter where they are found.
Properties of Elements
- Each element can be identified by its unique set of properties. For example, each element has it's own characteristic properties.
- These properties do not depend on the amount of the element present.
- Characteristic properties include some physical properties, such as boiling point, melting point, and density.
- Chemical properties, such as reactivity with acid, are also characteristic properties.
Classifying elements by their properties
- Elements are grouped into categories based on the properties that they
share.
- There are three major categories of elements. They are
Metals- which are shiny, malleable, ductile, conduct heat and electric current.
Nonmetals- which are dull and cannot conduct heat or electric current.
Metalloids- which have properties of both metals and nonmetals; some are
semi-conductors, some are shiny, some are dull, some are somewhat malleable
and ductile. Some conduct heat and electric current.
Arranging the Elements
- Dmitri Mendeleev developed the first periodic table of the elements by listing them in order according to their atomic mass. He used his table to predict that elements with certain properties would be discovered later.
- The properties of elements repeat in a regular, or periodic pattern.
- The periodic law states that the repeating chemical and physical properties of elements relate to and depend on elements' atomic numbers
- Moseley rearranged the elements in order of increasing atomic number. This is the arrangement of the present periodic table that we now use.
- Elements in the periodic table are classified as metals, nonmetals, and metalloids.
- Each element has a chemical symbol.
- A horizontal row of elements is called a period.
- Physical and chemical properties of elements change across each period.
- A vertical column of elements is called a group or family. Elements in a group usually have similar properties.
Compounds
- A compound is a pure substance composed of two or more elements.
- Compounds have chemical formulas.
- The elements that make up a compound always combine in a specific ratio according to their masses.
- Each compound has a unique set of physical and chemical properties.
- Water is a compound with unique properties. All living things rely on water for life.
- Compounds can be broken down into simpler substances only by chemical changes.
- A molecule is the smallest unit of a compound that has all the properties of the compound.
- The make-up of a molecule is shown in a chemical formula.
- A chemical formula uses chemical symbols and subscripts to identify the number of atoms of each element in a molecule of a compound.
- Compounds make up the food you eat, the school supplies you use and
even the clothes you wear.
- Proteins are compounds found in all living things. The element nitrogen is
one of the elements needed to make proteins.
- Plants use nitrogen compounds that are in the soil. Animals get the
nitrogen they need by eating plants or animals that have eaten plants. The
proteins in the food are broken down as an animal digests the food. The
simpler compounds that form are used by the animal's cells to make new
proteins
Atoms: The Building Blocks of Compounds
An atom is the smallest unit of an element that has all of the properties of the element. Atoms are the building blocks of matter. To understand how elements join together as compounds, you must understand the structure of an atom.
• Everything is made up of matter
• An element is matter that is made up of only one kind of atom.
• An atom is the smallest particle of an element.
• Atoms give an element its chemical and physical properties.
• The size of an atom varies with the element.
• John Dalton, an English scientist, proposed that atoms were solid spheres.
• However it is now known that most of an atom is empty space.
• An atom is made up of 3 types of particles; called subatomic particles.
The subatomic particles are Protons, Neutrons, Electrons
• The Nucleus of the atom contains the protons and the neutrons
• The Protons have a positive charge, the neutrons have no charge; they
are neutral
• Electrons are found in the energy levels surrounding the nucleus, electrons are negative.
• Maximum Number of Electrons in Each Energy Level
First energy level can hold up to 2 electrons.
Second energy level can hold up to 8 electrons.
Third energy level can hold up to 8 electrons.
Each energy level after has a maximum number of electrons.
• How do we diagram the atoms of an element?
The Atomic number tells us the number of protons in a nucleus of an atom, in
neutral atoms the atomic # also tells us the number of electrons.
The Atomic Mass tells us the total number of protons and neutrons in a
nucleus of an atom.
Monday, October 11, 2010
Solids Liquids and Gases
Solid–definite shape and volume–think about an ice cube, as a solid the shape is set and so you can’t increase the space they take up Liquid–no definite shape, but definite volume–think about a can of soda when you pour it into a glass it doesn’t have the same shape as the can, but the amount of soda was the same in the can as it is now in the glass Gas–no definite shape or volume–think about a balloon the gas from your lungs take on the shape of the balloon and you can twist and turn that balloon into dozen of shapes. Also you can put the balloon in the freezer and the (size) volume decreases and if you put it in the oven the volume (size) increases
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October 11 - October 15
Monday - Today was a busy day. We finished figuring out our Mystery Mixtures, we reviewed solids, Liquids and Gases, and composed songs and album covers, starting to prepare for our very own Glee show about solids liquids and gases.
Tuesday - Another busy day! We shared our S-L-G songs Glee style! The video is awesome! The students who completed this should be proud! We also we introduced to our new BFF...Dmetri Mendeleev, and attempted to sort and catagorize elements from the periodic table. We will continue this organization tomorrow.
Wednesday - We continued to organize the Periodic Table just like Mendeleev did, and many students were able to recognize the patterns with in.
Thursday - We talked about elements and began to talk about compounds. Also took a pop quiz to be sure that students were doing their reading homework. Chapter 7 should be read by now :o)
Friday - We did part one of the chemical reactions lab. Some groups need to work on precision when measuring. All in all we had some pretty great results. Each also chose their element for the element project. Research for this will be on Monday and Tuesday with Mini's and laptops.
Tuesday - Another busy day! We shared our S-L-G songs Glee style! The video is awesome! The students who completed this should be proud! We also we introduced to our new BFF...Dmetri Mendeleev, and attempted to sort and catagorize elements from the periodic table. We will continue this organization tomorrow.
Wednesday - We continued to organize the Periodic Table just like Mendeleev did, and many students were able to recognize the patterns with in.
Thursday - We talked about elements and began to talk about compounds. Also took a pop quiz to be sure that students were doing their reading homework. Chapter 7 should be read by now :o)
Friday - We did part one of the chemical reactions lab. Some groups need to work on precision when measuring. All in all we had some pretty great results. Each also chose their element for the element project. Research for this will be on Monday and Tuesday with Mini's and laptops.
Thursday, October 7, 2010
October 4 - October 8
Monday - Power Planning day - Continued discussion of physical and chemical changes and properties, more demonstrations. Continued work on Physical Properties booklet.
Tuesday - Review of Chapters 1 and 5 for test tomorrow, beginning discussion of Chapter 6, Solids, Liquids, and gases
Wednesday - Test, Chapter 1 and 5
Thursday - Test Corrections and demonstrations of sublimation with dry ice
Friday - Vocab update Part 2 of identifying mystery substances lab
Tuesday - Review of Chapters 1 and 5 for test tomorrow, beginning discussion of Chapter 6, Solids, Liquids, and gases
Wednesday - Test, Chapter 1 and 5
Thursday - Test Corrections and demonstrations of sublimation with dry ice
Friday - Vocab update Part 2 of identifying mystery substances lab
Monday, September 27, 2010
September 27 - October 1
Monday - We went over Ch 5 vocab from last week, Directed reading A from Friday, What we remembered and what we still needed work on remembering from Chapter 5. For the most part, this is review from 6th and 7th grade. We also started defining Physical Properties of Matter. We will work on booklets for these on Tuesday.
Tuesday - We completed a study guide for chapter 5 together and worked on a booklet that describes physical properties of matter. We will continue working on this booklet as the week continues.
Wednesday - We completed the first part of a mystery substance lab, testing several items (flour, sugar, baking powder, baking soda, salt, Epsom salt, and powdered sugar for solubility, electrical conductivity, pH, reactions with acid, iodine and water. We will do part 2 of this lab next week.
Thursday - (2 hr delay) We continued discussion about density of various objects, and many students continued to finish a lab skills test
Friday - (2 Hr delay) We continued discussion on physical and chemical properties of matter with some demonstrations and real life applications.
Tuesday - We completed a study guide for chapter 5 together and worked on a booklet that describes physical properties of matter. We will continue working on this booklet as the week continues.
Wednesday - We completed the first part of a mystery substance lab, testing several items (flour, sugar, baking powder, baking soda, salt, Epsom salt, and powdered sugar for solubility, electrical conductivity, pH, reactions with acid, iodine and water. We will do part 2 of this lab next week.
Thursday - (2 hr delay) We continued discussion about density of various objects, and many students continued to finish a lab skills test
Friday - (2 Hr delay) We continued discussion on physical and chemical properties of matter with some demonstrations and real life applications.
Monday, September 20, 2010
Science week of Sept 20 - 24
Monday - Today we completed the Technological design labs that we created last week. We did a lab created by another class and gave feedback about their design.
Tuesday - Today we had a "Science Chat" discussing our inquiry terms. Core 1 crashed the chat site, but Ms. Sippel was able to navigate everyone to a chat that would accommodate all of us. Still looking to see what students thought about today's activities. HAVE A GREAT NIGHT!
Wednesday - Half day for students. We did a measuring madness lab to improve our measuring skills :o)
Thursday - Today we had a "share your brain day". We completed several critical thinking questions about inquiry terms (model, mass, weight, inference, theory, law and had a different partner for each one.
Friday - Wow! Friday was a busy day! We found the density of the same sized cubes, worked on a directed reading for Ch 5 and some of us started our Lab skills quiz! Be ready for a Test Next Friday! Have a great weekend!
Tuesday - Today we had a "Science Chat" discussing our inquiry terms. Core 1 crashed the chat site, but Ms. Sippel was able to navigate everyone to a chat that would accommodate all of us. Still looking to see what students thought about today's activities. HAVE A GREAT NIGHT!
Wednesday - Half day for students. We did a measuring madness lab to improve our measuring skills :o)
Thursday - Today we had a "share your brain day". We completed several critical thinking questions about inquiry terms (model, mass, weight, inference, theory, law and had a different partner for each one.
Friday - Wow! Friday was a busy day! We found the density of the same sized cubes, worked on a directed reading for Ch 5 and some of us started our Lab skills quiz! Be ready for a Test Next Friday! Have a great weekend!
Wednesday, September 15, 2010
September 13 - 17 - LOTS of labs this week!
Monday - We took a quiz based on what we have learned so far about science inquiry. We also reviewed Metrics, and how to convert metrics using the metric staircase. Many students remembered how to do this :o).
Tuesday - We viewed a brain pop video about metrics, and continued our review of metrics by measuring metric length and mass with our lab groups.
Wednesday - We finished our measurement of length and mass with our lab groups and began measuring liquid volume, again in lab groups.
Thursday - Today we finished the measuring volume of liquids lab. Those who stayed on task yesterday also got to do a bonus lab...finding what brand of paper towel was the most absorbent. It was fun for me to see the students design this lab!
Friday - We practiced technological design to create labs we will complete on Monday. Also, completed vocabulary crossword puzzles that will help each student complete teh K-W sheet that is due Tuesday. Enjoy the weekend!
Tuesday - We viewed a brain pop video about metrics, and continued our review of metrics by measuring metric length and mass with our lab groups.
Wednesday - We finished our measurement of length and mass with our lab groups and began measuring liquid volume, again in lab groups.
Thursday - Today we finished the measuring volume of liquids lab. Those who stayed on task yesterday also got to do a bonus lab...finding what brand of paper towel was the most absorbent. It was fun for me to see the students design this lab!
Friday - We practiced technological design to create labs we will complete on Monday. Also, completed vocabulary crossword puzzles that will help each student complete teh K-W sheet that is due Tuesday. Enjoy the weekend!
Friday, September 10, 2010
9/6 to 9/10
Monday: was Labor Day. Hope you all enjoyed your holiday!
Tuesday: We reviewed Lab procedures, and did Bounce Lab #2. This time students changed the height they were dropping the ball from, and bounced the tennis ball on the same surface each time.
Wednesday: We talked about observing and inferring. We learned that observing uses our senses, and that inferring is a conclusion about what we observe, or an assumption about what we observe.
Thursday : We talked about independent and dependent variables. We took notes in our notebook, defined a few terms, hi-lighted a few items and practiced identifying both independent and dependent variables. We even sang a song about it. Check out a previous post with the link to the variable song.
Friday: We continued practicing the identification of independent and dependent variables. We even had some help from sponge bob. Remember to study, there is a quiz on Monday! Have a great weekend!
Tuesday: We reviewed Lab procedures, and did Bounce Lab #2. This time students changed the height they were dropping the ball from, and bounced the tennis ball on the same surface each time.
Wednesday: We talked about observing and inferring. We learned that observing uses our senses, and that inferring is a conclusion about what we observe, or an assumption about what we observe.
Thursday : We talked about independent and dependent variables. We took notes in our notebook, defined a few terms, hi-lighted a few items and practiced identifying both independent and dependent variables. We even sang a song about it. Check out a previous post with the link to the variable song.
Friday: We continued practicing the identification of independent and dependent variables. We even had some help from sponge bob. Remember to study, there is a quiz on Monday! Have a great weekend!
Thursday, September 9, 2010
Inference and Variable videos
OK So if you are reviewing and studying as you should, here is the observation and inference video incase you need to see it again.
Also, here is the Variable video Please note that BOTH videos may start with a short advertisement. Let me know what you think!
Also, here is the Variable video Please note that BOTH videos may start with a short advertisement. Let me know what you think!
On Line Text book
For you to use at home, please use the following link: 8th Grade text book the user = jnk3p and the pw= n8b6k
Thanks!
Thanks!
Sunday, September 5, 2010
Week of Aug 30 - Sept. 2
Monday - we learned about quantitative and qualitative observations. we hi-lighted these words on our Vocab sheets, and viewed a short power point. Students then had to make qualitative and quantitative observations of their shoe. Once observations were complete students had the opportunity to demonstrate their artistic talents and creativity. They did this by illustrating their shoe and adding an environment in which you would most likely find the shoe.
Tuesday - we presented our Safety posters from last week. We also assigned Lab groups and reviewed everyone's shoe project - groups helping those finish who needed it and turned it in. We reviewed Lab expectations and did our first lab - how does the surface we bounce a ball on affect how a ball bounces? We reviewed the steps of the scientific method, decided how to compile the data, and what kind of graph to use.
Wednesday - We discussed the importance and differences of accuracy and preciseness using a Brainpop video to start the discussion. We also picked out safety violations using a sponge bob scenario and turned it in.
Thursday - no school for students due to Earl.
Friday - no school for students due to Earl.
Tuesday - we presented our Safety posters from last week. We also assigned Lab groups and reviewed everyone's shoe project - groups helping those finish who needed it and turned it in. We reviewed Lab expectations and did our first lab - how does the surface we bounce a ball on affect how a ball bounces? We reviewed the steps of the scientific method, decided how to compile the data, and what kind of graph to use.
Wednesday - We discussed the importance and differences of accuracy and preciseness using a Brainpop video to start the discussion. We also picked out safety violations using a sponge bob scenario and turned it in.
Thursday - no school for students due to Earl.
Friday - no school for students due to Earl.
Egrades
Be sure to check your Egrades often! If you see blank spots, it is either because:
1. You did not hand in the assignment
2. You did not put your name on the assignment
3. You handed in an incomplete assignment, and because its still the beginning of the year, I am letting you fix it :o)
Its important to check your egrades often. If there is a grade there that you do not understand, please see me ASAP - maybe it was a typo, or I can explain to you how you earned that grade. Regardless, I would like any discrepancies taken care of ASAP.
Thanks!
1. You did not hand in the assignment
2. You did not put your name on the assignment
3. You handed in an incomplete assignment, and because its still the beginning of the year, I am letting you fix it :o)
Its important to check your egrades often. If there is a grade there that you do not understand, please see me ASAP - maybe it was a typo, or I can explain to you how you earned that grade. Regardless, I would like any discrepancies taken care of ASAP.
Thanks!
Friday, August 27, 2010
First week
WOW!! This first week of school flew right bye. Thank you for being so great this first week! Letslook at all we did this week!
- Wednesday we started out reviewing policies and procedures. You all sure remembered many things about the expectations at MCMS. This made reviewing these expectations go so smoothly.
- Thursday, we completed a pretest, so that i could see what you already knew about inquiry skills and the scientific method. We also did an Inquiry activity - making cubes from strips of paper. I know that some of you were frustrated, but i am so proud of you because you kept going and tried so hard. Even if you didn't get a cube made, you are still successful in my eyes :o).
- Friday, we did tons! I gave you the vocabulary for the year, as well as the syllabus. We talked about lab safety rules, and I had you "show me what those rules look like"
Thursday, August 26, 2010
The Davinci Awards
This is an awesome way to see how science can help others, and win some prize money too. Check out this link: http://www.davinciawards.org/ My sister works with several companies that have developed and promote this project. There are people of all ages that enter this activity and win. Any of you who are interested in brainstorming a project to enter, please see me. I would be glad to help!
Wednesday, August 25, 2010
First day of school
Ok so today ROCKED. It was great to see everyone! I am looking forward to a most excellent year! Now that we have gone over expectations, look forward to a pretest and a group inquiry project. Feel free to email me or to comment here if you have any questions! Until tomorrow :o)
Sunday, August 22, 2010
Welcome to 8th Grade Science!
It was so great to see so many of you and your parents at orientation on Thursday! I am really excited about this year and am very happy to have you all in my class again. I can't wait until Wednesday and i hope that you are all as excited as I am!
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