tuesday september 3,2013 welcome to chemistry! content objective what language objective how...

Tuesday September 3,2013 Welcome to Chemistry!

Content Objective WHAT

Language ObjectiveHOW

Students will be able to think of 3 personality traits that describes them. Students will then pair with a classmate to share their personality traits. Finally students will be picked randomly to share information learned about their partner.

Students will write down three personality traits that describe themselves on a ½ sheet of paper. Students will then pair up with a classmate to talk and discuss their personality traits. Finally, students will be called upon randomly in which they will stand and talk about what they learned about their classmate.

Supplies for Class

Very important you get these materials ASAP! Coming to class unprepared will result in you falling behind an losing points. •BINDER 1&1/2 inches. •Ten Tabs with inserts for the binder!•Pencils/ Colored Pencils/Ruler•Texas Instruments Calculator $15.00 most places!

Absolutely NO PASSES through out the semester!

Today’s Schedule

1st Period 7:20 – 8:20

2nd Period 8:25 – 8:45

3rd Period 8:50 – 9:10

4th Period 9:15 – 9:35

5th Period 9:40 – 10:00

6th Period 10:05 – 10:30

BELL WORK FILL- OUT THE NOTE CARD IN DETAIL!

Exit PassOn that same ½ sheet of paper you wrote your traits on, write at least one personality trait you learned about your classmate.



BELL WORK

Exit Pass

September 4, 2013 (Bring one big box of tissue paper and college ruled paper for 5 points)

Students will be able to develop an understanding of rules, expectations and classroom routine in chemistry so that they will have a successful school year. Students will also learn of the consequences of not following the syllabus.

Students will read along with their instructor the class syllabus which has all the rules, expectations and classroom routine along with a description of the content that they will be taught.

Using your circle map, write a paragraph explaining what you already know about chemistry.

Homework Read the syllabus with your parents and have them sign it.

THINK/ PAIR/ SHARE What does a safe productive classroom look like? (Circle Map)

Safe/ Productive Classroom

What does a safe/productive classroom look like to you?

Productive Classroom

What does a safe/productive classroom look like to you?



BELL WORK

Exit Pass

September 5, 2013) We will assign Textbooks after Bell work/Periodic Tables

• Students will be able to recall important rules, expectation and class room routines that will help them be successful in chemistry by taking a syllabus quiz.• Students will analyze an article about chemistry by using a Reading Apprenticeship Strategy called Talking to the Text to help them understand what chemistry is about. • Students will assess their understanding of the classroom rules, expectations and routine by reading and responding to questions from a syllabus quiz.•Students•Students will be able to demonstrate an understanding of the importance of chemistry by talking to the text, in which they will read the article and make annotations in the margins.

• Write two things that you learned about chemistry from the article.

Using a circle map, write down anything you already know about chemistry and related careers. Important, use a frame of reference (how do you know that?)

Honors Chemistry HW

•Read Chapter One Entirely on your own and ANSWER All the section Review Questions. I will not discuss it any further. STUDY THE FIRST 17 Elements on the periodic table

Chemistry

What do I know about chemistry?

Chemistry Syllabus Quiz

Answer the following questions to the best of your ability.

1. What’s the penalty for turning in an assignment late?

2. What will you not are considered for if you engage in Academic Dishonesty?

3. Name one key element for success in Chemistry?

4. Describe 3 learning methods that will be used to drive instruction in the classroom.

5. What’s the electronics communication policy?



BELL WORK

Exit Pass

September 6, 2013 (Bring one big box of tissue paper and college ruled paper for 10 points)

Students will be able to determine any pre-existing knowledge of semester one chemistry by taking a pre-test.

Are there cars parked on the sides of the road? What color is the pickup truck driving in the road? Any minivans around? Is there a blue sign say?What's the speed limit?Are there any pedestrians on the road?WHAT DOES THIS ACTIVITY HAVE TO DO WITH SCIENCE?

Students will read questions from their pre-test to determine any pre-existing knowledge.

CREATE A FLOW CHART SHOWING THE STEPS IN THE SCIENTIFIC METHOD!

Honors TALK TO THE TEXT ARTICLE!



BELL WORK

Exit Pass

September 9, 2013 (Keep your extra credit supplies with you for now)

Apply everything you know about graphing data on the graph section using the information provided to you. You only have 10 minutes to do this!

Students will demonstrate an understanding of the Scientific Method by organizing the information in section 1.3 on page 12 - 16 in the form of a flow map and giving descriptions of the the main ideas. (Must be Legible and colorful)

Differentiate between qualitative and quantitative data. Be sure to include at least two examples of each.

Homework

1. Write a paragraph to describe each of the steps in your flow map. Do not do this on the back of your flow map. Separate paper, must be Legible (neat).

2. You have a Scientific Method Quiz Tomorrow! Study!

Students will read section 1.3 Scientific Methods on pages 12-16 by applying reading strategies (hovering the text etc…), students will then break apart the information into a flow map and write the steps of the scientific method. (see next slide)

Hover over the Text1. Skim Section 1.3 Scientific method by hovering over

the text to identify difficult or confusing words.2. Make a T-Chart. On the left side write words that

are confusing, On the right side, of those confusing words, which ones do I really need to know to understand the text I read.

3. Compare your list to your seat partner, and share the difficult words with each other.

4. Try to make meaning of the words with your seat partner, use context clues if necessary. Use a dictionary as a last resort.

5. Now read the text carefully to complete the flow map.



BELL WORK

Exit Pass

September 10, 2013 (Turn in you thinking maps and paragraph in the basket provided!)

Problems Page 27 Problems 51, 55, 56 Restate the Question in answer.

1. Students will demonstrate an understanding of the scientific method by analyzing an article (double entry journal) titled an Introduction to Experimental Design and answering the questions provided in the beginning of the article.

2. Students will apply their understanding of the scientific method by taking a short quiz on paper provided to them.

Homework

Read section 2.1 and get familiar with Tables 1 and 2. Develop a Mnemonic device that is going to help you retain the information in Table 2 Prefixes.

Write two complete sentences about your understanding of the article and one complete sentence of what you had difficulty with.

Students will reinforce their understanding of the scientific method by reading an article titled an Introduction to Experimental Design and answering the questions in complete sentences. Students will read a scenario to demonstrate their understanding of the scientific method.



BELL WORK

Exit Pass

September 11, 2013

Homework

Students will demonstrate an understanding of the scientific method by analyzing an article (double entry journal) titled an Introduction to Experimental Design and answering the questions provided in the beginning of the article.

Students will reinforce their understanding of the scientific method by reading an article titled an Introduction to Experimental Design and writing answers to questions provided to them.

Write two complete sentences about your understanding of the article and one complete sentence of what you had difficulty with.

Make sure you read section 2.1, and answer assessment questions 4-10 on page 39. (Be ready to be quizzed on section 2.1)

Work in pairs to rearrange the steps of scientific method followed by Mrs. Graham's students. Underline the key words that helped you find the correct order.



BELL WORK

September 12, 2013 (Do not turn in the Homework)

Homework

Reading Assignment - Quiz

Students will demonstrate an understanding of the importance of the SI Base units in chemistry by defining them and showing how placing a prefix can make a base unit larger or smaller.

Students will demonstrate an understanding of the demonstration provided in class by compare the mass to volume ratio of different objects..

Density worksheet! Show all work in details.

Demonstration THINK-PAIR-SHARE – OBSERVATION ACTIVITY

Students will write about the importance of SI Base Units and metric prefixes on a separate sheet of paper.

Students will write a logical explanation of the observations they made during a demonstration in class after viewing a short PowerPoint.

EXIT TICKET Differentiate between a base unit and a metric prefix.

• Predict (forsee) what will happen when the following objects are immersed (thrown into) in water.

Write down your predictions• After watching the demonstration, write down

your observations.• Think about possible explanations

(Hypotheses) for your observation.• Share your thoughts with your table partner.



BELL WORK

September 13, 2013 Turn in your Bell Work after today's bell work.

Homework

Create a circle map where you describe a safe LAB environment- BIG SHEET OF PAPER/ MUST BE NEAT! Staple it to your Bell work Sheet.

Students will demonstrate application of LAB safety norms by creating a circle map and applying prior knowledge.

Students will demonstrate comprehension of density by working in groups and presenting a homework problem to the class. (JIGSAW method).

Density Quiz on Monday! STUDY!

Students will write important Lab Safety Norms in a circle map and then orally share them with the class as they are written on a large poster paper.

Students will orally present a density problem from the homework by working in groups to solve an assigned homework problem.

EXIT TICKET Lab “Do’s and Don’t s” ACTIVITY!



BELL WORK

September 16, 2013 Create a New Bell work Sheet

Homework.

LAB Do and Don’ts! Answer each scenario on your new bell work sheet after discussion with your seat partner. DO NOT WRITE ON THE HANDOUT.

Students will demonstrate application of density by finding the density of various objects (Block, and 20 metal beads) through a Density Lab. (show how to use balance)

Students will demonstrate application of Percentage error (page 48) by comparing their experimental density value with that of the accepted value (on front table) for the 20 metal beads and Block.

Calculate the percentage error from your mini lab. Read all of section 2.2 –Page 46 Assessment 24-31 write out ques. (Possible reading quiz Tuesday with your density quiz)

Honors Only→ check the website for additional HW due Tuesday!

Students will inquire on finding the density of two objects given the materials such as graduated cylinder, balance, access to water, and 20 metal beads and block. Students will read how to calculate the percentage error and make calculations to see how close they are to the control.

Instructions for the Density LAB

• Work in your group, using the given materials, to find the density of :

A- a wooden block B- 20 copper beads• Do not forget to abide by the LAB rules

discussed in class.• Do not forget to record data and the steps you

have followed to find the densities:You will be asked to show your work.

Lab Report: Each student will submit a lab report. Your report must include the following:–Question–Hypothesis–Experiment-List of materials-Procedure-Data-Results ( show calculations of densities and % error)–conclusionAccepted Values: copper: d=8.86 g/cm3 LArge block: D=0.48 g/cm3 Small block: d=0.495 g/cm3.

• Read all of section 2.2 –Page 46 and answer Assessment questions 24-31 (write out questions).



BELL WORK

September 17, 2013

Homework

Solve the following problemA student measures the mass and volume of a piece of copper in the laboratory and uses his data to calculate the density of the metal. According to his results, the copper has a density of 8.37 g/cm3.. Curious about the accuracy of his results, the student consults a reference table and finds that the accepted value for the density of copper is 8.92 g/cm3. What would be the student's percent error?

Read pages 42,43 and create a tree map to describe the rules for: adding, subtracting, multiplying, dividing and scientific notation.Do problem 13 page 42 and number 15 page 43.

Students will demonstrate their understanding of the concept of uncertainty in measurements by analyzing different lab scenarios presented in the PowerPoint.

Students will read a paragraph about Reading measurements by working in pairs to answer the measurement worksheet problems.



BELL WORK

September 18, 2013 (Lab Reports will be collected)

HomeworkRead pages 42,43 and create a tree map to describe the rules for: adding, subtracting, multiplying, dividing and scientific notation.Do problem 13 page 42 and number 15 page 43.

Students will demonstrate their understanding of the concept of uncertainty in measurements by analyzing different lab scenarios presented in the PowerPoint.

Students will demonstrate their application and understanding of density concept by working together in groups via jigsaw method.

Students will write their answers to the density problems by working in groups and developing solutions for the quiz problems.

Mr Mustafa is 14000 days old. Find his age in years. Show all the work and Unit cancellations.

What type of units do we use for: Temperature, Length, Density, mass, and volume.

EXIT TICKET



BELL WORK

September 19, 2013

Homework Complete all the parts of number 78 and 79 page 62.

Students will take notes about scientific notation and conversions by using the PowerPoint presentation and by highlighting key information as they follow along.

What are the steps of multiplying and dividing numbers in the scientific notation.

EXIT TICKET

Write the following number in its Scientific Notation: 386000.

Students will demonstrate their understanding of scientific notation by developing a tree map that describes the rules of adding, subtracting, multiplying and dividing numbers in the scientific notation.

Students will demonstrate the application of the scientific notation concept by solving #13 and 15 pages 42-43.



BELL WORK

September 20, 2013

Homework

EXIT TICKET

If 96.5 g of gold has a volume of 5 cm3. What is the density of gold? Write the final answer in proper scientific notation.

Students will demonstrate an understanding of dimensional analysis AKA the factor label method by analyzing problems in the ppt.

Students will demonstrate their application and understanding of scientific notation concept by taking a quiz.

Students will demonstrate an understanding of dimensional analysis AKA the factor label method by thinking aloud and writing responses in their notes to questions embedded in the interactive ppt.

Students will demonstrate their application and understanding of scientific notation concept by working together in pairs and as a whole group to review sec 2.2. assessment questions AND taking a scientific notation quiz.

Scientific notation quiz (next Slide)

Complete all parts of #80 on page 63. Have a great weekend ☺

Quiz: Complete the following problems in scientific notation

1. 1.45 x 104 g 3. 3.00 x 107 m+4.20 x 104 g - 2.20 x 106 m

2. 6.45 x 10-7 kg 4. 8.00 x 109 mL x 4.20 x 10-2 kg ÷ 2.54 x 105 mL



BELL WORK

September 23, 2013

Homework

EXIT TICKET

The density of pure solid copper is 8.94 g/mL. What volume does 500 g of copper occupy? Write the final answer in proper scientific notation.

Students will demonstrate their understanding of dimensional analysis method by solving ten conversion problems presented in the PowerPoint.

Students will demonstrate their application of scientific notation concept by answering the bell work problem and exit ticket.

Students will demonstrate understanding of dimensional analysis method by writing their responses to conversion problems presented in the PowerPoint.

Students will orally justify their answers by coming up to the board and sharing their answers with the class.

Conversion Worksheet

Convert 45 mL into dL and write your answer in scientific notation

Content Objective

WHAT

Language Objective

HOW

BELL WORK

September 24, 2013

Homework

EXIT TICKET

The density of Aluminum is 2.7 g/mL. what is the volume of 8.1g? Write the final answer in proper scientific notation.

Students will demonstrate their understanding of dimensional analysis method by solving ten conversion problems presented in the PowerPoint.

Students will demonstrate their application of scientific notation concept by answering the bell work problem and exit ticket.

Students will demonstrate understanding of dimensional analysis method by writing their responses to conversion problems presented in the PowerPoint.

Students will orally justify their answers by coming up to the board and sharing their answers with the class.

Create a tree map about significant figures (pages 50-52) your map should include two subheadings ( Problem solving strategies on pages 51 and 52) Rules should be clearly written and highlighted. Sloppy work will not be accepted.

Convert 40 mg into dg and write your answer in scientific notation

Content Objective

WHAT

Language Objective

HOW

BELL WORK

September 25, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of Accuracy and Precision by analyzing 3 data sets (table 2.3 page 48) and by differentiating between accuracy and precision using the analogy presented in the PowerPoint (Archey target analogy).

Students will demonstrate their understanding of significant figures rules by solving worksheet problems using the tree map that they have created as homework.

Students will demonstrate understanding of significant figures by writing their responses to problems presented in the PowerPoint.

Students will orally explain the rules for significant figures by using their tree maps.

Practice problems 40, 42,43 page 53-54.

Page 63: number 93 part a and number 94 part c.

Determine the number of sig figs in the following masses:

a- 0.00040230 g b- 405000 kg

Hint: Write the numbers in scientific notation.

Convert 454 kg into grams and count the number of significant figures in your answer.

Content Objective

WHAT

Language Objective

HOW

BELL WORK

September 26, 2013

Homework

EXIT TICKET

1. 0.21cm x 3.2cm x 100.1cm = Express each answer in the 2. 505kg – 450.25kg = correct number if sig figs.

-Students will demonstrate their understanding of significant figures rules by solving bell work problems using the tree map that they have created as homework.

-Students will demonstrate their understanding of different types of graphs by creating a double bubble map that describes the differences and similarities between line graph and bar graph.-Students will demonstrate understanding of significant figures by writing their responses to problems presented in the bell work and other examples.-Students will orally explain the similarities and differences between bar graph and line graph using their double bubble map.

Study guide worksheet.

Determine the number of sig figs in the following masses:

a- 0.00040230 g b- 405000 kg

Hint: Write the numbers in scientific notation.

Content Objective

WHAT

Language Objective

HOW

BELL WORK

September 27, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of significant figures rules, scientific notation and dimensional analysis by solving study guide problems.

Students will demonstrate their understanding of different types of graphs by creating a double bubble map that describes the differences and similarities between line graph and bar graph.

Students will demonstrate understanding of significant figures, dimensional analysis and scientific notation by writing their responses to problems presented in the study guide.

Students will orally explain the similarities and differences between bar graph and line graph using their double bubble map.

Study for the TEST and have a great WEEKEND.

Calculate the density of a 15.4 g wooden block that has a volume of 18.246 cm3. Give your answer with the proper number of significant digits.

Create a double bubble map that describes the differences and similarities between line graph and bar graph. Remember to add a leading question and frame of reference to your map.

Content Objective

WHAT

Language Objective

HOW

BELL WORK

September 30, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of uncertainty by creating a bubble map about uncertainty which they can use on their 6+1 prompt.

Students will read the scenario given in the 6+1 prompt about uncertainty and then write a THREE paragraph paper using the Trait Correction Areas provided along with the rubric. Please give Rubrics back.

Study Hard for the TEST.

Name THREE ways with which you will prepare for tomorrow’s TEST.

Create a bubble map that describes everything you have learned about uncertainty. Remember to add a leading question and frame of reference to your map. BE SPECIFIC WITH YOUR FRAME OF REFERENCE.

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Tuesday , October 1, 2013 ( Take out a pencil/ scientific calculator)

Homework

EXIT TICKET

Students will demonstrate understanding of units, measurements and the scientific method by responding to questions from chapter 1 and 2 test.

Students will demonstrate knowledge and application of units, measurements and the scientific method by applying their understanding of chapter 1 and 2 concepts as they write responses to questions from the test.

Read section 3.1 (pgs. 70 -75) on the properties of matter and take double entry journal notes on a separate sheet of paper.

List the 3 states of matter.

An experimental measurement was taken of 10.4 mL and the actual measurement was 9.7 mL. What is the percent error?

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Wednesday , October 3, 2013 ( drop in your homework in the basket on the front table)

Homework

EXIT TICKET

Students will demonstrate their understanding of the characteristics of the three states of matter, physical properties, and chemical properties by working in groups and creating thinking maps (circle map, tree map, etc…) according to the jigsaw method.

•Create a tree map that describes the changes in •matter (physical and chemical changes) at least 6/change•Read section 3.2 pages76-77-78-79.•Solve problems 42, 43 page 94.

Classify each of the following as physical or chemical property:A- Iron and Oxygen form rust.

B- Mercury melts at -39 0C.

How did you get to smell the Perfume?

Hint: What is matter made of?

Students will write a summary about Matter by using their thinking maps that describes the three states of matter, physical properties, and chemical properties

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Thursday , October 3, 2013 (Turn in your homework)

Homework

EXIT TICKET

Students will demonstrate their understanding of the characteristics of three states of matter, physical properties and chemical properties by creating thinking maps and presenting them to their peers according to the jigsaw method (one topic per group).

Students will demonstrate their understanding of the concept of particles in matter by reflecting on demonstration about states of matter.

Write three statements you have learned about the properties of matter using your classmates’ presentations.

Finish up your Thinking Map in your groups (10 minutes).

Students will write a summary of section 3.1 by using a tree map which describes: states of matter, physical properties and chemical properties.

Students will write their observations and explanations to what they have watched during the demonstration by using the steps of the inquiry process.

Solve problems page 75 number 3 and page 79 number 12.

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Friday, October 4, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of the characteristics of three states of matter, physical properties and chemical properties by taking a quiz.

Students will demonstrate their understanding of the concept of particles in matter by reflecting on demonstration about states of matter.

Classify each of the following as a physical or a chemical property: a-Oil and water do not mix.

b-Iron and oxygen form rust.

Use the pieces in the envelope provided to you to create a TREE MAP on how the states of matter fill their container.

Students will write their responses to the quiz questions.

Students will write their observations and explanations to what they have watched during the demonstration by using the steps of the inquiry process.

Solve problems page 94 number: 33,34,38,41 and 44.

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Monday, October 7 2013 (Turn in your homework)

Homework

EXIT TICKET

Students will demonstrate their understanding of the concept of particles in matter by reflecting on observations about states of matter.

Students will apply the law of conservation of matter to chemical reactions.

Give two examples of physical change and two of chemical change.

Using a tree map, demonstrate your understanding of particles by drawing their arrangement in every state of matter.

Students will draw and label the particles in every state of matter by using a tree map.

Students will read and answer questions about the law of conservation of mass while working in groups of two.

Create a double entry journal that includes 15 bulleted concepts/ phrases about section 3.3 Mixtures of Matter.Solve assessment problem number 18 page 83.

Properties of Matter

Simulation about States of Matter

1. After watching the demonstration, write down your observations.

2. Using the simulation, try to find Reasonable Explanations for your observations.

Hint: You may try to answer the following questions:3. Why the balloon did not pop up?4. How did the food dye get mixed with the water in the tank?5. Which process do you think was faster?

The perfume Diffusing (spreading out) in the room. ORThe food coloring Diffusing (spreading out) in water.

http://phet.colorado.edu/en/simulation/states-of-matter-basics

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Tuesday, October 8 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of the type of mixtures by conducting a group work activity and reflecting on the Tyndall effect demonstration.

Students will demonstrate their understanding of the separation techniques by working in groups of 4 to develop a procedure to separate the components of water and sand mixture and find appropriate separation technique for a list of mixtures given to each group.

Classify the changes displayed in the pictures (slide#1) as chemical change or physical change.

.Students will write the steps of a separation technique by working in groups of 4.

Students will read and discuss the description of each separation technique in their textbook p.82,83 by arranging the mixtures in the list with the appropriate separation technique.

For each item in column A write the letter of the matching item in column B (Slide #8).Solve problems page 94 numbers: 50 and 52And numbers 57,58, 61 page 95.

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Wednesday, October 9 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of the separation techniques by reflecting on videos and solving homework problems.

In a laboratory, 178.8 g of water is separated into hydrogen gas and oxygen gas. The hydrogen gas has a mass of 20.0 g. What is the mass of the oxygen gas produced?

.Students will orally discuss the description of each separation technique by using the videos.

Students will write their responses to homework problems.

List the FIVE separation techniques we talked about yesterday.

What would be an appropriate technique to separate two colorless liquids.

Solve problems page 94 numbers: 50, 52 and 55.And numbers 57,58, 61 page 95.

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Thusrday, October 10, 2013 (Turn in your signed progress report)

Homework

EXIT TICKET

Students will demonstrate their understanding of the separation techniques by reflecting on videos and solving homework problems.

A 12.2 g sample of X reacts with a sample of Y to form 78.9 g of XY. What is the mass of Y that reacted?

.Students will orally discuss the description of each separation technique by using the videos.

Students will write their responses to homework problems.

State the law of conservation of mass.

List the Five separation techniques that we discussed

Worksheet Problems

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Friday, October 11, 2013 (Turn in your signed progress report)

Homework

EXIT TICKET

Students will demonstrate their understanding of the separation techniques by reflecting on chalk chromatography demonstration and working in groups to solve worksheet problems.

Predict what will happen if you draw a line (using your marker) around a white chalk and you place it in rubbing alcohol.

Now draw a line around a piece of chalk (using your marker) about one centimeter from the end.

Place your chalk upright in the tube containing rubbing alcohol. The alcohol level should be BELOW the line on your chalk.

Students will write and orally discuss their observations after watching the demonstration. Students will write their responses to worksheet problems.

Observe your chalk after being placed in rubbing alcohol for one hour. Record your observations and name the technique used in this experiment.

Worksheet Problems

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Thursday, October 17, 2013 (Welcome Back !!!)

Homework

EXIT TICKET

Students will demonstrate their understanding of the separation techniques by reflecting on their responses to homework worksheet problems.

Students will demonstrate their understanding of separation techniques by creating a double bubble map to compare and contrast TWO separation techniques, students will use their map on their 6+1 prompt.

List the FIVE separation techniques that we talked about previously.

Rock salt is a mixture of salt (which is soluble in water) and sand (which is not soluble in water). List the separation technique(s) that should be used to separate the components of this mixture.

Read section 3.4 and create a double entry journal that includes at least 20 bullets.

Students will choose two separation techniques and then write a Four paragraphs paper to compare and contrast these techniques and to discuss their characteristics using the Trait Correction Areas provided along with the rubric.

Turn in your Double bubble map and your 6+1 essay

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Friday, October 18, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of separation techniques by creating a double bubble map to compare and contrast TWO separation techniques, students will use their map on their 6+1 prompt.

Create a double bubble map to compare and contrast two separation techniques.

Solve problems #81, and 82 page 96.Solve problems # 13, 14, 15 and 16 page 99.

Students will choose two separation techniques and then write a Four paragraphs paper to compare and contrast these techniques and to discuss their characteristics using the Trait Correction Areas provided along with the rubric.

Turn in your Double bubble map and your 6+1 essay

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Monday, October 21, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of the separation techniques by reflecting on how to separate pure water from foul water demonstration and working in groups to answer worksheet problems.

Which state(s) of matter are compressible? Which states of matter are not compressible? Explain.


List the separation techniques that were used to separate pure water from foul water.

Read the article on page 91, summarize it in a paragraph (5-7 sentences long) and answer “Writing in chemistry” (must write question and answer).

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Tuesday, October 22, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of the separation techniques by reflecting on how to separate pure water from foul water demonstration and working in groups to answer worksheet problems.

5.) Classify the following materials as an element or compound.H2O H2 Al NaCl CH3COOH


List the separation techniques that were used to separate pure water from foul water.

Solve the following problems: page 95 number 65,66. page 96 number 85,86. page 98 number 6 and 7.Describe the separation techniques used in our today’s demo. What was the role of each technique?

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Wednesday, October 23, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of the separation techniques by the distillation demonstration.

Students will demonstrate their understanding of the percent by mass by practicing problems page 88 number 19 and 23.

Describe the distillation technique in 3 to 4 sentences.

Students will write their observations and description of distillation after watching the demonstration. Students will write their responses to practice problems.

State the law of percent by mass.

Solve the following problems: page 95 number 65,66. page 96 number 85,86. page 98 number 6 and 7.Describe the separation techniques used in our today’s demo. What was the role of each technique?

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Thursday, October 24, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of the law of definite proportion and the law of multiple proportion by solving worksheet problems according to the Think Pair Share strategy. Students will write their responses to practice problems and orally discuss their answers with the class.

A 25.3 g sample of a compound A contains 0.8 g of Oxygen.

Calculate the percent by mass of Oxygen in the compound.Solve problems 73, 74 page 95 and problems 78, 80 page 96.Honors: Extra problems: page 95 number 75, 76.

Choose a term from the list below to describe each given diagram

Element/ Compound/Mixture of 2 elements/ Mixture of 2 compounds/ Mixture of an element and a compound.

Content Objective

WHAT

Language Objective

HOW

BELL WORK

Friday, October 25, 2013 (turn in your bellwork on your way OUT)

Homework

EXIT TICKET

Students will demonstrate their understanding of the percent by mass by reflecting on Homework problems.

Students will demonstrate their understanding the law of multiple proportion by solving worksheet problems according to the Think Pair Share strategy.

A 98.0 g of an unknown salt contains 64.4 g of Chlorine. What is the percent by mass of Chlorine in the salt?

. Students will write their responses to practice problems and orally discuss their answer.

A 20 g sample of Sucrose is made of 8.44 g of Carbon, 1.30 g of Hydrogen and 10.26 g of Oxygen. Calculate the percent by mass of each element.

Solve Worksheet Problems and solve number 75 page 95.

Note: the worksheet is uploaded on your website and you will not be given a hard copy in class, you have to write down the questions to get full credit for homework.

Plan for Oct 251. Bell work2. Go over Hw problems: • problem #2 on the board• problems 73, 74 page 95• problems 78, 80 page 96• Law of multiple proportion worksheet (if possible)• Law of multiple proportion ppt ( if possible) slide 12 and 13 ppt saved on desktop as section

3.4 ppt• Quiz (next slide)

Quiz1. Create a tree map that describes the classification of

matter and give examples of each category of matter.2. Define the terms: element, compound.3. Classify the following as elements or compounds:Sugar (C6H12O6) Uranium (U) Baking Soda (NaHCO3) Gold (Au) Chlorine gas (Cl2)4. Name the technique used to separate Hydrogen and

Oxygen gas from water.5. Determine the role of charcoal in the Foul Water

Demonstration.

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Monday, October 28, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of the percent by mass by reflecting on Homework problems.

Students will demonstrate their understanding the law of multiple proportion by solving worksheet problems and reflecting on a video that they watch.

A 20.0-g sample of sucrose contains 8.4 g of carbon. What is the mass percentage of carbonin sucrose? Show your work.

. Students will write their responses to practice problems and orally discuss their answer.

Sucrose is 51.50% oxygen. How many grams of oxygen are in 20.0 g of sucrose? Showyour work.

Study for the TEST

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Tuesday, October 29, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of the properties of matter, physical, chemical change and classification by solving practice problems in pairs. No textbooks allowed!

Two unknown compounds are tested. Compound I contains 35.0 g of hydrogen and 420.0 g of oxygen. Compound II contains 8.0 g of hydrogen and 332.0 g of oxygen. Are the compounds the same?

. Students will work in pairs and write their responses to practice problems and orally discuss their answer.

If 11.1 g of hydrogen reacts completely with 88.6 g of oxygen to form hydrogen peroxide, what is the percent by mass of hydrogen in hydrogen peroxide?

Study for the TEST and Good Luck

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Wednesday, October 30, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of the properties of matter, physical, chemical change and classification by solving Test Problems

Questions before taking the TEST? Good Luck

. Students will work individually and write their responses to test problems.

Turn in your completed Test

Read section 4.1 and create a double entry journal.

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Thursday, October 31, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of the history of the atom by working in groups and creating a flow map

Create a circle map to describe what you know about the ATOM. One color for your thoughts and another color for anything your add. Ill collect them.

. Students will work in groups and write a summary of the history of the atom using a flow map template. What was wrong with Dalton’s atomic theory? Refer to your textbook page 105.

Solve assessment questions page 105. Solve problems 30, 31, 32, 33, 34, 35, 36 and 37 page 128.

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Friday, November 1st, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of matter properties and change by reflecting on test problems.

Students will demonstrate their understanding of elements in the periodic table by watching a video. https://www.teachingchannel.org/videos/periodic-table

Students will demonstrate their understanding of indicators of a chemical reaction by watching a demonstration.

Define atom in you own words.

Students will write the responses for test problems.Students will write their answers to questions using the content of the video. Why do you think gold is very expensive?

Create a foldable following instructions page 101. Fill out your foldable with information about atom and his parts using section 4.2. Be prepared for a quiz about the history of atom.

Count the atoms in the reactants.

Count the atoms in the products

What do you notice? (use the picture)

https://www.teachingchannel.org/videos/periodic-table

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Monday, November 4, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of atomic models of Democritus and Dalton by creating a bubble map.

Students will demonstrate understanding of different atomic models by writing “most important word” summaries during a structured group activity where each group is assigned one model (jigsaw).

Create a Double Bubble map to compare and contrast Democritus and John Dalton ‘s ideas about “Atom”.

.

Students will write “ most important word” summaries about the different experiments on atomic model by working in a structured group activity and reading the assigned paragraph in their textbook. What did Rutherford conclude about the structure of the atom?

Solve assessment questions page 114. Solve problems 39, 40, page 128. Using your periodic table, create and label a complete “element representation” according to the example given page 115. Choose only ONE element (Use a COMPUTER PAPER).

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Wednesday, November 6, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of cathod-ray tube by reflecting on a quick demonstration.

Students will demonstrate their understanding of different models of the atom and the properties of subatomic particles by reflecting on assessment questions.

Name and describe the experiment that led to the conclusion that electrons are negatively charged particles found in all matter.

.

Students will write and orally discuss the answers to assessment questions.

Describe the current atomic model.

Solve problems 42, 43, 44, 46 and 48 page 128

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Thursday, November 7, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of atomic number and atomic mass by applying the concept and formula during a structured group work.

Students will demonstrate their understanding of isotopes by comprehending a video and a PowerPoint presentation.

Create a BRACE MAP that includes the different parts of an atom and the sub particles in each part of the atom. Your map should include the PROPERTIES of each sub particle as well. HINT: the atom has 2 main parts and 3 sub particles.

.

Students will write the chemical symbol of some elements by completing table 4.1 page 116.

Define the following terms: atomic number, atomic mass and Isotopes.

Solve problems 58,59,60 page 128 AND problems number 61,62 and 64 page 129..

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Friday, November 8, 2013 (Have your guided notes packet READY!!)

Homework

EXIT TICKET

Students will demonstrate their understanding of isotopes by working with colored chips to create the atomic model and by comprehending a PowerPoint presentation.

Complete the following table that shows the composition of different elements

.

Students will write the chemical symbol of some elements and they will write their notes by using the PowerPoint presentation and the guided notes packet. Explain how the atomic masses are not WHOLE numbers.

Section 4.3 assessment questions page 121.Solve problem 72,73 and 74 page 129.

Element Atomic Number

Protons Neutrons Electrons Atomic mass

a. Pb 82 207

b. 8 9

c. 30 65

d. 8 16

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Homewor

EXIT TICKET


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a. Pb 82 207

b. 8 9

c. 30 65

d. 8 16

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Homework

EXIT TICKET

Students will demonstrate their understanding of isotopes’ percent abundance by applying the concept and formula during Homework review.

Students will demonstrate their understanding of radioactive decay by working in groups to complete a jigsaw activity.

Rubidium is a soft, silvery-white metal that has two common isotopes, 85Rb and 87Rb. If the abundance of 85Rb is 72.2% and the abundance of 87Rb is 27.8%, what is the average atomic mass of rubidium?

.

Students will write and orally discuss their answers to homework problems.

Students will write a summary for each paragraph of section 4.4 by following instructions during a structured jigsaw group work activity. Explain how unstable atom gain stability.

Solve problems 79, 80, 81, 82, 83 and 84 page 129.

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BELL WORK


Homework

EXIT TICKET

Students will demonstrate their understanding of isotopes by working with colored chips to create the atomic model and by comprehending a PowerPoint presentation.


.

Students will write the chemical symbol of some elements and they will write their notes by using the PowerPoint presentation and the guided notes packet. Explain how the atomic masses are not WHOLE numbers.

Section 4.3 assessment questions page 121.Solve problem 72,73 and 74 page 129.



a. Pb 82 82 125 82 207

b. O 8 8 9 8 17

c. Zn 30 30 35 30 65

d. O 8 8 8 8 16

History of the Atom QuizQuestion1: • Draw and Label Thompson’s model.Question 2:• Name the scientist who disproved Thompson’s model• Explain how he disproved it• List the conclusions that he came up with.Question3:• More than 2000 years ago, who was the Greek Philosopher

reasoned that all matter could be divided into tiny particles that he called atoms.

Question 4:• Name the scientist who discovered that most of an atom's

mass is in its nucleus.Question 5:• The cathode ray is the earliest known precursor to the

television.What was the outcome of this experiment?

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Monday, November 11, 2013 (Honors)

Homework

EXIT TICKET

Students will demonstrate their understanding of isotopes’ percent abundance by applying the concept and formula during Homework review.

Students will demonstrate their understanding of radioactive decay by working in groups to complete a jigsaw activity.

Determine the number of protons, electrons and neutrons in O-2 . Use the periodic table for missing information.

.

Students will write and orally discuss their answers to homework problems.

Students will write a summary for each paragraph of section 4.4 by following instructions during a structured jigsaw group work activity. Explain how unstable atom gain stability.

Solve problems 79, 80, 81, 82, 83 and 84 page 129.Solve problem 89 page 129.

Honors Bell Work

Quiz: (for Honors)In a banana, 93.26% of the potassium atoms have 20 neutrons, 6.73% have 22 neutrons and 0.01% have 21 neutrons. Calculate the average percent mass of this Potassium.

• Use the periodic table for missing information

• Show all your work

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Tuesday, November 12, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of radioactive decay and different types of radiation by watching a video then working in groups to complete a jigsaw activity.

http://www.youtube.com/watch?v=cOE40P5rHCA

Predict what part of the atom might be affected by the type of reactions known as “nuclear reactions”. Explain.

.

Students will write a summary for each paragraph of section 4.4 by following instructions during a structured jigsaw group work activity.

Explain how unstable atom gain stability.

Solve problems 79, 80, 81, 82, 83 and 84 page 129.Solve problem 89 page 129.

http://www.youtube.com/watch?v=cOE40P5rHCA

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Homework

EXIT TICKET

Students will demonstrate their understanding of the concept of isotopes by working in groups and completing the “pennies” activity.

Read the following Triple beam balance And determine theMass.

.

Students will write their responses to “isotopes worksheet” by completing an activity during a structured group work.

How does the “pennies activity” relate to the concept of isotopes?

Review Packet.

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Homework

EXIT TICKET

Students will demonstrate their understanding of concepts taught in chapter 4 about the history and structure of the atom, isotopes of an atom, and radioactive decay by analyzing and completing questions on a worksheet in groups.

Na-23. Use the periodic tablea. write the complete chemical symbol.b. How many protons, neutrons and electrons. What

happens if I added an electron? Took away an Electron?

c. Show Na-24 undergoing Alpha, Beta, and gamma decay?

.

Students will write responses to review questions from a packet and orally discuss their answers to worksheet problems by working in groups. Use a sticky note and List what you KNOW from chapter 4 on the front and what you Still Need to KNOW on the back. Give the title of the concept in each case for example: I know the atomic number, I still need to KNOW the percent abundance.

Complete the Review Packet.

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Friday, November 15, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of concepts taught in chapter 4 about the history and structure of the atom, isotopes of an atom, and radioactive decay by analyzing and completing questions on a worksheet in groups.

Using a separate sheet of paper. Create a large bridge map that shows the analogy that explains both atomic mass and mass number. (Use Colors)

.

Students will write responses to review questions from a packet and orally discuss their answers to worksheet problems by working in groups. Use a sticky note and List what you KNOW from chapter 4 on the front and what your confused about on the back. Give the title of the concept in each case for example: I know the atomic number, I still need to KNOW the percent abundance.

Complete the Review Packet. (ALL DUE ON MONDAY) Additional Problems- Pages 128-129 (34, 36, 40, 41, 44, 49, 51, 54, 62, 64, 73, 75, 82, 86)Additional Honors (Additional worksheet in class)

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Monday, November 18, 2013 (Put your BINDERS on the LAB stations)

Homework

EXIT TICKET

Students will demonstrate their understanding of concepts taught in chapter 4 about the history and structure of the atom, isotopes of an atom, and radioactive decay by analyzing and completing test questions.

Create a flow map showing the sequence of steps in finding the average atomic mass of Isotopes. Turn in the flow map before the test.

Students will write their responses to test questions by working individually.

Turn in your completed TEST. Make sure to write your name and TEST NUMBER.

Read section 5.1 and create a colorful Multiflow map showing cause and effect relationships with white light (visible light) and the formation of the rainbow seen after a rain storm. See attached Rubric. Worth 25 points.

Content Objective

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Tuesday, November 19, 2013 (Turn in your multi flow MAPS in the basket)

Homework

EXIT TICKET

Students will demonstrate their understanding of Bohr’s atomic model and the Quantum Mechanical model by reflecting on PowerPoint slides and by creating 8 tree maps that show the definition, illustration and example of each of the 8 most important vocabulary words in this chapter.

Chlorine, Argon and Potassium are 3 subsequent elements in the periodic table. Create a tree map to show the composition of each element (protons, neutrons, electrons). Predict what factor might explain the difference in properties of the 3 elements. • Chlorine is a yellow-green gas at room T and is very

reactive.• Argon is a very non reactive gas• Potassium is a metal and it is so reactive.

Students will write the definition, illustration and example of each of the 8 most important vocabulary words in this chapter by creating 8 tree maps.

Name the region of space in which there is a high probability of finding an electron. Do electrons really move in circular orbits?Solve problems: page 166 number 34 AND page 167 numbers 59,60,61,62,63 and 64.

Content Objective

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Homework

EXIT TICKET

Students will demonstrate their understanding of Bohr’s atomic model and the Quantum Mechanical model by analyzing worksheet problems during a structured group work.

Students will demonstrate their understanding of key vocabulary terms by creating 8 tree maps that show the definition, illustration and example of each of the 8 most important vocabulary words in this chapter

Use a Double Bubble map to compare and contrast Bohr’s model of the atom to today’s model of the atom: the Quantum Mechanical Model.


Prepare your vocabulary tree maps by following instructions.Solve problems: page 166 number 34 AND page 167 numbers 59,60,61,62,63 and 64.Complete the “Bohr Model of the Atom” worksheet.

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Homework

EXIT TICKET

Students will demonstrate their understanding of energy sublevels and the shape of s and p orbital by analyzing PowerPoint slides.

Students will demonstrate their understanding of key vocabulary terms by creating 8 tree maps that show the definition, illustration and example of each of the 8 most important vocabulary words in this chapter

Draw and Label the Bohr’s model of Phosphorus element. Use the periodic table for missing information. Word Bank: valence electrons, valence shell, energy levels.


Determine the shape of the following energy sublevels: s and p. How many electrons can one orbital contain maximum? Complete the vocabulary tree maps.Solve problems 70,73 page 167

Content Objective

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BELL WORK

Friday, November 22, 2013 (Turn in your 8 tree maps and your bellwork)

Homework

EXIT TICKET

Students will demonstrate their understanding of concepts taught in chapter 4 about the history and structure of the atom, isotopes of an atom, and radioactive decay by analyzing and reflecting on test questions.

Students will demonstrate their understanding of the arrangement of elements in the periodic table and their chemical behavior by watching a video.


Calculate the maximum number of electrons that the 3rd energy level can contain by showing its different sublevels and the number of orbitals in each sublevel.

Students will write the answers to video questionnaire by working individually to answer the questions while watching the video.

Quiz about Bohr’s model.

• Read section 5.3 and create a double entry journal with 20 bullets at least.

• Study for the elements quiz (elements 1 through 20):Location, symbol, atomic number, Name of the element

(with correct spelling).


Quiz

1. Draw and Label the Bohr’s model of Argon element. Use the periodic table for missing information.

• Word Bank: valence electrons, valence shell, energy levels.

2. How many energy levels does Argon have3. How many valence electrons does Argon

have?

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Homework

EXIT TICKET

Students will demonstrate their understanding of Aufbau Principle, Pauli exclusion and Hund’s rule by reflecting on a PowerPoint slides and applying the concepts to electron configuration of some elements.

What is the maximum number of electrons an orbital can contain?Predict how electrons will be moving inside the orbital: same direction or opposite direction? Explain.

Students will write notes in their guided notes packet by reflecting on the PowerPoint presentation.

Students will write the Aufbau chart in their notes by following teacher’s instructions.

List the three rules that we should follow to arrange electrons in atomic orbitals.

Solve assessment questions page 162 number: 29, 30 and 33.

Prepare for the Periodic table Quiz: Elements 1 through 20.

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Homework

EXIT TICKET

Students will demonstrate their understanding of electron configuration and electron dot structure by solving worksheet problems in pairs.

• Apply the Pauli exclusion principle, the Aufbau principle and Hund’s rule to write the electron configuration of calcium.

• By using the electron configuration, count the number of valence electrons that calcium has.

Students will write the electron configuration and electron dot structure for some elements by answering worksheet problems and reflecting on homework problems.

.Elements Quiz.

• Electron configuration worksheet.• Textbook problems page 167 number: 77,78, 81, 84, • and 85.• Study for the vocabulary terms Quiz.• Eat Turkey and Enjoy your break!!!!

Content Objective

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Homework

EXIT TICKET

Students will demonstrate their understanding of electron configuration and electron dot structure by solving worksheet problems in pairs.

• Create a tree map to describe the organization of energy levels into sublevels. List the number of orbitals that each sublevel can contain. Hint: include the following terms: energy level, energy sublevel (s, p, d,f), spherical, dumbbell shape.

Students will write the electron configuration and electron dot structure for some elements by answering worksheet problems and reflecting on homework problems.

.Elements Quiz.

• Electron configuration worksheet.• Textbook problems page 167 number: 77,78, 81, 84, • and 85.• Study for the vocabulary terms Quiz.• Eat Turkey and Enjoy your break!!!!

Content Objective

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BELL WORK

Monday, December 2nd, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of the complete electron configuration and the noble gas electron configuration by analyzing worksheet problems.

Write the electron configuration of the following noble gas elements: Helium, Neon and Argon. Refer to the periodic table to find a common property of these three elements.

Students will write the complete electron configuration and the noble gas electron configuration for some elements by reflecting on homework problems.

.What group is the group of “noble gas”? What do noble gas have in common?

Read Section 5.1 and create a double entry journal. Study for the Quiz: vocabulary tree maps and electronic Configuration..•

Content Objective

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Tuesday, December 3rd ,2013 (Not available after school)

Homework

EXIT TICKET

Students will demonstrate their understanding of the electron configurations and orbital diagrams by competing in groups to solve problems.

1. Write the noble gas configuration of the following element and draw its Lewis Structure Br

2. Show using an orbital diagram how many unpaired electrons are present in Al.

Students will write the complete electron configuration and the noble gas electron configurations and orbital diagrams for some elements by competing in groups to solve electron configurations, orbital diagrams of certain elements.

.

Quiz

Page 167 60, 62, 64, 68, 70, 72, 76, 77, 78, 79, 80, 82, 83, 85 (a and b), 86 (a andb) Page 168 61, 87, 88, 90

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Wednesday, December 4th, 2013

Homework

EXIT TICKET

*Students will demonstrate their understanding of the nature of light and the relation between the wavelength and frequency of a specific radiation by reflecting on PowerPoint slides and by practicing the formula with their seat partners. (slides 35 through 40).

How do you activate a light stick?Predict what might be happening on the atomic level. Hint: Think about the electron movement in the atom.

*Students will write the formula relating the wavelength and the frequency of radiation (C = λ ν) by following a step by step approach to discovering the relationship between the frequency and wavelength of a wave. *Students will write their responses to practice problems by working with their seat partner to solve each problem using the given formula.

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When atoms absorb energy electrons move to higher energy levels. These electrons then lose energy and return to the lower energy level. In what form is the lost energy released? Worksheets

Solve problems 1,2 ,3 page 140. (Honors Only) Solve problems 34, 36 and 41 page 166. (Honors Only)

12/5 WENT OVER HOMEWORK(Kids had a hard time so spent hour going over problems---see next agenda!1.Go over – Any Questions on HW from 12/3

Page 167 60, 62, 64, 68, 70, 72, 76, 77, 78, 79, 80, 82, 83, 85 ( and b), 86 (a and b) Page 168 61, 87, 88, 90

2. Honors – Any Questions on HW From 12/4Solve problems 1,2 ,3 page 140. (Honors Only)Solve problems 34, 36 and 41 page 166. (Honors Only)3. Any Question on HW from the 2 Worksheets 12/4 *Electron Dot Structures and Chart. *Review and Reinforce and wavelength and frequency problems.

Content Objective

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Thursday, December 5th, 2013 (Random HW Quiz Friday)

Homework

EXIT TICKET

*Students will demonstrate their understanding of Atomic spectra and the particle nature of light (the quantum concept) by reflecting on PowerPoint slides and by practicing calculating the Energy of a particle of light using planks constant and frequency with their seat partners.

Page 140 Number 4

*Students will problem solve by writing the formula needed to calculate the energy of a particle using planks constant and frequency and orally discuss their answers with their seat partners.

.

Homework Any Questions (12/3 and 12/4 Hw)

Finish Worksheet (ALL CLASSES)(Honors only) do page 168 #94, 95, 96, 98, 101 Page 166 #35, 37, 39, 46

.

Explain how atoms of a certain element can produce specific colors.

Content Objective

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BELL WORK

Friday, December 6th, 2013 (Random HW Quiz Friday)

Homework

EXIT TICKET

*Students will demonstrate their understanding of Atomic spectra and the particle nature of light (the quantum concept) by reflecting on PowerPoint slides and by practicing calculating the Energy of a particle of light using planks constant and frequency with their seat partners.

Page 143 #6

*Students will problem solve by writing the formula needed to calculate the energy of a particle using planks constant and frequency and orally discuss their answers with their seat partners.

.

Homework Any Questions (Not Collecting Today)

Mixed Problems Worksheet (ALL CLASSES)Periodic Table Activity

.

Explain how atoms of a certain element can produce specific colors.

ASSIGNMENT (Color Coded Periodic Table) 25- Formative

1. Each person will get a periodic table (this one will be the periodic table you use from now on for the remainder of the school year on assignments, tests and quizzes). This must be NEAT and COLORFUL as described below.

2. Pick any 7 colors you want and color code the periodic table. Pick one color for each of the following:

Alkali Metals Nonmetals Alkali Earth Metals Halogens Transition Metal Noble Gases Metalloids

Inner series ( Actinides/ lathanides)3. Example: On a quiz you mat be asked to name the

halogens. Therefore, do a good job in color coding the groups.

4. On the Back of the Periodic Table → Refer to the example. Tree Maps

HW QUIZ (1/2 SHEET) 5 SUMMATIVE

• ODD NUMBER SEATYellow Light has a frequency of 5.0 x 1014 Hz.

What is its Wavelength?

• EVEN NUMBER SEATIntense microwaves have a Wavelength of 9.5 x 1011 m. What is the frequency of these

particular microwaves?

Content Objective

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BELL WORK

Monday December 9th, 2013 (Random HW Quiz Friday)

Homework

EXIT TICKET

Students will demonstrate their understanding of features on the modern periodic table such as its organization (periods & groups), physical and chemical characteristics of metals, non-metals and metalloids (alkali and Alkali earth Metals, transition metals, halogens, noble gases etc.) by constructing a detailed tree map on the back of their color coded periodic tables during a structured group working according to jigsaw strategy.

A photon has an energy of 1.10 x 10-13 J. What is the photons wavelength? (h= 6.626 x 10-34 J S and c= 3.0 x 108 m/s).

Homework- any

questions

Students will read pages 177 through 181 in their textbook and write the properties of metals, non-metals and semi-metals by working in groups Students will also write the physical and chemical properties of groups of metals, non-metals all in a tree map.

Mixed Problems Worksheet ! ANY QUESTIONSColor Coding the Periodic table!

Section 6.2 is a review → READ it and create a double entry journal! THEN, work on Page 181 #2, 4, 5, Page 186 #8, 9, 11, 12, 13, 14https://www.teachingchannel.org/videos/periodic-table

List the three major groups according to which the elements of the periodic table are categorized.


Groups/Families on the Periodic Table

Metals Non-metalsMetalloids/Semi-metals

Properties of

Properties of

Properties of

Alkali Metals (group 1)

Phys prop

Chem prop

Alkali Earth Metals (group 2)

Phys prop

Chem prop

Content Objective

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BELL WORK

Tuesday December 10th, 2013 (START REVIEWING FOR TEST!)

Homework

EXIT TICKET

Students will demonstrate their understanding of features on the modern periodic table such as its organization (periods & groups), physical and chemical characteristics of metals, non-metals and metalloids (alkali and Alkali earth Metals, transition metals, halogens, noble gases etc.) by reflecting on Homework problems and working in groups to solve worksheet problems.

1. Sketch a simplified version of the periodic table and indicate the location of metals, nonmetals and metalloids.

2. Describe the general characteristics of metals, nonmetals and metalloids.Homework

- any questions

Students will write the correct answers for homework problems.Students will write their responses to worksheet problems during a structured group work.

Peer Editing of the “Color Coding the Periodic table”

Complete section 6.1 and 6.2 worksheet problems.

Explain why elements within the SAME group have similar chemical properties.

Content Objective

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BELL WORK

Tuesday December 10th, 2013 (START REVIEWING FOR TEST!)

Homework

EXIT TICKET

Students will demonstrate their understanding of the trends on the periodic table by identifying the trends and explaining what occurs along a period and group for each trend by constructing a tree map. Make it colorful! Make it colorful and use a Ruler!

1. Sketch a simplified version of the periodic table and indicate the location of metals, nonmetals and metalloids.

2. Describe the general characteristics of metals, nonmetals and metalloids.Homework

- any questions

Students will READ Pages 187-194 and make a TREE MAP that addresses this guiding question: What are the periodic trends on the periodic table of elements and what happens along a period and group for each trend. Pay attention to fig. 6-11, 6-13, 6-14, 6-16. Students will work independently on this assignment. Make it colorful and use a Ruler!

Peer Editing of the “Color Coding the Periodic table”

Complete your tree map (sample is on the website) it is worth X summative points.Complete section 6.1 and 6.2 worksheet problems.

Explain why elements within the SAME group have similar chemical properties.

Content Objective

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HOW

BELL WORK

Wednesday December 11th, 2013 (Available after school for Questions!!!!)

Homework

EXIT TICKET

Students will write notes on their TREE MAP answering the following guiding question: What are the periodic trends on the periodic table of elements and what happens along a period and group for each trend?

1. Finish Periodic Trends Tree Map 2. Worksheets Practice Problems3. ADDITIONAL HONORS → 20-24 (#24 must be graphed)

Students will demonstrate their understanding of the trends on the periodic table by identifying the trends and explaining what occurs along a period and group for each trend by taking notes on their tree map during a PowerPoint presentation.

A) Which block(s) on the periodic table are considered the Representative elements (s, p, d, f)? B) Which blocks are considered Transition elements (s, p, d, f)? C) How are the representative elements group numbers helpful in figuring out valence electrons?

Explain any trend on the periodic table based on how understood it from your reading and tree map.

Content Objective

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BELL WORK

Thursday December 12th, 2013 (Available after school for Questions!!!!)

Homework

EXIT TICKET

Students will write notes on their homework problems by peer editing in groups of two.

1. Complete Worksheets: Practice Problems2. Study for the TEST

Students will demonstrate their understanding of chapter 6 concepts: the classification of the elements and the trends on the periodic table by reflecting on Homework Problems.

1. Indicate whether fluorine or bromine has a larger value for each of the following properties:

a- Electronegativity b- Ionization Energy B- Atomic radius

2. We learned from chapter 4 that atoms are neutral. Predict what happens when atoms gain or lose electrons during a chemical reaction.

Explain why atomic radii decrease when you move from left to right across the same period.

Content Objective

WHAT

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BELL WORK

Friday, December 13th, 2013 (Available after school for Questions!!!!)

Homework

EXIT TICKET

Students will write notes on their homework problems by peer editing in groups of two.

1. Study for the TEST 2. Staple the following HW in the following order:Hw due date dec 10, electromangnetic radiation worksheet,6.1 worksheet, 6.2, “name the element worksheet”, “periodic table trends” worksheet.3. On Monday, you should turn in your color coded periodic table and 2 tree maps (metals, non metals tree map; periodic trends tree map).

Students will demonstrate their understanding of chapter 6 concepts: the classification of the elements and the trends on the periodic table by reflecting on Homework Problems.

1. What is the difference between Mendeleev’s periodic table and the modern periodic table.2. Rank the following elements by increasing atomic radius:Carbon, Aluminum, Oxygen, Potassium.

What type of ion does the following elements form: 1. Calcium 2. Iodine.

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Monday, December 16th, 2013 (Not Available after school)

Homework

EXIT TICKET

Students will write their answers to Test questions on their scantron by working individually.

Read Section 7.1 and create a double entry journal.

Students will demonstrate their understanding of chapter 5 and 6 concepts: the classification of the elements and the trends on the periodic table by answering test questions.

Questions!!!!

Turn in your Bell work, colored periodic table, tree maps and worksheet in the appropriate folder.

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Tuesday, December 17th, 2013

Homework

EXIT TICKET

Students will write a 6+1 on the periodic trends on the periodic table by reading the prompt and following the three TCA’s given. (25 minutes)

1. Worksheet Introduction to Ionic Bonds.

2. Honors →Assessment problems page 209. Solve problems 46, 47, 48, and 49 page 233.

Students will demonstrate their understanding of the concept of Periodic Trends (Atomic Radius, Ionization Energy, and Electronegativity by completing a 6+1 Writing, then students will begin on their homework. (25 minutes)

Write out the electron configuration of Sodium and Chlorine then predict the change that must occur in each to achieve a noble-gas configuration.Hint: Noble gases have complete outer energy levels.

Define chemical bond. Why do atoms bond together?

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Wednesday, December 18th, 2013

Homework

EXIT TICKET

Students will write their answers to worksheet problems by working in pairs.

Assessment problems page 209.Solve problems 46, 47, 48, and 49 page 233.

Students will demonstrate their understanding of the concept of chemical bonds and Ion formation by working in pairs and solving worksheet problems.

Write out the electron configuration of:A- Sodium and Neon B- Chlorine and Argon• Compare both configurations in each case• What change should Sodium undergo to acquire the

same electron configuration as Neon?• What change should Chlorine undergo to acquire the

same electron configuration as Argon?https://www.youtube.com/watch?v=Qf07-8Jhhpc

Explain the formation of table salt (video).

https://www.youtube.com/watch?v=Qf07-8Jhhpc

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Thursday, December 19th, 2013

Homework

EXIT TICKET

Students will demonstrate application of ion formation, and electron configuration by thinking aloud during a structured game of ion poker with their elbow partners.

Students will orally rehearse their understanding of ion formation by writing down element names and the ions they form during a game of ion poker.

Magnesium Chloride is an Ionic compound used as “ice melt”. A- Explain the formation of Magnesium Chloride from Magnesium and Chlorine.

B- Predict the overall charge of this product.

Hint: Think about how many electrons can Magnesium lose and how many electrons can Chlorine gain.

Explain the purpose of ion formation.

Ion Practice Worksheet

Ionic Poker Rules

1. Shuffle the set of 20 cards that contain the representative elements.

2. Deal the cards so that each person has 10 cards, do not look at your cards.

3. Make sure you have an ionic card game recording sheet. Decide who is going to go first.

4. Whoever goes first will flip over their first card.

5. The opponent will say how many electrons it gains or loses. If they are correct, give them that number of electrons in the form of pennies.

6. Before the next player goes, fill out all the information by completing each column for each element on the Ion Poker Game Worksheet on each of your sheets.

7. Repeat step 5, until all your cards are gone! The winner is the one with the most pennies.

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Friday, December 20th, 2013

Homework

EXIT TICKET

Students will demonstrate their understanding of the periodic trend related to the reactivity of the elements of group 1 by watching a demonstration.

Students will write down their observations and conclusions during an “in class” demonstration.

Write the electron configuration and draw the Bohr’s model of the atom for : Lithium, Sodium and Potassium.

Predict what happens when you throw Sodium in water.

Explain how does the reactivity change when you go down group 1.

Ion Practice Worksheet.Name of the ions Worksheets.Read Section 7.2, create a double entry journal and solve assessment questions page 217.Solve problems : 51, 52, 53, 54,55, 58, 59, 60, 61, 62, 63, 64, 65, 67, 70, 72 page 232.

tuesday september 3,2013 welcome to chemistry! content objective what language objective how...

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