Congratulations to Lee Mosley for winning this year's chemistry award!
Every class has recieved the Term End Assignment. Remember this is due on May 11th and 12th for Seniors and on May 13th and 14th for underclassmen. This is a TEST GRADE so make sure you do it.
Study hard for your exam and make sure you have your book for turn in on exam day! If you are exempt you may turn in your books on Wendnesday May 13th (A-day) and Thursday May 14th (B-Day).
After your exam you may study for another exam or bring a book to read. You will not be permitted to talk until every student has finished with his/her exam. The exam itslef is 85 questions multiple choice. You will have a reference packet that includes a periodic table, a full list of all equations used in chemistry this year, an electronegativity chart, a water vapor pressure table, and a molecular geometry table.
"A little science estranges a man from God, a lot of science brings him back" ~ Sir Francis Bacon
I also want to make sure every student and parent that views active parent knows what all the symbols mean:
NG - "No grade" was rendered because of absence or failure to turn in an assignment (this goes down as a zero in the gradebook)
NM - "No Mark" has been entered because the assignment has not been graded or collected as of yet (this does not count against the student)
X - "Exempt" means the student does not have a grade for that assignment and is not expected to turn it in. This grade does not count against the student. This is used for a variety of reasons but is done so sparingly (I use it when one of my six classes was not able to attempt a particular assignment do to scheduling, fire drills, etc).
0-100 - Is the grade out of 100 that the student earned on that particular assignment.
FEQUENTLY ASKED QUESTIONS:
What do I need for class everyday?
1) Yourself
2) Your Chemistry Book
3) Your Chemistry 2 inch Binder and 3 Subject Notebook
4) Your TI-30 Calculator
5) A Pen AND Pencil
6) Your Homework
Can I get additional instruction?
Yes, I am available for additional instruction from 0745 - 0820, during break, and from 15:35-16:00. If none of these times work for you or if you need additional time we can make arrangements. I meet effort with effort! Don't let laziness stand between you and your grades!
Can I earn extra credit?
No, not usually. If you do your homework, read what I tell you to read, study for every graded event, and put forth an honest effort then extra credit is rendered unneccessary. Occassionally I will have a course wide optional extra credit assignment. I will NOT assign personallized extra credit.
Will you accept late work?
If you have an excused absence I will accept your work late. If you miss 1 (chemistry) day you get 1 extra day, 2 (chemistry) days you get get 2 extra days, etc. If you simply forget or your dog gets hungry then your grade will suffer as a result so get some ginko and feed your dog well.
How many bathroom passes do I get?
You must use the bathroom between classes, at break, or at lunch. You will not be permitted to leave your chemistry class unless it is an emergency.
How often do we have homework?
You will have homework nearly every night in some form or another. Now that might be in the form of reading, a worksheet, studying for a test, or preparing for a lab.
BELOW ARE A LIST OF LESSONS. THE OLDEST LESSON IS AT THE BOTTOM WITH THE NEWEST LESSON ON THE TOP.
EXAM SCHEDULE:
Friday May 15 - 1st and 2nd Exam, 5th and 5th Review
Monday May 18 - 5th and 6th Exam, 3rd and 7th Review
Tuesday May 19 - 3rd and 7th Exam, 4th and 8th Review
Wednesday May 20 - 4th and 8th Exam
Lesson 85: May 13 / 14, 2009
CW: Today is our final lab in chemistry - Tie Dye Day! During this class we will take a shirt emersed in an alkanline solution and introduce it to an acidic dye. A chemical reacion with ensue and the dye will remain as the salt may be washed away. We will also explore the thermodynamics of ice cream as we learn how it is made by removing the heat energy (q) from the milk/sugar mixture. Students will hand in their Term End Assignment today.
HW: Exempt Underclassmen - go have a great summer.
Non-exempt Underclassment - study for your chemistry exam!
Lesson 84: May 11 / 12, 2009
CW: Today we have a lot going on. The seniors have their Term End Assignments due today and they are also taking their exams. Underclassmen are taking the Unit Test over Chapters 3, 17, and 23: Thermodynamics / Acids-Bases. After the seniors are finished with their exams they will turn in books and after the underclassmen are done with their Test they will work on their Term End Assignment which is due next class - Lesson 85. Next class we will tie dye with the classes that earned it and the others will be working on their Term End Assignments.
HW: Seniors - Go have a great summer before college! Underclassment - Finish work on your Term End Assignment.
Lesson 83: May 7 / 8, 2009
CW: After reviewing the thermodynamics section (chapters 3 and 17) we are now moving into the Acid - Base Section (Chapter 23). Today we will discuss the log based 10 pH scale, pH, pOH, Hydrogen Ion Concentration, Hydroxide Ion Concentration, and the different theoretical depictions of acids and bases according to Arrhenius, Bronsted-Lowry, and Lewis.
HW: Students recieved their T.E.A. (Term End Assignment) and this is due for seniors: Monday May 11 (A-Day), and Tuesday May 12 (B-Day). It is due for underclassmen: Wednesday May 13 (A-Day) and Thursday May 14 (B-Day).
Lesson 82: May 5 / 6, 2009
CW: Due to state testing our schedule has been somewhat disturbed so I have not met with A2 in some time now. That class will need much more work then A-3 and A-4 with regard to thermodynamics. In that class we went back over the q formula and the typical heating curve. We discussed the kinetic molecular theory and heat exchange in general. In A-3 and A-4 we did a wrap-up of thermodynamics with an outdoor demonstration of THERMITE and we also discussed a few questions from the Unit Study packet. Lastly we began our Acid/Base section (the final chemistry section).
HW: Students received the chemistry T.E.A (Term End Assignment). This 153 question packet is a quiz grade that must be completed prior to the last class on Wed May 13 and Thursday May 14 (Mon. May 11 and Tues. May 12 for Seniors).
Lesson 81: May 1 / 4, 2009
CW: After we reviewed the q=cpm(Tf-Ti) formula we then moved into more advanced calculations of q (energy in joules) by going through through the typical heating curve. As a class we discussed the phase changes as q increase or q decreases and how this is related to the kinetic molecular model. We also used the molar/enthalpy heats of fusion and vaporization as we move through these state of matter changes.
HW: Complete the Thermodynamics study packet.
Lesson 80: April 29, 30, 2009
CW: Today we started the Thermodynamics section of chemistry. We defined theromdynamics and worked simple temperature change problems using the q=Cpm(Tf-Fi) formula. During our next class students will learn how to incorporate this formula into the typical heating curve. A-2 students must come and pick up their work or everyone in that class will miss out on the end of the year chemistry t-shirt tie dye lab.
HW: Finish the Thermodynamics Worksheet and Problems 61-64 on page 74.
Lesson 79: April 27 / 28, 2009
CW: Students took a Unit Test over Bonding and Gas Laws (chapters 12, 13, 14, and 18). During the next class we will start the thermodynamics section and finish up with Acids and Bases. This will conclude the year in chemistry.
HW: NO HOMEWORK TONIGHT - ENJOY YOUR NIGHT OFF!!!
Lesson 78: April 23 / 24, 2009
CW: Today is ECOTECH DAY and we are incorporating it into the lesson by interweaving the environment lesson with the Unit Test Review. Students get a chance to solve problems and ask questions about both subjects. While we discuss the Unit Test Material (Chapters 12, 13, 14, and 18) we are also discussing hard hitting environmental issues like green house gases, acid rain, global warming, the nitrogen cycle, and ozone depletion.
HW: Review all class notes, classwork problems, lab exercises, homework problems, quizzes, study guides, and equation sheets in preparation for the Unit Test on Monday (A-day) and Tuesday (B-day). You will be required to show a proficient understanding of bonding, lewis dot diagrams, molecular geometries, polarity, the new combined gas law, dalton's law of partial pressures, the ideal gas law, and gas law theory.
Lesson 77: April 21 / 22, 2009
CW: Today we are conducting a laboratory experiment to see a visual representation of Boyle's Law. Students will go back to the lab and see how pressure and volume are inversely proportional and then graph this relationship. After the lab students will come back to the classroom while we work in lab groups to draw our conclusions and then we will discuss the Ideal gas law: PV=nRT.
HW: WS: Gas Law Problems; Group I: Do every other odd - 1, 5, 9, 13, 17, 21, 25, 29, 33, 37; Group II: Do all - 1, 2, 3, 4, 5, 6
Lesson 76: April 17 / 18, 2009
CW: Today we continued with Boyle's Law and Charles' Law and we added to our discussion Manometers and Barometers, Dry Gases, and the New combined gas law. In class we practiced all of these problems and discussed the properties of gases in general.
HW: WS-Gas Law Problems; Problems: 1-6, 1-7
Lesson 75: April 15 / 16, 2009
CW: Today in class we went over the quiz (Chapters 12, 13, and 14). After checking our work on this quiz we started chapter 18 - Gas Laws. Specifically we discussed the Kinetic Molecular Theory, Boyle's Law, Charles's Law and STP. Next class we will continue with this chapter and discuss the remaining gas laws.
HW: Page 472: 27-34, 40
Lesson 74: April 13 / 14, 2009
CW: Today we are taking a quiz over chapters 12, 13, and a part from chapter 14. The quiz topics are: electronegativity differences, bond type, bond characteristics, Lewis dot structures, molecular geometries, and polarity (both bond and molecule). These topics will be quizzed using the multiple choice and fill in the blank question style. After the quiz students will start a unit on "Gas Laws" beginning with Chapter 18.
HW: 1) Read and Outline Chapter 18
2) Finish Chapter 18: Gas Law Worksheet
Lesson 73: April 8 / 9, 2009
CW: Today we did a review over all the information from chapters 12 and 13 in preparation for a quiz over this material. Students were given a study guide and we worked a series of problems from notes and classwork worksheets. Students were permitted to ask questions to sum up the unit.
HW: Study for the Quiz we will take Monday April 13, 2009 (A-day) / Tuesday April 14, 2009 (B-day). Study all classnotes, worksheets, the chapters themselves, and the study guide.
Lesson 72: April 6 / 7, 2009
CW: This is a reorganization lesson. First I apologize for being out last week and Monday this week. I had pnemonia and would have preferred to be in the classroom with my students. We will start this lesson by recapping the high points of chapters 12 and 13. Afterward I will take questions and resolve any unanswered questions. We will then work through the classwork and homework assignments together. We will then go over a brief outline of these two chapters. Next class we will conduct a lab and the class after that we will have a quiz over chapters 12 and 13. After the quiz we will go straight into the Thermodynamics unit.
HW: Start studying for the chapters 12 and 13 quiz. Finish Lewis Structures and Molecular Shapes worksheet.
Lesson 71: April 2 / 3, 2009
CW: I was out sick during this lesson and Mrs. Robinson helped guide Mr. Hill through an in-class assignment that was a reinforcement to the lessons learned in chapters 12 and 13: covalent bonding, Lewis Dot diagrams, Geometries, and Polarity.
HW: Finish classwork
Lesson 70: March 31 / April 1, 2009
CW: I was at the science fair on Friday and was out sick on Monday so Mr. Hill a substitute went through this plan. During this lesson students made flash cards from the information found on page 326-327. The students' task was to create 13 flashcards to be used as a memorization tool. After creating the flashcards students were tasked with answering 50 questions as part of a CW and HW assignment. This was not to be collected by the substitute.
HW: Finish CW assignment
Lesson 69: March 27 / 30, 2009
CW: During this lesson we went over the 7 steps to drawing a Lewis Dot Diagram. From this information students should be able to draw a Lewis Dot Diagram for any Covalent compound. We then went to the board and worked 10 problems together and students worked on an in class WS to help hone these skills together in groups.
HW: WS: 23 Lewis Dot Diagrams to draw
Lesson 68: March 25 / 26, 2009
CW: Today we furthered our discussion of the bonding types by discussing the factors that determine ionic and covalent bonding. We then did a side by side comparison of differently bonding compounds. From this analysis we were able to determine the more reactive compounds, which had a greater chance of being ionc/covalent/or metallic. We then started our transition to chapter 13 - Molecular Shapes/Geometries.
CW: Today was the first lesson of the 4th nine weeks. Students were welcomed back by an intruction lab that discussed polarity through radial chromatography. After this intro lab students were introduced to chapter 12 - Covalent compounds. We discussed electronegativity differences and bond type. Students then had to distinguish between covalent, ionic, and metallic bonds.
HW: WS: Electronegativity difference and covalent / ionic bonding
Lesson 66: March 10 / 13, 2009
CW: This is nine week's testing week so our schedule is a bit messed up again. I have compiled everything we are doing this week into one organized lesson. Students are either taking the 9 week's test, preparing for the 9 week's test, or preparing their classmates for the Regional Science Fair on March 27th. Students should bring their review study guide for the 9 week's test each day. Once 9 week's testing is completed for their particular class then they may file this study guide in their notebook (it will be necessary to keep since we still have a semester exam coming up fast!).
HW: Review your study guide and make sure it is completed with 100% accuracy as this will be graded in class. If you have any questions come in and see me.
Lesson 65: March 6 / 9, 2009
CW: Today in class we are taking a test over the unit material (chemical reactions). Today's test will involve the key chemical reaction learning objectives. Students must demonstrate a key understanding of the following concepts: Balancing Equations, Classifying reactions, Predicting Products, conducting Mass-Mass problems, Limiting Reagent Problems, % Yield Problems, and Volume Stoichiometry problems. After the test students will check their work on the 9 week's test study guide answer key.
HW: Study for the 9 week's Test - review the answers to the 9 week's test study guide.
Lesson 64: March 4 / 5, 2009
CW: During this lesson students will conduct a laboratory experiment to create 2.00 grams of a precipitate from a known reaction. Before they enter the lab students must show that they have a full understanding of the concepts by displaying the correct numbers for the amount (in grams) for each of the two reactants in their equation. They must also display a list of procedures that they have written and plan to follow during the laboratory in order to arrive at the 2.00 grams of precipitate. After the lab students will receive a practice test in preparation for the 9 week's test.
HW: Study for the Unit Test (next class). The 9 week's test review (practice test) is due next class (Lesson 65).
Lesson 63: March 2 / 3, 2009
CW: Today we are wrapping up Stoichiometry. I have decided to make today our mass-volume and volume-mass day. We are shifting the lab to next class along with a review of the unit material. On Friday (A-day) and Monday (B-day) we will take a unit test over the chapter 8-9 material. You will receive your 9 week's test study guides on Wednesday / Thursday this week. Make sure that if you do not understand stoichiometry or reactions in general you get your questions answered this week. If you wait until next week you have waited too long. During 9 week's testing we will be continuing on with new material so come with all of your materials (make sure you have your Do Nows with you hint, hint, hint).
HW: Review and complete your prelab exercises in preparation for the lab next class!
Lesson 62: February 26 / 27, 2009
CW: Today we took a pop quiz to make sure we are remembering our books and calculators. After the pop quiz homework was checked and we then went over the homework (3 problems) as a class. Afterward we learned how to solve % Yield problems. This 11 step problem takes 15-20 minutes to solve so we only went over two of these problems today.
HW: Complete the Percentage Yield (HW) sheet - 2 problems.
Lesson 61: February 24 / 25, 2009
CW: After checking last night's homework (mass-mass) once more for accuracy we started our new section over limiting reagents. As a class we went over 3 problems together. Students had the opportunity to ask questions. Afterward we practiced two problems on our own.
HW: Complete 3 limiting reagents problems for accuracy. Identify the mass that is produced and the limiting reagent.
Lesson 60: February 20 / 23, 2009
CW: At the beginning of class we reviewed the homework from the previous night. After the students were satisfied with these 12 problems we went on to the new material for today - Limiting Reagents. We worked through 3 classwork problems. These problems are quite long so three was plenty for the entire class. Tonight's homework will mimic this worksheet very well. If students are able to complete both the classwork and the homework for today's lesson they will have 90% of the stoichiometry unit behind them. All we have left are the limiting reagent and mass-energy sections.
HW: Limting Reagent - HW practice sheet (consists of 3 problems)
Lesson 59: February 18 / 19, 2009
CW: Today is the first real day of the new section on Stoichiometry. Today the topic of discussion is mass-mass. We went over the 6 steps to solving a mass-mass problem. We worked 4 problems as a class and diagrammed each of these problems using the six steps and a chart (used as a reference). Afterward students worked in groups of 4 to complete a set of 12 problems - anything not finished is considered homework.
HW: 12 problem worksheet titled "Mass-Mass (HW)" will be graded for accuracy
Lesson 58: February 13 / 17, 2009
CW: Today's lesson has two parts. In part one we are going over the quiz we took last class. Students will rework these problems and turn in their corrections as a classwork assignment. These problems will be regraded as a daily grade. We will go over the answers to each of these problems in class (next week after all the make-up quizzes are in each student will receive a copy of this quiz to study for the unit test). In part two of the class students are introduced to stoichiometry (the science of coverting mass to mass using chemical formulas and quanities through mole ratios). In this section we will take the information from chapters 8 and 9 and all previous chapters to solve chemistry mass-mass problems.
HW: Review your notes over stoichiometry. Memorize the 6 steps for completing a Mass-Mass problem (possible quiz over this next class).
Lesson 57: February 11 / 12, 2009
CW: Today we ended the first part of chapter 9 with a quiz over balancing chemical equations, classifying reactions, predicting the products of chemical reactions, and determining solubility of double displacement reactions in order to identify a precipitate. During the quiz there was a bonus question where the students had to view a demonstration (Sodium reacts with Water) and had to write a balanced chemical equation for that reactions (DOK 3).
HW: Read and Write a 1 page outline for section 9.2 (pages 233-242). Define all key terms and gain a thorough understanding of the concept of stoichiometry (conceptual only, we will apply this concept in class).
Lesson 56: February 9 / 10, 2009
CW: Today we are focusing our efforts on predicting products. The quiz that was scheduled for today has been moved to (Lesson 57 - next class). The student objective for this lesson is to predict the products of a chemical reaction given the reactants and to classify and balance said reaction. If a student can predict products, classify, and balance the reaction then he/she will have no problem on the upcomming quiz. The second objective for today is to see whether a reaction will produce a precipitate or not.
HW: Study for your quiz. Review all class notes, labs, homework problems, and classwork problems (for chapter 8 and 9). Complete predicting products WS.
Lesson 55: February 5/6, 2009
CW: During this class each lab group was given a unique reaction to learn and react in the laboratory. After learning the reaction students then took turns demonstrating this reaction to the class. These reactions were then recorded and discussed as a presentation. Afterward, we looked the homework and learned how to predict the products of common reactions (single displacement / double displacement / synthesis / decomposition / combustion).
HW: Predict the products of last night's homework. (15 problems to be completed individually)
Lesson 54: February 3 / 4, 2009
CW: Today students get a chance to see their final science fair grades and how the judging went for their categories. All the results will be posted on February 4, 2009 on MCTV. Those students going on to the regional competition will receive extra credit (1 quiz grade) and a 100 for the science fair. Next, we continued on with our work in writing chemical reactions from word equations. We conducted an exercise in the laboratory where the students got a chance to move around and solve problems. The winning lab group received a homework pass for tonight.
HW: Write the reactants only for the predicting products worksheet! (15 problems)
Lesson 53: January 30 / February 2, 2009
CW: Today the number one priority is to complete science fair turn in procedures. Students are required to submit a posterboard, a paper, a logbook, and an abstract by 4:30 pm on January 30, 2009. During this turn-in students will place an identifier on their posterboard and will place this posterboard with paper, abstract, and logbook in the cafetorium under their assigned category. During class we continued our discussion over chemical reations. Today we discussed how to create an equation from a word equation and vice versa. Next students were given a list of solubility rules and we discussed how to predict products of a single displacement and double displacement reaction.
HW: No homework - great job on the science fair!!!
Lesson 52: January 28 / 29, 2009
CW: Today is class we discussed our lab results from the lesson 50. Each lab group was assigned one of the five chemical reactions. After reviewing their assigned chemical reaction each lab group took turns presenting the balanced equation and a brief discussion over the reaction itself. Next students created a skit to correctly display the relationships of the chemical reaction they were assigned. We wrapped our day up with a brief overview of the submission procedures for tomorrow's science fair.
HW: Work on Science Fair Projects!!!
Lesson 51: January 26 / 27, 2009
CW: Today we are taking the chapter 8 quiz over chemical formula and their names, empirical formulas, percentage composition, molar conversions, and molarity calculations. After the quiz we went over the lab from last class and each student had the opportunity to check their answers. During the last 10 minutes of class students were asked to review 25 science fair projects from last year. During this review students had to pick three projects and tell what was good and/or bad about the project with regard to format, content, and clarity of message.
HW: Work on your Science Fair Project!!!
Lesson 50: January 22 / 23, 2009
CW: Today we were supposed to have a quiz over chapter 8 but this has been moved to lesson 51 on Monday (A-day) and Tuesday (B-day) next week. Today instead we are splitting the class into two parts. In part one we will tie up loose ends and go back over formula mass, % composition, Empirical Formula, and Molar Conversions. In part two we will conduct an introduction lab to the material from chapter 9 - chemical equations. In this lab students will see first hand the five different types of chemical reactions: synthesis, decomposition, single displacement, double displacement, and combustion. Students will do a lab similiar to this lab at the end of chapter 9 as a way of recapping what they have already learned.
HW: 1) Submit Lab findings (simple report)
2) Study for Chapter 8 Quiz.
3) Work on Science Fair Paper / Posterboard
Lesson 49: January 20 / 21, 2009
CW: Today we went over the homework from the previous night. Afterward we discussed balancing equations and saw that some equations have shortcuts. Combustion Reactions for instance need to be balanced using ordered reactions method. We also learned to keep polyatomic ions together when possible. Next we learned how to calculate molarity using the molarity equation. After a short practice in this lesson we discussed the final submission for the science fair. Now each student knows what is expected of him/her before January 30, 2009 (Science Fair Due Date).
HW: 1) Balancing Equations: Work Even Problems
2) Work on Science Fair Paper / Posterboard / Logbook
3) Review Molarity Equation
Lesson 48: January 15 / 16, 2008
CW: Today in class students applied what they have learned in chapter 8. They applied knowledge of nomenclature, formula mass, molar conversions, % composition, and Empirical formulas. After they worked on a practice sheet which applies all of this information students were introduced to balancing chemical equations. Since I will be out on Friday this lesson is set up to be self-sufficient. We will go over the answers on Lesson 49. Make sure all problems have at least been attempted with work shown on a separate piece of paper.
HW: Finish all classwork by Jan 20 / 21 (Both worksheets: Practice Set 1 and Balancing Equations). Work must be shown on a separate piece of lined notebook paper.
Lesson 47: January 13 / 14, 2009
CW: Today we continued our lesson over molar conversions. We have continued to convert between grams, moles, and molecules/atoms. After our brief review we discussed again % composition. Today we are talking about Empirical Formulas and how we can use % composition to calculate the empirical formula. If we have time we will begin our discussion of balancing equations.
HW: Page 217 - 218: Problems 92, 93, 101, 102
Lesson 46: January 9 / 12, 2009
CW: Today we worked through molar conversions (mass - moles - molecules/atoms) using formula mass and avogadros number as a stepping stone. After taking notes students were placed into lab groups for practice in these areas. Next, we discussed the results further and talked about the abstract which is due on January 20/21.
HW: Page 217: 80-4, 90-93 ALL
Lesson 45: January 7 / 8, 2009
CW: Today we went to the computer lab to practice posting our results for science fair. We took a past project's data and we put it into an excel spreadsheet and then used this data to create a chart and a graph that displays the data. Next, students wrote a discussion / explanation for their project in microsoft word. This discussion was meant to be used as a means to expound upon the raw data while still informing the viewer of the results.
HW: Work on your Results for the Science Fair
Lesson 44: January 5 / 6, 2009
CW: Today we are starting off the second semester with review over nomenclature and calculating formula mass. We are not doing anything new today we are only reviewing so that we have a good foundation for the upcomming lessons from chapter 8 and beyond. Over the next three classes we will transition to molar conversions and equation writing and balancing so that the students will have a good understanding of chemical interactions at the base level.
HW: 1) Finish Practice Worksheet and calculate formula mass of all compounds.
2) Read and outline chapter 8 (1 page in length - no less will be excepted)
This week we will conduct semester exams. The schedule is as follows: Tuesday we will have the A-2 exam followed by the B-5 and B-6 reviews. On Wednesday we will have the B-5 and B-6 exams followed by the A-3 review. On Thursday we will have the A-3 Exam followed by the A-4 and B-8 reviews. On Friday we will have the A-4 and B-8 exams. After the B-8 exam students will be released for a 60% day at Madison Central. We will not meet again until January 5, 2009.
CW: Today we are starting our Review in preparation for the semester exam. Some classes like A-2 will not recieve a scheduled review block. No class will have enough time to go over every section of the 100 question study guide unless we start reviewing today. For the first 30 minutes students will work in groups of 2 to finish the study guide while Mr. King collects the science fair logbooks. These will be passed back next week. For the last hour Mr. King will work problems from the review packet in preparation for the semester exam.
HW: Study for the semester exam! Go over all class notes, study guides, chapter reviews, quizzes, tests, and all homework problems. The exam is comprehensive and will contain problems from every section of every chapter from all three units. The format of the exam is Multiple Choice and there are 85 questions.
Lesson 42: December 10 / 11, 2008
CW: As we wrap up the semester we are completing our final unit. As a result we are taking a Test over chapters 5, 6, 7 8, and 10 today. This test is a combination of fill in the blank, multiple choice, and matching. This test is geared at giving the students a comprehensive assessment of the last nine weeks worth of material. After the test we started our semester review by discussing the study guide.
HW: 1) Complete Semester Study Guide.
2) Complete Logbook
Lesson 41: December 8 / 9, 2008
CW: Today is a review day for the Unit Test that we will take during Lesson 42 over chapters 5, 6, 7, 8, and 10. During this lesson we reviewed the key concepts from these chapters and students worked on a 30 question study guide in groups. Students rotated from group to group until they had reviewed each individual chapter. During this class we also took the second ion quiz.
HW: Complete the Unit Study guide. Answer all questions thoroughly on a separate sheet of lined notebook paper. Answers must be correct so make sure you check your work.
Lesson 40: December 4 / 5, 2008
CW: After checking last night's homework we went over those 15 problems together. We then went over more complex molecular compounds. We discussed the IUPAC naming system with regard to molecular compounds. We did some work on differentiating between ionic and covalent compounds and how to write the formula and name of each.
During the second half of class we did more work with formula mass. We discussed how to calculate the formula mass in g/mol of any substance (ionic and molecular). We then took that knowledge to the next level and converted from grams to moles, and moles to grams. These conversions will be used during the second semester during our Stoichiometry Unit.
HW: 1) Work on your Science Fair Project (LOGBOOK)
2) Work on your Semester Culminating Event (100 questions due on your Exam day).
Lesson 39: December 2 / 3, 2008
CW: To start class off we took Ion Quiz #1. This quiz consisted of 40 out of 55 possible ions from a list given to the students (page 169) back in early October.
After the ion quiz we looked over their classwork from the previous lesson and we reviewed naming of ionic compounds. After that we transitioned to molecular compounds and how to name those substances using greek prefixes.
Lastly we took our knowledge of compounds and calculated formula mass of ionic and molecular compounds. Next class we will use this to convert from grams to moles.
HW: 15 Board Problems Given During Class
Lesson 38: November 21 / December 1, 2008
CW: During this class students continued practice on writing ionic compounds. Students practiced writing and naming binary ionic compounds.
Next, students watched a "Mythbusters" video in order to determine the Independent Variable, Dependent Variable, Control Variables, and Control Group (where applicable). This exercise is meant to be a fun way to get students to pick apart experiments and determine there most fundamental elements.
HW: Page 183: 26-44 EVEN NUMBERS ONLY
Lesson 37: November 19 / 20, 2008
CW: As a class we went over all of the problems completed last class. We discussed the mechanics of writing ionic compounds. We discussed elements with different oxidation numbers. We practiced combining these compounds using two different methods.
Students took an ion quiz over the 55 ions they were instructed to memorize. Next, we discussed their Sodium Video that they viewed last class. We went over the answers to their list of questions.
HW: Page 183: 25-27, 29-45 Odd Problems ONLY
Lesson 36: November 17 / 18, 2008
CW: Today in class we went over writing and naming ionic compounds. Students completed exercise sheets 1 and 2. Students also completed a grid exercise (64 problems) as part of their homework. Overall students need to understand that cations (postive) always come first and anions (negative) always come second in a formula. The students must also understand that oxidation charges must always be made to equal zero.
Students also viewed a Sodium: A Spectacular Element video. Students had to answer questions about the video on a worksheet.
HW: Page 183: 25-27, 29-45 Odd Problems ONLY
Lesson 35: November 13 / 14, 2008
CW: After a quick review of the two practice sheets given as suggested homework we took a quiz over chapters 6 and 10 (this section is the periodic properties and trends section). On this quiz students were expected to display knowledge of:
Periodic Table History, Oxidation Number Prediction, Electron Configuration, Periods, Groups, Group Names, Trends (Atomic Radius, 1st Ionization Energy, Atomic Mass, and Electronegativity), Periodicity, and Periodic Law.
After the quiz we started chapter 7 - chemical reactions. In this chapter we will see how the 5 basic chemical reactions work (synthesis, decomposition, single displacement, double displacement, and combustion).
HW: Read and Outline Chapter 7 (Write a 1 page outline)
Lesson 34: November 11/12, 2008
CW: After going over our laboratory experiments the students viewed a demonstration. This demonstration was designed to show that Aluminum can react with Hydrochloric Acid if the Acid is of a strong concentration. Next, we looked at the end of chapter 10 homework problem set. Lastly, did a review of all the material from chapters 6 and 10: Periodic Table History, Periodic Table grid system, oxidation numbers, Lewis dot diagrams, trends, periodic law, and periodicity.
HW: Review Monatomic and Polyatomic Ions / Study for Periodic Table Quiz
Lesson 33: November 7 / 10, 2008
CW: Today we continued onto part two of a two part lab segment on periodic properties and trends. The first part of the lab dealt with modeling the trends. The second part (today) deals with the reactions that these elements will go through. After a thorough lab safety briefing students were instructed on the methods and procedures that they would encounter in this laboratory experiment. Since this experiment involves reactive metals and low strength acids the safety briefing was quite lengthy. We went over how to properly handle, store, and dispose of each of these materials. After the lab we went into a discussion concerning the observations of the lab.
HW: Students must complete questions 1 - 10 from the "post lab questions" section. These questions must be answered on a separate sheet of paper. Answers must be well thought out yet succint.
Lesson 32: November 5 / 6, 2008
CW: After handing back their electron configuration quiz we discussed the results. Students were permitted to keep the quiz for review in preparation for the Unit Test which we will take soon. After review the quiz we discussed periodic properties and trends via power point presentation. Students recieved a Lab Safety briefing and we then conducted a laboratory experiment whereby we demonstrated the trends along the periodic table (re: Straw LAB).
CW: After checking periodic tables we discussed the canned food drive results. A-2 was the winner but not by much. They raised 1759 cans. Next, we talked about the science fair log book. Afterward students completed a periodic table practice worksheet using the periodic table they created. After we went over the results of this worksheet we discussed periodic properties and trends (on powerpoint).
HW: Read and Outline Chapter 10: Periodic Properties and Trends (1 page outline)
Lesson 30: October 30 / 31, 2008
CW: During this class we took a very vivid look at Halloween special effects. Two classes (Mr. King's and Mrs. Robinson's classes) were combined. These 48 person groups witnessed 12 demonstrations and took part in 1 lab.
Demonstrations:
1) Wizard of Oz Flash - particulate matter combustion reactions
2) Ghosts in a bottle - Decomposition reaction for hydrogen peroxide
3) Bloody Glove - long strand polymer reaction
4) Foaming Pumpkin - kinematic reaction
5) Eerie Lights - chemoluminesence
6) Mint Flash - bromoluminesence
7) Fluorescent Slime - chemoluminesence / long stand polymerization
8) Slime for everyone (also a lab experiment) - long strand polymerization
9) Superabsorbent Polymers - absorbs water
10) Reappearing Pumpkin - Redox reaction
11) Methane Bubbles - Laboratory Safety
12) Glowing Lights - Chemoluminesence
The demonstrations were setup in a halloween decorated room with spider webs, eerie music, flashing lights, and smoke machine fog. Each demonstration was performed and a brief explanation followed.
HW: Finish your periodic table that we started during lesson 29.
Lesson 29: October 28 / 29, 2008
CW: Each class submitted Science Fair submission #4. After a 20 minute electron configuration warm-up exercise we took the electron configuration quiz. After the quiz students were given a periodic table and asked to label it according to the groups and periods on the the periodic table. They then labeled the different classifications based on metal, nonmetal, and metalloid.
HW: Complete periodic table exercise by lesson 31.
Lesson 28: October 24 / 27, 2008
CW: After checking homework we went over the homework from the previous night and reviewed our knowledge of noble gas electron configuration. We then talked through the periodic table and how it can be used to do electron configurations. We saw the connection between valence electrons and group number. Using this information we discussed how the valence electrons can be used to draw Lewis Dot diagrams. These diagrams show the valence electrons for any given element. Lastly, we showed how we can write electron configurations for ions. Since an ion is an element that has gained or lost 1 or more electrons the charge tells us how many electrons the ion will have. The last 30 minutes were spent playing electron configuration bingo.
HW: 1) Finish Science Fair Submission #4. 2) Study for Electron Configuration Quiz
Lesson 27: October 22 / 23, 2008
CW: We started this class by discussing the annual canned food drive. Students were given a handout that describes how this community service event will take place and what each student can earn for chemistry. Students who are unable to contribute to the canned food drive can come and see me for an extra credit assignment. Next, the element / symbol quiz from last class was passed back and students were able to see what they missed and where they need to put the emphasis while memorizing the rest of their list. After we discussed this quiz we then discussed the last form of electron configuration - nobel gas electron configuration. We then practiced in some groups to help reinforce this type of electron configuration. Lastly, we reinforced our knowledge of the fourth science fair submission. We discussed all the forms and each student now knows what forms are necessary for their particluar project.
HW: Conduct electrons configurations (Bohr, notation, blank method, and nobel gas electron configuration) for the following elements: N (Nitrogen), Ca (Calcium), Cs (Cesium), Pb (Lead), and Lu (Lawrencium).
Lesson 26: October 20 / 21, 2008
CW: Students started this lesson with an element quiz. After the element quiz students were given a list of monatomic and polyatomic ions to committ to memory. We will quiz on this before thanksgiving and we will continue to quiz on them until each class has an 80% average for this quiz (the monatomic and polyatomic ions are very important). Students were given information about their experimental design forms for the science fair. After our discussion of the science fair entry forms students practiced electron configurations and learned how to conduct abbreviated nobel gas electron configurations. Students tend to like this method as it is much shorter than the traditional electron configurations.
HW: 1) Read and Review Science Fair forms. Fill out and print before October 28th and 29th. 2) Create Notecards for all monatomic (30 total) and polyatomic (25 total) ions found. The ion should appear on the front and the name should appear on the back. Notecards can be no smaller than 3 inches by 3 inches.
Lesson 25: October 16, 2008
CW: Today we continued with Quantum Mechanical Chemistry. Last class we talked about the quantum numbers n and l. Today we continued on with that discussion and talked about the spin quantum number and the magnetic quantum number. Afterward, we practiced our electron configurations with in class work. Students worked out a total of 8 electron configurations for classwork. During this classwork students were required to display the Bohr's Model Configuration, the Electron Configuration Notation, and the Pauli Electron Configuration for each element. The rest of the class was spent discussing the Science Fair Submission #3.
HW: Finish your in class electron configuration packet. Conduct electron configurations for: Iron, Copper, Helium, Neon, Argon, Krypton, Xenon, and Radon.
Lesson 24: October 10 / 13, 2008
CW: Today we continued the 9 week's testing schedule. A-3 and A-4 took the 60 question, multiple choice test. This test is DOK identifed and includes questions from chapters 1-4 in the Merrill Chemistry Book.
A-2 students conducted a light emission spectra lab using hand held spectrascopes and gas tubes w/power supplies. During this lab students were asked to draw the light emission spectra that they saw in the spectrascope by color using the colored pencils at each lab station.
On B Day we will pick back up what we started last friday. All B day classes will be in the computer lab working on their science fair projects. The goal is come out of the computer lab with 3-5 good sources that can be used in the science fair paper. All sources must have an author, come from a reputable source, and must be written in either MLA or APA format.
HW: Students may (NOT REQUIRED) complete a lab report for the Light Emission Spectra Lab that was completed. This lab report will be counted as extra credit in the form of a quiz grade. Students who do not complete this lab will be marked as exempt for that particluar grade. Everyone else has no homework - you should study for your remaining tests and working on your Science Fair Submission #3 (Paper Introduction / Sources)! GOOD LUCK!!!
Lesson 23: October 10 / 13, 2008
CW: On A-day students from A-3 and A-4 took the 60 question 9 week's test. Students from A-2 completed the spectrascope laboratory experiment. On B-day students were in the computer lab researching their science fair topics. During this research period students were supposed to find 3-5 sources to use as background information for their projects.
HW: Work on your science fair projects and rest up for the second 9 week's.
Lesson 22: October 8 / 9, 2008
CW: Today we continued the 9 week's testing schedule. A-2 and B-8 took the 60 question, multiple choice test. This test is DOK identifed and includes questions from chapters 1-4 in the Merrill Chemistry Book.
A-3, A-4, B-5, and B-6 students conducted a light emission spectra lab using hand held spectrascopes and gas tubes w/power supplies. During this lab students were asked to draw the light emission spectra that they saw in the spectrascope by color using the colored pencils at each lab station.
HW: Students may (NOT REQUIRED) complete a lab report for the Light Emission Spectra Lab that was completed. This lab report will be counted as extra credit in the form of a quiz grade. Students who do not complete this lab will be marked as exempt for that particluar grade. Everyone else has no homework - you should study for your remaining tests! GOOD LUCK!!!
Lesson 21: October 3 / 13, 2008
CW: This plan is a bit different because it is the class directly before and directly after the 9 week's testing schedule that will start next week. During that testing week students will either be testing, working on a test review packet, or will be conducting a laboratory experiment. It will all depend on where their test date falls.
For today's lesson we are working in the computer laboratory in preparation for the third Science Fair Submission. Students are to conduct research concerning their topic to be used as background information. At the end of the day all students should have a minimum of three internet sources discovered.
HW: Study for the 9 Week's Test. Review your Test Review Packet (Study Guide). Come in and ask questions concerning problems you do not understand.
Lesson 20: October 1 / 2, 2008
CW: Today we took the chapter 4 quiz that was postponed. After this quiz students took a "Do Now" quiz. This quiz is used as a notebook check to ensure that all students are completing their Do Now's daily. Once both quizzes were completed students were given their Science Fair Submission #1 back as well as their Flame Test Lab Report. Both of these grades have been recorded. If there is any time left students will be given the remainder of the block to work on their 9 week's test review packet.
HW: Finish 9 Week's Test Review Packet
Lesson 19: September 29 / 30, 2008
CW: After turning in their Chapter 4 Review Packet and Flame Test Lab Report we, as a class, reviewed key concepts from chapter 4. We were going to take a quiz during this block, but after our short review I decided the students needed more time with the material and I postponed it.
During this week we are going to conduct a review of the material from chapters 1-4 using a study guide containing 49 questions (some with multiple parts). We will also take a more indepth look at chapter 3 and discuss physical separations by boiling point. We will then take a more indepth look at Chapter 4 and conduct a spectroscope lab (this will run concurrently with their 9 week's test.
HW: Complete problems 1-6, 1-25 of the 1st 9 week's Test Review. Show all work. Answers must reflect the correct number of significant digits. Graded for correct answers.
Lesson 18: September 25 / 26, 2008
CW: To start class we discussed the groupwork completed during the previous class. Next, element projects were handed back. Students then prepared to enter the laboratory. Before entering the laboratory each student was briefed about special safety considerations for this lab. Each student was briefed on proper handling and disposal of all chemicals. Each student was briefed about how light, use, and turn off the bunsen burners. Each student was re-instructed on lab emergency procedures with regard to fire, safety shower, and safety eyewash. After the safety brief students were broken down into lab groups. These lab groups will remain for the remainder of the semester. We then entered the laboratory and conducted a flame test lab. The objective of this lab is to get sudents to understand that light emission from the electromagnetic spectrum is from excited electrons moving back down in energy level.
After the lab, students were then required to submitt a lab report next class (graded for correct answers). We then discussed science fair projects. Submission #2 was collected and Submission #3 guidance was given out.
HW: Complete a lab report for the flame test lab (Graded for correct answers).
Lesson 17: September 23 / 24, 2008
CW: Students turned in their element projects. After finishing the discussion over the light wave formula and light particle theory we worked a few practice problems to help reinforce this concept. Students practiced by solving for one unkown variable given a list of information. Progressively students solved more challenging problems as the lesson moved along. Students were then asked to go to the board to explain their answers.
HW: 1) Read your lab procedures packet in preparation for the laboratory experiment next class. Identify the purpose of the lab. 2) Have your Science Fair Submission #2 ready for turn in next class. (***MOVED - SEE NOTE ABOVE)WE HAVE A LABORATORY EXPERIMENT NEXT CLASS MAKE SURE YOU WEAR CLOSED TOED SHOES, HAIR IS PULLED BACK, AND SLEEVES ARE ROLLED UP. YOU MAY WEAR CONTACTS.
Lesson 16: September 19 / 22, 2008
CW: This lesson started off with a review over the subatomic particle calculations. Afterward we discussed average atomic mass. We learned that by increasing or descreasing the number of neutrons in the nucleus of an atom we can change from one isotope to another, but the element will remain the same. After learning this students were given the opportunity to show what they have learned on a practice sheet completed in groups of two.
After the students were confortable making the average atomic mass calculations based upon percentage abundance we moved to the light wave theory and the light particle theory. After discussing the particle theory we looked at the electromagnetic spectrum and applied our knowledge of wavelength and frequency. Students were asked to find a relationship between the two variables - most should be able to see an inverse relationship.
HW: Element Project is due next class. Have it ready for submission (if you are having trouble with assembly then you can come by in the morning or stay late any time before the due date and I will help you).
Lesson 15: September 17 / 18, 2008
CW: Today in class we turned in and presented our Life of Pi projects for the physical separation of an unknown chemical from water. Students that actually constructed this device were then asked to come forward and describe the mechanism that makes it work (for extra credit). Next, we clarrified a date for the science fair (we had to change a date as a result of the 9 week's testing date changes). I handed out a new science fair due date sheet to take home and collected parent signed copies of the same. Next, we discussed Independent Variables, Dependent Variables, Control Variable, Control Groups, and Hypthoesis for the Science Fair Submission #2. Students were then instructed to work on this for homework. We then reviewed our lesson on the atom. We went back over nuclear mass conversions between the proton, the neutron, and electron using the atomic mass and atomic number.
HW: 1) Finish the "Atomic Structure" side of the worksheet handed out in class 2) Continue working on your element project (Due Next Week) 3) Study for your Element name and symbol quiz. 4) Continue working on your science fair project (Submission 2 is comming up quickly)
Lesson 14: September 15 / 16, 2008
CW: After reviewing the Unit Test taken last class we started discussing Chapter 4 for homework. Students were to read and outline this chapter. We started by talking about the general/commonly held atomic structure. We worked from the nucleus outward. We discussed each of the subatomic particles in detail by identifiying charge, relative size, location, and nature. Students were given their element project which will be due during lesson 17. Students were also given a list of elements to commit to memory (Just Symbol and Name).
HW: 1) Element Project Assigned (Due Lesson 17 - September 23/24, 2008) 2) Element List Given - Students must make flashcards for all 60 elements (Element on FRONT, Symbol on BACK)
Lesson 13: September 11 / 12, 2008
CW: Today we as a class viewed a demonstration for endothermic and exothermic reactions. Students were given time to ask questions with regard to their suggested homework assigned the night before. We then took a Unit Test over chapters 1-3 and Lab Safety. After the test students were instructed to start their "Life of Pi" project. Students also recieved their 3 week Plan (This plan extends from now until the end of the nine weeks. Parents, if you are not recieving emails from me please email me through school notes and I will add you to my list).
HW:1) Complete Life of Pi Project by Next Class.
2) Read and Outline Chapter 4: The Atom (Come to class prepared to discuss the 3 main atomic theories)
Lesson 12: September 9 / 10, 2008
CW: To start class off we went over homework from the previous two lessons. We also went over the correct answers to the re-quiz for quiz 1. We discussed the terms of chapter 3 and paid special attention to chemical and physical properties and changes. We also learned how to convert between Fahrenheit and Celsius, Fahrenheit and Kelvin and Celsius and Kelvin. We reviewed for the upcomming Test - next class.
During the last 30 minutes of class we worked on a portion of the separation lab. We attempted to separate the iron, copper, and sawdust from the mixture. We also learned how to build a filtration apparatus and how to light a bunsen burner properly.
HW: 1)) Study for the Unit Test - NEXT CLASS 2) Finalize your Science Fair Topic and submit them next class along with project partner list and a brief topic synopsis.
Lesson 11: September 5 / 8, 2008
CW: After completing re-quizzes for Quiz 1 and the Lab Safety students were placed into groups of 4 to discuss science fair topics. We rated our own topics based upon difficulty, relevance, and viability. Students were then given 1 week to refine their topic and get it ready for presentation (Thursday / Friday next week).
Lastly, we worked together as a class to answer the question of how we could separate the heterogeneous mixture of copper shot, iron filings, sawdust, sand, benzoic acid, and salt. We then applied our knowledge of chapter three to the problem at hand. We then discussed chemical / physical properties and chemical / physical changes.
HW: Complete the following problems: Chapter 3, Page 72, problems 22, 23, 24, 27, 28, 30, 38 (Question and Answer only)
Lesson 10: September 3 / 4, 2008
CW: After collecting the student lab reports and reviewing our lab safety quiz from last class each class took a chapter 3 vocabulary quiz. Since the classification of matter section is so vocabulary based this is how we start this chapter off.
After the vocabulary quiz students were broken down into two groups. The first group was comprised of students we scored below 70% on the first quiz and students who would like to take the requiz. That group was placed on one side of the classroom to work on their quiz 1 requiz. The next group consisted of all other students. This group was to work on a matter classification problem. During this problem they had to devise a methodology and procedure list for separating 5 materials/substances based upon chemical and physical properties. The students then had to use these chemical and physical properties in order to make a physical separation of the substances/materials.
After the quiz was over we discussed the classification of matter flowchart. This flowchart is used to classify matter in terms of its consistency with regard to phases, and purity.
HW: Complete the classification of matter worksheet problems (36 problems in all).
Lesson 9: August 29 / September 2, 2008
CW: In class students were given their practice lab. During this laboratory experiment students are asked to pour water from one peice of laboratory equipment to the next until they achieve the desired and preset volume. If they follow their procedures they will recieve a certain number of mL. After they have the desired amount of water they are to record this value and then find the mass of the water. They are then to apply the density formula to find the density in g/cm^3 for the water.
After the lab experiment the students took a lab safety quiz. This quiz asked questions from procedures, to rules, and emergency drills and laboratory equipment. The quiz contained true/false, multiple choice, matching, and fill in the blank. Students must make a 90% or greater before they will be allowed in the laboratory for a true lab experiment with chemicals other than water.
After the quiz we started discussing chapter 3 and what we would be doing for the next week in that chapter. Students were asked to write down 22 terms and study for the up comming vocabulary quiz.
HW: 1) Write a lab report for the practice lab using the lab report formate sheet.
2) Study all key terms from chapter 3 in prepartion for the vocabulary quiz we will have next class.
3) (If this applies to you) Study for the Metric and Measurement Re-Quiz given next week!
Lesson 8: August 27 / 28, 2008
CW: Today we continued on with laboratory safety in the chemistry classroom by discussing the various peices of equipment. I go by the philosophy that in order to work safely you have to know what you are doing first. To start the class off we first viewed two demonstrations: 1) ramp of fire (this demonstrates how fumes can catch fire in the laboratory), 2) flaming hand-sanitizer (this demonstrates why we wash our hands with soap and water before we start each experiment). During the second segment of the class students are to draw each peice of laboratory equipment. Next, using a series of nametags they are to tag each peice of equipment with the proper name. We then work as a class to see if our tags were correct. Next, we check our work and write down the proper names next to our drawings. In the third and final segment of class we went through a tutorial on how to properly light a bunsen burner, how to use the digital scale to measure a chemical, how to use the centrifuge, and how to measure liquid volumes with various glassware (all with the proper significant digits).
HW: Read and write a 1 page outline for chapter 3. Pay special attention to key terms (homogeneous, heterogenous, properties - both chemical and physical, changes - both chemical and physical). Also, study for your lab safety quiz. Remember, you must make a 90% or better in order to be allowed into the laboratory. This quiz will contain multiple choice, matching, and fill in the blank. You must demonstrate a proper knowledge of lab procedures (entering the lab, exiting the lab, emergency situations). You must show knowledge of the lab do's and don'ts. You must show an understanding of basic lab knowledge (how to dilute an acid or base, how to clean up acids or bases, how to dispose of chemicals). You must show knowledge of basic lab equipment (be able to identify the objects we drew in class).
Lesson 7: August 25 / 26, 2008
CW: After we went over the quiz we took last class we started a new section titled "Lab Safety." During this section we will cover all the lab safety rules and procedures. We will demonstrate profiency with the lab safety equipment and we will properly identify basic laboratory equipment. To help us facililtate these tasks we started today by drawing the basic laboratory equipment that you would find at a typical lab station. We discussed in small groups the most fundamental lab rules and procedures. Afterward we picked each small group's top 10 rules and discussed the merits of each rule in the laboratory.
HW: Complete the two sided practice sheet. On side 1 students are asked to identify common laboratory equipment. On side 2 students are asked to identify the lab rule/procedure which is not being observed.
Lesson 6: August 21 / 22, 2008
CW: To begin class students were asked to find a way to find the density of a piece of Aluminum using a graduated cylinder, and a scale. The only way they could manage this was to use the water displacement method to determine the volume; and then they could divide the mass (which they found using the scale) by the volume calculated by the volume of water displaced(For those who did not get a chance to do so during the previous lesson). After the lab activity we played a Chemistry Jeopardy review game on the mimio. This game included the main topics of chapter 2 (Metrics, Significant Figures, the Factor Label Method, Scientific Notation, and Percentage Error). After the review we went over the answers to their homework. Finally, we took our first quiz (scheduled for the last 40 minutes of the block). This quiz covered everything from the chapter which was reiterated during the Jeopardy review.
HW: Write 20 laboratory rules starting with most important and ending with least important. Explain why each rule made your list. These rules can be do's, don'ts or a combination of the two. Make sure that SAFETY is your primary concern, EDUCATION your secondary concern, and FUN your FINAL concern.
Lesson 5: August 19 / 20, 2008
CW: In the beginning of the class students were given a quick review over the concepts already learned in Unit 1: Measurement. We discussed the metric system, metric conversions, metric-standard conversions, significant digits, significant digit calculations, scientific notation, the % error formula, and the factor label method. After we reviewed each of these topics we reviewed the homework from the previous night - which included all of these topics. During the second half of class we discussed the density formula and how it could be used to solve for mass, volume, or density when properly manipulated. After this short discussion the students were given a lab problem. They had the following materials: a graduated cylinder, a digital scale, a piece of Aluminum, and a cup of water. With these items they were asked to make an inference/calculation as to the density of Aluminum.
HW: Page 43-44: 24-29, 37, 51 (Write the question, answer, and page number where the answer can be found)
Lesson 4: August 15 / 18, 2008
CW: Students applied their knowledge of the metric system, significant digits, and the factor label method to complete a series of practice problems while working with an assigned partner. After each group finished students were reassigned for a lab exercise involving density calculations. After leaving class students should be able to apply their knowledge of the metric system, significant dits, the factor label method, and the density formula to solve more complex word problems. Next class we will learn how to covert between systems of measurement (English Standard and Metric).
HW: Students are to read and complete the Scientific Notation / Percent Error practice sheet.
Lesson 3: August 13 / 14, 2008
CW: Students were given the opportunity to apply their knowledge of the metric system and significant digits and play a review game called "madison squares" based on the old television gameshow "hollywood squares." After this short review students were then broken down into groups of four. These groups were then used to cover the previously covered material in a simultaneous roundtable event. Each student had to rely on his/her group members to determine whether all of their answers on their sheet were correct. After all of the review over the metric system and significant digits was over we learned the factor label method. Using the factor label method can be very easy and the students were asked to use this tool to covert between english standard units and metric units and vice versa. After we finished the factor label method we discussed the uses of measurement systems and the tools we use to measure things with (scales, balances, rulers, tape measures, vessels, etc).
HW: Page 43-45: 32, 33, 35, 38, 45, 47, 48, 49, 55 (Write the question, answer, and page number where the answer can be found)
Lesson 2: August 11 / 12, 2008
CW: During class we reviewed the problem solving process. All classes that were unable to complete the goldenrod lab because of time issues were able to complete that today. We started our unit on measurement by discussing the metric system and significant figures. By the end of this lesson each student should know what the metric system is and how to convert between different units for length, mass, and volume.
HW: Complete Metric conversion practice problems (side 1) and Significant Figure introduction worksheet (side 2)
Lesson 1: August 7 / 8, 2008
CW: During class we discussed the various school and classroom rules. We filled out student bio sheets, introduced ourselves, and I gave the students a brief personal background. Students were issued seats and given a take home packet that is to be reviewed with their parent(s) and/or gaurdian(s). We discussed the science of chemistry and what I expect of each of my students as we explore this lab based science. We also conducted a small laboratory experiment where we saw the acid-base indicator properties of goldenrod paper when introduced to sodium bicarbonate.
HW:
1) Review the problem solving process
2) Read and write a 1 page outline for Chapter 2. Be sure to pay special attention to the metric system, accuracy, percission, the SI units, significant digits, and density calculations.
3) Bring to class no later than August 15, 2008 for a 100/100 A for your first quiz grade: 1)One time lab fee of $20.00 (cash or check) 2)Signed student contract 3)One box of Latex Gloves(any brand) 4)One roll of paper towels (any brand)
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