Digital Agenda: Week 25 (February 4th-5th, 2013)
Teacher:
Mr. Jeff Astor
Date:
February 4-5, 2013
Subject/Course:
Chemistry and
Honors Chemistry
Grade:
10th
Catalyst (3 minutes):
1. Look at your graded test and fill out the reflection sheet you picked up on the way into the classroom.
Standard(s):
Unit 7 Focus: Thermodynamics
7a Students know how to describe temperature and heat flow in terms of the motion of molecules (or atoms).
7b Students know chemical processes can either release (exothermic) or absorb (endothermic) thermal energy.
7c Students know energy is released when a material condenses or freezes and is absorbed when a material evaporates or
melts.
7d Students know how to solve problems involving heat flow and temperature changes, using known values of specific heat
and latent heat of phase change.
7f Students know how to use the Gibbs free energy equation to determine whether a reaction would be spontaneous.
Learning Objective (s):
Std Learning Target
7a
7.1 – I can describe how the motion of molecules relates to temperature. For example, if I have a hot solution and a cold solution, I
can explain the motion in the molecules in each one of these solutions.
7b
7.2 – I can compare and contrast the ideas of an exothermic reaction and an endothermic reaction.
7c
7.3 – I can draw a phase diagram to describe how pressure and temperature are related and discuss what a triple point is.
7c
7.4 – I can analyze and draw a heating curve to describe how energy is lost or gained while a substance changes phases. I can
identify on the graph the ΔHfusion and the ΔHvaporization.
7c/7d 7.5 – I can describe a reaction using the ideas of enthalpy and entropy. I can articulate how enthalpy and phase diagrams are
related.
7c/7d 7.6 – Using calorimetry data, I can utilize my knowledge of temperature change and specific heats to calculate the amount of heat
transferred for a reaction.
7c/7d 7.7 – I can use the latent heat of phase change to calculate the amount of energy that is released or absorbed during a change of
phase.
7f
7.8 – I can discuss what entropy is, the conditions under which it is favored, and how entropy changes when we change the phase
of a solution.
7f
7.9 – I can describe what enthalpy is, how it relates to the idea of endothermic and exothermic, and how it changes the favorability
of a reaction.
7f
7.10 – I can use the idea of Gibbs Free Energy to predict whether a reaction will be spontaneous. (Honors)
Unit Theme: Why Are Flamin’ Hot Cheetos So Bad for Me?
Assessment: Exit Slip
Whole Group (20 minute)
Independent / Computer Assisted Activity
Students will take notes on lecture found on Mr.
Astor’s page on the Simon Technology Website: 2.45.2013.Lecture.7.0.Literacy and Obesity
Instructional Video and Lecture Conjecture Questions –
Students will watch a recorded video of 2.45.2013.Lecture.7.0.Literacy and Obesity and complete their
notes.
Materials: Chemistry Notebook, pencil
Instructions:
To find full instructions, students will open 2.45.2013.Lecture.7.0.Literacy and Obesity Educanon Lecture.
Students will sign on to Educanon.com and watch the lecture
given by Mr. Astor and fill out a short reflection that can help
identify areas of misconception. As students watch the video
they will answer 5 short lecture conjecture questions that are
tiered and correspond directly to the learning targets for the
lesson.
Materials: Computer, headphones, datadirector logins, school
website, instructional videos, Chemistry Notebook, pencil
Direct Instruction
Collaborative
Students will play a Unit 6 Exam jeopardy review game where
students will be required to answer questions about specific
acids and bases as such as Arrhenius, Bronsted-Lowry, and
Conjugate acids and bases, and identify where they went
wrong in their Unit 6 Exam. They will use their reflection sheet
as a guideline.
Students will be reading an article on the progression of
obesity in the Hispanic community and how that can be related
to the caloric content in many of Hispanics’ foods of choice.
Students will answer text-dependent questions as they read
the article and cite where in the article they found evidence for
their answer on the graphic organizer at the end of the article.
Instructions:
• Mr. Astor will list a number of compounds.
• Raise your table’s card in the air for the category that you
think each compound belongs to.
• Your choices are:
1. Bronsted – Lowry Acid
2. Bronsted – Lowry Base
3. Arrhenius Acid
4. Arrhenius Base
5. Conjugate Acid
6. Conjugate Base
Instructions:
They will then go over the answers with Mr. Astor using the
white boards and whiteboard markers. Students will attempt to
make corrections and see if their learning logs matched their
scores during the game. Students will be working in teams of
Students will popcorn read through the article titled “Sugar coated –
We're drowning in high fructose corn syrup.” As well as “Food
Addiction – Just How Addicting is that Candy Bar?” and answer
questions as a group about what the reading is implying and how to
battle it.
Materials: Computer, headphones, datadirector logins, school
website, instructional videos, Chemistry Notebook, pencil
two to complete the exam review that has been given on the
worksheet 2.4-5.2013.Unit 6 Exam Review.
Students should bring them up to Mr. Astor when they are
finished.
Materials: Whiteboard markers, white boards, Chemistry
Notebook, pencil, computers, and acid/base cards.