Tuesday September 3,2013 Welcome to Chemistry!
BELL WORK
Content Objective
WHAT
Language Objective
HOW
Exit Pass
Supplies for Class
Absolutely NO PASSES through out the semester!
FILL- OUT THE NOTE CARD IN DETAIL!
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.
On that same ½ sheet of paper you wrote your traits on, write at least
one personality trait you learned about your classmate.
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!
September 4, 2013
BELL WORK
(Bring one big box of tissue paper and college ruled paper for 5 points)
THINK/ PAIR/ SHARE What does a safe
productive classroom look like? (Circle Map)
Content Objective
WHAT
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.
Language Objective
HOW
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.
Exit Pass
Homework
Using your circle map, write a paragraph explaining what
you already know about chemistry.
Read the syllabus with your parents and have them sign it.
What does a safe/productive classroom
look like to you?
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?
Productive
Classroom
What does a safe/productive classroom
look like to you?
Productive
Classroom
September 5, 2013) We will assign Textbooks after Bell work/Periodic Tables
Using a circle map, write down anything you already know
BELL WORK
about chemistry and related careers. Important, use a
frame of reference (how do you know that?)
Content Objective
WHAT
• 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.
Language Objective
HOW
• 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.
Exit Pass
Honors Chemistry
HW
• Write two things that you learned about chemistry from
the article.
•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
What do I know about chemistry?
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?
1. What will you not are considered for if you engage in Academic Dishonesty?
1. Name one key element for success in Chemistry?
1. Describe 3 learning methods that will be used to drive instruction in the
classroom.
5. What’s the electronics communication policy?
September 6, 2013
BELL WORK
(Bring one big box of tissue paper and college ruled paper for 10 points)
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?
Content Objective
WHAT
Students will be able to determine any pre-existing
knowledge of semester one chemistry by taking a
pre-test.
Language Objective
HOW
Students will read questions from their pre-test to
determine any pre-existing knowledge.
Honors
Exit Pass
TALK TO THE TEXT ARTICLE!
CREATE A FLOW CHART SHOWING THE
STEPS IN THE SCIENTIFIC METHOD!
September 9, 2013 (Keep your extra credit supplies with you for now)
BELL WORK
Content Objective
WHAT
Language Objective
HOW
Exit Pass
Homework
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)
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)
Differentiate between qualitative and quantitative
data. Be sure to include at least two examples of
each.
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!
Hover over the Text
1. 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.
September 10, 2013 (Turn in you thinking maps and paragraph in the basket provided!)
BELL WORK
Content Objective
WHAT
Language Objective
HOW
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.
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.
Exit Pass
Write two complete sentences about your understanding
of the article and one complete sentence of what you
had difficulty with.
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.
September 11, 2013
BELL WORK
Content Objective
WHAT
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.
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.
Language Objective
HOW
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.
Exit Pass
Write two complete sentences about your understanding
of the article and one complete sentence of what you
had difficulty with.
Homework
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)
September 12, 2013 (Do not turn in the Homework)
BELL WORK
Reading Assignment - Quiz
Demonstration
THINK-PAIR-SHARE – OBSERVATION ACTIVITY
Content Objective
WHAT
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..
Language Objective
HOW
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
Homework
Differentiate between a base unit and a metric prefix.
Density worksheet! Show all work in details.
• 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.
September 13, 2013 Turn in your Bell Work after today's bell work.
BELL WORK
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.
Content Objective
WHAT
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).
Language Objective
HOW
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!
Homework
Density Quiz on Monday! STUDY!
September 16, 2013 Create a New Bell work Sheet
BELL WORK
Content Objective
WHAT
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.
Language Objective
HOW
Homework
.
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.
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!
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).
September 17, 2013
BELL WORK
Content Objective
WHAT
Language Objective
HOW
Homework
Solve the following problem
A 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?
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.
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.
September 18, 2013 (Lab Reports will be collected)
BELL WORK
Content Objective
WHAT
Mr Mustafa is 14000 days old. Find his age in years.
Show all the work and Unit cancellations.
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.
Language Objective
HOW
EXIT TICKET
Homework
Students will write their answers to the density
problems by working in groups and developing
solutions for the quiz problems.
What type of units do we use for:
Temperature, Length, Density, mass, and
volume.
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.
September 19, 2013
BELL WORK
Content Objective
WHAT
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.
Language Objective
HOW
EXIT TICKET
Homework
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.
Complete all the parts of number 78 and 79 page 62.
September 20, 2013
BELL WORK
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.
Content Objective
WHAT
Students will demonstrate an understanding of
dimensional analysis AKA the factor label method by
analyzing problems in the ppt.
Language Objective
HOW
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.
EXIT TICKET
Homework
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
+4.20 x 104 g
2. 6.45 x 10-7 kg
x 4.20 x 10-2 kg
3. 3.00 x 107 m
- 2.20 x 106 m
4. 8.00 x 109 mL
÷ 2.54 x 105 mL
September 23, 2013
BELL WORK
Content Objective
WHAT
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.
Language Objective
HOW
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.
EXIT TICKET
Homework
Convert 45 mL into dL and write your answer in
scientific notation
Conversion Worksheet
September 24, 2013
BELL WORK
Content
Objective
WHAT
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.
Language
Objective
HOW
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.
EXIT TICKET
Homework
Convert 40 mg into dg and write your answer in scientific
notation
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.
September 25, 2013
BELL WORK
Content
Objective
WHAT
Convert 454 kg into grams and count the number of
significant figures in your answer.
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.
Language
Objective
HOW
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.
Determine the number of sig figs in the following masses:
EXIT TICKET
a- 0.00040230 g
b- 405000 kg
Hint: Write the numbers in scientific notation.
Homework
Practice problems 40, 42,43 page 53-54.
Page 63: number 93 part a and number 94 part c.
September 26, 2013
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
1. 0.21cm x 3.2cm x 100.1cm =
2. 505kg – 450.25kg =
Express each answer in the
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.
Determine the number of sig figs in the following masses:
EXIT TICKET
a- 0.00040230 g
b- 405000 kg
Hint: Write the numbers in scientific notation.
Homework
Study guide worksheet.
September 27, 2013
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
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.
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.
EXIT TICKET
Homework
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.
Study for the TEST and have a great WEEKEND.
September 30, 2013
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
EXIT TICKET
Homework
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.
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.
Name THREE ways with which you will prepare for tomorrow’s
TEST.
Study Hard for the TEST.
Tuesday , October 1, 2013 ( Take out a pencil/ scientific calculator)
BELL WORK
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
Students will demonstrate understanding of units,
measurements and the scientific method by responding to
questions from chapter 1 and 2 test.
Language
Objective
HOW
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.
EXIT TICKET
Homework
List the 3 states of matter.
Read section 3.1 (pgs. 70 -75) on the properties of matter
and take double entry journal notes on a separate sheet of
paper.
Wednesday , October 3, 2013 ( drop in your homework in the basket on the front table)
BELL
WORK
How did you get to smell the Perfume?
Hint: What is matter made of?
Content
Objective
WHAT
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.
Language
Objective
HOW
Students will write a summary about Matter by using
their thinking maps that describes the three states of
matter, physical properties, and chemical properties
EXIT TICKET
Classify each of the following as physical or chemical
property:
A- Iron and Oxygen form rust.
B- Mercury melts at -39 0C.
Homework
•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.
Thursday , October 3, 2013 (Turn in your homework)
BELL WORK
Content
Objective
WHAT
Finish up your Thinking Map in your groups (10 minutes).
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.
Language
Objective
HOW
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.
EXIT
TICKET
Write three statements you have learned about the
properties of matter using your classmates’ presentations.
Homework
Solve problems page 75 number 3 and page 79 number 12.
Friday, October 4, 2013
Use the pieces in the envelope provided to you to create a
BELL WORK
TREE MAP on how the states of matter fill their container.
Content
Objective
WHAT
Language
Objective
HOW
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.
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.
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.
Homework
Solve problems page 94 number: 33,34,38,41 and 44.
Monday, October 7 2013 (Turn in your homework)
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
Using a tree map, demonstrate your understanding of
particles by drawing their arrangement in every state of
matter.
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.
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.
Give two examples of physical change and two of
chemical change.
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.
1. Using the simulation, try to find Reasonable Explanations for your
observations.
Hint: You may try to answer the following questions:
1. Why the balloon did not pop up?
2. How did the food dye get mixed with the water in the tank?
3. Which process do you think was faster?
The perfume Diffusing (spreading out) in the room.
OR
The food coloring Diffusing (spreading out) in water.
Tuesday, October 8 2013
Classify the changes displayed in the pictures (slide#1) as
BELL WORK
chemical change or physical change.
Students will demonstrate their understanding of the
type of mixtures by conducting a group work activity and
reflecting on the Tyndall effect demonstration.
Content
Objective
WHAT
.
Language
Objective
HOW
EXIT
TICKET
Homework
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.
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 52
And numbers 57,58, 61 page 95.
Wednesday, October 9 2013
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
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 demonstrate their understanding of the
separation techniques by reflecting on videos and solving
homework problems.
Students will orally discuss the description of each
. separation technique by using the videos.
Students will write their responses to homework
problems.
EXIT
TICKET
Homework
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.
Thusrday, October 10, 2013 (Turn in your signed progress report)
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
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 demonstrate their understanding of the
separation techniques by reflecting on videos and solving
homework problems.
Students will orally discuss the description of each
. separation technique by using the videos.
Students will write their responses to homework
problems.
EXIT
TICKET
Homework
State the law of conservation of mass.
List the Five separation techniques that we discussed
Worksheet Problems
Friday, October 11, 2013 (Turn in your signed progress report)
BELL WORK
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.
Content
Objective
WHAT
Students will demonstrate their understanding of the
separation techniques by reflecting on chalk
chromatography demonstration and working in groups to
solve worksheet problems.
Language
Objective
HOW
Students will write and orally discuss their observations
after watching the demonstration.
Students will write their responses to worksheet
problems.
EXIT
TICKET
Homework
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
Thursday, October 17, 2013 (Welcome Back !!!)
List the FIVE separation techniques that we talked about
previously.
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
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.
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.
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.
EXIT TICKET
Turn in your Double bubble map and your 6+1 essay
Homework
Read section 3.4 and create a double entry journal that
includes at least 20 bullets.
Friday, October 18, 2013
BELL
WORK
Create a double bubble map to compare and contrast two
separation techniques.
Content
Objective
WHAT
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.
Language
Objective
HOW
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.
EXIT
TICKET
Homework
Turn in your Double bubble map and your 6+1 essay
Solve problems #81, and 82 page 96.
Solve problems # 13, 14, 15 and 16 page 99.
Monday, October 21, 2013
BELL WORK
Which state(s) of matter are compressible? Which states of
matter are not compressible? Explain.
Content
Objective
WHAT
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.
Language
Objective
HOW
Students will write and orally discuss their observations
after watching the demonstration.
Students will write their responses to worksheet
problems.
EXIT
TICKET
List the separation techniques that were used to separate
pure water from foul water.
Homework
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).
Tuesday, October 22, 2013
BELL WORK
Content
Objective
WHAT
5.) Classify the following materials as an element or compound.
H2O
H2
Al
NaCl
CH3COOH
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.
Language
Objective
HOW
Students will write and orally discuss their observations
after watching the demonstration.
Students will write their responses to worksheet
problems.
EXIT
TICKET
List the separation techniques that were used to separate
pure water from foul water.
Homework
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?
Wednesday, October 23, 2013
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
Describe the distillation technique in 3 to 4 sentences.
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.
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?
Thursday, October 24, 2013
BELL WORK
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
EXIT
TICKET
Homework
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.
Friday, October 25, 2013 (turn in your bellwork on your way OUT)
BELL WORK
Content
Objective
WHAT
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 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.
.
Language
Objective
HOW
Students will write their responses to practice problems
and orally discuss their answer.
EXIT
TICKET
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.
Homework
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 25
1.
2.
•
•
•
•
•
Bell work
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)
Quiz
1. 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.
Monday, October 28, 2013
BELL WORK
A 20.0-g sample of sucrose contains 8.4 g of carbon. What
is the mass percentage of carbon
in sucrose? Show your work.
Content
Objective
WHAT
Students will demonstrate their understanding of the
percent by mass by reflecting on Homework problems.
Language
Objective
HOW
Students will write their responses to practice problems
and orally discuss their answer.
EXIT
TICKET
Sucrose is 51.50% oxygen. How many grams of oxygen are in
20.0 g of sucrose? Show
your work.
Homework
Students will demonstrate their understanding the law of
multiple proportion by solving worksheet problems and
reflecting
on a video that they watch.
.
Study for the TEST
Tuesday, October 29, 2013
BELL WORK
Content
Objective
WHAT
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 demonstrate their understanding of the
properties of matter, physical, chemical change and
classification by solving practice problems in pairs. No
.
textbooks
allowed!
Language
Objective
HOW
Students will work in pairs and write their responses to
practice problems and orally discuss their answer.
EXIT
TICKET
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?
Homework
Study for the TEST and Good Luck
Wednesday, October 30, 2013
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
Questions before taking the TEST?
Good Luck
Students will demonstrate their understanding of the
properties of matter, physical, chemical change and
classification by solving Test Problems
.
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.
Thursday, October 31, 2013
BELL WORK
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.
Content
Objective
WHAT
Students will demonstrate their understanding of the
history of the atom by working in groups and creating a
flow map
.
Language
Objective
HOW
Students will work in groups and write a summary of the
history of the atom using a flow map template.
EXIT
TICKET
Homework
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.
Friday, November 1st, 2013
BELL WORK
Define atom in you own words.
Count the atoms in the reactants.
Count the atoms in the products
What do you notice? (use the
picture)
Content
Objective
WHAT
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.
Language
Objective
HOW
EXIT
TICKET
Homework
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.
Monday, November 4, 2013
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
Create a Double Bubble map to compare and contrast
Democritus and John Dalton ‘s ideas about “Atom”.
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).
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).
Wednesday, November 6, 2013
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
Name and describe the experiment that led to the conclusion
that electrons are negatively charged particles found in all
matter.
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.
.
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
Thursday, November 7, 2013
BELL WORK
Content
Objective
WHAT
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 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.
Language
Objective
HOW
Students will write the chemical symbol of some elements
by completing table 4.1 page 116.
EXIT
TICKET
Define the following terms: atomic number, atomic mass and
Isotopes.
Homework
Solve problems 58,59,60 page 128 AND problems number
61,62 and 64 page 129..
Friday, November 8, 2013 (Have your guided notes packet READY!!)
Complete the following table that shows the composition of different elements
BELL WORK
a.
Element
Atomic Protons
Number
Pb
82
b.
d.
207
8
c.
Neutrons Electrons Atomic
mass
9
30
8
65
16
Content
Objective
WHAT
Students will demonstrate their understanding of isotopes
. working with colored chips to create the atomic model
by
and by comprehending a PowerPoint presentation.
Language
Objective
HOW
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.
EXIT
TICKET
Homework
Explain how the atomic masses are not WHOLE numbers.
Section 4.3 assessment questions page 121.
Solve problem 72,73 and 74 page 129.
Friday, November 8, 2013 (Have your guided notes packet READY!!)
Complete the following table that shows the composition of different elements
BELL WORK
a.
Element
Atomic Protons
Number
Pb
82
b.
d.
Content
Objective
WHAT
Language
Objective
HO
EXIT
TICKET
Homewor
.
207
8
c.
Neutrons Electrons Atomic
mass
9
30
8
65
16
Monday, November 11, 2013
BELL WORK
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?
Content
Objective
WHAT
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.
Language
Objective
HOW
EXIT
TICKET
Homework
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.
Friday, November 8, 2013 (Have your guided notes packet READY!!)
Complete the following table that shows the composition of different elements
Element
Atomic Protons
Number
Neutrons Electrons Atomic
mass
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
BELL WORK
Content
Objective
WHAT
Students will demonstrate their understanding of isotopes
. working with colored chips to create the atomic model
by
and by comprehending a PowerPoint presentation.
Language
Objective
HOW
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.
EXIT
TICKET
Homework
Explain how the atomic masses are not WHOLE numbers.
Section 4.3 assessment questions page 121.
Solve problem 72,73 and 74 page 129.
History
of
the
Atom
Quiz
Question1:
• 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?
Monday, November 11, 2013 (Honors)
BELL WORK
Determine the number of protons, electrons and neutrons in
O-2 . Use the periodic table for missing information.
Content
Objective
WHAT
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.
Language
Objective
HOW
EXIT
TICKET
Homework
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
Tuesday, November 12, 2013
BELL WORK
Content
Objective
WHAT
Predict what part of the atom might be affected by the
type of reactions known as “nuclear reactions”. Explain.
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
Language
Objective
HOW
EXIT
TICKET
Homework
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.
Wednesday, November 13, 2013
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
Read the following
Triple beam balance
And determine the
Mass.
Students
will demonstrate their understanding of the
.
concept of isotopes by working in groups and completing
the “pennies” activity.
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.
Thursday, November 14, 2013
BELL WORK
Na-23. Use the periodic table
a. 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?
Content
Objective
WHAT
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.
Language
Objective
HOW
Students will write responses to review questions from a
packet and orally discuss their answers to worksheet
problems by working in groups.
EXIT
TICKET
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.
Homework
Complete the Review Packet.
Friday, November 15, 2013
BELL WORK
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)
Content
Objective
WHAT
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.
Language
Objective
HOW
Students will write responses to review questions from
a packet and orally discuss their answers to worksheet
problems by working in groups.
EXIT
TICKET
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.
Homework
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)
Monday, November 18, 2013 (Put your BINDERS on the LAB stations)
BELL WORK
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.
Content
Objective
WHAT
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.
Language
Objective
HOW
Students will write their responses to test questions by
working individually.
EXIT
TICKET
Homework
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.
Tuesday, November 19, 2013 (Turn in your multi flow MAPS in the basket)
BELL WORK
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.
Content
Objective
WHAT
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.
Language
Objective
HOW
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.
EXIT
TICKET
Homework
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.
Wednesday, November 20, 2013
BELL WORK
Content
Objective
WHAT
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.
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
Language
Objective
HOW
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.
EXIT
TICKET
Prepare your vocabulary tree maps by following instructions.
Homework
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.
Thursday, November 21, 2013
BELL WORK
Content
Objective
WHAT
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.
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
Language
Objective
HOW
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.
EXIT
TICKET
Determine the shape of the following energy sublevels: s and
p. How many electrons can one orbital contain maximum?
Homework
Complete the vocabulary tree maps.
Solve problems 70,73 page 167
Friday, November 22, 2013 (Turn in your 8 tree maps and your bellwork)
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.
BELL WORK
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.
Content
Objective
WHAT
Students will demonstrate their understanding of the
arrangement of elements in the periodic table and their
chemical behavior by watching a video.
https://www.teachingchannel.org/videos/periodic-table
Language
Objective
HOW
Students will write the answers to video questionnaire by
working individually to answer the questions while watching the
video.
EXIT
TICKET
Quiz about Bohr’s model.
•
Homework
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 have
3. How many valence electrons does Argon
have?
Monday, November 25, 2013
BELL WORK
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.
Content
Objective
WHAT
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.
Language
Objective
HOW
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.
EXIT
TICKET
Homework
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.
Tuesday, November 26, 2013
•
BELL WORK
•
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.
Content
Objective
WHAT
Students will demonstrate their understanding of electron
configuration and electron dot structure by solving
worksheet problems in pairs.
Language
Objective
HOW
Students will write the electron configuration and electron
dot structure for some elements by answering worksheet
problems and reflecting on homework problems.
EXIT
TICKET
Homework
. lements Quiz.
E
•
•
•
•
•
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!!!!
Tuesday, November 26, 2013
•
BELL WORK
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.
Content
Objective
WHAT
Students will demonstrate their understanding of electron
configuration and electron dot structure by solving
worksheet problems in pairs.
Language
Objective
HOW
Students will write the electron configuration and electron
dot structure for some elements by answering worksheet
problems and reflecting on homework problems.
EXIT
TICKET
Homework
.
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!!!!
Monday, December 2nd, 2013
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
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 demonstrate their understanding of the
complete electron configuration and the noble gas electron
configuration by analyzing worksheet problems.
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.
Tuesday, December 3rd ,2013 (Not available after school)
BELL WORK
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.
Content
Objective
WHAT
Students will demonstrate their understanding of the
electron configurations and orbital diagrams by competing
in groups to solve problems.
Language
Objective
HOW
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.
EXIT
TICKET
Homework
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
Wednesday, December 4th, 2013
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
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 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).
*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.
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
2. Honors – Any Questions on HW From 12/4
Solve 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.
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
Thursday, December 5th, 2013 (Random HW Quiz Friday)
BELL WORK
Homework
Page 140 Number 4
Any Questions (12/3 and 12/4 Hw)
Content
Objective
WHAT
*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.
Language
Objective
HOW
*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.
EXIT
TICKET
Explain how atoms of a certain element can produce specific
. colors.
Homework
Finish Worksheet (ALL CLASSES)
(Honors only) do page 168 #94, 95, 96, 98, 101
Page 166 #35, 37, 39, 46
Friday, December 6th, 2013 (Random HW Quiz Friday)
BELL WORK
Homework
Page 143 #6
Any Questions (Not Collecting Today)
Content
Objective
WHAT
*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.
Language
Objective
HOW
*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.
EXIT
TICKET
Explain how atoms of a certain element can produce specific
. colors.
Homework
Mixed Problems Worksheet (ALL CLASSES)
Periodic Table Activity
ASSIGNMENT (Color Coded Periodic Table) 25- Formative
1.
2.
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.
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 SEAT
Yellow Light has a frequency of 5.0 x 1014 Hz.
What is its Wavelength?
• EVEN NUMBER SEAT
Intense microwaves have a Wavelength of
9.5 x 1011 m. What is the frequency of these
particular microwaves?
Monday December 9th, 2013 (Random HW Quiz Friday)
BELL WORK
Homeworkany
questions
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
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).
Mixed Problems Worksheet ! ANY QUESTIONS
Color Coding the Periodic table!
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.
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.
List the three major groups according to which the elements of
the periodic table are categorized.
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, 14
Groups/Families on the
Periodic Table
Metalloids/Semi-metals
Metals
Non-metals
Properties of
Properties of
Alkali Metals
(group 1)
Phys
prop
Chem
prop
Properties of
Alkali Earth
Metals (group 2)
Phys
prop
Chem
prop
Tuesday December 10th, 2013 (START REVIEWING FOR TEST!)
1. Sketch a simplified version of the periodic table and
BELL WORK
indicate the location of metals, nonmetals and metalloids.
2. Describe the general characteristics of metals,
nonmetals and metalloids.
HomeworkPeer Editing of the “Color Coding the Periodic table”
any
questions
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
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.
Students will write the correct answers for homework problems.
Students will write their responses to worksheet problems during a
structured group work.
Explain why elements within the SAME group have similar
chemical properties.
Complete section 6.1 and 6.2 worksheet problems.
Tuesday December 10th, 2013 (START REVIEWING FOR TEST!)
1. Sketch a simplified version of the periodic table and
BELL WORK
indicate the location of metals, nonmetals and metalloids.
2. Describe the general characteristics of metals,
nonmetals and metalloids.
HomeworkPeer Editing of the “Color Coding the Periodic table”
any
questions
Students will demonstrate their understanding of the trends on the
Content
periodic table by identifying the trends and explaining what occurs
Objective
along a period and group for each trend by constructing a tree map.
WHAT
Make it colorful! Make it colorful and use a Ruler!
Language
Objective
HOW
EXIT
TICKET
Homework
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!
Explain why elements within the SAME group have similar
chemical properties.
Complete your tree map (sample is on the website) it is worth X
summative points.
Complete section 6.1 and 6.2 worksheet problems.
Wednesday December 11th, 2013 (Available after school for Questions!!!!)
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
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?
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.
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?
Explain any trend on the periodic table based on how
understood it from your reading and tree map.
1. Finish Periodic Trends Tree Map
2. Worksheets Practice Problems
3. ADDITIONAL HONORS → 20-24 (#24 must be graphed)
Thursday December 12th, 2013 (Available after school for Questions!!!!)
1.
BELL WORK
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.
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
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.
Students will write notes on their homework problems by
peer editing in groups of two.
Explain why atomic radii decrease when you
move from left to right across the same period.
1. Complete Worksheets: Practice Problems
2. Study for the TEST
Friday, December 13th, 2013 (Available after school for Questions!!!!)
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
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.
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.
Students will write notes on their homework problems by
peer editing in groups of two.
What type of ion does the following elements form:
1. Calcium
2. Iodine.
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 tren
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).
Monday, December 16th, 2013 (Not Available after school)
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
Questions!!!!
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.
Students will write their answers to Test questions on
their scantron by working individually.
Turn in your Bell work, colored periodic table, tree maps
and worksheet in the appropriate folder.
Read Section 7.1 and create a double entry journal.
Tuesday, December 17th, 2013
BELL WORK
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.
Content
Objective
WHAT
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)
Language
Objective
HOW
EXIT
TICKET
Homework
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)
Define chemical bond. Why do atoms bond together?
1. Worksheet Introduction to Ionic Bonds.
2. Honors →Assessment problems page 209.
Solve problems 46, 47, 48, and 49 page 233.
Wednesday, December 18th, 2013
BELL WORK
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
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
Students will demonstrate their understanding of the
concept of chemical bonds and Ion formation by working in
pairs and solving worksheet problems.
Students will write their answers to worksheet
problems by working in pairs.
Explain the formation of table salt (video).
Assessment problems page 209.
Solve problems 46, 47, 48, and 49 page 233.
Thursday, December 19th, 2013
BELL WORK
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.
Content
Objective
WHAT
Language
Objective
HOW
EXIT
TICKET
Homework
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.
Explain the purpose of ion formation.
Ion Practice Worksheet
Ionic Poker Rules
1. Shuffle the set of 20 cards that contain the representative elements.
1. Deal the cards so that each person has 10 cards, do not look at your cards.
1. Make sure you have an ionic card game recording sheet. Decide who is
going to go first.
1. Whoever goes first will flip over their first card.
1. 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.
1. 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.
1. Repeat step 5, until all your cards are gone! The winner is the one with the
most pennies.
Friday, December 20th, 2013
BELL WORK
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.
Content
Objective
WHAT
Students will demonstrate their understanding of the periodic
trend related to the reactivity of the elements of group 1 by
watching a demonstration.
Language
Objective
HOW
Students will write down their observations and conclusions
during an “in class” demonstration.
EXIT
TICKET
Explain how does the reactivity change when you go down
group 1.
Homework
Ion Practice Worksheet.
Name of the ions Worksheets.
Read Section 7.2, create a double entry journal and solve assessmen
questions page 217.Solve problems : 51, 52, 53, 54,55, 58, 59, 60, 6
62, 63, 64, 65, 67, 70, 72 page 232.