Chemistry A
Warm-ups
Schukow TRI 1 13-14
Warm-ups 9/4/13
1.
2.
What is the purpose of the syllabus? (cite evidence
from the document to support your claim)
Answer two of the following questions.
1.
2.
3.
4.
What makes you feel comfortable in the classroom?
What are some things the teacher can do to
support your learning?
What are some things your classmates can do to
support your learning?
What would get in the way of your learning?
Warm-ups 9/5/13
1.
2.
The marshmallow tower challenge had
nothing directly to do with chemistry so
why would I have you do it?
Have your class norms ready for
discussion.
Warm-ups 9/6/13
1.
2.
What is the purpose of having a
textbook in a class?
When we created the class norms,
safety was on the list. What does “being
safe” mean in a chemistry class?
Warm-ups 9/9/13
1.
2.
State one safety precaution you
remember from Friday’s safety video.
List the steps of the scientific method as
you remember them.
Warm-ups 9/10/13
1.
Which of the lines/shapes below best
represents how the scientific method
works?
Warm-Ups 9/11/13
1.
2.
Is there a difference between a scientific
theory, such as atomic theory, and a
random theory you come up with, such
as a theory on why students can no
longer wear hats in school?
What is the dependent and
independent variable in the hypothesis
below.

I believe my cat has been aggressive lately
because my family just got a new dog.
Warm-Ups 9/12/13
1.
2.
What was the purpose of the cube
activity?
How do you know when you are doing
science?
Warm-Ups 9/12/13
1.
2.
In your words, what is a scientific model
and why are they important?
In a few minutes you will be given a
puzzle to fit together. While you
complete that activity, reflect on how it
illustrates developing scientific theories.
Warm-Ups 9/13/13
1.
2.
What is the purpose of reading over a
lab before you do it?
Taring or zeroing the balance before you
massed the gum is yesterday’s lab was
important to get accurate results. How
would not doing this affect your data?
Warm-Ups 9/16/13
WARM-UP CHECK TOMORROW!
1. Is the following conclusion a good scientific
conclusion? Remember, a good scientific
conclusion contains three parts.
“My hypothesis was that the gum would
increase its mass. Based on the experiment my
hypothesis was rejected. The gum’s mass
started at 6.5 grams and after 5 minutes it was
1.9 grams. The % change was -70.8%.”
Warm-Ups 9/17/13
 What
is the independent variable in this
graph?
Warm-Ups 9/18/13
1.
2.
Write down questions you have
regarding the observation and
experiment lab report.
How did last night’s reading go?
Warm-Ups 9/19/13
 How
are the following topics related to
each other: elements and compounds,
mixtures, and the conservation of matter?
Warm-Ups 9/20/13
 If
matter is not created or destroyed, does
this mean the universe has always
contained the same amount of matter?
How can this be true when we see an
increasing population of people on Earth
alone?
Warm-Ups 9/23/13
1.
2.
Is the model to the right of an element,
compound, or mixture? How do you
know?
Melting, freezing, condensing, and
boiling are all examples of physical
changes. What does it mean that they
are physical changes?
Warm-Ups 9/24/13
1.
2.
What is the significance of the mean
value from yesterday’s lab?
Draw a molecular model of an element,
compound, and mixture.
If you have not turned in your observation
and experiment lab report, you will be
working on it tomorrow in class.
Warm-Ups 9/30/13
1.
 If
Why is measurement important in
chemistry? Write down your thoughts.
you did not take the test on Friday you
need to schedule a time to make that up
after school.
 Test retake day is next Monday.
Warm-Ups 10/1/13
1.
What did all of the articles we discussed
yesterday and yesterday’s lab have in
common?
 Warm-Up
check tomorrow.
Warm-Ups 10/2/13
Learning Target: I can write numbers in
scientific notation, complete metric
conversions, and review measurement by
completing notes and finishing the scientific
notation and metric review worksheets.
1. Why is it that measuring 100 ml of water
using a beaker, graduated cylinder, and
volumetric flask will result in different
volumes of water?
Warm-Up check today: 9/17, 9/18, 9/19,
9/20, 9/23, 9/24, 9/30, 10/1, 10/2
Warm-Ups 10/3/13
Learning Target: I can write numbers in
scientific notation, complete metric
conversions, and review measurement by
completing notes and finishing the scientific
notation and metric review worksheets.
1.
2.
What is the water level?
Write this number in
scientific notation.
Warm-ups 10/4/13
Learning Target: I can determine the density
of a substance by plotting the mass and
volume of different amounts of a substance.
1. Write the following number in scientific
notation: 0.0476 g/ml.
2. How many significant figures does it
have?
3. What type of measurement is this? How
do you know?
Warm-Ups 10/7/13
Learning Target: I can explain the results of
an experiment by writing a lab report.
1. An object has a mass of 1 g and its
measured volume is .5mL. What is it’s
density?
2. Express this density in kg/L.
Warm-Ups 10/8/13
Learning Target: I can display an understanding
of density by solving practice problems and
designing an object that floats in water.
1.
2.
A metal object has a volume of 5mL and a
density of 10 g/mL. What is it’s mass?
Make a prediction. What would happen to
the density of this metal if it was heated?
Warm-Ups 10/10/13
Learning Target: I can explain the
progression of the atomic model by making
a timeline.
1. What do you know about atoms?
Warm-Ups 10/11/13
Learning Target: I can explain the
progression of the atomic model by making
a timeline.
“The unleashed power of the atom has
changed everything save our modes of
thinking and we thus drift toward
unparalleled catastrophe.” Albert Einstein
1. What is your reaction to this quote?
Warm-Ups 10/14/13
Learning Target: I can describe the structure
of atoms by discussing practice problems
using a whiteboard.
1. What does the progression of the atomic
model teach us about science?
Warm-Ups 10/15/13
Learning Target: I can describe the structure of
atoms by solving problems on isotopes and
average atomic mass.
1. Make a prediction. Do you think all atoms of
the same element are exactly the same? If
not, what makes an oxygen atom different
than atoms of other elements?
Warm-Up Check tomorrow: 10/3, 10/4, 10/7,
10/8, 10/10, 10/11, 10/14, 10/15, 10/16
Warm-Ups 10/16/13
Learning Target: I can describe isotopes by
completing the isotopes of pennium lab.
1.
Write down the number of protons,
neutrons, and electrons in the following
isotope: Carbon – 12.
Warm-Up today: 10/3, 10/4, 10/7, 10/8,
10/10, 10/11, 10/14, 10/15, 10/16
Warm-Ups 10/17/13
Learning Target: I can calculate average
atomic mass and discuss isotopes by
completing discussion questions and reviewing
the isotopes of pennuim lab.
1. In the isotopes of pennium lab, what did
each penny represent?
2. A student calculated the average atomic
mass of an element to be 15 amu. The two
isotopes were Li-7 and Li-8. Does the
student’s result make sense? Why or why
not?
Warm-Ups 10/18/13
Learning Target: I can describe the Bohr
model by completing the flame test lab.
1. After reading today’s lab, write an
explanation of what the lab is about.
Warm-Ups 10/21/13
Learning Target: I can write the electron
configurations for the elements on the first
four rows of the periodic table.
1. Calculate the average atomic mass of
the following unknown element based
on the table below.
Isotope mass (amu)
% Abundance
152
1
153
5
154
94
Warm-Ups 10/22/13
 Learning
Target: I can write the electron
configurations for the elements on the first
four rows of the periodic table by
completing practice problems with a
partner.
1. Draw a picture of an a “s” and “p”
orbital. Which one contains more
energy?
 Reminder: Quiz over CH. 4 and 5
tomorrow, Test Thursday
Warm-Ups 10/25/13
Learning Target: I can describe
potential trends in the periodic table
by participating in an inquiry activity
and discussion (it’s in the cards).
1.
What do you think the term
“periodic” means?
 Reminder:
I will be out next
Monday-Wednesday.
Warm-Ups 10/31/13
Learning Target: I can describe the periodic
table by completing a gots and needs exit slip.
1. On a scale of 1 to 5, rate your understanding
of the trends of the periodic table. (1 = no
understanding, 5 = expert) Justify your rating
with evidence.
Reminder: Periodic quiz next Tuesday and test
next Wednesday
Warm-Ups 11/4/13
Learning Target: I can describe the periodic
table by completing a gots and needs exit
slip.
1. How did Mendeleev order the elements
when he constructed the periodic
table? How are the elements ordered
now?
 Reminder – Quiz Wednesday and test
Thursday
Warm-Ups 11/5/13
Learning Target: I can explain the periodic
table by completing a gots and needs exit
slip.
1.
What are the trends of the periodic
table?
Reminder: Quiz tomorrow and test Thursday
Warm-Ups 11/8/13
Learning Target: I can construct ionic
compounds and covalent molecules by writing
the formulas for compounds formed between
two atoms.

Make a prediction. What determines whether
an atom gives away an electron, accepts an
electron, or shares an electron?
Reminder: CH. 6 test retakes can be done after
school any day next week
Science Club today after school in room B109