Friday, 19 December, 2014 and Monday, January 5, 2015

ESSENTIAL QUESTION: Why do bonds form between elements?

NGSSS: SC.912.P.8.6

BENCHMARK(S):

-Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces.  

LEARNING OBJECTIVES:  Students will be able to:

-distinguish between ionic, covalent bonds, and metallic bonds and explain how they are formed.

BELL RINGER: Students were given handout and asked to draw the Lewis dot configuration of the valence electrons. 

Write the symbol for each element listed and place the valence electrons around each. This will help you learn which electrons are available to form bonds and to determine the types of bonds that can be formed.

VOCABULARY: valence electron  electron dot structure, octet rule, halide ion, ionic bond, ionic compound, chemical formula, formula unit, coordination number, metallic bond, alloy

HOME LEARNING: work on your science fair paper/project

INFORMATION PRESENTED IN CLASS:
After reviewing the bell ringer, we reviewed home learning 6. B sure to place both the bell ringer and the home learning in your interactive notebook.

Students then viewed the video Dogs Teaching Chemistry on forming bonds. They did a stop and jot as the video played. You can find the video below.

We then viewed a student-created video on forming bonds. We used the video (and a reference sheet) to take notes. You can find both of these handouts below the next video.

Use this sheet and the information from the video to help you complete the sheet below.

Complete this handout by using the video and the types of bonding handout. Both handouts should be placed in your notebook.

We will complete the topic on bonding when we return from Christmas break.

Have yourself a Merry Christmas!

Wednesday/Thursday, 17/18 December, 2014

ESSENTIAL QUESTION: Why do bonds form between elements?

NGSSS: SC.912.P.8.6

BENCHMARK(S):

-Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces.  

LEARNING OBJECTIVES:  Students will be able to:

-distinguish between ionic, covalent bonds, and metallic bonds and explain how they are formed.

BELL RINGER: Use your phone to look up chemical formula for the vitamin you wrote about during the lat class. Also find the structural formula for your vitamin. Record both in your notes

VOCABULARY: valence electron  electron dot structure, octet rule, halide ion, ionic bond, ionic compound, chemical formula, formula unit, coordination number, metallic bond, alloy

HOME LEARNING: HL 6: Ionic and Metallic Bonding/work on your science fair paper/project

INFORMATION PRESENTED IN CLASS:
Students completed the bell ringer by writing the chemical formula and the structural formula for their chosen vitamin in their interactive notebook.

We then discussed how the the structural formula is how the molecule looks, while the chemical formula contains all the parts of the molecule. We noted that none of the vitamin molecules would be possible if the various elements could not bind together to make the compounds.

Students received HL 6, which can be found below:

This is HL 6. It is due next class. Answers only, on your own paper.

Students defined each of the words from the chapter, which are listed above in the vocabulary section.

Don't forget, home learning is due at the beginning of the next class!

Monday/Tuesday, 15/16 December, 2014

ESSENTIAL QUESTION: Why do bonds form between elements?

NGSSS: SC.912.P.8.6

BENCHMARK(S):

-Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces.  

LEARNING OBJECTIVES:  Students will be able to:

-distinguish between ionic, covalent bonds, and metallic bonds and explain how they are formed.

BELL RINGER: Use your phone to look up a disease caused by a vitamin deficiency. You will prepare a poster depicting the vitamin and explaining how the lack of or low levels of that vitamin affect the body. You will also include a printed picture on your poster.

VOCABULARY: valence electron  electron dot structure, octet rule, halide ion, ionic bond, ionic compound, chemical formula, formula unit, coordination number, metallic bond, alloy

HOME LEARNING: work on your science fair paper/project

INFORMATION PRESENTED IN CLASS:

Students completed a poster about a disease caused by a vitamin deficiency. The poster should include a short description of the disease and how the lack of the particular vitamin causes the disease. It should also include a picture of someone affected with the disease.

Due to many students completing the exam, this is as far as we got in the lesson. For those who like to forge ahead, read chapter 7 and begin writing (and illustrating) al the vocabulary listed above.

Thursday/Friday, 11/12 December, 2014

ESSENTIAL QUESTION: Exam

NGSSS: SC.912.P.10.9; SC.912.P.10.18

BENCHMARK(S):

-Describe the quantization of energy at the atomic level.

-Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.    

LEARNING OBJECTIVES:  Students will be able to:

-take an exam on the quantum mechanical theory and electromagnetic spectrum.

BELL RINGER: NA

VOCABULARY: NA

HOME LEARNING: work on your science fair paper/project

INFORMATION PRESENTED IN CLASS:
Thursday was an early release day, therefore classes were shortened. There was also a writing boot camp given during the morning. Because of these factors, students were given the entire class time to work on their exam. Friday classes should expect to spend a comparable amount of time (about an hour) before moving onto other activities.

For the even block classes on Friday, students will do differentiated instruction, either individually using Edgenuity or work with the instructor to review information on which they received the lowest scores. Students should bring tablets to class!

Tuesday/Wednesday, 09/10 December, 2014

ESSENTIAL QUESTION: Exam

NGSSS: SC.912.P.10.9; SC.912.P.10.18

BENCHMARK(S):

-Describe the quantization of energy at the atomic level.

-Explore the theory of electromagnetism by comparing and contrasting the  

 different parts of the electromagnetic spectrum in terms of wavelength, 

 frequency, and energy, and relate them to phenomena and applications.    

LEARNING OBJECTIVES:  Students will be able to:

-take an exam on the quantum mechanical theory and electromagnetic spectrum.

BELL RINGER: Students were given a 15 minute study session to ask last minute questions and review class content.

VOCABULARY: NA

HOME LEARNING: work on your science fair paper/project

INFORMATION PRESENTED IN CLASS:

Students took a chapter exam on the quantum mechanical theory and electromagnetic spectrum.

Students who are absent or out for medical/delivery will take the exam when they return to school.

Friday/Monday, 05/08 December, , 2014

ESSENTIAL QUESTION: What is the electromagnetic spectrum?

NGSSS: SC.912.P.10.18

BENCHMARK(S):

-Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. 

LEARNING OBJECTIVES:  Students will be able to:

-explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum.

-describe the electromagnetic spectrum in terms of frequency, wavelength and energy.

BELL RINGER: Students answered questions about the EM Spectrum as their bellringer. Questions 1-10 were reviewed. The site with the questions is:Electromagnetic Spectrum Quiz

VOCABULARY: wavelength, amplitude, frequency, hertz, crest, trough

HOME LEARNING: Study for the exam on Chapters 5 and 6 (periodic table, history of atomic theory, quantum theory, electromagnetic spectrum);/work on your science fair paper/project

INFORMATION PRESENTED IN CLASS:

-We reviewed the bell ringer and home learning 5.

-Students completed the Cornell notes, with their summary and teacher-like questions. Use the added pages in the back of your notebook to help you write quality questions. Be sure your summary is inclusive of all you learned about the topic, not just a basic statement.

-Data chats were concluded.

-Students attempted to work on a virtual lab on the electromagnetic spectrum, but technological differences made that impossible. Those that wish to complete the activity at home will receive extra credit. Visit Dr. Gayden's Science Zone, and click on the link for chemistry students to access the lab. You can find the handouts below. 

-Don't forget to study for the exam! See home learning above to know what information from your text and notes to review.

Add caption

These are the handouts to accompany the online activity. Complete for extra credit.

Wednesday/Thursday, 03/04 December, 2014

ESSENTIAL QUESTION: What is the electromagnetic spectrum?

NGSSS: SC.912.P.10.18

BENCHMARK(S):

-Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. 

LEARNING OBJECTIVES:  Students will be able to:

-explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum.

-describe the electromagnetic spectrum in terms of frequency, wavelength and energy.

BELL RINGER: Complete the Wavestown handout by listing all the examples in the town that represent each of the wave types of the electromagnetic spectrum. The handout tells you how many examples of each there are. There are multiple uses for the observatory.

VOCABULARY: wavelength, amplitude, frequency, hertz, crest, trough

HOME LEARNING: work on your science fair paper/project AND HL 5 Wave Speed

INFORMATION PRESENTED IN CLASS:

After completing the Wavestown handout, we practiced solving wavelength problems, which is the home learning assignment, as listed below. Be sure to write the answers to all the questions on your handout to be placed in your notebook. Write the answers, and show your work on a separate sheet of paper to submit for a grade. The home learning sheet is listed below.

This is HL 5. Answers on your own paper. Be sure to show your work and include the correct unit!

Students then participated in the Pass It On Activity. Students received a sticky with one of the vocabulary words listed at the top. Students wrote one fact on the sticky and passed it on to another students so that student could write a fact. Each student should have written comments on a minimum of three stickies.

We added pages to our interactive notebook A contact information sheet was placed in the back inside cover. Pages a through e were labeled in the back of the notebook. A new table of contents page was added to show that these new pages are indeed. 

Handouts explaining in  detain how to write the Cornell notes questions were distributed and should be used to help students increase achievement. These were placed on pages 5 and 6 of the notebook.

Data chats were began, and students worked individually (Khan's Academy videos-see the list you were given) or CK-12.org assignments as their classmates were called up for the data chap.

Monday/Tuesday. 01/02 December, 2014

ESSENTIAL QUESTION: What is the electromagnetic spectrum?

NGSSS: SC.912.P.10.18

BENCHMARK(S):

-Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. 

LEARNING OBJECTIVES:  Students will be able to:

-explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum.

-describe the electromagnetic spectrum in terms of frequency, wavelength and energy.

BELL RINGER: Complete the labeling of the seven types of electromagnetic waves AND the coloring (in the correct order/with the correct colors) of wave 4 on the handout.

VOCABULARY: wavelength, amplitude, frequency, hertz, crest, trough

HOME LEARNING: work on your science fair paper/project.

INFORMATION PRESENTED IN CLASS:

Once the bell ringer (Wavestown hand out) was completed, students watched a BrainPop on the Electromagnetic Spectrum. You can find the handouts for the lesson below. While you cannot watch the BrainPop movie here, you CAN see a video that presents the same information here. Click the link below to see a short video on the electromagnetic spectrum.

video link:  http://video.pbs.org/video/2219781967/

Once you view the video, you will take notes. Be sure to watch the video below to find and record all pertinent notes in your notebook. The information printed in red is what should be recorded in your notebook.

This page depicts the electromagnetic spectrum. Be sure to place this in your notebook with the reading passages for the electromagnetic spectrum.

These thee pages are background reading information for the electromagnetic spectrum.

Complete the identification of the types of radiation (1-7) and color the spectrum for 4. Be sure the colors are in the correct order (from lowest frequency to highest frequency).

Use this page to identify the different examples of each type of wave of the electromagnetic spectrum. The handout tells you how many examples of each type of war there are in the picture of Wavestown.

Tuesday/Wednesday, 25/26 November, 2014

ESSENTIAL QUESTION: How is Ebola Spread?

NGSSS: SC.912.N.1.1

BENCHMARKS:

-Define a problem based on a specific body of knowledge.

LEARNING OBJECTIVES:  Students will be able to:

-read an article and watch a video to find evidence that supports a claim.
-complete a claim, evidence, and reasoning exercise based on two sources of information.

BELL RINGER: Read the first paragraph of the article. Write the question the article addresses.

VOCABULARY: virus, virology, DNA, RNA, airborne

HOME LEARNING: work on your science fair paper/project.

Students completed the claim, evidence, reasoning handout based on the article and the video (see below). Four of the pieces of evidence should come from the article, and two pieces of evidence should come from the video. Be sure to interpret what the evidence means to you, using phrases such as: I think this means, or, this demonstrated to me that... You can find the article and the CER handout pages below the video link.

These are the handouts for the video and article. Read the article. Watch the video. Complete the entire Scientific Reasoning Chart based on the article and the video. Use 4 facts from the article and 2 facts from the video.

Monday/Tuesday, August 18/19, 2014

Essential Question: What are things made of and how do they change?

NGSSS: SC.912.N.1.1

Daily Doable Objective: At the end of this class, I should be able to
-explain why knowledge of chemistry is central to other scientific endeavors.
-describe different areas of chemistry.

Bell Ringer: Why might this creature interest you if you were a chemist?

Welcome to Dr. Gayden's Chemistry class! we will explore the world of chemistry by reading, experimenting, and doing projects. You will learn how chemistry is a part of your everyday world.

Use this site as a means to study, to review information presented in class, to find out what was covered in class on days you were absent, to find handouts and rubrics for assignments, and to use as your homepack when you are out. You will find handouts, virtual activities to do in lieu of a hands-on lab, and powerpoints with information presented.

On this first day of school, we reviewed school-wide policies, the vision statement, and expectations. We reviewed the year in chemistry and the big ideas in chemistry. You will get a handout of this information at a later date to place in your interactive notebook.

We began construction of our interactive notebook. See me for further instructions if you were absent.

We watched the video What good can chemistry do? 

We then completed the handout on chemistry, which serves as our notes for the day by viewing a power point presentation on chemistry. The handouts can be found here. 

These handouts are to be completed and placed in your interactive notebook.

The power point can be seen in video form here.

Our HOTS (Higher Order Thinking) questions were: Why would a student who wants to be a doctor or nurse study chemistry? What is the relationship between pure chemistry and applied chemistry?

Students should place all materials in the interactive notebook, using the Cornell notes format. See me if you are not sure how to do this. Don't forget, your notebook must also have a table of contents. You should write three leveled questions that can be answered from information from today's notes. Color coordinate the questions with the answers, using three differently colored highlighters. Also, write a summary of the main points presented in today's lesson.