Wednesday, 16 December, 2015 through Monday, 4 January, 2016

ESSENTIAL QUESTION: What Keeps Substances Together?

RELEVANCE: The Bonds that Tie

NGSSS: SC.912.P.8.6; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

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

-draw Lewis structures for simple molecules and molecules with multiple bonds.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: Atomic structure reteach handout

VOCABULARY: anion, cation, chemical bond, conductivity, covalent bond, covalent, bond, delocalized electrons, diatomic molecule, electrolyte, electron dot, electronegativity, formula unit, intermolecular forces, ionic bond, Lewis dot structure, metallic bond, molecule, monatomic ion, oxidation number, polar covalent, polyatomic ion, solubility, structural formula

HOME LEARNING: HL 6 Chemical Bonding

AGENDA

WHOLE GROUP

We shared correlations with other classes.

The bell ringer was a review/reteach of atomic structure. It will be graded as a differentiated learning activity, therefore will not be shared online.

Home learning 5 was collected and reviewed. Home learning 6 was distributed. You can find it below.

This is HL 6. Be careful to follow directions.

Students continued with the notes from the powerpoint presentation on bonding. Notes are taken on the handout given last class period.

Garden measurements and observations were made.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

70% or higher on pre-test Khan’s academy chemical bonds

less than 70% on pre-test- WGBH PBS Bonding (ionic and covalent)

HOTS: 

-What type of bonds would you expect noble gases to form and why?

-Explain why ionic bonds are weaker than covalent bonds. Use your knowledge of solutions in your answer.

EXIT STRATEGY: Three things I learned: two things I found interesting: I question I still have.

Monday/Tuesday, 14/15 December, 2015

ESSENTIAL QUESTION: What Keeps Substances Together?

RELEVANCE: The Bonds that Tie

NGSSS: SC.912.P.8.6; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

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

-draw Lewis structures for simple molecules and molecules with multiple bonds.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: Chemical Bonding and Shapes of Molecules Pretest

VOCABULARY: anion, cation, chemical bond, conductivity, covalent bond, covalent, bond, delocalized electrons, diatomic molecule, electrolyte, electron dot, electronegativity, formula unit, intermolecular forces, ionic bond, Lewis dot structure, metallic bond, molecule, monatomic ion, oxidation number, polar covalent, polyatomic ion, solubility, structural formula

HOME LEARNING: HL 5 Chemical Bonding

AGENDA

WHOLE GROUP

This lesson, we will learn to take notes and compare and contrast.

Students took a pre-test on chemical bonding for the bell ringer.

Home learning 5 was distributed. You can find it below.

This is HL 5. Write darkly. I will make a copy.

Students watched a video and did a stop and jot, writing a third level question based on information presented in the video. You can find the video below.

This is the video. Write a third-level question based on information in the video.

Students then took notes from the power point presentation on chemical bonds. You can find the notes page below.

Use these pages to take notes from the following power point.

You can find a video of the power point below.

This is a video of the powerpoint. You can find a slide share presentation by clicking the link 

Chemical Bonds and Reactions

We did not complete the nots, as students from the odd day were given a 20 minute session to complete their exam, since it was taken on an early release day. We will complete the notes next class session.

Students were asked, as their exit strategy, to complete the following in the Cornell notes section of today's new set-up:

Three things I learned; two things I found interesting; one question I still have. This is a work in progress until the notes are completed.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

70% or higher on pre-test Khan’s academy chemical bonds

less than 70% on pre-test- WGBH PBS Bonding (ionic and covalent)

HOTS: 

-What type of bonds would you expect noble gases to form and why?

-Explain why ionic bonds are weaker than covalent bonds. Use your knowledge of solutions in your answer.

EXIT STRATEGY: Three things I learned; two things I found interesting; one question I still have.

Click the links below to learn more about how elements bond.

Bonding Information and Definitions
Chemical Bonds

Covalent Bonding
Covalent Bonding

Ionic Bonding
Ionic Bonding

Ionic and Covalent Bonding
Bonding

Or go to Khan's Academy to learn more about bonding.
Chemical Bonds

Thursday/Friday, 10/11 December, 2015

ESSENTIAL QUESTION: Exam Electromagnetic Spectrum and Electron Configuration

RELEVANCE: NA

NGSSS: SC.912.P.10.1; SC.912.P.8.5; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-take an exam on information covering the electromagnetic spectrum and electron configuration

-continue quarterly project how does pH affect plant growth.

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Classes took an exam on the electromagnetic spectrum and electron configuration

Tuesday/Wednesday, 08/09 December, 2015

ESSENTIAL QUESTION: How are electrons arranged in atoms?

RELEVANCE: Where do electrons live?

NGSSS: SC.912.P.8.5; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-apply basic rules of electron configuration to determine the valence electrons of an atom and their chemical and physical properties.

-explain that when electrons transition to higher energy levels they absorb energy, and emit energy when they transition to lower energy levels.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: Electron configurations handout.

VOCABULARY: energy, ground state, excited state, emission spectra, photon, Planck’s constant, quantum, quantum mechanical model, electron configuration, atomic orbital, energy levels, Aufbau Principle, Pauli Exclusion Principle, Hund’ Rule

HOME LEARNING: Study for Exam

AGENDA

WHOLE GROUP

Today's lesson coincides with other subjects that are interpreting diagrams and figures.

The bell ringer is to complete the electron configuration handout. You can find it below.

Read the instructions and complete the handout. 

HL 4 was collected and reviewed.

Students completed notes on the electron arrangement in atoms and the atomic emission spectra and the quantum mechanical model. You can find a movie of these presentations below. 

The Atomic Emission Spectra and the Quantum Mechanical Model. To see the actual powerpoint presentation, click the link Atomic Emission Spectra and the Quantum Mechanical Model. 

Electron Arrangement in Atoms. To see the actual powerpoint presentation, click the link Electron Arrangement in Atoms

Handouts of the rules for arranging electrons in their proper configurations were distributed. Find the handout below.

Handouts for practice with using the rules and the exclusions for the rules can be found below. These will be done in class.

We will complete these handouts in class to help you learn about exceptions to the electron configuration rules.

Students had the opportunity to visit Khan's academy or CK12.org to learn more about the electronic structure of atoms, the physics of light, or the electromagnetic spectrum on personal tablets.

The exit ticket was to distinguish the exceptions for the electron configuration rules.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to CK-12.org (

HOTS: 

-Why does the 4s energy level fill before the 3d level?

-What exceptions to the electron configuration rules might there be? Why?

EXIT STRATEGY: exit ticket on exceptions to rules for filling electrons

Friday/Monday, 04/07 December, 2015

ESSENTIAL QUESTION: How are electrons arranged in atoms?

RELEVANCE: Where do electrons live?

NGSSS: SC.912.P.8.5; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-apply basic rules of electron configuration to determine the valence electrons of an atom and their chemical and physical properties.

-explain that when electrons transition to higher energy levels they absorb energy, and emit energy when they transition to lower energy levels.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: List the number of valence electrons for elements hydrogen, lithium, sodium, nitrogen, helium, and neon.

VOCABULARY: energy, ground state, excited state, emission spectra, photon, Planck’s constant, quantum, quantum mechanical model, electron configuration, atomic orbital, energy levels, Aufbau Principle, Pauli Exclusion Principle, Hund’ Rule

HOME LEARNING: HL 4 Electron Configuration

RESOURCES: Youtube I Heart Electron Configuration

AGENDA

WHOLE GROUP

We reviewed connections with ELA and other subjects. In addition to writing, we are comparing and contrasting.

The bell ringer is to list the number of valence electrons for the following elements: hydrogen, lithium, sodium, nitrogen, helium, and neon.

Home learning 3 wa collected and reviewed, and HL 4 was distributed. You can find it below.

This is HL 4. I will make a copy for you.

We revisited the Electron configuration song. The lyrics are: 

I Heart Electron Configuration Song

The first energy level is really small.

It hardly has room for electrons at all.

An S sublevel is all there is

With two electrons that constantly whiz.

Chorus

1s², 2s², 2p⁶, 3s², 3p⁶, 4s², 3d¹⁰…  Whoo!

A little bit larger the second shell.

Two sublevels therein do dwell.

An S sublevel that maxes at two and a six for a P

If that’s OK with you (It’s OK with me).

Chorus

1s², 2s², 2p⁶, 3s², 3p⁶, 4s², 3d¹⁰…  Whoo!

The third shell is even larger still.

An S and a P top the bill.

A D sublevel is added on top.

Ten electrons can fit at a pop!  (pop, pop, pop, pop pop, pop, pop, pop, pop!)

Chorus

1s², 2s², 2p⁶, 3s², 3p⁶, 4s², 3d¹⁰…  Whoo!

The fourth shell is the largest yet.

An S and a P and a D, I’ll bet.

An f sublevel is also seen.

How many electrons? Up to fourteen! (Fourteen? That’s a lot!)

Chorus

1s², 2s², 2p⁶, 3s², 3p⁶, 4s², 3d¹⁰…  Whoo

Spoken

Electrons are found outside the nucleus. They zip around in energy levels which are made up of sublevels which can then be broken down into orbitals and two electrons per orbital; each one has opposite spin. (Whoo, whoo, whoo, whoo, whoo, whoo!)

Chorus

And it’s 1s², 2s², 2p⁶, 3s², 3p⁶, 4s², 3d¹⁰…  Whoo

Why does 4S fill up before 3D? (Don’t know!)

Because the 4th shell’s enormous, you see.

Overlap 4S has less energy

Than the supposedly lower 3D. (3D? I love seeing in 3D!)

Chorus

1s², 2s², 2p⁶, 3s², 3p⁶, 4s², 3d¹⁰…  Whoo

The overlaps increase in frequency  (Oh?)

4F fills up way after 5P (That’s it.)

Keep track of the overlaps, it’s really cool (Ah)

You just gotta use the diagonal rule! (I love the diagonal rule!)

Chorus

And 1s², 2s², 2p⁶, 3s², 3p⁶, 4s², 3d¹⁰…  Whoo!

I can’t wait, just tell me when.

Count ‘em all up, and lets start again!

One sublevel fills and the next can start.

Electron config is something that I heart! (Oh yeah!)

Chorus

And now, it’s 1s², 2s², 2p⁶, 3s², 3p⁶, 4s², 3d¹⁰…  

Students then completed the lab write up for the Flame Test and submitted it.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to CK-12.org (log in with username and password) and do the physics simulation light wave. 

HOTS: 

-Why does the 4s energy level fill before the 3d level?

-What exceptions to the electron configuration rules might there be? Why?

EXIT STRATEGY: summarize notes.

Wednesday/Thursday, 02/03 December, 2015

ESSENTIAL QUESTION: Why do electrons emit light energy? 

RELEVANCE: How can I use an electron’s movement to determine its element?

NGSSS: SC.912.P.10.1; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-conduct an investigation that determines the flame color of metals.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: List the number of valence electrons for elements hydrogen, lithium, sodium, nitrogen, helium, and neon.

VOCABULARY: wavelength, frequency, speed, electromagnetic spectrum, hertz

HOME LEARNING: HL 4 Electron Configuration

AGENDA

WHOLE GROUP

We reviewed the interdisciplinary connections. We will continue writing in depth, including using the claim statement.

Home learning 3 was collected and reviewed. Home learning 4 was distributed. You can find it below. 

This is HL 4. Complete, using the following chart as a guide.

Use the information included in this table to help you determine the electron configurations.

We watched the video I Heart Electron Configuration again.

We completed the in depth writing of the Flame Test Lab, using the argument driven inquiry method.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to CK-12.org (log in with username and password) and do the physics simulation light wave. 

HOTS: 

-Justify why fireworks can allow you to determine the metal salts they contain.

-Speculate as to why light energy is given off when an electron returns to its original energy level and not when it moves up an energy level.

EXIT STRATEGY: completed lab write-up