Make Up Lab for Separation of Mixtures

Students who have an excused absence on record should click the link below to visit the virtual lab Separation of Mixtures. Follow the instructions to complete the activity. Record your results and information on the handout you were given. Be sure to answer the analysis and observation questions. Remember to write in blue or black ink.

Separation of Mixtures

Chem Test Review Links

Click the link below to review for the upcoming chemistry exam.
Lab Equipment

Site fir 3D Kenyan Animals

Click the link to make 3D animals for Kenya

3D animals

Facts about Kenya
Kenyan Facts

Wednesday/Thursday, 04/05 May, 2016

Chemistry students: Click the link to access the virtual lab activities


For the first page (part 1 and part 2):Concentration, then click the play arrow to load the lab.

For the second page (part 3):Molarity, then click the play arrow to load the lab.

Thursday/Friday, 28/29 April, 2016

ESSENTIAL QUESTION: What is percent yield?

RELEVANCE: How can we determine how much product is produced in a reaction?

NGSSS: SC.912.P.8.9; MAFS.912.N-Q.1.1; LAFS.910.L.3.4.d; LAFS.910.W.1.1

LEARNING OBJECTIVES:  Students will be able to:

-apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions.

BELL RINGER: Kahoot.it - Balancing Chemical Equations

VOCABULARY: atomic mass unit, Avogadro’s number, molecular formula, molar mass, percent yield

HOME LEARNING: HL 1 Percent Yield 

AGENDA

WHOLE GROUP

Our bell ringer was a Kahoot.it on balancing chemical equations.

Classes then completed the GIZMO on Limiting Reagents.

We took notes (be sure to place the date, benchmark, and Essential Question in the table of contents; then make a Cornell notes page with page number, date and Essential Question). Leave the interior of the notes blank. Take notes on the NEXT page. You are to record all that is written in red. You can find a movie of the notes below. To see the actual powerpoint, you can click the link Limiting Reagents and Percent Yield.

Video of the notes on Limiting Reagents and Percent Yield

We also worked through several example problems.

Be prepared to take a quiz on these types of problems next week!

Home learning was distributed, but I did not get a chance to scan it into the computer, so be sure to pick up a copy. Remember, it MUST be included in your interactive notebook!

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

Khan Academy - chemical reactions and stoichiometry - balancing chemical reactions

HOTS: 

-How does balancing chemical equations relate to conservation of matter?

-While balancing a chemical equation, why are you allowed to change the coefficients but not the subscripts?

EXIT STRATEGY: - summarize notes

Chemistry Self-Check Quiz The Mole Due By March 2 AND Chemistry Self-Check Quiz Stoichiometry Due By March 14

Students:

YOU MUST take the self check quizzes AND send me the results. My email is:

DrGCDMS@dadeschools.net

If I DO NOT GET YOUR RESULTS....YOU GET A ZERO!

Use the following links:

Measuring Matter

Mass and the Mole

Moles and Compounds

Empirical and Molecular Formulas


These quizzes MUST BE COMPLETED BY March 2!!!!!!!!





Students:

YOU MUST take the self check quizzes AND send me the results. My email is:

DrGCDMS@dadeschools.net

If I DO NOT GET YOUR RESULTS....YOU GET A ZERO!

Use the following links:

What is Stoichiometry?

Stoichiometric Calculations


These quizzes MUST BE COMPLETED BY March 14!!!!!!!!!!!!

Friday/Wednesday, 12/17 February, 2016

ESSENTIAL QUESTION: How do we name compounds?/How do we count very small particles? 

RELEVANCE: What’s in a name?/What Avogadro taught his math students..moletiplication!

NGSSS: SC.912.P.8.7; SC.912.P.8.9; MAFS.912.N-Q.1.1; LAFS.910.L.3.4.d; LAFS.910.W.1.1

LEARNING OBJECTIVES:  Students will be able to:

-explain the significance of a chemical formula and the meaning of symbols and subscripts.

-apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions.

-determine the formula and the name of an ionic compound formed between ions including binary, transition metals and polyatomic ions.

-write and name molecular compounds using prefixes.

-continue quarterly project how does pH affect plant growth.

-update lab notebooks.

-take the QSBA2 exam(make-up)

-recognize the concept of mole as a counting unit.

-use formulas of compounds to find the formula mass and the molar mass.

BELL RINGER: correct HL 1 OR Describe how you would measure the: distance from earth to the farthest star; grains of sand on a beach; number of pennies in a hundred trillion dollars.

VOCABULARY: molecule, monatomic ion, polyatomic ion, subscripts, prefix, diatomic molecules, oxidation numbers, anion, binary, cation, formula unit/atomic mass unit, Avogadro’s number, ionic compound, atom, gas, particle, element, volume, temperature, pressure, ideal gas, empirical formula, molecular formula, molar mass

HOME LEARNING: HL 2 Balancing Chemical Equations HL 3 Avogadro’s Number

AGENDA

WHOLE GROUP

****Note: Student should make a new Cornell notes (be sure to record in the table of contents) for the new topic How do we count very small particles? Handouts distributed today will be SOLEY for THIS topic!

We reviewed the current focus calendar standards.

Students from period 3 redid home learning one correctly as their bell ringer. Other classes wrote to explain how they would mathematically describe large numbers, such as the distance from earth to the farthest star, the number of grains of sand on a beach or the number of pennies in a hundred trillion dollars.

Students received the handouts for home learnings 2 and 3. Home learning 3 is a separate sheet that will be submitted (the half sheet). Home learning 2 is simply to copy the chart for question 3 on the Gay-Lussac handout and complete the table.

Classes that did not complete the notes for naming chemical compounds should do so by viewing previous blogs.

Students received the article they will read and summarize on Avogadro's number. Students received a vocabulary chart that they will complete as they read the article, completing the column of what they think the word means in the context of the article. They should then look the word up in a reliable source (chemistry text or the Sciencesaurius book) and record the definition. Finally, they should use the work in a sentence, list a real-world example of the word, and illustrate the word. This will be graded, so be sure to put your name on your paper!

Students should then, as an exit ticket, write a five to seven sentence summary of the article, being sure to use at least four of the academic vocabulary words correctly in their summary WITHOUT actually writing the definition! This is to be submitted for a grade.

The remainder of the class was spent learning how to solve the problems from the handouts from last class and those connected with this lesson. You can find ALL of the handouts below, including the article, Home learnings 2 and 3, and the vocabulary handout.

This is HL 2. Copy and complete the chart (on your own paper) for question 3.

These handouts comprise HL 3. You are responsible for completing the one labeled HL 3. You have a half sheet that you will submit.

This is the article that you will use to complete the vocabulary activity AND the quick write summary.

These are the handouts to accompany the article. Use them to complete the vocabulary activity.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

Khan Academy - chemical reactions and stoichiometry - balancing chemical reactions

HOTS: 

-Explain how the Law of Conservation of Mass relates to a balanced equation.

-Does the Big Bang Theory contradict the Law of Conservation of Mass? Explain your reasoning.

EXIT STRATEGY: -you do - quick write - 5-7 sentences that summarizes Avogadro’s number. Use 4 of the six terms, but do not write definitions.

Wednesday/Thursday, 10/11 February, 2016

ESSENTIAL QUESTION: How do we name compounds?

RELEVANCE: What’s in a name?

NGSSS: SC.912.P.8.7; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-explain the significance of a chemical formula and the meaning of symbols and subscripts.

-determine the formula and the name of an ionic compound formed between ions including binary, transition metals and polyatomic ions.

-write and name molecular compounds using prefixes.

-continue quarterly project how does pH affect plant growth.

-update lab notebooks.

-take the QSBA2 exam.

BELL RINGER: NA

VOCABULARY: molecule, monatomic ion, polyatomic ion, subscripts, prefix, diatomic molecules, oxidation numbers, anion, binary, cation, formula unit

HOME LEARNING: update the notebook

AGENDA

WHOLE GROUP

We reviewed the focus calendar for this two week period.

Students submitted and reviewed HL 1.

Students were given a short study period, and then took the QSBA 2 exam.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

Khan Academy - chemical reactions and stoichiometry - balancing chemical reactions

HOTS: 

-Explain how the Law of Conservation of Mass relates to a balanced equation.

-Does the Big Bang Theory contradict the Law of Conservation of Mass? Explain your reasoning.

EXIT STRATEGY: Quick write - In notebook, write to explain the difference in naming molecular and ionic compounds.

Monday/Tuesday, 08/09 February, 2016

ESSENTIAL QUESTION: How do we name compounds?

RELEVANCE: What’s in a name?

NGSSS: SC.912.P.8.7; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-explain the significance of a chemical formula and the meaning of symbols and subscripts.

-determine the formula and the name of an ionic compound formed between ions including binary, transition metals and polyatomic ions.

-write and name molecular compounds using prefixes.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: rewrite the recipe OR Kahoot Balancing Equations

SUPPLIES/TECHNOLOGY:  white board and markers, computer(s) with internet access, LCD projector, glue, scissors, rulers, highlighters, calculators

VOCABULARY: molecule, monatomic ion, polyatomic ion, subscripts, prefix, diatomic molecules, oxidation numbers, anion, binary, cation, formula unit

HOME LEARNING: HL 1 Balancing Chemical Equations

AGENDA

WHOLE GROUP

We reviewed the focus calendar objective for the two week period.

The bell ringer was to rewrite the recipe or do a Kahoot on Balancing Equations. You can find the recipe bell ringer below.

Complete the bell ringer and place in the appropriate place in your notebook.

Home learning 1 was distributed and explained. You have two copies; complete one for you and the other to submit. You can find the home learning below. Be sure to record it in your notebook on page 3.

This is HL 1. Complete a copy to submit and one for your notebook.

Types of Reactions reports were collected.

We watched a video on balancing chemical equations. You can see it below.

Watch the video to learn about balancing chemical equations.

We then took notes on naming chemical compounds. Click the link Writing and Naming Formulas Of Ionic and Covalent Compounds. You do not have to write any information you already know, such as the definitions of ionic and covalent bonds, and valence electrons. You DO, however, need to write down the The 5 Steps for writing an ionic compound formula and the information on page 35 about naming binary compounds.

There are several handouts that we began last class period (you can find them on the blog for Feb 02/03). You should continue and complete those handouts on balancing equations and naming chemical compounds. Below, you will find a handy reference on how to name compounds. It is to be placed in your notebook.

Use this handy reference when naming compounds.

Students will take QSBA2 next class period, and should look over all notes from second grading period.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

Khan Academy - chemical reactions and stoichiometry - balancing chemical reactions

HOTS: 

-Explain how the Law of Conservation of Mass relates to a balanced equation.

-Does the Big Bang Theory contradict the Law of Conservation of Mass? Explain your reasoning.

EXIT STRATEGY: Quick write - In notebook, write to explain the difference in naming molecular and ionic compounds.

Thursday/Friday, 04/05 February, 2016

Due to early release on Thursday and Take Your Child To Work on Friday, no new information was presented in class. Class caught up with instruction, reviewed individually, or worked on reports.

Tuesday/Wednesday, 02/03 February, 2016

ESSENTIAL QUESTION: How do we name compounds?

RELEVANCE: What’s in a name?

NGSSS: SC.912.P.8.7; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-explain the significance of a chemical formula and the meaning of symbols and subscripts.

determine the formula and the name of an ionic compound formed between ions including binary, transition metals and polyatomic ions.

-write and name molecular compounds using prefixes.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: Finding the least common multiple

VOCABULARY: molecule, monatomic ion, polyatomic ion, subscripts, prefix, diatomic molecules, oxidation numbers, anion, binary, cation, formula unit

HOME LEARNING: work on report

RESOURCES: Pearson, TES, BrainPop

AGENDA

WHOLE GROUP

We reviewed the standard from the focus calendar.

The bell ringer was read the handout on least common multiples.

Students then watched a BrainPop on chemical equations. You can watch the video by clicking the link Chemical Equations.

We then reviewed least common multiples, using the gradual release model. Students came to the white board to work out problems. You can find the handouts for this topic below.

These are the handouts to help you learn how to name chemical compounds.

Questions about the chemistry report due Friday were entertained.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

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

less than 70% on pre-test- teacher intervention

HOTS: 

-Explain how the Law of Conservation of Mass relates to a balanced equation.

-If matter is not created or destroyed, why can’t I get 100% of the energy from food when I eat?

Friday, 29 January and Monday, 1 February, 2016

ESSENTIAL QUESTION: What are the types of chemical reactions?

RELEVANCE: Some things are predictable!

NGSSS: SC.912.P.8.7; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-explain the meaning of a chemical equation.

-categorize the different types of reactions by looking at basic patterns patterns of chemical equations.

-determine correct counting of atoms and correct placement of coefficients when balancing equations.

-apply the law of conservation of mass in balancing chemical reactions.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: Read the lab handout and identify any areas where safety precautions should be taken.

VOCABULARY: aqueous, chemical equation, coefficient, combustion reaction, decomposition reaction, double replacement (displacement) reaction, Law of Conservation of Matter, precipitate, product, reactant, reaction, single replacement (displacement) reaction, synthesis reaction, yield

HOME LEARNING: work on report

AGENDA

WHOLE GROUP

We reviewed class correlations and tie-ins to the focus calendar.

Students pre-read the lab sheet to determine any necessary safety precautions.

Students then worked together to complete the lab activity.

Any remaining time was spent working on their chemical reaction types reports. You can find the details for the report, which is due on February 5, below.

These are the handouts to help you with your report. Be sure to follow directions to avoid losing points.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

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

less than 70% on pre-test- teacher intervention

HOTS: 

-Which types of bonds do you think would be the most exothermic? Endothermic? Why?

-Could a chemical reaction be more than one type at the same time? Why or why not?

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

Wednesday/Thursday, 26/27 January, 2016

ESSENTIAL QUESTION: What are the types of chemical reactions?

RELEVANCE: Some things are predictable!

NGSSS: SC.912.P.8.7; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-explain the meaning of a chemical equation.

-categorize the different types of reactions by looking at basic patterns patterns of chemical equations.

-determine correct counting of atoms and correct placement of coefficients when balancing equations.

-apply the law of conservation of mass in balancing chemical reactions.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: Types of Chemical Reactions Pre-Test via Kahoot.it/chemical reaction Kahoot

VOCABULARY: aqueous, chemical equation, coefficient, combustion reaction, decomposition reaction, double replacement (displacement) reaction, Law of Conservation of Matter, precipitate, product, reactant, reaction, single replacement (displacement) reaction, synthesis reaction, yield

HOME LEARNING: NA

AGENDA

WHOLE GROUP

We reviewed the correlations and tie-ins to the focus calendar.

The bell ringer was to compete a Kahoot pretest on types of reactions form some and to work on a Frayer model vocabulary word map for other classes.

WE then watched a short video to introduce the topic of types of chemical reactions. You can watch the video below.

Watch the video to learn about four of the types of chemical reactions.

Students then took notes on describing chemical reactions. You can watch the slide presentation in movie form below.

This is the video form of the notes. Record all that is in red.

You may prefer to see the slide show instead. Click the link Describing Chemical Reactions to see the actual slides.

Students visited the garden to gather data.

Students then received the explanation for the biology report on cellular organelles. You can find the explanation below. Reports are due in class by February 5.

Use these handouts to write your Children's book on Types of Chemical Reactions.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

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

less than 70% on pre-test- teacher intervention

HOTS: 

-Which types of bonds do you think would be the most exothermic? Endothermic? Why?

-Could a chemical reaction be more than one type at the same time? Why or why not?

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

Friday, 15 throughTuesday, 26 January, 2016

Due to the excessive number of absences, exams scheduling, and other  school wide activities, we did not begin a new topic, but worked on individual areas in need of improvement. Students who have not completed their Khan Academy assignments MUST have them done by Wednesday, 21 January. Remember, please review any topics that you have not been successful in, as indicated in our data chat.

We will begin a new topic during the week of January 26. We will also be taking the QSBA2 exam during the first weeks of February, so be sure to review ALL of the second grading period information!

Wednesday/Thursday, 13/14 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.

-take an assessment on chemical bonding

BELL RINGER: NA

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: notebook update

AGENDA

WHOLE GROUP

We reviewed class correlations and tie-ins to the focus calendar.

Students were given a study period in which to ask clarifying questions and review prior to the exam.

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)

Monday/Tuesday, 11/12 January, 2016

                                      **********ANNOUNCEMENT!!!!!!!*************

The grading scale for the second grading period, and those beyond has been changed. You received the new grading scale. It is to be taped/glued over the old scale in your class syllabus. Remember, the grading scale now is:

CATEGORY BASIS FOR GRADE

Home learning 20%

Laboratory write-ups (wet labs and virtual labs) 5%

Notebook (including classwork) 30%

Reports/Projects 5%

Assessments (exams, exit slips, etc.)  30%

Differentiated Instruction Assignments 10%

Total  100%

Be sure to act accordingly as you complete and submit your assignments!

In addition, all graded assignments must be submitted by Wednesday, 20 January, NO EXCEPTIONS!!!!! 

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: Complete the handout on Lewis Dot Structures

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 8 and study for chemical bonding assessment

AGENDA

WHOLE GROUP

We reviewed class correlations and focus calendar tie-ins.

The bell ringer was to complete Lew dot structures for hydrogen, dihydrogen, oxygen, dioxygen, and water.

Students then received HL 8, which can be found below. Answers on your own paper.

This is HL 8. Place answers on your own paper.

Students spent the remainder of class time reviewing information on intramolecular and intermolecular bonding, via Khan Academy. If you do not have your user name and password, you may email me for them. Once on the site, search for chemical bond and complete the videos. The more points you accrue, the better your grade!

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.

Thursday/Friday 07/08 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: Kahoot.it Chemical Bonds 

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: notebook update

AGENDA

WHOLE GROUP

We reviewed tie ins to the focus calendar.

Students participated in a Kahoot.it on chemical bonds, with the winner receiving a home learning pass.

We reviewed the answers for HL 7.

Students viewed the video Dogs Teaching Chemistry on Chemical Bonds as a way to review chemical bonds. You can find the movie below.

This is the video that reviews chemical bonds.

We completed the notes on chemical bonds, using the slide show that we began on December 14/15 of last year. You can find it in movie form and the link to the actual slide show on that date.

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.

Thursday, Friday, 08/09 January, 2016

Click the link below to learn about intermolecular forces that hold molecules together.

Intermolecular Forces

Remember, there are SEVEN pages in this lesson! Be sure to go through each one!

Now that you've reviewed the information, check your knowledge at the link below.

Intermolecular Forces Test
Show me your score and I will record it!

Tuesday/Wednesday, 05/06 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 

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 7

AGENDA

WHOLE GROUP

We reviewed the focus calendar.

The bell ringer was to complete a reteach activity. Since it will serve as a graded assignment, it will not be posted here.

Home learning 7 was explained and distributed. You can find it below.

Answers will be on your own paper.

Students then reviewed the exam by getting into small groups and discussing answers before sharing out to the class.

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.