Thursday/Friday, 23/24 April, 2015

Here is the link for the super taster video.


Super Tasters

Tuesday/Wednesday, 03/04 March, 2015

Click the link below to access the balancing equations activity at Jefferson Labs. Click beginner and 15 equations. Once you've completed the beginner level, continue through intermediate and advanced levels.

Balancing Act!

Once you conquer the Jefferson site, go on to the next site and complete all activities.

Balancing Chemical Equations

Chemistry Third Grading Period Research Paper/Project

Chemistry Students:

Here are the directions for your third grading period research project/paper. You will chose a chemical from one of the following categories:

Chemicals that make up the human body

Chemicals in foods

Common medications

Chemical reactions in nature

Household cleaners

Safe mosquito repellants

Chemicals of pest control

Hair coloring and perms

You will write a paper about one of the chemicals found in any of the above. Your paper must be printed out in black ink or hand written in blue or black ink on only one side of a page. Be sure to answer the following questions about the chemical you've chose:

1. What is name of the chemical-give its molecular formula and structure.

2. What is the source of this chemical?

3. How was the chemical discovered?

4. What does the chemical do?

5. What class of chemical is it? Is it ionic or covalent? What type of reaction forms the chemical? Is it formed by redox, synthesis, or replacement (single or double)?

6. What are the benefits of this chemical to the world?

7. Are there any deleterious effects of this chemical on people? If so, what are they?

8. Is this chemical available to everyone or to only a select group? Why?

9. How is this chemical disposed of?

Remember, the finished project is due in class on March 17/18.

Tuesday/Wednesday, 20/21 January, 2015

ESSENTIAL QUESTION: How do molecules interact to form covalent bonds?

NGSSS: SC.912.P.8.6; SC.912.P.8.7

BENCHMARK(S):

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

-Interpret formula representations of molecules and compounds in terms of composition and structure.

LEARNING OBJECTIVES:  Students will be able to:

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

BELL RINGER:  Answer the questions on the handout. You will then enter your answers using the clicker CPS System. I apologize for not including the questions here. My computer is on the fritz and I cannot scan documents on this computer. Once my computer is fixed, I will go back and add any missing pages.

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: study for the  mid-year exam.

INFORMATION PRESENTED IN CLASS:

Students reviewed information with the clickers and participated in the discussion. Students then reviewed covalent boding by viewing the Bitesize revision presentation from the UK. Click on the link Covalent Bonding to learn more.

We then took notes on molecular compound formation (formation of compounds with covalent bonds). We will pick up note taking at the next class session.

Wednesday/Thursday, 14/15 January, 2015

ESSENTIAL QUESTION: How do molecules interact to form covalent bonds?

NGSSS: SC.912.P.8.6; SC.912.P.8.7

BENCHMARK(S):

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

-Interpret formula representations of molecules and compounds in terms of composition and structure.

LEARNING OBJECTIVES:  Students will be able to:

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

BELL RINGER:  Write the name of each of the first 4 compounds. We will complete the page after the videos.

For the bell ringer:
Look at the formula and use the conventions you've been taught to name the compound. Remember, mono=one; di=two; tri=three; tetra=four; penta=five; hexa=six. Also remember that the first element in a compound never has mono added to it, but will have di, trip, etc. as necessary. Any of the elements in groups 5a, 6a, and 7a have their names changed once they acquire another electron, with the ending -ide being added to the element's name.

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: study for the  mid-year exam.

INFORMATION PRESENTED IN CLASS:

Students completed the remainder of the handout, listing ratio of metal to non-metal elements, the type of bond (single, double, triple), and pasting the compound in the space provided. 

Students then made four new compounds and completed the worksheet. Find the worksheets for this section below.

Now make up four compounds from the remainder of the cations/anions. Be sure to record the formula, ration of metal to non-metal, the name of compound and type of bond. Paste the cutouts in the appropriate place.

These are the cutouts. I suggest coloring all the cations one color and the anions another color. Don't color so darkly that you can't read what's on the slip.

Monday/Tuesday, 12/13 January, 2015

ESSENTIAL QUESTION: How do molecules interact to form covalent bonds?

NGSSS: SC.912.P.8.6; SC.912.P.8.7

BENCHMARK(S):

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

-Interpret formula representations of molecules and compounds in terms of composition and structure.

LEARNING OBJECTIVES:  Students will be able to:

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

BELL RINGER: Read the cartoon and suggest elements for each character. Use your periodic table.

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 7/work on your science fair paper/project

INFORMATION PRESENTED IN CLASS:

Students completed the bell ringer and added it to their interactive notebook. Be sure you have placed the date, benchmark, essential question and page number in your table of contents. Then, set up a Cornell notes page with date, page number and essential question. Place the cartoon in the center of the Cornell notes page.

We then reviewed HL 8. 

Students then watched the BrainPop movie Chemical Bonds. You can access the movie with the user name: palm beach and password: palm beach.

We then completed a virtual covalent bonding activity, found at Covalent Bonding.

Students then began notes on covalent bonding. The entire powerpoint will be found on My Big Campus. Since we did not complete the entire chapter, I will post the completed power point on My Big Campus and the shortened movie version here when we do complete all four sections. 

Make sure all work is submitted by Wednesday.

Thursday/Friday, 08/09 January, 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: Complete the five questions from the top of the handout with AT, NT or ST.

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 7/work on your science fair paper/project

INFORMATION PRESENTED IN CLASS:
Students completed questions 1-5 on the handout below, discussing why they chose the answers they did.

Bell ringer - complete questions 1-5 on THIS sheet. Place in your notebook.
HL 8. On your OWN paper, answer questions 6-13, placing ONLY the answers that would correctly complete each statement on your paper

Students reviewed home learning 7 and received instructions for HL 8, which can be found above.

We also completed note on ionic and metallic bonding. Remember, if you missed some of the notes, you can find the entire power point on My Big Campus. You can also find the shortened movie version of the notes on this site (see last class blog notes).

We then practiced recognizing bond types. The handout can be found below. Complete and place in your notebook.

Read the directions to write either ionic, covalent, or both for the bond types. You will also need a periodic table! Place the completed handout in your interactive notebook.

Students continued to practice making ionic bonds on their personal devices. Click the link Ionic Bonding to practice this skill.

Students also completed an exit slip on bonding.

Don't forget, projects are due in class on Monday!

Tuesday/Wednesday, 06/07 January, 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 asked to draw the electron dot configurations for water (H2O), salt (NaCl), and carbon dioxide (CO2)

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 7/work on your science fair paper/project

INFORMATION PRESENTED IN CLASS:
Students received HL 7, which is to be done on your own paper. Be sure to write your answers on the handout and place in your interactive notebook.

This is HL 7. Be sure to answer all questions accordingly.

Students took notes on ionic and metallic bonding. The powerpoint, in movie form, is found below. You can find the actual and inclusive powerpoint on My Big Campus with today's date. Below, you will find a shortened version of that information. You need only take notes on the information printed in red.

This is the shortened version of the powerpoint, minus much of the explanatory information and examples. To see the entire powerpoint, please go to My Big Campus.

We will conclude notes next class.

Don't forget, papers and projects are due next Monday!

Home learning is due next class!

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.