BUFORD HIGH SCHOOL HONORS CHEMISTRY - Home



WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 1Thursday, 8/4Skill focus: Application of scientific methodTo develop successful strategies for learning chemistryAs a bell ringer, have students answer syllabus scavenger hunt questions.Discuss any questions students have on syllabus. In pairs, students create list of skills needed to be successful in a science classStudents share items from their lists with the class.As a class, discuss each with emphasis on the importance of making observationsIntroductory Observation Activity-At the Scene of the Crime-Picture; QuestionsAs a class, discuss the questions that were easily answered and those that were more difficult. Discuss reasons why and relate this activity to observations made during laboratory activities.Homework-List 8 observations/characteristics about themselvesSCSh 1-4,6,8ELACC9-10WHST4Friday, 8/5Skill focus: Application of scientific methodCompare and contrast types of observationsCompare and contrast theories and observationsBell Ringer-In pairs, students share items from their lists of observations completed as homework. As a class, discuss the different types of observations that were made-use examples from students to introduce the differences between qualitative and quantitative observationsLab-Observations and ExplanationsAs lab wrap up, ask for student volunteers to share examples of observations made and classify as either qualitative or quantitative.Homework-Complete lab questions (if necessary)Homework: Read the informational text on the scientific method. Write a summary of the steps that make up this problem solving method. Review the steps of the Scientific Method using the PowerPoint-Scientific Method -Note guideSCSh 1-4,6,8ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 2Monday, 8/8Skill focus: All covered in courseIdentify and apply the steps of the scientific methodCreate graphs to reveal patterns in dataIdentify types of variablesInterpret graphsAs bell ringer activity, students complete the Scientific Method homework check.As a class, briefly discuss any questions students have about the scientific method.Lab-Application of the Scientific Method (Technology based activity)Before dismissal, have each group share what affect their variable had on the boiling temperature of water and a possible explanation as to why.Homework-Submit data to shared classroom data tableSCSh1-8ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1ELACC9-10WHST2ELACC9-10WHST4Tuesday, 8/9Skill focus: Application of scientific methodIdentify and apply the steps of the scientific methodCreate graphs to reveal patterns in dataIdentify types of variablesInterpret graphsAdministration of the Pre-TestAs students finish the Pre-Test, they will continue working on completion of lab report from lab on 8/10Homework-Complete and submit lab report (Writing Assignment)SC1-7, SCSh 1-4,6,8ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1ELACC9-10WHST2ELACC9-10WHST4Wednesday, 8/10Skill Focus:Manipulation and recording of metric measurementsIntroduce the use of significant digits to express uncertainty in measured valuesUse SI units to make measurementsExplain how adding a prefix changes a unit.As a bell ringer activity, students answer the SI unit scavenger hunt questions.Discuss lab activity from 8/9As a class, discuss answers and any questions students have on units of measure. Discuss differences between base and derived units. Go over the 7 base units of the International System.Activity-Uncertainty of a Measurement Before dismissal, review how the accuracy and precision of a measurement are different and factors that affect each.Homework-Complete handout “Making Measurements” and preview notes on accuracy and precision.SCSh 5,6,8ELACC9-10RTS2Thursday, 8/11Skill Focus:Manipulation and recording of metric measurementsUse SI units to make measurementsApply the rules of significant digits to express the uncertainty in measured valuesDefine accuracy and precisionApply the definitions and compare the accuracy and precision of recorded dataDescribe the accuracy of experimental data using error and percent errorAs a bell ringer activity, students take a quiz on MeasurementAs students finish quiz, students form groups and begin working on lab.Lab-Measuring VolumeBefore dismissal, compare results of each group and share possible reasons for differences.Homework-Complete the labSCSh 5,6,8ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1Friday, 8/12Skill Focus:Manipulation and recording of metric measurementsDefine accuracy and precisionApply the definitions in order to compare the accuracy and precision of recorded dataIntroduce the use of significant digits to express uncertainty in calculated valuesAs a bell ringer, have students write a paragraph in which they discuss their lab results and propose possible reasons for error.Use the lab to discuss accuracy and precision.Explain the terms using the analogy of a target.Use the data from the lab to review the counting of significant digits in a measurement. Practice determining the correct number of significant figures given sample data. List and explain the rules for recording significant figures in calculated values using lab data and examples from the PowerPoint “Significant Digits” notesBefore dismissal, review the importance of recording the correct number of significant digitsHomework-Practice rounding answers to the correct number of significant digits.Homework-Review PowerPoint “Significant Digits” Notes-Significant DigitsSCSh 5,6,8ELACC9-10WHST1ELACC9-10RST7WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 3Monday, 8/15Skill Focus:Manipulation and recording of metric measurementsUse SI base units to make measurements Apply rules for significant figures to express uncertainty in measured and calculated valuesDescribe the accuracy of experimental data using error and percent errorAs a bell ringer, have students record, to the correct number of significant digits, the perimeter and area of a note card In pairs, have students compare their responses.As a class, discuss problems/errors students discoveredLab-A Scientific Approach to Estimation (Writing Assignment-Lab Report or Reflection)Before dismissal, record prediction of each group on board. Discuss the accuracy and precision of each.Homework: Complete labSCSh 5,6,8ELACC9-10RST7ELACC9-10WHST1ELACC9-10WHST2ELACC9-10WHST4Tuesday, 8/16Skill focus: Analyze the nature of matter and its classificationsDistinguish between physical and chemical propertiesAs a bell ringer, students identify 5 examples of properties as physical or chemicalDiscuss and clarify the differences between physical and chemical properties.Using student volunteers, have students compare the mass and volume of the different steel spheres. As a class, discuss the observations made and any discrepant events.Lab-Relationship Between Mass and VolumeBefore dismissal, discuss the relationship between mass and volume.Homework-Graph lab dataSC1b, SCSh 5, 6, 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Wednesday, 8/17 Skill Focus:Manipulation and recording of metric measurementsCompare the derived units for volume and densityDefine densityDistinguish between intensive and extensive propertiesSolve density problems graphically and mathematicallyAs a bell ringer, have students, in pairs, compare their graphs and discuss similarities and differences.As a class, complete the lab from 8/22.Using the lab data, explain and demo how density can be determined graphically and mathematically.Using lab data, explain the difference between intensive and extensive propertiesWork sample problems using the density formula.Review rules for recording calculated values to the correct number of significant digits.Before dismissal, review what a graph of mass vs volume data indicates about the density of a substance.Homework-Complete the worksheet: Density problemsSC1b, SCSh 5,6,8ELACC9-10RST7Thursday, 8/18Skill Focus:Manipulation and recording of metric measurementsAll objectives for weeks 1 and 2As students enter the classroom, they each select a card with a number on it. As a bell ringer, each student predicts an approximate value (to the nearest power of 10) for the quantity on their card.Students then arrange themselves in the correct order based on increasing values.Go over questions from Study GuideReview game-JeopardyBefore dismissal, address any questions regarding test topics.Homework-Study for testSCSh 1-8Friday, 8/19Skill Focus:Manipulation and recording of metric measurements? All objectives for weeks 1-3Bell ringer-prepare materials for testTest over MeasurementFollowing test, students read and complete handout on physical and chemical properties.SCSh 1-8ELACC9-10RTS2WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 4Monday, 8/22Skill focus: Analyze the nature of matter and its classificationsApply the measurement of density to determine if objects sink or floatAs a bell ringer, show students the coke vs diet coke demo. Have students write a short paragraph that gives a possible explanation for what they observe.Go over any questions on calculating density.Ask for student volunteers to share their paragraphs explaining the demo.Lab-Will it sink or float?Discuss what students learned about density and whether objects sink of float.Ask students to predict if the density of ice is equal to, greater than, or less than the density of liquid water. Discuss the significance of this and explain why this is true.Ask students to sketch a graph on the white boards illustrating the relationship between the density of ethanol, water, and ice following the demo (ice cube in beaker of water and in beaker of ethanol)Before dismissal, discuss the coke and diet coke demo using knowledge acquired through the lab.Homework: Complete the density handout.SC1b, SCSh 5,6,8ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Tuesday, 8/23Skill focus: Analyze the nature of matter and its classificationsApply the measurement of density to determine if objects sink or floatClassify properties as chemical or physicalAs a bell ringer, have students match the density values on the board to the materials in the graduated cylinder on the desk.Perform the methane bubble, hexane ramp, and carbon dioxide ramp demonstrations. Have students write a short paragraph explaining their observations of both physical and chemical properties.Write the formulas for each compound on the board. In small groups of 4 students each, have students propose possible reasons for observed properties.Review examples of both physical and chemical properties observed during class.Solve density problems involving critical thinking.Homework-Complete density problems and Preview PowerPoint notes on Classification of Matter;SC1b, SCSh 5,6,8ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Wednesday, 8/24Skill focus: Analyze the nature of matter and its classificationsContrast elements, compounds, and mixtures As a bell ringer, have students read a description of a sample of a material. Students should classify each property as chemical or physical and intensive or extensive, and classify the material as a substance or mixture. Provide students with a graphic organizer that they will complete as discussing the classification groups of matter.Explain the differences between elements, compounds, and mixtures. Have students fill in corresponding information on the graphic organizer.Lab-Classification of MatterHomework-Complete lab, if necessary and Using PowerPoint notes preview types of mixturesSC1b, SCSh 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Thursday, 8/25Skill focus: Analyze the nature of matter and its classificationsApply knowledge of chemical and physical properties to identify the components of various mixturesAs a bell ringer, have students classify 10 examples as substance, heterogeneous mixture, or homogeneous mixture.As a class, discuss their responses to the bell ringer.Lab-Identification of MixturesBefore dismissal, discuss their observations regarding physical and chemical properties of mixtures vs the individual components.Homework-Complete labSC1b, SCSh 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Friday, 8/26Skill focus: Analyze the nature of matter and its classificationsDistinguish between chemical and physical changesAs a bell ringer, have students classify 10 examples as element, compound, or mixture. Read the introduction to the lab as a class and clarify the definitions of physical and chemical changes. Call to their attention the clues that indicate that a chemical change has occurred.Demo-Physical and Chemical ChangesBefore dismissal, identify some of the physical and chemical changes that were observed during the labQuiz-Classification of MatterHomework-preview notes on separation techniques. Complete conclusion questions from demo on physical/chemical changesSC1b, SC6a, SCSh 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 5Monday, 8/29Skill focus: Analyze the nature of matter and its classificationsList and describe several techniques used to separate mixturesAs a bell ringer, classify 10 examples as physical or chemical changes.Review the names for the 6 different phase changes and emphasize that all are physical changes.Demonstrate the different techniques used to separatemixtures. Have students take notes using PowerPoint-Separation of Mixtures. Note taking guideProvide examples of lab equipment used in separation techniquesHomework-Write a set of procedures that could be used to separate a mixture of salt, sand, and iron filings.SC1b, SCSh 8 ELACC9-10RST7Tuesday, 8/30Skill focus: Analyze the nature of matter and its classificationsApply various techniques used to separate mixturesAs a bell ringer, have lab groups discuss their lab procedures and decide on the one that will be used.As groups decide on procedure, teacher must approve for safety before experimentation may begin.Lab-Separating Mixtures (Writing Assignment-Lab Report or Reflection)Before dismissal, discuss different separation techniques used by the various groups. Identify whether they were successful and factors that contributed to their success. Homework-Complete lab/Complete review sheet for testSC1b,SCSh 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Wednesday, 8/31Skill focus: Analyze the nature of matter and its classificationsAll objectives weeks4-6As a bell ringer, have students write down three questions they have regarding classification of matter.Go over any questions students have on Study Guide or regarding the classification of matterReview game-Jeopardy (Round 1) and Jeopardy (Round 2) or PasswordSCSh 1-5,6,8SC1b, SC6aELACC9-10WHST4Thursday, 9/1Common Assessment #2Skill focus: Analyze the nature of matter and its classificationsAll objectives weeks4-6Test-Classification of MatterFollowing test have students complete Element Pun handout.Homework-Make flashcards of element names and symbolsSCSh 1-5,6,8SC1b, SC6aELACC9-10RST4Friday, 9/2Early Release(1st, 2nd, 3rd, 5th)Skill focus:Explain the characteristics of atomsCompare and contrast the atomic modelsDefine atomBell Ringer Activity-Students use prior knowledge to list as many facts as possible about an atom.Activity-Introduction to Atomic Structure (Mystery Boxes)Discuss lab activity and how it relates to our knowledge of the atomDiscuss and explain the early atomic theories (Democritus and Dalton using PowerPoint notes. Note taking guide.Homework-Preview PowerPoint-Atomic Theory and take notes on discoveries that led to knowledge of the structure of the atom.SC3a-c, SCSh7, 8 ELACC9-10RST3ELACC9-10RST7WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 6Monday, 9/5LABOR DAY HOLIDAYTuesday, 9/6Skill focus:Explain the characteristics of atomsCompare and contrast the atomic modelsDefine atomBell Ringer Activity- Have students complete the square puzzle activity. When finished, have the students write a short paragraph explaining how this relates to the development of theories over time.Review (or discuss) early atomic theories. Demo- Law of Conservation of MassContinue giving notes over experimental data that contributed to our knowledge of the atom.Perform demonstrations or simulations of experiments that determined the structure of the atom when possible.ORTechnology Based Time Line ActivityResearch for Time Line ActivitySC3a-c, SCSh7, 8 ELACC9-10RST3ELACC9-10RST7Wednesday, 9/7Essay – EnglishSkill focus:Explain the characteristics of atomsCompare and contrast the atomic modelsDefine atomDistinguish between the subatomic particles in terms of relative charge and massDescribe the structure of the atom, including the locations of the subatomic particlesBell work-Match scientist with contributionContinue giving notes over experimental data that contributed to our knowledge of the atom.Perform demonstrations or simulations of experiments that determined the structure of the atom when possible.ORComplete Technology Based Time Line ActivityHomework-Atomic Theory Crossword PuzzleSC3a-c, SCSh7, 8 ELACC9-10RST3ELACC9-10RST7Thursday, 9/8Skill focus:Explain the characteristics of atomsCompare and contrast the atomic modelsDescribe the contributions various scientists made to the modern atomic theoryBell Ringer- Place the discoveries listed on the board in order of their significance to our current understanding of the plete any remaining notes on experiments/contributions to knowledge of atomic structure.Review Game-What’s My Line Questions Game AnswersHomework-Work on review sheet for Benchmark Exam and preview notes on nuclear symbols and isotopesSC3a-c, SCSh7, 8 ELACC9-10RST2ELACC9-10RST4Friday, 9/9Benchmark #1 – ElectivesSkill focus: Explain the characteristics of atomsCalculate the number of electrons, protons, and neutrons in an atom given its mass and atomic numbersRepresent atoms using Bohr diagramsDefine valence electronsDefine an isotopeBell Ringer-Given a nuclear symbol, ask students to identify the number of protons, neutrons, and electrons.Activity-Building Bohr modelsWrite a description of the bohr model constructed that explains the relationship among protons, neutrons, and electrons within an atom.Problems-Identifying Relationship Among Protons, Electrons, NeutronsActivity-Identification of IsotopesHomework: Practice problems involving the calculation of subatomic particles in isotopes of various atoms and complete review sheet for Benchmark ExamSC3a-c, SCSh7, 8 ELACC9-10RST7*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, SEPTEMBER 7.**NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, SEPTEMBER 8 – FRIDAY, SEPTEMBER 16 (INCLUSIVE).*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 7Monday, 9/12Benchmark #1 – Social StudiesSkill focus: All to dateAll objectives weeks 1-6Bell Ringer-Assemble groups based on card drawn when enter room (groups based on facts related to atomic theory)Answer any questions students have on study guide or regarding material to be covered on Benchmark ExamReview game-Candy LandBefore dismissal, discuss any questions students still have regarding material on Benchmark ExamSC1b, SC3a-c, SCSh 1-8ELACC9-10WHST4Tuesday, 9/13Benchmark #1 – ScienceSkill focus: All to dateAll objectives weeks 1-7Bell Ringer-Prepare materials for Benchmark ExamBenchmark Exam #1Homework-Writing Assignment-Greatest Contribution to Atomic TheorySC1b, SC3a-c, SCSh1-8 ELACC9-10WHST1ELACC9-10WHST4Wednesday, 9/14Skill focus:Explain the characteristics of atomsDefine the term moleRelate the mole to a common everyday counting unitExplain how a mole is used to indirectly count the number of particles of matterBell Ringer-Students convert sample numbers into scientific notation and vice versa.Introduce the concept of a mole using the PowerPoint-Mole Concept. Note taking guide. Practice the conversion between moles and number of representative particlesHomework-Mole conversion problems/study for quiz over calculation of # of protons, neutrons, and electrons in atom.SC2c-e, SC3a-c, SCSh7, 8 ELACC9-10RST7Thursday, 9/15Benchmark #1 –EnglishSkill focus:Explain the characteristics of atomsRelate the mass of an atom to the mass of a mole of atomsConvert between number of moles and the mass of a substanceBell Ringer Activity-Quiz over determination of protons, neutrons, and electrons in various isotopes.Following quiz solve 3 mole conversion problems on board.Go over answers to mole conversion problems and answer any questions the students have regarding mole conversion problems.Provide examples of moles of elements. Show the relationship between mass on a balance and mass on the periodic table.Demonstrate and practice the conversion between moles and mass of a substanceHomework-Problems involving conversion between moles and massSC2c-e, SC3a-d, SCSh7, 8 ELACC9-10RST7Friday, 9/16Benchmark #1 –MathSkill focus:Explain the characteristics of atomsDemonstrate the relationship of the relative abundance of the isotopes to the average atomic mass of a particular elementCalculate the average atomic mass of various elementsBell ringer-Solve 3 problems involving conversion between moles and mass.Ask students to calculate the average test score given multiple scored. Discuss analogy of an average test score and what it indicates about individual tests to average atomic mass and what it indicates about the isotope.Lab-Atomic Mass DeterminationBefore dismissal, review calculations that were made during lab.Homework- Practice problems involving the calculation of average atomic mass and mole conversion problemsSC3a-d, SCSh7, 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, SEPTEMBER 8 – FRIDAY, SEPTEMBER 16 (INCLUSIVE).*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 8Monday, 9/19Skill focus:Explain the characteristics of atomsCompare the wave and particle nature of lightDefine a quantum of energyDefine Planck’s constantBell Ringer-Review mole conversion problemsGo over average atomic mass problems.Lead class in analysis of PES data/ as a class, discuss how the grouping of the electrons illustrates that Bohr’s model is not correct in explaining the arrangement of electrons.Use fan to illustrate the 3 dimensional nature of the electron cloudIntroduce the quantum theory using the PowerPoint-Electron Arrangement Note Taking guide-Electron ArrangementHomework-Practice problems on average atomic massSC3a-d,f; SCSh7, 8 ELACC9-10RST7Tuesday, 9/20Skill focus:Explain the characteristics of atomsCompare the Bohr model and quantum mechanical model of the atomBell Ringer-In pairs, students compare and discuss the answers to the homework problems.Continue giving notes on quantum theory using PowerPoint.Homework-Complete handout on Quantum TheorySC3a-d,f; SCSh7, 8 ELACC9-10RST7Wednesday, 9/21Skill focus:Explain the characteristics of atomsCompare the Bohr model and quantum mechanical model of the atomWrite electron configurations and draw electron dot diagramsAssign quantum numbers to represent valence electronsBell Ringer-Students write a short paragraph comparing and contrasting the Bohr and Quantum Mechanical models of the atomBuild models relating electron arrangement to quantum numbers for the first 10 elementsPractice writing electron configurations, bohr diagrams, and dot diagrams for the first 10 elementsPractice assigning quantum numbers for electrons making up the first 10 elements.Homework-Write electron configurations, draw dot diagrams, and assign quantum numbers for select elements (include one element with atomic number greater than 18-i.e. potassium).SC3a-d,f; SCSh7, 8ELACC9-10WHST10Thursday, 9/22Skill focus:Explain the characteristics of atomsWrite electron configurations and draw electron dot diagramsDefine paramagnetism and diamagnetismBell Ringer: In pairs, students compare their electron configurations from homework assignmentIntroduce the correct configuration for potassiumExplain the Aufbau Principle.Practice writing configurations and dot diagrams for elements with atomic numbers greater than 20Discuss the stability of half-filled and completely filled sublevels and the exceptions that resultHomework-Practice writing configurations, dot diagrams, and assigning of quantum numbers SC3a-d,f; SCSh7, 8 Friday, 9/23Early Release –Homecoming(7th, 6th, 4th, 5th)Skill focus:Explain the characteristics of atomsWrite electron configurations and draw electron dot diagramsDefine paramagnetism and diamagnetismBell Ringer: Write electron configurations, dot diagrams, and quantum numbers for valence electrons for the 3 element symbols written on the board.Discuss, as a class, answers to the bell work problems. Answer any questions.In groups of 4 play the review game-Configuration RollHomework: Study for quiz over the quantum mechanical model and the writing of electron configurations.SC3a-d,f; SCSh7, 8 WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 9Monday, 9/26Skill focus:Explain the characteristics of atomsCompare the wave and particle nature of lightDefine a quantum of energyDefine Planck’s constantBell Ringer-Review writing electron configurationsDiscuss the wave-particle duality of matterPhet Simulation of the photoelectric effectReview electromagnetic spectrum and the relationship between frequency and wavelengthPractice solving Problems involving the electromagnetic wave relationship and Planck’s constantHomework-Solve problems involving Planck’s constantSC3a-d,f; SCSh7, 8 ELACC9-10RST7Tuesday, 9/27Skill focus:Explain the characteristics of atomsUse emission spectra to identify elementsDefine ground and excited statesBell Ringer –Quiz over Quantum Mechanical ModelBell Ringer-Demonstrate the glowing pickle. In pairs, have students discuss what was observed and attempt to provide an explanation.Discuss PowerPoint-Emission Spectrum Give students the Note taking guide-Emission SpectrumDemonstrate emission spectra using spectrum tubes, glow sticks, and luminescence reactionsHomework- Students write a paragraph explaining what is observed during the glowing pickle demo in terms of emission spectra and begin working on review sheet for testSC3a-d,f; SCSh7, 8 ELACC9-10WHST10ELACC9-10RST7ELACC9-10WHST1Wednesday, 9/28Essay –Social StudiesSkill focus:Explain the characteristics of atomsUse emission spectra to identify elementsBell Ringer-Read Introduction to labDiscuss lab into and safety proceduresLab-Flame TestFollowing lab, discuss how the pickle demo relates to the observations made during the lab. Homework- complete lab and complete work on review sheet for testSC3a-d,f; SCSh7, 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Thursday, 9/29Skill focus:Explain the characteristics of atomsAll objectives weeks 8 through 10Bell Ringer-Prepare lab to turn in. Identify questions from the review sheet that students want to discuss.Discuss questions students have from review sheetComplete review activity or game to prepare for testHomework- Study for testSC3a-d,f; SCSh7, 8 ELACC9-10RTS2Friday, 9/30Common assessment #3Skill focus:Explain the characteristics of atomsAll objectives weeks 8 through 10Test-Electron ArrangementFollowing test, students complete WebQuest-Chemistry of Fireworks (Technology Based Activity) ; SCSh7, 8 ELACC9-10RTS2*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, SEPTEMBER 28.*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 10Monday, 10/3Skill focus:Use the organization of the periodic table to predict properties of elementsRecognize trends that result from the organization of the periodic tableIdentify key features of the periodic tableBell Ringer- Introductory Activity-Recognizing Trends of the Periodic TableTrace the development of the periodic table PowerPoint notes-Introduce and explain the development of the periodic table using the Note taking graphic organizerOn a blank periodic table, label periods and group numbers/namesHomework-Complete the handout on scientists’ contributions to the periodic tableSC4, SCSh7, 8ELACC9-10RST4Tuesday, 10/4Skill focus:Use the organization of the periodic table to predict properties of elementsIdentify the four blocks of the periodic table based on their electron configurationExplain why elements in the same groups have similar propertiesState octet ruleBell Ringer-Each student selects an element upon entering the room. Students write the electron configuration and dot diagram. Students with cards of the same color get into the same group. They discuss similarities and differences among their elements and then locate their elements on the periodic table. As a group, students attempt to identify the trend for electron configuration and then use it to predict configurations of other elements.As a class, discuss the trends that were identified. Evaluate for accuracy.Label the four blocks on their note taking periodic table. Label the general pattern for configuration, dot diagram, and ion charge.Practice making predictions about configurations based on location on the periodic table.Homework- Prepare for Performance ExamSC4, SCSh7, 8 Wednesday, 10/5Essay –ScienceSkill focus: All to dateAll objectives weeks 1-12.Bell Ringer-Prepare for Performance ExamComplete Performance ExamHomework: Complete checklist on Science Project Research paper and predict electron configurations and dot diagrams for elements based on location on table and complete nd SC1b, SC6a,SC3a-d,f, SC4, SCSh7, 8Thursday, 10/6Skill focus:Use the organization of the periodic table to predict properties of elementsIdentify key features of the periodic tableCompare and contrast the properties of metals and nonmetalsBell Ringer-Identify the elements using the electron configurations written on the board.In groups of 4, students group candy based on characteristicsAs a class, discuss the different characteristics that were used in grouping the candyLab-Properties of Metals and NonmetalsBefore dismissal, discuss observations made and any discrepant events. Identify where metals and nonmetals are located on the periodic tableHomework-Complete labSC4, SCSh7, 8ELACC9-10RST3ELACC9-10RST7Friday, 10/7FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAY*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, OCTOBER 5.*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 11Monday, 10/10FALL HOLIDAY!Tuesday, 10/11Skill focus:Use the organization of the periodic table to predict properties of elementsCompare period and group trends of several propertiesBell Ringer-Students select card and find partner for activity by matching noble gas configuration to element plete Mystery Element ActivityGo over and discuss answers to activity.Activity-3D Graph of Periodic Trends (Technology Based Assignment)Homework-Complete activitySC4, SCSh7, 8 ELACC9-10RST3ELACC9-10RST7Wednesday, 10/12Skill focus:Use the organization of the periodic table to predict properties of elementsCompare period and group trends of several propertiesRelate period and group trends in atomic radii and ionization energy to electron configurationsBell Ringer-In groups from previous day, complete activity.Students predict the relative size and ionization energy of select elements using knowledge acquired from the activityExplain the following trends: atomic and ionic radii, ionization energy, and chemical reactivityPractice using trends to predict element propertiesHomework-Complete handoutSC4, SCSh7, 8 ELACC9-10RST2Thursday, 10/13Early ReleaseProfessionalLearning(1st, 2nd, 3rd, 5th)Skill focus:Use the organization of the periodic table to predict properties of elementsAll objectives weeks 10-13Bell Ringer-Using data on board, predict trend for densityReview game-Periodic Table Scavenger HuntORActivity-Periodic LawORActivity-Alien Periodic TableHomework-Complete Study GuideSC4, SCSh7, 8 ELACC9-10RST4Friday, 10/14Early ReleaseHomecoming(7th, 6th, 4th, 5th)Skill focus:Use the organization of the periodic table to predict properties of elementsAll objectives weeks 10-13Bell Ringer-Quiz over periodic trendsReview game-Periodic Table Scavenger HuntORActivity-Periodic LawORActivity-Alien Periodic TableHomework-Complete Study GuideSC4, SCSh7, 8 ELACC9-10RST4WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 12Monday, 10/17Skill focus:Use the organization of the periodic table to predict properties of elementsAll objectives weeks 10-13Bell Ringer- In pairs, students discuss study guideGo over questions on study guideReview game-Periodic TableHomework-Study for testSC4, SCSh7, 8 Tuesday, 10/18Common Assessment #4Skill focus:Use the organization of the periodic table to predict properties of elementsAll objectives weeks 10-13Bell Ringer-Prepare materials for testTest-PeriodicityHomework-Read documents for Performance Exam and Review tips for writing an effective essaySC4, SCSh7, 8 ELACC9-10WHTS2ELACC9-10RST1ELACC9-10RST2Wednesday, 10/19PSATASVABCollege/Career FairThursday, 10/20Skill focus: Analyze properties of composition of compoundsDefine a chemical bondCompare and contrast properties of ionic and covalent bondsUse electronegativity to predict the type of bond that forms between two elementsBell Ringer- Students read the article on Dihydrogen Monoxide and then write a paragraph explaining their view on the article.Introduce the terms ionic and covalent bonds using PowerPoint and Graphic OrganizerDemonstrate Problems using electronegativity to predict bonding typeHomework-Complete practice problems-ionic or covalentSC1c,d; SC3e; SCSh 8 ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST6ELACC9-10RST7ELACC9-10WHST1Friday, 10/21Skill focus: Analyze properties of composition of compoundsDefine a chemical bondCompare and contrast properties of ionic and covalent bondsUse electronegativity to predict the type of bond that forms between two elementsBell Ringer-Demonstrate Problems using electronegativity to predict bonding typeComplete Lab-Properties of Ionic and Covalent CompoundsFollowing lab, discuss any discrepant events of unusual observations made during the labHomework-Complete lab conclusion questions and begin working on Benchmark Exam Review GuideSC1c,d; SC3e; SCSh 8 ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST6ELACC9-10RST7ELACC9-10WHST1WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 13Monday, 10/24Skill focus:Analyze properties and composition of ionic compoundsDescribe the formation of positive and negative ionsRelate ion formation to electron configurationDescribe the formation of ionic bonds and the structure of ionic compoundsGeneralize about the strength of ionic bondsPredict formulas of ionic compoundsBell Ringer-Give each student an element when they enter the room. Have the students draw the Bohr diagram, and write the electron configuration and dot diagram for their element.Use electron configurations and dot diagrams to illustrate ionic bondingExplain the naming rules for ionic compounds using the elements assigned at the beginning of class.Practice predicting formulas of ionic compounds using dot diagrams onlyHomework-Draw dot diagrams to determine formulas for various pairs of elements and then name the resulting compound. Complete work on review guide for Benchmark ExamSC1c,d; SC3e; SCSh 8 ELACC9-10RST7Tuesday, 10/25Skill focus:Analyze properties and composition of ionic compoundsWrite formulas for binary ionic compounds Apply IUPAC naming conventions to binary ionic compoundsBell Ringer-Have students write the formula and name of the ionic compound that forms between the pairs of elements written on the board.Go over any questions from homeworkIn pairs have students use the sample problems from the homework to determine the “shortcut” to formula writing.Demonstrate the writing of formulas and names of ionic compounds using element location on periodic tableHomework - Practice writing formulas and names of ionic compounds. SC1c,d; SC3e; SCSh 8ELACC9-10RST7 Wednesday, 10/26Essay –MathSkill focus:Analyze properties and composition of ionic compoundsWrite formulas for ionic compounds involving polyatomic ionsApply IUPAC naming conventions to ionic compounds involving polyatomic ionsBell Ringer-List 5 formulas of polyatomic ions not included in list to be memorized. Ask students to predict the names based on comparisons with those that were on the list.Define and give examples of polyatomic ions Discuss the patterns observed in naming. Go over those listed on the board as the bell ringer activityDemonstrate the writing of formulas and names of ionic compounds involving polyatomic ionsHomework-Practice naming compounds involving polyatomic ionsSC1c,d; SC3e; SCSh 8 ELACC9-10RST7Thursday, 10/27Skill focus:Analyze properties and composition of ionic compoundsWrite formulas for ionic compounds involving polyatomic ionsApply IUPAC naming conventions to ionic compounds involving polyatomic ionsBell work- Write names/formulas for the compounds on the boardGo over answers to homework questions and bell workReview Game-Chemdeck Card games or Formula YahtzeeHomework-Complete practice sheet-naming ionic compoundsSC1c,d; SC3e; SCSh 8 ELACC9-10RST7Friday, 10/28Benchmark #2 –ElectivesSkill focus: All to dateAll objectives weeks 1-14.Bell Ringer-Students write 10 review questions.Go over questions have from review guide for Benchmark ExamSmall group review gameBefore dismissal, answer any questions students still have over material to be assessed on Benchmark ExamHomework-Study for benchmark examSC1b-d; SC2c-e SC3a-f; SC4, SCSh1-8 ELACC9-10RST4*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, OCTOBER 26.**NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, OCTOBER 27 – FRIDAY, NOVEMBER 4 (INCLUSIVE).*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 14Monday, 10/31Benchmark #2 –ScienceSkill focus: All to dateAll to datePrepare for Benchmark ExamBenchmark ExamHomework-Practice writing formulas for compoundsAll to dateTuesday, 11/1Benchmark #2 –Social StudiesSkill focus:Analyze properties and composition of ionic compoundsCalculate formula mass for ionic compoundsSolve mole conversion problems using formula mass of ionic compounds Bell Ringer-Calculate the formula mass for 5 compounds on boardIn pairs, have students check each other’s calculationsLab-Mole ConceptBefore dismissal, as a class identify the substance in the lab that was covalently bonded. Discuss the differences in the size of each sample containing 1 mole. Ask for student volunteers to predict why the volume of each sample is different.Homework-Complete lab questions and mole calculations for test.SC1c,d; SC3e; SCSh 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Wednesday, 11/2Skill focus: Analyze properties and composition of ionic compoundsSolve mole conversion problems using formula mass of ionic compounds Bell Ringer-Solve the 5 mole conversion problems on the boardIn pairs, have students check each other’s calculationsComplete Mole Sentence game ORPartner problem solving activityHomework: Complete mole conversion problemsSC1c,d; SC3e; SCSh 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Thursday, 11/3Benchmark #2 –MathSkill focus:Analyze properties and composition of ionic compoundsCalculate formula mass for ionic compoundsCalculate percent composition for ionic compoundsBell Ringer-Students write formulas and names of ionic compounds listed on the boardActivity-% Composition of an Oreo CookieDemonstrate calculating formula mass and % composition of ionic compoundsPractice calculating formula mass and % composition of ionic compoundsHomework-Complete problems on handoutSC1c,d; SC3e; SCSh 8 ELACC9-10RST7Friday, 11/4Benchmark #2 –EnglishSkill focus:Analyze properties and composition of ionic compoundsUse percent composition to identify an unknown ionic compoundBell ringer-Given % composition data on the board, students attempt to identify the unknown compound from 3 choices.As a class discuss the different processes the students used in identifying the compound.Lab-% Composition of an Unknown CompoundBefore dismissal, discuss observations make and answer any questions students have regarding calculations.Homework-lab questions, calculations, and review sheetSC1c,d; SC3e; SCSh 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10RST6ELACC9-10WHST1*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, OCTOBER 27 – FRIDAY, NOVEMBER 4 (INCLUSIVE).*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 15Monday, 11/7Skill focus:Analyze properties and composition of ionic compoundsAll objectives weeks 14-16Bell Ringer-Students select an element when they enter the room and write the configuration and dot diagram for their element.Students are paired with another student having the same color card for the review game.Activity-Chemical Bonding Game (modeled after the Newlywed Game)As a class, discuss answers given by each pair of students.Following game, discuss any questions have from review guide.Homework-Study for testSC1c,d; SC3e; SCSh 8 Tuesday, 11/8Common Assessment #5Skill focus:Analyze properties and composition of ionic compoundsAll objectives weeks 14-16Bell Ringer-prepare materials for testTest-Ionic BondingHomework-Using Covalent Bonding PowerPoint, preview the naming of covalent compounds. Note taking guideSC1c,d; SC3e; SCSh 8 ELACC9-10RTS2Wednesday, 11/9Essay –ElectivesSkill focus: Analyze properties and composition of covalent compoundsApply the octet rule to atoms that form covalent bondsIllustrate the formation of single covalent bonds using electron dot diagramsApply IUPAC naming conventionsBell Ringer-Students write a short paragraph explaining the differences between ionic and covalent bonds.Contrast the formation of covalent and ionic bonds using electron dot diagramsDiscuss the rules for naming covalently bonded compounds.Practice writing formulas and naming covalent compoundsHomework-Construct a graphic organizer for the naming of all compounds. Write names for given formulas of covalent molecules. ORConstruct Electronic Book of Naming Rules (Technology Based Assignment)SC2c-e; SCSh8Thursday, 11/10Skill focus: Analyze properties and composition of covalent compoundsIllustrate the formation of single, double, and triple covalent bondsContrast sigma and pi bondsIdentify elements that exist as diatomic moleculesBell Ringer-Students answer covalent bonding preview questionsStudents build a model of H2, O2, and N2. Use the models to explain the formation of double and triple bonds. Contrast sigma and pi bonds. Begin drawing simple Lewis dot diagramsHave students identify other elements that occur as diatomic molecules.Activity-Building Molecular Models-Complete activity using compounds that contain double and triple bonds.Before dismissal, discuss the elements that tend to form double and triple bonds. Ask students to predict why based on valence electrons.Homework-Complete Polar Bears and Penguin activitySC1d; SC3e; SCSh 8 ELACC9-10RST2Friday, 11/11Skill focus: Analyze properties and composition of covalent compoundsDefine polar and nonpolar bonds and moleculesIllustrate the formation of single covalent bonds using electron dot diagramsDraw structural formulas to illustrate the relative positions of atoms within a moleculeIdentify the 5 electron domain geometriesBell Ringer-Students write a sentence describing what polarity meansGo over questions from Polar Bears and Penguin activityDiscuss polar vs nonpolar bonds and molecules using Molecular Geometry PowerPoint and note taking guideTeach how to draw Lewis dot structures and introduce the 5 electron domain geometries Explain the existence of incomplete and expanded octets.Practice predicting electron domain geometries by drawing Lewis dot diagrams. Homework-Classify 5 formulas by electron domain geometriesSC1d; SC3e; SCSh 8 ELACC9-10RST2*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, NOVEMBER 9.*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 16Monday, 11/14Skill focus: Analyze properties and composition of covalent compoundsDraw structural formulas to illustrate the relative positions of atoms within a moleculeIdentify molecular geometry of linear and trigonal planar covalent compoundsIdentify exceptions to the octet rule and the corresponding molecular geometriesIdentify bond angles for each molecular geometry.Bellwork-Draw 5 Lewis dot diagrams and identify the number of electron domains. review the relative strength of repulsion between lone pairs and bonded pairs-explain that it is related to molecular geometry.Using the origami models and ball and stick models that have been built, discuss molecular geometry, polarity, and bond angles for linear and trigonal planar electron domain geometries. Provide students with the molecular geometry flowchart.Activity-Building Molecular Models-Students practice drawing dot diagrams to illustrate covalent bonding, identify molecular shape, polarity, and name of compound after building the model.Before dismissal, provide examples for students to practice predicting molecular geometry.Homework-Complete 5 practice problemsSC1d; SC3e; SCSh 8 Tuesday, 11/15Skill focus: Analyze properties and composition of covalent compoundsDraw structural formulas to illustrate the relative positions of atoms within a moleculeIdentify molecular geometry of linear and trigonal planar covalent compoundsIdentify exceptions to the octet rule and the corresponding molecular geometriesIdentify bond angles for each molecular geometry.Bell Ringer-Classify 3 formulas on board by electron domain geometriesUsing the origami models and ball and stick models that have been built, discuss molecular geometry, polarity, and bond angles for linear and trigonal planar electron domain geometries. Provide students with the molecular geometry flowchart.Activity-Building Molecular Models-Students practice drawing dot diagrams to illustrate covalent bonding, identify molecular shape, polarity, and name of compound after building the model.Before dismissal, provide examples for students to practice predicting molecular geometry.Homework-Complete 5 practice problemsSC1d; SC3e; SCSh 8 Wednesday, 11/16Skill focus: Analyze properties and composition of covalent compoundsDraw structural formulas to illustrate the relative positions of atoms within a moleculeIdentify molecular geometry of linear and trigonal planar covalent compoundsIdentify exceptions to the octet rule and the corresponding molecular geometriesIdentify bond angles for each molecular geometry.Bell Ringer-Classify 3 formulas on board by electron domain geometriesUsing the origami models and ball and stick models that have been built, discuss molecular geometry, polarity, and bond angles for tetrahedral and octrahedral planar electron domain geometries. Provide students with the molecular geometry flowchart.Activity-Building Molecular Models-Students practice drawing dot diagrams to illustrate covalent bonding, identify molecular shape, polarity, and name of compound after building the model.Before dismissal, provide examples for students to practice predicting molecular geometry.Homework-Complete 5 practice problemsSC1d; SC3e; SCSh 8 Thursday, 11/17Skill focus: Analyze properties and composition of covalent compoundsDraw structural formulas to illustrate the relative positions of atoms within a moleculeIdentify molecular geometry of linear and trigonal planar covalent compoundsIdentify exceptions to the octet rule and the corresponding molecular geometriesIdentify bond angles for each molecular geometry.Bell Ringer-Classify 3 formulas on board by electron domain geometriesUsing the origami models and ball and stick models that have been built, discuss molecular geometry, polarity, and bond angles for trigonal bipyramidal electron domain geometries. Provide students with the molecular geometry flowchart.Activity-Building Molecular Models-Students practice drawing dot diagrams to illustrate covalent bonding, identify molecular shape, polarity, and name of compound after building the model.Before dismissal, provide examples for students to practice predicting molecular geometry.Review all geometriesHomework-Complete 5 practice problemsSC1d; SC3e; SCSh 8 Friday, 11/18Skill focus: Analyze properties and composition of covalent compoundsDraw structural formulas to illustrate the relative positions of atoms within a moleculeIdentify electronic and molecular geometry Predict bond anglesPredict polarityBell work: Draw dot diagrams for the 5 compounds on the board. In pairs, predict the electronic and molecular geometry, the bond angles, and polarity.In pairs, create an electronic flip book using Google slide show that will assist in predicting geometry, bond angle, and polarity.Homework: Complete the slide showSC1d; SC3e; SCSh 8 THANKSGIVING BREAK!11/21 11/25WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 17Monday, 11/28Skill focus: Analyze properties and composition of covalent compoundsDraw structural formulas to illustrate the relative positions of atoms within a moleculeIdentify electronic and molecular geometry Predict bond anglesPredict polarityBell work: Use google slide show to predict names, geometry, bond angle, and polarity of 5 compounds written on board.Review game-VSEPR Hold ‘emORQuizlet.LiveHomework-Complete practice problemsSC1d; SC3e; SCSh 8 Tuesday, 11/29Skill focus: Analyze properties and composition of covalent compoundsPredict polarityDetermine the empirical and molecular formulas for a compound from mass percent and actual mass dataBell Ringer-Find the % composition given a formula.Define the terms empirical and molecular formulaList and model the steps involved in determining empirical and molecular formulasPractice determining empirical and molecular formulasHomework-Complete practice problems determining empirical and molecular formulasSC2c-e; SCSh8ELACC9-10RST7ELACC9-10WHST9Wednesday, 11/30Skill focus: Analyze properties and composition of covalent compoundsDetermine the empirical and molecular formulas for a compound from mass percent and actual mass dataBell Ringer-Check answers to homework problemsDiscuss any questions students have involving the process of determining empirical and molecular formulas.In pairs, complete the Mole Airline Crash ActivityBefore dismissal, discuss any problems encountered.Homework-Complete activitySC2c-e; SCSh8ELACC9-10RST7ELACC9-10WHST9 Thursday, 12/1Skill focus: Analyze properties and composition of covalent compoundsDetermine the empirical and molecular formulas for a compound from mass percent and actual mass dataBell Ringer-Find the % composition given a formula.Define the terms empirical and molecular formula Define hydrateList and model the steps involved in determining empirical and molecular formulasPractice determining empirical and molecular formulasHomework-Solve hydrate and molecular formula problemsSC2c-e; SCSh8 ELACC9-10RST7Friday, 12/2Skill focus: Analyze properties and composition of covalent compoundsDetermine the empirical and molecular formulas for a compound from mass percent and actual mass dataBell Ringer-Complete Prelab questions.Discuss prelab calculations and discuss any problems encountered.Lab-Determine the Formula of a HydrateBefore dismissal, discuss observations and any problems that occurred.Homework-Complete lab SC2c-e; SCSh8 ELACC9-10RST3WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 18Monday, 12/5Skill focus: Analyze properties and composition of covalent compoundsAll objectives weeks 17-18Bell Ringer-Answer questions about formula written on the boardGo over questions on review sheetQuiz-Covalent BondingReview game – Homework-Study for testSC1d; SC3e; SCSh 8 Tuesday, 12/6Skill focus: Analyze properties and composition of covalent compoundsAll objectives weeks 16-18Bell work: Solve hydrate problem on the boardGo over quizReview gameHomework-Study for testSC1d; SC3e; SCSh 8 Wednesday, 12/7Common Assessment #6Skill focus: Analyze properties and composition of covalent compoundsAll objectives weeks 17-18Bell Ringer-Prepare materials for testTest over Covalent BondingFollowing test, students work on review guide for Final ExamSC1d; SC3e; SCSh 8 ELACC9-10RST4ELACC9-10RST9Thursday, 12/8Skill focus: All to dateAll objectives weeks 1-18Bell Ringer-Work on review for final examCandy land Review for Final ExamHomework: Study for final examAll to dateFriday, 12/9Skill focus: All to dateAll objectives weeks 1-18Bell Ringer-Work on review for final examKahoot ReviewHomework: Study for final examAll to dateWEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(CCGPS, GPS, AP)Week 19Monday, 12/12Skill focus: All to dateAll objectives weeks 1-18Bell Ringer-Work on review for final examGo over questions students have on review sheetHomework: Study for final examAll to dateTuesday, 12/13Semester Exams (Benchmark #3) – 7th PeriodWednesday, 12/14Semester Exams (Benchmark #3) – 1st & 2nd PeriodsThursday, 12/15Semester Exams (Benchmark #3) – 3rd & 4th PeriodsFriday, 12/16Semester Exams (Benchmark #3) – 5th & 6th PeriodsEnd 1st SemesterWEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 1Tuesday, 1/3FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAYWednesday, 1/4Skill focus: Use kinetic molecular theory to explain the behavior of gasesIdentify the properties used to describe the behavior of gasesBell Ringer-Students write a paragraph explaining how they would prove that a sample of gas is matter.Discuss the Kinetic Molecular Theory (Demo elastic collisions using Newton’s cradle)Discuss, using the PowerPoint and note taking guide, the properties used to describe gases (volume, mass, temperature, and pressure) Demonstrate each property as it is discussed (volume-paper towel in inverted glass; mass-mass uninflated and inflated balloon; temperature-food coloring in cold, room temp, and hot water)Compare and contrast the different temperature scales. Emphasize characteristics of absolute zero and its value on each scale.Model and practice solving temperature conversion problemsBefore dismissal, review each property and the importance of each in describing the behavior of gases.Homework-Complete temperature conversion problemsSC6a; SCSh8 ELACC9-10WHST10ELACC9-10WHST1Thursday, 1/5Skill focus: Use kinetic molecular theory to explain the behavior of gasesExplain how pressure of a gas s measuredList and describe different pressure unitsSolve pressure conversion problemsBell Ringer- Show set up of balloon on bed of nails. Students, in pairs, discuss what they think will happen as weight is added.Using PowerPoint, define pressure and demonstrate how the pressure of a gas is pare and contrast pressure and weight.Discuss how air exerts pressure in all directions. Demo with hole in bottle of water and with note card on inverted glass.Demo the magnitude of air pressure using crushed can.List the standard values of pressure using each unit.Demonstrate and practice the conversion between various pressure unitsBefore dismissal, review the relationship between units.Homework-Practice problems involving conversions between pressure unitsSC6a; SCSh8 ELACC9-10RST7Friday, 1/6Skill focus: Use kinetic molecular theory to explain the behavior of gasesUse the kinetic molecular theory to explain the behavior of gasesState the relationships among pressure, temperature, and volume of a constant amount of gasApply the gas laws to problems.Bell Ringer-Students solve pressure conversion problems on boardGo over answers to bell ringer problems and discuss any questionsActivity-Marshmallow in syringeFollowing activity, students identify the variables involved and predict the relationship between the variables.Using Vernier probe ware students investigate the relationship between the pressure and volume of a gas. (Technology Based Activity)Discuss of Boyle’s Law-ask students to identify various real world examples of Boyle’s law.Demonstrate Boyle’s law using the vacuum pump and bell jar.Practice problems involving application of Boyles lawBefore dismissal, review the relationship between pressure and volume Homework-Solve problems involving the application of Boyle’s LawSC6a; SCSh8 ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 2Monday, 1/9Skill focus: Use kinetic molecular theory to explain the behavior of gasesUse the kinetic molecular theory to explain the behavior of gasesState the relationships among pressure, temperature, and volume of a constant amount of gasApply the gas laws to problems.Bell Ringer-Students solve pressure conversion problems on boardGo over answers to bell ringer problems and discuss any questionsDemonstrate the Cartesian diver.Students complete the Applications of Boyle’s Law lab.Before dismissal, discuss any questions students have regarding their observations.Homework: Complete lab write up (Writing Assignment-Reflection)SC6a; SCSh8 ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7Tuesday, 1/10Skill focus: Use kinetic molecular theory to explain the behavior of gasesUse the kinetic molecular theory to explain the behavior of gasesState the relationships among pressure, temperature, and volume of a constant amount of gasApply the gas laws to problems involving the pressure, temperature, and volume of a constant amount of gasBell Ringer-Students solve two Boyle’s Law Problems on the boardDiscuss their results to the bell ringer problems and review Boyle’s Law.Students investigate Charles law by completing the introduction to Charles’ Law activity. Discuss and demo (soap in microwave oven) Charles’ Law/ Note-taking guide/Ask students to provide real world examples of Charles’ lawPractice problems involving application of Charles’ LawBefore dismissal, explain Charles’ law using the kinetic molecular theory. Contras with Boyle’s lawHomework-Solve problems involving the application of Charles’ LawSC6a; SCSh8 ELACC9-10RST7Wednesday, 1/11Skill focus: Use kinetic molecular theory to explain the behavior of gasesUse the kinetic molecular theory to explain the behavior of gasesState the relationships among pressure, temperature, and volume of a constant amount of gasApply the gas laws to problems involving the pressure, temperature, and volume of a constant amount of gasBell Ringer-Students solve two Charles’ Law problems on the board.Demo (balloon on top of heated flask) and explain Gay-Lussac’s law using the kinetic molecular theory. Ask students to provide real world examples. Compare the relationship to that of Charles’ and Boyle’s law.Model and practice solving problems involving the application of Gay-Lussacs lawDemo (blowing up a balloon) and explain Avogadro’s Principle Note-taking guide. Introduce molar volume (22.4L). Show mole box to provide visual representation.Model and practice problems involving the application of Avogadro’s PrincipleExplain the combined gas law equation. Explain how it can be used for Boyle’s, Charles’ and Gay Lussac’s law problemsModel and practice solving problems involving application of Combined Gas lawHomework-Solve problems using all gas laws to dateSC6a; SCSh8 ELACC9-10RST7Thursday, 1/12Skill focus: Use kinetic molecular theory to explain the behavior of gasesRelate the amount of gas present to its pressure, temperature and volume using the ideal gas lawCalculate the partial pressure of a gasBell Ringer- Students write a paragraph predicting the relationship between moles and pressure of a gas and use the kinetic molecular theory to explain their prediction.Demo Dalton’s law of partial pressures using balloons(students pass balloons between class members and count how many times they hit the balloon in one minute-tally each side of the room-introduce a 2nd color of balloon and repeat. Compare the number of times each color was hit and total # of hits-add a 3rd color and repeat) /notes over Dalton’s lawModel and practice solving Dalton’s law problemsNotes over Ideal Gas law/Compare applications of ideal gas law with combined gas law.Model and practice solving Ideal gas law problemsQuiz over gas laws to dateHomework: Practice problems involving application of Ideal Gas law and Dalton’s Law of Partial PressuresSC6a; SCSh8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Friday, 1/13Skill focus: Use kinetic molecular theory to explain the behavior of gasesRelate the amount of gas present to its pressure, temperature and volume using the ideal gas lawCalculate the partial pressure of a gasBell Ringer-Check answers to homework problems. Discuss problems with partnerGo over questions students have on homework problemsLab-Ideal Gas law (two options)Before dismissal, discuss how Dalton’s law of partial pressures is also involved in the lab. Discuss any problems encountered.Homework-Complete labSC6a; SCSh8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 3Monday, 1/16MLK HOLIDAYTuesday, 1/17Skill focus: Use kinetic molecular theory to explain the behavior of gasesUse the kinetic molecular theory to explain the behavior of gasesDetermine the relative rates of effusion through the application of Graham’s LawBell Ringer-Spray perfume in the front of the room. Students write a paragraph explaining what is observed.Demo (ammonia and phenolphthalein in separate beakers on overhead projector) and give notes on Graham’s law Note taking guideModel and practice solving problems involving application of Graham’s Law. Relate to real world by discussing the rate at which helium balloons deflate vs balloons filled with CO2 Before dismissal, review all gas lawsHomework-Solve Graham’s law problemsSC6a; SCSh8 ELACC9-10WHST10ELACC9-10RST7Wednesday, 1/18Skill focus: Use kinetic molecular theory to explain the behavior of gasesIdentify the components of the atmosphere and their respective percentagesIdentify the layers of the atmosphereBell Ringer-Students perform 3 pressure conversion problemsDemonstrate the egg in the bottle. Students write a paragraph explaining what was observed.In pairs, students read and discuss their paragraphsAs a class, discuss the explanations.Lab-% Oxygen in the AirDiscuss their findings. Take notes about components of the atmosphere to reinforce the discoveriesBefore dismissal, discuss their experimental findings in terms of accepted value for % oxygen.Homework-Study guide for testSC6a; SCSh8 ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7Thursday, 1/19Skill focus: Use kinetic molecular theory to explain the behavior of gasesAll objectives weeks 1-3Bell Ringer-Students write down 5 questions regarding gas laws that they need answered.Go over Review sheet questionsIn groups of 4 students complete the Gas Law RiddleBefore dismissal, discuss any questions that still remain.Homework-Study for testSC6a; SCSh8 ELACC9-10RST7Friday, 1/20Common Assessment #1Skill focus: Use kinetic molecular theory to explain the behavior of gasesAll objectives weeks 1-3Bell Ringer-prepare materials for testTest-Gas LawsFollowing test-complete survey on properties of liquidsHomework-Review bond types and Read articles/take notes on Intermolecular forcesSC6a; SCSh8 ELACC9-10RST2ELACC9-10RST4WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 4Monday, 1/23Skill focus:Compare and contrast the atomic molecular motion of solids, liquids and gasesCompare and contrast molecular motion of the states of matterState the kinetic molecular theoryDescribe intermolecular forcesRelate the intermolecular forces to the properties of liquidsBell Ringer-Students write a paragraph comparing and contrasting solids, liquids, and gasesStudents form small groups of 4 students each.Intro to Intermolecular Force Activity-Each group is given a set of cards containing names and formulas of compounds. Each card also contains the melting and boiling point of the substance.Based on prior knowledge and info on cards, students place compounds into groups based on similar states of matter at room temp.Students answer questions making connections between properties, strength of intermolecular force, and molecular structure.Homework-Complete questions from activity.SC6a; SCSh8 ELACC9-10WHST10ELACC9-10WHST7 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Tuesday, 1/24Skill focus:Compare and contrast the atomic molecular motion of solids, liquids and gasesDescribe intermolecular forcesRelate the intermolecular forces to the properties of liquidsBell ringer-Answer questions about Intermolecular ForcesAs a class, go over Bell work questions and address any questions from the activityUsing the information obtained from the activity, give notes on the different types of intermolecular forces and their effect on properties of substances (emphasizing properties of liquids)Homework-Complete practice sheet predicting types of intermolecular forcesSC6a; SCSh8 ELACC9-10WHST10ELACC9-10WHST7 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Wednesday, 1/25Essay – EnglishSkill focus:Compare and contrast the atomic molecular motion of solids, liquids and gasesDescribe intermolecular forcesRelate the intermolecular forces to the properties of liquidsBell work-Complete prelab questionsAs a class discuss answers to pre-lab questionsLab-Effect of Intermolecular Forces on Properties of LiquidsBefore dismissal, discuss any contradictory observations that were made or questions students may have.Homework-Complete lab questionsSC6a; SCSh8 ELACC9-10WHST10ELACC9-10WHST7 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Thursday, 1/26Skill focus:Compare and contrast the atomic molecular motion of solids, liquids and gasesTo describe the direction of energy flow during phase changesConstruct and interpret phase diagramsRelate the intermolecular forces to the properties of matterBell Ringer-Students complete 5 review questions over states of matter, changes of phase, and intermolecular forces.Review the changes in phase as needed.Demo: Boil water at 60o using mini bell jar apparatusDiscuss demo and explain in terms of pressure and temperature.Give notes using PowerPoint and discuss phase diagrams. Use demo as an example.Using IPads, students complete practice activity at (Technology Based Activity)Before dismissal, discuss the relationship between strength of intermolecular forces and the phase of a substance at room temperature and standard pressureHomework-Complete practice sheet-Interpreting Phase Diagrams/Study for quizSC6b-c; SCSh8 ELACC9-10RST7Friday, 1/27Skill focus: Compare and contrast the atomic molecular motion of solids, liquids and gasesConstruct and interpret phase diagramsRelate the intermolecular forces to the properties of matterBell Ringer-Given a picture of a phase diagram, answer 5 questions.Go over the answers to the Bell Ringer questions and review intermolecular forces as needed.Quiz over Intermolecular forces and Phase diagrams.Following quiz and as homework, have students read and take notes on the differences between solutions, colloids, and suspensions. Using PowerPoint, differentiate between solutions, colloids, and suspensions Note-taking guideSC7; SCSh8 ELACC9-10RST2ELACC9-10RST4ELACC9-10RST5*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, JANUARY 25.*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 5Monday, 1/30Skill focus: Characterize the properties describe solutionsCompare and contrast different types of mixturesClassify mixtures based on observations of propertiesBell Ringer-Classify the examples on the board as colloid, suspension, or solution.Review notes and answer any questionsLab-Types of MixturesBefore dismissal, discuss the different solute/solvent combinations with emphasis on alloysHomework-Complete labSC1b, SC6a, SC7SCSh 8 ELACC9-10RST3ELACC9-10WHST1Tuesday, 1/31Skill focus: Characterize the properties describe solutionsTo compare the properties of alloys with the metals from which they are made Bell Ringer-Review questions on types of mixturesDiscuss answers to review questions and ask students for examples of alloys.Lab-Striking It Rich (ChemCom textbook p. 91)Following lab, complete Progress Check over types of mixtures.Homework-Complete Graphing Activity-Construction of a Solubility CurveSC7, SCSh8ELACC9-10RST3ELACC9-10WHST1Wednesday, 2/1Essay –Social StudiesSkill focus:Characterize the properties describe solutionsDefine saturated, unsaturated, and supersaturated solutionsConstruct and interpret solubility curvesBell Ringer-Compare graph completed for homework with the one pictured on the screen. Identify any differences.In pairs, students answer conclusion questions about solubility curve As a class discuss their answers to the conclusion questions.Define and demo saturated, unsaturated, and supersaturated to support understanding of concepts. (Use thermal pack to illustrate real life application of saturated/supersaturated solutions)Students complete individual practice interpreting solubility curves using IPads and Science Geek (Technology Based Activity)Before dismissal, discuss how a solubility curve can be used to predict the relative solubilities of substances as well as to give a specific quantitative description of a solution Homework-Complete practice sheet-interpreting a solubility curve.SC7a; SCSh8 ELACC9-10WHST1Thursday, 2/2Skill focus:Characterize the properties describe solutionsConstruct and interpret solubility curvesBell Ringer-Students answer 5 questions about a solubility curveGo over questions from homeworkLab-Construction of a Solubility CurveSet up crystal growing activityBefore dismissal, discuss observations from lab and discuss students predictions for the crystal growing activity. Homework-Complete lab questions on Construction of a Solubility Curve/Begin working on review guide for Test over SolutionsSC7a; SCSh8 ELACC9-10RST3ELACC(-10WHST4Friday, 2/3Skill focus:Characterize the properties describe solutionsAll objectives weeks 4 - 5Bell Ringer-Students answer questions about solubility curve on boardGo over answers to Bell RingerQuiz over SolutionsStudents work on Study Guide for test over SolutionsAs a class, go over any questions on the study guideBefore dismissal, discuss any additional questions remaining and make observations on crystal growing activity.Homework-complete review sheetSC1b, SC6a, SC7a, SCSh8*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, FEBRUARY 1.*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 6Monday, 2/6Skill focus:Characterize the properties describe solutionsAll objectives weeks 4-5Bell Ringer-Complete review questions on boardGo over quizReview activityHomework-Study for testSC1b, SC6a , SC7a, SCSh8 ELACC9-10WHST1Tuesday, 2/7Common Assessment #2Skill focus:Characterize the properties describe solutionsAll objectives weeks 4-5Bell Ringer-Prepare for testTest over SolutionsFollowing test, observe crystal growing activity.Homework-Complete questions over crystal growing activitySC1b, SC6a , SC7a, SCSh8 ELACC9-10WHST1Wednesday, 2/8Skill focus: Characterize the properties describe solutionsDescribe concentration using different unitsDetermine the concentration of solutionsCalculate the molarity and the molality of a solutionBell Ringer-Solve the 3 mole conversion problems on the boardReview mole calculations as neededDefine molarity and molality. Model solving molarity and molality problems.Identify and solve practice problems involving % by mass and % by volume.Mini-lab: In pairs, students draw a concentration of solution and attempt to prepare it in lab, recording their procedure. Before dismissal, students submit their procedure to the teacher and exchange theirs with another group.Homework: Students assess the accuracy of the other group’s procedure and solve sample concentration of solution problems.SC7a, SCSh8ELACC9-10WHST4Thursday, 2/9Skill focus: Characterize the properties describe solutionsDescribe concentration using different unitsDetermine the concentration of solutionsCalculate the molarity and the molality of a solutionBell work: Solve 5 solution concentration problems on board.As a class, discuss their solution to the bell work and homework problems.Students complete A Layered Solution Lab:-Each student prepares a salt solution given amount of solute and solvent and then calculates the molarity and molality of their solution. Working with other groups, students prepare the layered salt water density column. Before dismissal, compare the value for the molarity and molality and discuss any differences.Homework-Complete lab activity-A Layered Solution questionsSC7a, SCSh8ELACC9-10WHST4Friday, 2/10Benchmark #1 – ElectivesSkill focus: Characterize the properties describe solutionsDescribe concentration using different unitsDetermine the concentration of solutionsCalculate the molarity and the molality of a solutionDescribe colligative propertiesIdentify four colligative propertiesBell Ringer- Students write a paragraph responding the prompt written on the board (question 115 p. 510)Mini Lab-Preparing a solutionFollowing the lab activity, go over colligative properties and give examples of eachDemo-Freezing point depression with carbonated waterIdentify real world applications of colligative propertiesBefore dismissal, emphasize that colligative properties depend on the number of solute particles not the type.Homework-Complete handout on colligative propertiesSC7a, SCSh8ELACC9-10WHST4*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, FEBRUARY 9 – FRIDAY, FEBRUARY 17 (INCLUSIVE).*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 7Monday, 2/13Benchmark #1 –MathSkill focus:All to dateAll objectives weeks 1-6Bell work-Check answers to homework questionsReview activity over Gas Laws for Benchmark ExamHomework-Work on study guideSC7a; SCSh8 SC6a ELACC9-10RST7 Tuesday, 2/14Benchmark #1 –EnglishSkill focus: All to dateAll objectives weeks 1-6Bell work-Solve gas law problems on boardReview activity over Solutions for Benchmark ExamHomework-Work on Study Guide for Benchmark ExamSC1b, SC6a , SC7a, SCSh8 Wednesday, 2/15Skill focus: All to dateAll objective weeks 1- 6Bell Ringer-Identify questions on study guideAs a class, go over Solutions test and any questions on the study guide for the Benchmark ExamIn pairs, complete review puzzle and work on Logic ProblemBefore dismissal, discuss any additional questions remaining.Homework-study for Benchmark ExamSC2a-c, e; SC6a, SCSh8, SCSh9 Thursday, 2/16Benchmark #1 –ScienceSkill focus: All to dateAll objectives to dateBell Ringer-Prepare for testBenchmark #1Following benchmark, students read an excerpt from “The Poisoners Handbook”SC1b, SC2a-c, e; SC6a, SC7a, SCSh8, SCSh9 ELACC9-10RST2Friday, 2/17Benchmark #1 –Social StudiesSkill focus: Identifying, writing, and balancing chemical equationsDifferentiate between physical and chemical changesRepresent chemical compounds with correctly written chemical formulas.Bell Ringer-Complete review questions over representation of concentration of solutions and colligative properties.As a class, go over answers to bell work questionsAfter the review, have each student write a paragraph explaining the differences between chemical and physical changesAs a class, discuss the paragraphsConduct a brief discussion explaining the connection between the material learned last semester with the concepts that will be studied this semester. (Remind students that this semester we will be using and applying the material learned last semester and that previously addressed concepts will be used and revisited) Before dismissal, conduct a quick review of formula writing. Homework-Handout reviewing formula writingSC2a,b; SCSh8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, FEBRUARY 9 – FRIDAY, FEBRUARY 17 (INCLUSIVE).*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 8Monday, 2/20Winter HolidayTuesday, 2/21Wednesday, 2/22Thursday, 2/23FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAYFriday, 2/24WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 9Monday, 2/27Skill focus: Identifying, writing, and balancing chemical equation Identify indicators of chemical reactionsCompare and contrast endo- and exothermic reactionsBell work: Check answers to homeworkReview formula writing as needed.Lab-Intro to Chemical ReactionsUsing lab results, discuss indicators of chemical change, including exo and endothermic reactions. PowerPoint Chemical Reactions Note-taking Guide Homework: Complete assigned questions that accompany the lab.SC2a,b; SCSh8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1Tuesday, 2/28Skill focus: Identifying, writing, and balancing chemical equationsRepresent chemical reactions with word and skeleton equationsIdentify the parts of an equationBell Ringer- Write formulas for the 5 compounds written on the boardUsing the PowerPoint, discuss the parts of a chemical equation. (Use analogy of words are to formulas as sentences are to equations) Activity: Mg metal reacts with HCl. Students carry out reaction and then write a chemical equation for the reaction.Ask for student volunteers to write their equation on the board.Perform another reaction as a demo and allow students to write another chemical equation.As a review, label all parts of the equation. Homework-Review documents for Performance Exam SC2a,b; SCSh8 ELACC9-10RST7Wednesday, 3/1Essay –ScienceSkill focus: All to dateAll objectives weeks 1-9Bell work-Prepare for Performance ExamComplete Performance ExamHomework- Handout Writing Skeleton EquationsAll to dateThursday, 3/2Skill focus: Identifying, writing, and balancing chemical equationsRepresent chemical reactions with word and skeleton equationsBalance Chemical EquationsBell Ringer-Perform a chemical reaction. Have students write a skeleton equation for the reaction and classify the reaction.Discuss the reactions the students wrote and go over any homework questions.Demonstrate the Law of Conservation of Mass using the reaction observed during the bell work.In pairs, have the students discuss what was observed in terms of atoms and molecules.As a class, share and discuss the students’ explanationsActivity-Is Matter Conserved? (Using puff balls, have students write equations and carry out reactions that demonstrate the conservation of matter)Model how to balance an equationAllow students to practice balancing several equations.Before dismissal, review the steps involved in balancing equations and why equations must be balanced.Homework- Handout Balancing EquationsSC2a,b; SCSh8 Friday, 3/3Skill focus: Identifying, writing, and balancing chemical equationsBalance chemical equationsBell Ringer-Given a word equation on the board, have students write a correctly balanced equation.As a class, discuss any questions students have on writing balanced chemical equations.Review Game-“Shake, Balance, and Roll” (Equations)Before dismissal, discuss any remaining questions regarding the writing of correctly balanced equations.Homework: Complete the handout on the writing of correctly balanced chemical equations.SC2a,b; SCSh8 *NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, MARCH 1.*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 10Monday, 3/6Skill focus: Identifying, writing, and balancing chemical equationsIdentify types of chemical reactionsBell work: Students write skeleton equations for the word equations written on the board.Ask student volunteers to write their equations on the board. As a class discuss the equations and address any remaining questions.Use the PowerPoint to assist in giving notes regarding the classification of equations.Demo examples of each type of equation.Provide examples of to allow students to practice classifying equations. Homework-Handout Classifying EquationsSC2a,b; SCSh8 Tuesday, 3/7Skill focus: Identifying, writing, and balancing chemical equationsIdentify types of chemical reactionsWrite balanced equationsBell Ringer-Read lab procedureGo over any questions on previous night’s homework and on the lab procedure. Discuss lab safety.Lab-From Reactions to EquationsBefore dismissal, discuss observations and any discrepant events that occurred.Homework-Complete labSC2a,b; SCSh8 ELACC9-10RST3ELACC9-10RST7Wednesday, 3/8Skill focus: Relate conservation of matter in the analysis of chemical reactionsDemonstrate the molecular and mass information given in a balanced equationSolve stoichiometric problemsBell Ringer- Bell Ringer-Quiz over Writing Chemical EquationsBalloon races. Ask the students to predict how much product is formed given an amount of reactant.As a class, discuss students predictions and use to introduce stoichiometric calculationsList the sequence of steps used in solving stoichiometric problemsModel the solving of stiochiometric problemsPractice solving stoichiometric problemsBefore dismissal, review the steps and demonstrate that these calculations support the law of conservation of mass.Homework-Handout Stoichiometry problemsSC2c-e; SCSh8;ELACC9-10RST7Thursday, 3/9Skill focus: Relate conservation of matter in the analysis of chemical reactionsIdentify the limiting and excess reactant in a chemical equationBell Ringer-Complete Part 1 of the Activity-Limiting Reactants As a class, discuss their answers to the questions posed in Part 1 of the activityDefine the term limiting and excess reactant and relate it to the activityComplete part 2 of the Activity-Limiting Reactants. Circulate around the room and answer questions as needed as students complete part 2 of the activity.Model the steps involved in solving limiting reactant problems using Part 3 of the activityPractice solving limiting reactant problems using the article informationBefore dismissal, discuss the practical applications of the use of calculations involving limiting reactants in industry.Homework-Handout Limiting ReactantsSC2c-e; SCSh8ELACC9-10RST2ELACC9-10RST3Friday, 3/10Skill focus: Relate conservation of matter in the analysis of chemical reactionsCalculate the mass of a product formed when the amounts of more than one reactant are givenBell Ringer-Solve limiting reactant problem on the board.Discuss answers to the problem on board and answer any questions from homework.Lab-Limiting Reactant or practice additional limiting reactant problems.Homework-Complete lab and work on review guide for test (Alternate review guide)SC2c-e; SCSh8ELACC9-10RST2ELACC9-10WHST10WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 11Monday, 3/13FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAYTuesday, 3/14Skill focus: Relate conservation of matter in the analysis of chemical reactionsAll objectives weeks 8-10Bell Ringer-Students answer 5 review questions on boardGo over answers to review questions on board and answer any questions students have from review guideReview game or activity-“Reaction Relay” Before dismissal, answer any remaining questions for testHomework-Study for test over Chemical ReactionsSC2c-e; SCSh8Wednesday, 3/15Common Assessment #3Skill focus: Relate conservation of matter in the analysis of chemical reactionsAll objectives weeks 8-10Bell Ringer-Prepare materials for testTest over Chemical Reactions (Stoichiometry)ng ideswered regarding stoichiometryite a short paragraph on how it relates to the concept of limitin Following test, students read an excerpt from “The Poisoners Handbook” SC2c-e; SCSh8; ELACC9-10RST2Thursday, 3/16Early ReleaseProfessionalLearning(1st, 2nd, 3rd, 5th)Skill focus: Compare, contrast, and evaluate the nature of acids and basesIdentify the physical and chemical properties of acids and basesClassify solutions as acids and basesBell Ringer-Provide samples of various fruits and vegetables (lemon, orange, celery, banana, grape, apple, and grapefruit). Ask students to classify the items based on properties.As a class, discuss the possible ways to classify the itemsComplete the lab-Intro to Acids and BasesBefore dismissal, discuss with students observations made and any discrepant events that occurredHomework-Complete the labSC7b; SCSh 8 ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1Friday, 3/17Early ReleaseProfessionalLearning (7th, 6th, 4th, 5th)Skill focus: Compare, contrast, and evaluate the nature of acids and basesIdentify the physical and chemical properties of acids and basesClassify solutions as acids and basesBell Ringer-Provide samples of various fruits and vegetables (lemon, orange, celery, banana, grape, apple, and grapefruit). Ask students to classify the items based on properties.As a class, discuss the possible ways to classify the itemsComplete the lab-Intro to Acids and BasesBefore dismissal, discuss with students observations made and any discrepant events that occurredHomework-Complete the labSC7b; SCSh 8 ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 12Monday, 3/20Skill focus: Compare, contrast, and evaluate the nature of acids and basesIdentify the physical and chemical properties of acids and basesClassify solutions as acids and basesCompare the Arrhenius, Bronsted-Lowry, and Lewis models of acids and basesWrite the name and formula for common acids and basesBell Ringer-Students answer 5 questions on the board related to previous day’s labDiscuss the discoveries made during the labGive notes on the definitions, characteristics, and rules for naming acids and bases using the PowerPoint-Acids and BasesNote-taking guide (refer to lab when giving notes and demo where possible)Homework-Crossword puzzle/Practice naming acids and basesSC7b; SCSh 8 Tuesday, 3/21Skill focus: Compare, contrast, and evaluate the nature of acids and basesRelate the strength of an acid or base to its degree of ionizationExplain pH and pOHCalculate pH and pOH of aqueous solutionsExplain the use of indicators to identify acid and base strengthBell Ringer-Given properties of substances, students classify several samples as either acid, base, or neutralUsing a conductivity apparatus, demo examples of strong and weak acids and bases.In pairs, have students discuss the differences in degree of conductivityExplain how degree of ionization relates to the strength of the acid and baseDiscuss the pH scale and complete basic calculationsHomework-Complete the practice pH and pOH calculationsSC7b; SC1d SCSh 8 Wednesday, 3/22Essay –MathSkill focus: Compare, contrast, and evaluate the nature of acids and basesCalculate pH and pOH of aqueous solutionsExplain the use of indicators to identify acid and base strengthExplain the pH scale and demo pH calculations using Glencoe virtual lab and demo examples of various indicators and how they can be used to determine pH.Solve more complex pH and pOH calculationsUse the attached handout for the activity Homework-Complete pH calculation handoutSC7b; SC1d SCSh 8 Thursday, 3/23Skill focus: Compare, contrast, and evaluate the nature of acids and basesIdentify strength of acid and base solutions using indicators and pH metersBell Ringer-Quiz over properties of acids and basesFollowing quiz, place students in groups and allow them to begin working on the lab.Lab-Fish Kill at Lake DoveBefore dismissal, answer any questions students have on lab and use lab observations to preview reactions between acids and bases.Homework-Complete labSC7b; SCSh 8 ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1Friday, 3/24Skill focus: Compare, contrast, and evaluate the nature of acids and basesDefine saltWrite chemical equations for neutralization reactionsBell Ringer-Students write a short paragraph explaining the differences between acids and bases Carry out the Milk of Magnesia demonstrationAs a class, discuss and explain their observationsUse the demonstration to explain neutralization reactionsRelate neutralization reactions to double displacement reactions.Practice writing and analyzing neutralization reactionsUse the writing of neutralization reactions to review naming of acids and bases.Before dismissal, discuss real world examples of neutralization reactions.Homework-Practice writing neutralization reactionsSC1d, SC7b; SCSh 8ELACC9-10RST7 *NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, MARCH 22.*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 13Monday, 3/27Skill focus: Compare, contrast, and evaluate the nature of acids and basesExplain how neutralization reactions are used in acid-base titrationsConstruct and interpret titration curvesBell Ringer- Demo-Phenolphthalein Magic TrickIn pairs, have student discuss the demoAfter giving notes, have students discuss again the demo, attempt possible explanations, and attempt to write a neutralization reaction that supports their observations.Explain and demo the titration process/Relate titrations to neutralization reactions.Carry out a computer simulation of a titrationPractice constructing and interpreting a titration curveHomework-Complete handout on titration curves and begin working on review sheet for test over acids and basesSC7b; SCSh 8 Tuesday, 3/28Skill focus: Compare, contrast, and evaluate the nature of acids and basesAll objectives weeks 9 through 11.Bell Ringer-In pairs, have students read the introduction to the labAs a class, discuss any questions regarding the homework over titration curves or the lab report. Discuss lab safetyLab-Titration of Fruit JuicesOrLab-Effectiveness of AntacidsBefore dismissal, discuss any questions from labHomework-Complete lab report and work on review guide for test over Acids and BasesSC7b; SCSh 8 ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1Wednesday, 3/29Skill focus: Compare, contrast, and evaluate the nature of acids and basesAll objectives weeks 11 through 13.Bell Ringer- Answer questions about titration curve on board (use an example of a base titrated with an acid)Go over answers to bell ringer questions and answer any questions from lab and review guide.Review game-Acid and Base JeopardyBefore dismissal, answer any questions still remaining.Homework-Study for test over acids and basesSC7b; SCSh 8 Thursday, 3/30Common Assessment #4Skill focus: Compare, contrast, and evaluate the nature of acids and basesAll objectives weeks 11 through 13.Bell Ringer-Prepare materials for testTest-Acids and BasesFollowing the test, students complete the acid base logic problemSC1d, SC7b; SCSh 8 ELACC9-10RST2Friday, 3/31Skill focus: All to dateAll objectives weeks 1-13Bell work- Discuss answers to bell work questionsIn groups of 4, students complete the “Easter Egg Scavenger Hunt”Homework-Work on Review Guide for Benchmark ExamSC1a, b and d, SC2a-c, e; SC4a, SC6a, SC7a-b, SCSh8, SCSh9SPRING BREAK!Friday, 4/3 Friday, 4/7WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 14Monday, 4/10Skill focus: Analyze the flow of energyCompare and contrast temperature and heatIdentify examples of conductors and insulatorsCompare and contrast methods of heat transferBell Ringer-Students answer 5 preview questions about temperature and heatIntroduce topic-Energy and Change using PowerPointNote-taking guideCompare and contrast the three temperature scales and review converting between themIn pairs, have students discuss what they think are the differences between temperature and heat.As a class, discuss the differences.Discuss the methods of heat transfer/Demo conducting and insulating blocksDemo conduction, convection, and radiationBefore dismissal, practice classifying examples of the different methods of heat transferHomework- Practice identifying the type of heat transfer given examplesSC6b; SCSh8 Tuesday, 4/11Skill focus: Analyze the flow of energyDescribe how a calorimeter is used to measure energy that is absorbed or releasedDefine specific heatCalculate the amount of heat absorbed or released by a substance as its temperature changesBell Ringer-Students answer 5 questions about the phase diagram on the screen.Using PowerPoint notes, discuss how heat is measured.Provide examples of calorimeters.Define specific heat and provide real world examples of how specific heat determines the amount of temperature change a sample undergoes.Demo: Balloon over candle and balloon with 25mL of water over candle and boil water in a paper cupModel how to solve specific heat problems.In pairs, students practice solving calorimetry problemsBefore dismissal, answer questions remaining about solving calorimetry problems.Homework-Solve calorimetry problems on handout.SC6b-c; SCSh8 ELACC9-10RST7Wednesday, 4/12Skill focus: Analyze the flow of energyUse a calorimeter to measure energy that is absorbed or releasedCalculate the amount of heat absorbed or released by a substance as its temperature changesUse specific heat to determine the identity of an unknown metal Bell Ringer-Solve calorimetry problem on board.Discuss any questions students have on bell ringer problem or on homework problemsComplete virtual lab-Specific Heat of a Metal (Technology Based Activity)Homework- Complete lab calculations and questionsSC6b-c, SCSh8 ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1Thursday, 4/13Skill focus: Analyze the flow of energyUse a calorimeter to measure energy that is absorbed or releasedCalculate the amount of heat absorbed or released by a substance as its temperature changesUse specific heat to determine the identity of an unknown metal Bell Ringer-Solve calorimetry problem on board.Discuss any questions students have on bell ringer problem or on labIntroduce heat loss/heat gain problemsPractice solving problems involving mixingHomework-Solve advanced calorimetry problemsSC6b-cELACC9-10RST7Friday, 4/15Benchmark #2 –ElectivesSkill focus: Analyze the flow of energyUse a calorimeter to measure energy that is absorbed or releasedCalculate the amount of heat absorbed or released by a substance as its temperature changesUse specific heat to determine the identity of an unknown metal Bell Ringer-Students check answers for homework problemsDiscuss any questions students have on homework problemsDiscuss lab safety procedures for labComplete lab- Calorie Content of FoodBefore dismissal, discuss any questions or problems encountered during lab.Homework-Complete labSC6b-c, SCSh8 ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, APRIL 13 – FRIDAY, APRIL 21 (INCLUSIVE).*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 15Monday, 4/18Benchmark #2 –EnglishSkill focus: Analyze the flow of energyDefine latent heatDescribe how energy is lost or gained during changes of stateConstruct heating and cooling curvesBell Ringer-Students solve a calorimetry problem on the boardGo over bell work answer and discuss any questions on lab.Students graph sample data and construct a heating curve (p. 553 from textbook)Students write a paragraph interpreting what the graph represents.In pairs, students share their paragraphsAs a class discuss the data. Using the PowerPoint, define latent heat, heat of fusion, and heat of vaporization. Explain how energy is gained or lost during changes of state using heating curves.Using ScienceGeek, practice interpret heating curvesModel the solving of simple latent heat problemsHomework-Complete handout on Interpreting Heating CurvesSC6b-c; SCSh8 ELACC9-10RST7ELACC9-10WHST2Tuesday, 4/19Benchmark #2 –MathSkill focus: Analyze the flow of energyQuantitatively determine the heat gained or lost as illustrated on heating and cooling curvesBell work-Solve the two step heating curve problem on the boardModel and practice solving multi-step problems involving changes in states of matter.Before dismissal, discuss differences in values of heat of fusion and heat of vaporization. Relate to particle arrangement and intermolecular forces.Students complete Lab-Heat of Fusion of IceHomework: Complete lab questions and additional change of state problems. Begin working on Benchmark Review sheetSC6b-c; SCSh8 ELACC9-10RST7ELACC9-10WHST2Wednesday, 4/20Skill focus: All to dateAll objectives weeks 1-14Bell work-Solve the latent heat problem on the boardReview activity for Benchmark ExamHomework-Work on Benchmark Review Study SheetAll to dateThursday, 4/21Benchmark #2 –Social StudiesSkill focus: All to dateAll objectives weeks 1-14Bell work-Solve the latent heat problem on the boardReview activity for Benchmark ExamHomework-Work on Benchmark Review Study SheetAll to dateFriday, 4/22Benchmark #2 –ScienceSkill focus: All to dateAll objectives weeks 1-14Bell work-Prepare for Benchmark ExamBenchmark ExamHomework-Complete reading assignment in “The Poisoner’s Handbook”All to date*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, APRIL 13 – FRIDAY, APRIL 21 (INCLUSIVE).*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 16Monday, 4/24Skill focus: Analyze the flow of energyCompare and contrast endothermic and exothermic reactionsConstruct and interpret graphs of endothermic and exothermic reactionsBell Ringer-Check answers to homework and identify several examples as either exo or endothermicAs a class, discuss their classificationsUsing the PowerPoint notes, review exothermic/endothermic reactions and demo each type using hand warmers, chemical ice packs, and chemical heating padsPractice labeling and interpreting graphs of endothermic and exothermic reactionsUse the “reaction ball” to illustrate activation energyPerform the Pink Panther demo to illustrate activated complexes and the role of catalysts-explain the effect of a catalyst on activation energy.Before dismissal, compare and draw a connection between the role of enzymes with catalysts.Homework-Complete handout labeling and interpreting potential energy curves.SC6b; SC5b-c;SCSh8 Tuesday, 4/25Skill focus: Analyze the flow of energyTo understand the collision model of how chemical reactions occurDefine reaction rateBell Ringer-Show a video clip of a baseball player hitting a homerun. Ask students to write down all of the factors that are necessary in order for a homerun to occur.As a class, discuss the factors.Use the analogy to explain the collision model of how chemical reactions occur.Explain how the concept of activation energy relates to collision theory and the rate of a reactionBefore dismissal, reinforce how addition of a catalyst does not affect the value of the enthalpy change.Homework-Complete handout on solving miscellaneous heat problemsSC6b; SC5b-c; SCSh8 ELACC9-10RST7Wednesday, 4/26Essay – ElectivesSkill focus: Analyze the flow of energyWrite thermochemical equations for chemical reactions and other processesBell Ringer-Burn a candle. Students sketch a potential energy curve that represents the reaction and write a brief explanation of their prediction.Discuss the students’ graphsUsing PowerPoint notes and graph of burning candle, explain the steps involved in writing thermochemical equationsPractice writing, interpreting, and solving problems using thermochemical equations Before dismissal, emphasize that enthalpy change is an extensive property and is based on the number of moles used in reaction.Homework-Complete handout on writing of thermochemical equations. SC6-b; SC5b-c; SCSh8 ELACC9-10WHST1Thursday, 4/27Skill focus: Investigate reaction rates and the equilibrium conditionDifferentiate between spontaneous and nonspontaneous reactionsDefine entropyIdentify factors that affect the entropy of a system.Predict values in entropy given a chemical equation.Bell Ringer-Students write a short paragraph explaining why some newer building seem to be falling apart while others that are much older seem to stand forever.Using PowerPoint, differentiate between spontaneous and nonspontaneous reactions. Demo examples of each.Define entropy and discuss the factors that affect entropyGiven examples of chemical reactions, practice predicting the entropy changes.Homework-Given examples of chemical reactions, predict whether the entropy increases or decreases.SC5c; SCSh8ELACC9-10WHST1Friday, 4/28Skill focus: Investigate reaction rates and the equilibrium conditionDifferentiate between spontaneous and nonspontaneous reactionsExplain how changes in entropy determine the spontaneity of a reactionDefine free energyBell Ringer-Burn a candle. Ask the students to write a paragraph explaining whether or not the reaction is spontaneous.Discuss students’ responses to the prompt.Explain how entropy and enthalpy determine spontaneity and how spontaneity relates to equilibriumDraw a table showing the relationship between enthalpy, entropy, free energy, and spontaneity are related.Practice predicting values for free energy and the spontaneity for reactions given entropy and enthalpy values.Before dismissal, provide several real world examples (such as melting ice, boiling water, combustion, etc) to illustrate relationships.Homework-Complete handout predicting spontaneity SC5c; SCSh8ELACC9-10WHST1*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, APRIL 26.*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 17Monday, 5/1Skill focus: Analyze the flow of energyAll objectives weeks 14-16Bell Ringer-In pairs, have students discuss the study guideGo over questions students have on study guide or energy transferTurning Point Review gameBefore dismissal, answer any remaining questionsHomework-Study for testSC6b; SC5b-c; SCSh8 Tuesday, 5/2Common Assessment #5Skill focus: Analyze the flow of energyAll objectives weeks 14-16Bell Ringer-Prepare materials for testTest-Energy and ChangeFollowing test, read excerpt from ”The Poisoner’s Handbook”Homework-Complete review of isotope notationSC6b-c; SC5b-c; SCSh8 ELACC9-10RST2Wednesday, 5/3Skill focus: Applications and Effects of Nuclear ReactionsDefine an isotopeCalculate the number of electrons, protons, and neutrons in an isotope given its mass and atomic numbersExplain and identify why certain nuclei are radioactiveDescribe radioactive decayBell Ringer-Following the quiz students complete Practice determining relationship between protons, neutron, and electrons in various isotopesAs a class, review and discuss any areas needing reviewUsing PowerPoint, explain why some isotopes are radioactiveNote-taking guideHomework-Preview notes on alpha, beta, and gamma radiationSC1a; SC4a Thursday, 5/4Skill focus: Applications and Effects of Nuclear ReactionsIdentify alpha, beta, and gamma radiations in terms of composition and key propertiesApply knowledge of radioactive decay to write balanced nuclear equationsBell Ringer-Given 5 isotopes, students classify as either radioactive or notUsing PowerPoint and demos with Geiger Counter, compare and contrast alpha, beta, and gamma radiationPractice writing nuclear decay reactionsHomework-Complete practice writing nuclear decay reactionsSC1a; SC4a Friday, 5/5Skill focus: Applications and Effects of Nuclear ReactionsApply knowledge of radioactive decay to write balanced nuclear equationsBell Ringer-Given 5 statements, classify each as alpha, beta, or gammaGo over answers to bell work and answer any questions on homeworkIn pairs, students complete-Nuclear Decay PuzzleHomework-Complete puzzle and additional practice on writing nuclear decay reactionsSC1a; SC4a AP ExamsMonday, 5/1 – AP Chem, AP Enviro Science, and AP PsychTuesday, 5/2 – AP Spanish LanguageWednesdays, 5/3 – AP English LiteratureThursday, 5/4 – AP GovernmentFriday, 5/5 – AP US History, AP Studio Art MilestonesTo be determined.WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 18Monday, 5/8Skill focus: Applications and Effects of Nuclear Reactions? Solve problems involving radioactive decay ratesBell Ringer-Write 5 nuclear decay equations for info on boardGo over answers to bell ringer equations.Discuss the differences in time it takes for different isotopes to undergo decay. Define half-life.Lab-Half LifeBefore dismissal, compare the half-lives of the different groups and discuss the reason for the differences. Relate to real world examples of radioactive isotopesHomework-Complete lab questionsSC1a; SC4a ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1Tuesday, 5/9Skill focus: Applications and Effects of Nuclear ReactionsSolve problems involving radioactive decay ratesBell Ringer-Given a graph representing radioactive decay, students answer questions related to the half- life.Discuss students’ answers to the Bell Ringer questions.Explain how to calculate half- life and practice solving half- life problems. Show both methods (equations and using a table)Before dismissal, discuss situations in which one method might be preferable over another.Homework-Half- life problemsSC1a; SC4a ELACC9-10RST7Wednesday, 5/10Skill focus: Applications and Effects of Nuclear ReactionsCompare and contrast fission and fusionWrite equations for artificial transmutation reactions.Bell Ringer-Solve half-life problems on the boardGo over questions from bell ringer or from homeworkCompare and contrast fusion, fission, and artificial transmutationPractice predicting products of transmutation reactionsBefore dismissal, discuss how transmutation reactions are used in the formation of new elementsHomework-Complete handout on writing transmutation reactions/Begin review guide for test over Nuclear ChemistrySC1a; SC4a Thursday, 5/11Skill focus: Applications and Effects of Nuclear ReactionsExplain applications of radiation in production of energy and in the treatment of diseaseAll objectives weeks 17 and 18Bell Ringer-Complete Activity: Exposure to RadiationDiscuss their calculations and the average risk of dangerous levels of exposureGo over questions from review guideReview game/activity-“Bluff”Before dismissal, answer any questions remainingHomework-Study for testSC1a; SC4a Friday, 5/12Common Assessment #6Skill focus: Applications and Effects of Nuclear ReactionsAll objectives weeks 17 and 18Bell Ringer-Prepare materials for testTest-Nuclear ChemistryFollowing test, read Poisoner’s HandbookSC1a; SC4a ELACC9-10WHST1ELACC9-10WHST4AP ExamsMonday, May 8 – AP Biology Tuesday, May 9 – AP CalculusWednesday, May 10 – AP English Language and AP MacroeconomicsThursday, May 11 – AP World History and AP StatisticsFriday, May 12 – AP Human GeographyMilestonesTo be determined.WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 19Monday, 5/15Skill focus: Investigate reaction rates and the equilibrium conditionTo model the concept of dynamic equilibrium and discover the principles that govern it.Bell Ringer-Students read a cartoon and then discuss with another student.Discuss students interpretations of the cartoon.Lab-Introduction to EquilibriumBefore dismissal, discuss student discoveries during activityAs a class, discuss the responses and use lab data to explain equilibrium.Homework-Graph data from labSC2f, SCSh8 ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1Tuesday, 5/16Skill focus: Investigate reaction rates and the equilibrium conditionTo model the concept of dynamic equilibrium and discover the principles that govern it.To calculate equilibrium constants.Bell Ringer-In pairs, students compare their graphs and discuss any differencesDiscuss and model the calculation of equilibrium constants.Practice calculating equilibrium constants given equilibrium concentrations. Discuss what the magnitude of the equilibrium constant indicates about the relative rates of the forward and reverse reactions.Homework-Practice calculating equilibrium constants.SC2f, SCSh8Wednesday, 5/17Skill focus: Investigate reaction rates and the equilibrium conditionDescribe how various factors affect chemical equilibriumExplain how LeChatelier’s Principle applies to equilibrium systemsBell Ringer-Students answer questions about equilibriumAs a class, review equilibrium and discuss answers to bell work questions.Ask students to predict how the value of the equilibrium constant will compare for the reverse reaction.Discuss with students LeChatelier’s Principle. Relate the principle to what students observed during the introductory lab activity.Perform a reaction and discuss how it illustrates LeChatelier’s PrinciplePredict shifts in equilibrium position given equations and various scenariosBefore dismissal, reinforce that the equilibrium constant remains the same despite the shift that occurs.Homework-Complete handout SC2f, SCSh8 ELACC9-10RST3ELACC9-10WHST4Thursday, 5/18Skill focus: All to dateAll objectives weeks 1-18Review for final examAll to dateFriday, 5/19Skill focus: All to dateAll objectives weeks 1-18Review for final examAll to dateWEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 20BenchmarkWeek #3Monday, 5/22Review for final examTuesday, 5/23Semester Exams (Benchmark #3 – 7th)Wednesday, 5/24Semester Exams (Benchmark #3 – 1st & 2nd)Thursday, 5/25Semester Exams (Benchmark #3 – 3rd & 4th)Friday, 5/26Semester Exams (Benchmark #3 – 5th & 6th) ................
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