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Buford High School CURRICULUM CALENDAR 2016-2017

COURSE: Honors Chemistry SEMESTER: 2016-2017

TEACHER(S): L. Cole and M. Green

WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(GSE, AP)

Week 1 Thursday, 8/4 Skill focus: Application of scientific method

To develop successful strategies for learning chemistry

As 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 class Students share items from their lists with the class. As a class, discuss each with emphasis on the importance of

making observations Introductory Observation Activity-At the Scene of the Crime-

Picture; Questions As 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 themselves

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Friday, 8/5 Skill focus: Application of scientific method

Compare and contrast types of observations

Compare and contrast theories and observations

Bell 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 observations

Lab-Observations and Explanations As 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 guide

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Week 2 Monday, 8/8 Skill focus: All covered in course

Identify and apply the steps of the scientific method

Create graphs to reveal patterns in data

Identify types of variables

Interpret graphs

As 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 table

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Tuesday, 8/9 Skill focus: Application of scientific method

Identify and apply the steps of the scientific method

Create graphs to reveal patterns in data

Identify types of variables

Interpret graphs

Administration of the Pre-Test As students finish the Pre-Test, they will continue working on

completion of lab report from lab on 8/10 Homework-Complete and submit lab report (Writing

Assignment)

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Wednesday, 8/10 Skill Focus:Manipulation and recording of metric measurements

Introduce the use of significant digits to express uncertainty in measured values

Use SI units to make measurements

Explain how adding a prefix changes a unit.

As a bell ringer activity, students answer the SI unit scavenger hunt questions.

Discuss lab activity from 8/9 As 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.

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Thursday, 8/11 Skill Focus:Manipulation and

Use SI units to make measurements

As a bell ringer activity, students take a quiz on Measurement As students finish quiz, students form groups and begin

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recording of metric measurements

Apply the rules of significant digits to express the uncertainty in measured values

Define accuracy and precision

Apply the definitions and compare the accuracy and precision of recorded data

Describe the accuracy of experimental data using error and percent error

working on lab. Lab-Measuring Volume Before dismissal, compare results of each group and share

possible reasons for differences. Homework-Complete the lab

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Friday, 8/12 Skill Focus:Manipulation and recording of metric measurements

Define accuracy and precision

Apply the definitions in order to compare the accuracy and precision of recorded data

Introduce the use of significant digits to express uncertainty in calculated values

As 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” notes

Before dismissal, review the importance of recording the correct number of significant digits

Homework-Practice rounding answers to the correct number of significant digits.

Homework-Review PowerPoint “Significant Digits” Notes-Significant Digits

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Week 3 Monday, 8/15 Skill Focus:Manipulation and recording of metric measurements

Use SI base units to make measurements

Apply rules for significant figures to express uncertainty in measured and calculated values

Describe the accuracy of experimental data using error and percent error

As 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 discovered Lab-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 lab

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Tuesday, 8/16 Skill focus: Analyze the nature of matter and its classifications

Distinguish between physical and chemical properties

As a bell ringer, students identify 5 examples of properties as physical or chemical

Discuss 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 Volume Before dismissal, discuss the relationship between mass and

volume. Homework-Graph lab data

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Wednesday, 8/17 Skill Focus:Manipulation and recording of metric measurements

Compare the derived units for volume and density

Define density Distinguish between

intensive and extensive properties

Solve density problems graphically and mathematically

As 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 properties Work 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 problems

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Thursday, 8/18 Skill Focus:Manipulation and recording of metric measurements

All objectives for weeks 1 and 2

As 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 Guide Review game-Jeopardy Before dismissal, address any questions regarding test topics. Homework-Study for test

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Friday, 8/19 Skill Focus:Manipulation and recording of metric measurements

• All objectives for weeks 1-3

Bell ringer-prepare materials for test Test over Measurement Following test, students read and complete handout on

physical and chemical properties.

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Week 4 Monday, 8/22 Skill focus: Analyze the nature of matter and its classifications

Apply the measurement of density to determine if objects sink or float

As 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.

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Apply the measurement of density to determine if objects sink or float

Classify properties as chemical or physical

As 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;

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Wednesday, 8/24 Skill focus: Analyze the nature of

Contrast elements, compounds, and

As a bell ringer, have students read a description of a sample of a material. Students should classify each property as chemical

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matter and its classifications

mixtures 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 Matter Homework-Complete lab, if necessary and Using PowerPoint

notes preview types of mixtures

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Thursday, 8/25 Skill focus: Analyze the nature of matter and its classifications

Apply knowledge of chemical and physical properties to identify the components of various mixtures

As 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 Mixtures Before dismissal, discuss their observations regarding physical

and chemical properties of mixtures vs the individual components.

Homework-Complete lab

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Friday, 8/26 Skill focus: Analyze the nature of matter and its classifications

Distinguish between chemical and physical changes

As 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 Changes Before dismissal, identify some of the physical and chemical

changes that were observed during the lab Quiz-Classification of Matter Homework-preview notes on separation techniques. Complete

conclusion questions from demo on physical/chemical changes

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Week 5 Monday, 8/29 Skill focus: Analyze the nature of matter and its classifications

List and describe several techniques used to separate mixtures

As 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 guide

Provide examples of lab equipment used in separation techniques

Homework-Write a set of procedures that could be used to separate a mixture of salt, sand, and iron filings.

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Apply various techniques used to separate mixtures

As 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 test

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Wednesday, 8/31 Skill focus: Analyze the nature of matter and its classifications

All objectives weeks4-6

As 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 matter

Review game-Jeopardy (Round 1) and Jeopardy (Round 2) or Password

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Thursday, 9/1

Common Assessment #2

Skill focus: Analyze the nature of matter and its classifications

All objectives weeks4-6

Test-Classification of Matter Following test have students complete Element Pun handout. Homework-Make flashcards of element names and symbols

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Friday, 9/2 Skill focus: Compare and contrast Bell Ringer Activity-Students use prior knowledge to list as SC3a-c, SCSh7, 8

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Early Release(1st, 2nd, 3rd, 5th)

Explain the characteristics of atoms

the atomic modelsDefine atom

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

atom Discuss 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.

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Week 6 Monday, 9/5 LABOR DAY HOLIDAYTuesday, 9/6 Skill focus:


Compare and contrast the atomic models

Define atom

Bell 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 Mass

Continue 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.OR

Technology Based Time Line Activity Research for Time Line Activity

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Wednesday, 9/7Essay – English

Skill focus:Explain the characteristics of atoms


Define atom Distinguish between

the subatomic particles in terms of relative charge and mass

Describe the structure of the atom, including the locations of the subatomic particles

Bell work-Match scientist with contribution Continue 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.OR

Complete Technology Based Time Line Activity Homework-Atomic Theory Crossword Puzzle


Thursday, 9/8 Skill focus:Explain the characteristics of atoms


Describe the contributions various scientists made to the modern atomic theory

Bell Ringer- Place the discoveries listed on the board in order of their significance to our current understanding of the atom.

Complete any remaining notes on experiments/contributions to knowledge of atomic structure.

Review Game-What’s My Line Questions Game Answers Homework-Work on review sheet for Benchmark Exam and

preview notes on nuclear symbols and isotopes


Friday, 9/9 Skill focus: Explain Calculate the number Bell Ringer-Given a nuclear symbol, ask students to identify the SC3a-c, SCSh7, 8

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Benchmark #1 – Electives

the characteristics of atoms

of electrons, protons, and neutrons in an atom given its mass and atomic numbers

Represent atoms using Bohr diagrams

Define valence electrons

Define an isotope

number of protons, neutrons, and electrons. Activity-Building Bohr models Write 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, Neutrons

Activity-Identification of Isotopes Homework: Practice problems involving the calculation of

subatomic particles in isotopes of various atoms and complete review sheet for Benchmark Exam

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*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, SEPTEMBER 7.*

*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, SEPTEMBER 8 – FRIDAY, SEPTEMBER 16 (INCLUSIVE).*

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Week 7 Monday, 9/12Benchmark #1 – Social Studies

Skill focus: All to date

All objectives weeks 1-6 Bell 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 Exam

Review game-Candy Land Before dismissal, discuss any questions students still have

regarding material on Benchmark Exam

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Tuesday, 9/13Benchmark #1 – Science


All objectives weeks 1-7 Bell Ringer-Prepare materials for Benchmark Exam Benchmark Exam #1 Homework-Writing Assignment-Greatest Contribution to

Atomic Theory

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Wednesday, 9/14 Skill focus:Explain the characteristics of atoms

Define the term mole Relate the mole to a

common everyday counting unit

Explain how a mole is used to indirectly count the number of particles of matter

Bell 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 particles

Homework-Mole conversion problems/study for quiz over calculation of # of protons, neutrons, and electrons in atom.

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Thursday, 9/15Benchmark #1 –English


Relate the mass of an atom to the mass of a mole of atoms

Convert between number of moles and the mass of a substance

Bell 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 substance

Homework-Problems involving conversion between moles and mass

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Friday, 9/16 Skill focus: Demonstrate the Bell ringer-Solve 3 problems involving conversion between SC3a-d, SCSh7, 8

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Benchmark #1 –Math


relationship of the relative abundance of the isotopes to the average atomic mass of a particular element

Calculate the average atomic mass of various elements

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 Determination Before dismissal, review calculations that were made during

lab. Homework- Practice problems involving the calculation of

average atomic mass and mole conversion problems


*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, SEPTEMBER 8 – FRIDAY, SEPTEMBER 16 (INCLUSIVE).*

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Week 8 Monday, 9/19 Skill focus:Explain the characteristics of atoms

Compare the wave and particle nature of light

Define a quantum of energy

Define Planck’s constant

Bell Ringer-Review mole conversion problems Go 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 cloud

Introduce the quantum theory using the PowerPoint-Electron Arrangement Note Taking guide-Electron Arrangement

Homework-Practice problems on average atomic mass

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Tuesday, 9/20 Skill focus:Explain the characteristics of atoms

Compare the Bohr model and quantum mechanical model of the atom

Bell 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 Theory


Wednesday, 9/21 Skill focus:Explain the characteristics of atoms

Compare the Bohr model and quantum mechanical model of the atom

Write electron configurations and draw electron dot diagrams

Assign quantum numbers to represent valence electrons

Bell Ringer-Students write a short paragraph comparing and contrasting the Bohr and Quantum Mechanical models of the atom

Build models relating electron arrangement to quantum numbers for the first 10 elements

Practice writing electron configurations, bohr diagrams, and dot diagrams for the first 10 elements

Practice 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).

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Thursday, 9/22 Skill focus: Write electron Bell Ringer: In pairs, students compare their electron SC3a-d,f; SCSh7, 8

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configurations and draw electron dot diagrams

Define paramagnetism and diamagnetism

configurations from homework assignment Introduce the correct configuration for potassium Explain the Aufbau Principle. Practice writing configurations and dot diagrams for elements

with atomic numbers greater than 20 Discuss the stability of half-filled and completely filled

sublevels and the exceptions that result Homework-Practice writing configurations, dot diagrams, and

assigning of quantum numbers Friday, 9/23Early Release –Homecoming(7th, 6th, 4th, 5th)

Skill focus:Explain the

characteristics of atoms

Write electron configurations and draw electron dot diagrams

Define paramagnetism and diamagnetism

Bell 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 Roll Homework: Study for quiz over the quantum mechanical

model and the writing of electron configurations.

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Week 9 Monday, 9/26 Skill focus:Explain the characteristics of atoms

Compare the wave and particle nature of light

Define a quantum of energy

Define Planck’s constant

Bell Ringer-Review writing electron configurations Discuss the wave-particle duality of matter Phet Simulation of the photoelectric effect Review electromagnetic spectrum and the relationship

between frequency and wavelength Practice solving Problems involving the electromagnetic wave

relationship and Planck’s constant Homework-Solve problems involving Planck’s constant


Tuesday, 9/27 Skill focus:Explain the characteristics of atoms

Use emission spectra to identify elements

Define ground and excited states

Bell Ringer –Quiz over Quantum Mechanical Model Bell 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 Spectrum

Demonstrate emission spectra using spectrum tubes, glow sticks, and luminescence reactions

Homework- 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 test

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Wednesday, 9/28Essay –Social Studies


Use emission spectra to identify elements

Bell Ringer-Read Introduction to lab Discuss lab into and safety procedures Lab-Flame Test Following lab, discuss how the pickle demo relates to the

observations made during the lab. Homework- complete lab and complete work on review sheet

for test

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Thursday, 9/29 Skill focus:Explain the characteristics of atoms

All objectives weeks 8 through 10

Bell Ringer-Prepare lab to turn in. Identify questions from the review sheet that students want to discuss.

Discuss questions students have from review sheet Complete review activity or game to prepare for test Homework- Study for test

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Friday, 9/30 Skill focus: All objectives weeks 8 Test-Electron Arrangement SC3a-d,f; SCSh7, 8

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Common assessment #3


through 10 Following test, students complete WebQuest-Chemistry of Fireworks (Technology Based Activity) http://www.glencoe.com/sec/science/webquest/content/fireworks.shtml

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*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, SEPTEMBER 28.*

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http://www.glencoe.com/sec/science/webquest/content/fireworks.shtml

http://www.glencoe.com/sec/science/webquest/content/fireworks.shtml





Week 10 Monday, 10/3 Skill focus:Use the organization of the periodic table to predict properties of elements

Recognize trends that result from the organization of the periodic table

Identify key features of the periodic table

Bell Ringer- Introductory Activity-Recognizing Trends of the Periodic Table

Trace the development of the periodic table PowerPoint notes-Introduce and explain the development of

the periodic table using the Note taking graphic organizer On a blank periodic table, label periods and group

numbers/names Homework-Complete the handout on scientists’ contributions

to the periodic table

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Tuesday, 10/4 Skill focus:Use the organization of the periodic table to predict properties of elements

Identify the four blocks of the periodic table based on their electron configuration

Explain why elements in the same groups have similar properties

State octet rule

Bell 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 Exam

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Wednesday, 10/5Essay –Science

Skill focus: All to date All objectives weeks 1-12. Bell Ringer-Prepare for Performance Exam Complete Performance Exam Homework: Complete checklist on Science Project Research

paper and predict electron configurations and dot diagrams for elements based on location on table and complete nd

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Thursday, 10/6 Skill focus: Identify key features Bell Ringer-Identify the elements using the electron SC4, SCSh7, 8

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Use the organization of the periodic table to predict properties of elements

of the periodic table Compare and

contrast the properties of metals and nonmetals

configurations written on the board. In groups of 4, students group candy based on characteristics As a class, discuss the different characteristics that were used

in grouping the candy Lab-Properties of Metals and Nonmetals Before dismissal, discuss observations made and any

discrepant events. Identify where metals and nonmetals are located on the periodic table



Friday, 10/7 FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAY

*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, OCTOBER 5.*

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Week 11 Monday, 10/10 FALL HOLIDAY!Tuesday, 10/11 Skill focus:

Use the organization of the periodic table to predict properties of elements

Compare period and group trends of several properties

Bell Ringer-Students select card and find partner for activity by matching noble gas configuration to element symbol.

Complete Mystery Element Activity Go over and discuss answers to activity. Activity-3D Graph of Periodic Trends (Technology Based

Assignment) Homework-Complete activity

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Wednesday, 10/12 Skill focus:Use the organization of the periodic table to predict properties

of elements

Compare period and group trends of several properties

Relate period and group trends in atomic radii and ionization energy to electron configurations

Bell Ringer-In groups from previous day, complete activity. Students predict the relative size and ionization energy of

select elements using knowledge acquired from the activity Explain the following trends: atomic and ionic radii, ionization

energy, and chemical reactivity Practice using trends to predict element properties Homework-Complete handout

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Thursday, 10/13Early ReleaseProfessionalLearning(1st, 2nd, 3rd, 5th)

Skill focus:Use the organization of the periodic table to predict properties of elements

All objectives weeks 10-13 Bell Ringer-Using data on board, predict trend for density Review game-Periodic Table Scavenger HuntOR Activity-Periodic LawOR Activity-Alien Periodic Table Homework-Complete Study Guide


Friday, 10/14Early ReleaseHomecoming(7th, 6th, 4th, 5th)


All objectives weeks 10-13 Bell Ringer-Quiz over periodic trends Review game-Periodic Table Scavenger HuntOR Activity-Periodic LawOR Activity-Alien Periodic Table Homework-Complete Study Guide


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Week 12 Monday, 10/17 Skill focus:Use the organization of the periodic table to predict properties of elements

All objectives weeks 10-13 Bell Ringer- In pairs, students discuss study guide Go over questions on study guide Review game-Periodic Table Homework-Study for test

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Tuesday, 10/18Common Assessment #4


All objectives weeks 10-13 Bell Ringer-Prepare materials for test Test-Periodicity Homework-Read documents for Performance Exam and

Review tips for writing an effective essay

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Wednesday, 10/19PSATASVABCollege/Career FairThursday, 10/20 Skill focus: Analyze

properties of composition of compounds

Define a chemical bond

Compare and contrast properties of ionic and covalent bonds

Use electronegativity to predict the type of bond that forms between two elements

Bell 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 Organizer

Demonstrate Problems using electronegativity to predict bonding type

Homework-Complete practice problems-ionic or covalent

SC1c,d; SC3e; SCSh 8 ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST6ELACC9-10RST7ELACC9-10WHST1

Friday, 10/21 Skill focus: Analyze Define a chemical Bell Ringer-Demonstrate Problems using electronegativity to SC1c,d; SC3e; SCSh 8

21




properties of composition of compounds

bond Compare and contrast

properties of ionic and covalent bonds

Use electronegativity to predict the type of bond that forms between two elements

predict bonding type Complete Lab-Properties of Ionic and Covalent Compounds Following lab, discuss any discrepant events of unusual

observations made during the lab Homework-Complete lab conclusion questions and begin

working on Benchmark Exam Review Guide

ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST6ELACC9-10RST7ELACC9-10WHST1

22





Week 13 Monday, 10/24 Skill focus:Analyze properties and composition of ionic compounds

Describe the formation of positive and negative ions

Relate ion formation to electron configuration

Describe the formation of ionic bonds and the structure of ionic compounds

Generalize about the strength of ionic bonds

Predict formulas of ionic compounds

Bell 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 bonding

Explain the naming rules for ionic compounds using the elements assigned at the beginning of class.

Practice predicting formulas of ionic compounds using dot diagrams only

Homework-Draw dot diagrams to determine formulas for various pairs of elements and then name the resulting compound. Complete work on review guide for Benchmark Exam

SC1c,d; SC3e; SCSh 8 ELACC9-10RST7

Tuesday, 10/25 Skill focus:Analyze properties and composition of ionic compounds

Write formulas for binary ionic compounds

Apply IUPAC naming conventions to binary ionic compounds

Bell 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 homework In 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 table Homework - Practice writing formulas and names of ionic

compounds.

SC1c,d; SC3e; SCSh 8ELACC9-10RST7

Wednesday, 10/26Essay –Math

Skill focus:Analyze properties and composition of ionic compounds

Write formulas for ionic compounds involving polyatomic ions

Apply IUPAC naming conventions to ionic compounds involving polyatomic ions

Bell 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 activity Demonstrate the writing of formulas and names of ionic

compounds involving polyatomic ions Homework-Practice naming compounds involving polyatomic

ions


23




Thursday, 10/27 Skill focus:Analyze properties and composition of ionic compounds

Write formulas for ionic compounds involving polyatomic ions

Apply IUPAC naming conventions to ionic compounds involving polyatomic ions

Bell work- Write names/formulas for the compounds on the board

Go over answers to homework questions and bell work Review Game-Chemdeck Card games or Formula Yahtzee Homework-Complete practice sheet-naming ionic compounds


Friday, 10/28Benchmark #2 –Electives


All objectives weeks 1-14. Bell Ringer-Students write 10 review questions. Go over questions have from review guide for Benchmark

Exam Small group review game Before dismissal, answer any questions students still have over

material to be assessed on Benchmark Exam Homework-Study for benchmark exam

SC1b-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).*

24





Week 14 Monday, 10/31Benchmark #2 –Science


All to date Prepare for Benchmark Exam Benchmark Exam Homework-Practice writing formulas for compounds

All to date

Tuesday, 11/1Benchmark #2 –Social Studies


Calculate formula mass for ionic compounds

Solve mole conversion problems using formula mass of ionic compounds

Bell Ringer-Calculate the formula mass for 5 compounds on board

In pairs, have students check each other’s calculations Lab-Mole Concept Before 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 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Wednesday, 11/2 Skill focus: Analyze properties and composition of ionic compounds

Solve mole conversion problems using formula mass of ionic compounds

Bell Ringer-Solve the 5 mole conversion problems on the board In pairs, have students check each other’s calculations Complete Mole Sentence game

OR Partner problem solving activity Homework: Complete mole conversion problems

SC1c,d; SC3e; SCSh 8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Thursday, 11/3Benchmark #2 –Math


Calculate formula mass for ionic compounds

Calculate percent composition for ionic compounds

Bell Ringer-Students write formulas and names of ionic compounds listed on the board

Activity-% Composition of an Oreo Cookie Demonstrate calculating formula mass and % composition of

ionic compounds Practice calculating formula mass and % composition of ionic

compounds Homework-Complete problems on handout


Friday, 11/4Benchmark #2 –

Skill focus:Analyze properties

Use percent composition to identify an unknown ionic

Bell ringer-Given % composition data on the board, students attempt to identify the unknown compound from 3 choices.

SC1c,d; SC3e; SCSh 8

25




English and composition of ionic compounds

compound As a class discuss the different processes the students used in identifying the compound.

Lab-% Composition of an Unknown Compound Before dismissal, discuss observations make and answer any

questions students have regarding calculations. Homework-lab questions, calculations, and review sheet

ELACC9-10RST3ELACC9-10RST7ELACC9-10RST6ELACC9-10WHST1

*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, OCTOBER 27 – FRIDAY, NOVEMBER 4 (INCLUSIVE).*

26





Week 15 Monday, 11/7 Skill focus:Analyze properties and composition of ionic compounds

All objectives weeks 14-16 Bell 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 test

SC1c,d; SC3e; SCSh 8



All objectives weeks 14-16 Bell Ringer-prepare materials for test Test-Ionic Bonding Homework-Using Covalent Bonding PowerPoint, preview the

naming of covalent compounds. Note taking guide

SC1c,d; SC3e; SCSh 8 ELACC9-10RTS2

Wednesday, 11/9Essay –Electives

Skill focus: Analyze properties and composition of covalent compounds

Apply the octet rule to atoms that form covalent bonds

Illustrate the formation of single covalent bonds using electron dot diagrams

Apply IUPAC naming conventions

Bell 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 diagrams

Discuss the rules for naming covalently bonded compounds. Practice writing formulas and naming covalent compounds Homework-Construct a graphic organizer for the naming of all

compounds. Write names for given formulas of covalent molecules. OR

Construct Electronic Book of Naming Rules (Technology Based Assignment)

SC2c-e; SCSh8

Thursday, 11/10 Skill focus: Illustrate the Bell Ringer-Students answer covalent bonding preview SC1d; SC3e;

27




Analyze properties and composition of covalent compounds

formation of single, double, and triple covalent bonds

Contrast sigma and pi bonds

Identify elements that exist as diatomic molecules

questions Students 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 diagrams Have 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 activity

SCSh 8 ELACC9-10RST2

Friday, 11/11 Skill focus: Analyze properties and composition of covalent compounds

Define polar and nonpolar bonds and molecules

Illustrate the formation of single covalent bonds using electron dot diagrams

Draw structural formulas to illustrate the relative positions of atoms within a molecule

Identify the 5 electron domain geometries

Bell Ringer-Students write a sentence describing what polarity means

Go over questions from Polar Bears and Penguin activity Discuss polar vs nonpolar bonds and molecules using

Molecular Geometry PowerPoint and note taking guide Teach 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 geometries

SC1d; SC3e; SCSh 8 ELACC9-10RST2

*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, NOVEMBER 9.*

28





Week 16 Monday, 11/14 Skill focus: Analyze properties and composition of covalent compounds


Identify molecular geometry of linear and trigonal planar covalent compounds

Identify exceptions to the octet rule and the corresponding molecular geometries

Identify 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 problems

SC1d; SC3e; SCSh 8

Tuesday, 11/15 Skill focus: Analyze properties and composition of covalent compounds





Bell Ringer-Classify 3 formulas on board by electron domain geometries

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.




SC1d; SC3e; SCSh 8

29




Wednesday, 11/16 Skill focus: Analyze properties and composition of covalent compounds






Using 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.




SC1d; SC3e; SCSh 8

Thursday, 11/17 Skill focus: Analyze properties and composition of covalent compounds






Using 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.



Review all geometries Homework-Complete 5 practice problems

SC1d; SC3e; SCSh 8

30




Friday, 11/18 Skill focus: Analyze properties and composition of covalent compounds


Identify electronic and molecular geometry

Predict bond angles Predict polarity

Bell 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 show

SC1d; SC3e; SCSh 8

THANKSGIVING BREAK!11/21 11/25

31







Identify electronic and molecular geometry

Predict bond angles Predict polarity

Bell work: Use google slide show to predict names, geometry, bond angle, and polarity of 5 compounds written on board.

Review game-VSEPR Hold ‘emOR

Quizlet.Live Homework-Complete practice problems

SC1d; SC3e; SCSh 8


Predict polarity Determine the

empirical and molecular formulas for a compound from mass percent and actual mass data

Bell Ringer-Find the % composition given a formula. Define the terms empirical and molecular formula List and model the steps involved in determining empirical and

molecular formulas Practice determining empirical and molecular formulas Homework-Complete practice problems determining empirical

and molecular formulas

SC2c-e; SCSh8ELACC9-10RST7ELACC9-10WHST9

Wednesday, 11/30 Skill focus: Analyze properties and composition of covalent compounds

Determine the empirical and molecular formulas for a compound from mass percent and actual mass data

Bell Ringer-Check answers to homework problems Discuss any questions students have involving the process of

determining empirical and molecular formulas. In pairs, complete the Mole Airline Crash Activity Before dismissal, discuss any problems encountered. Homework-Complete activity


Thursday, 12/1 Skill focus: Analyze properties and composition of covalent compounds

Determine the empirical and molecular formulas for a compound from mass percent and actual mass data

Bell Ringer-Find the % composition given a formula. Define the terms empirical and molecular formula Define hydrate List and model the steps involved in determining empirical and

molecular formulas Practice determining empirical and molecular formulas Homework-Solve hydrate and molecular formula problems

SC2c-e; SCSh8 ELACC9-10RST7

Friday, 12/2 Skill focus: Analyze properties and

Determine the empirical and

Bell Ringer-Complete Prelab questions. Discuss prelab calculations and discuss any problems

SC2c-e; SCSh8 ELACC9-10RST3

32




composition of covalent compounds

molecular formulas for a compound from mass percent and actual mass data

encountered. Lab-Determine the Formula of a Hydrate Before dismissal, discuss observations and any problems that

occurred. Homework-Complete lab

33






All objectives weeks 17-18 Bell Ringer-Answer questions about formula written on the board

Go over questions on review sheet Quiz-Covalent Bonding Review game – Homework-Study for test

SC1d; SC3e; SCSh 8


All objectives weeks 16-18

Bell work: Solve hydrate problem on the board Go over quiz Review game Homework-Study for test

SC1d; SC3e; SCSh 8

Wednesday, 12/7Common Assessment #6

Skill focus: Analyze properties and composition of covalent compounds

All objectives weeks 17-18 Bell Ringer-Prepare materials for test Test over Covalent Bonding Following test, students work on review guide for Final Exam

SC1d; SC3e; SCSh 8 ELACC9-10RST4ELACC9-10RST9

Thursday, 12/8 Skill focus: All to date


Bell Ringer-Work on review for final exam Candy land Review for Final Exam Homework: Study for final exam

All to date

Friday, 12/9 Skill focus: All to date


Bell Ringer-Work on review for final exam Kahoot Review Homework: Study for final exam

All to date

34




WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(CCGPS, GPS, AP)

Week 19 Monday, 12/12 Skill focus: All to date


Bell Ringer-Work on review for final exam Go over questions students have on review sheet Homework: Study for final exam

All to date

Tuesday, 12/13 Semester Exams (Benchmark #3) – 7th PeriodWednesday, 12/14 Semester Exams (Benchmark #3) – 1st & 2nd PeriodsThursday, 12/15 Semester Exams (Benchmark #3) – 3rd & 4th PeriodsFriday, 12/16 Semester Exams (Benchmark #3) – 5th & 6th Periods

End 1st Semester

35





Week 1 Tuesday, 1/3 FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAYWednesday, 1/4 Skill focus:

Use kinetic molecular theory to explain the behavior of gases

Identify the properties used to describe the behavior of gases

Bell 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 problems Before dismissal, review each property and the importance of

each in describing the behavior of gases. Homework-Complete temperature conversion problems

SC6a; SCSh8 ELACC9-10WHST10ELACC9-10WHST1

Thursday, 1/5 Skill focus: Use kinetic molecular theory to explain the behavior of gases

Explain how pressure of a gas s measured

List and describe different pressure units

Solve pressure conversion problems

Bell 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 measured.

Compare 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 units Before dismissal, review the relationship between units. Homework-Practice problems involving conversions between

pressure units

SC6a; SCSh8 ELACC9-10RST7

Friday, 1/6 Skill focus: Use the kinetic Bell Ringer-Students solve pressure conversion problems on SC6a; SCSh8

36





molecular theory to explain the behavior of gases

State the relationships among pressure, temperature, and volume of a constant amount of gas

Apply the gas laws to problems.

board Go over answers to bell ringer problems and discuss any

questions Activity-Marshmallow in syringe Following 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 law Before dismissal, review the relationship between pressure and

volume Homework-Solve problems involving the application of Boyle’s

Law

ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7

37





Week 2 Monday, 1/9 Skill focus: Use kinetic molecular theory to explain the behavior of gases

Use the kinetic molecular theory to explain the behavior of gases


Apply the gas laws to problems.

Bell Ringer-Students solve pressure conversion problems on board

Go over answers to bell ringer problems and discuss any questions

Demonstrate 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 ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7

Tuesday, 1/10 Skill focus: Use kinetic molecular theory to explain the behavior of gases



Apply the gas laws to problems involving the pressure, temperature, and volume of a constant amount of gas

Bell Ringer-Students solve two Boyle’s Law Problems on the board

Discuss 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’ law

Practice problems involving application of Charles’ Law Before dismissal, explain Charles’ law using the kinetic

molecular theory. Contras with Boyle’s law Homework-Solve problems involving the application of Charles’

Law


38




Wednesday, 1/11 Skill focus: Use kinetic molecular theory to explain the behavior of gases



Apply the gas laws to problems involving the pressure, temperature, and volume of a constant amount of gas

Bell 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 law

Demo (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 Principle

Explain the combined gas law equation. Explain how it can be used for Boyle’s, Charles’ and Gay Lussac’s law problems

Model and practice solving problems involving application of Combined Gas law

Homework-Solve problems using all gas laws to date



Relate the amount of gas present to its pressure, temperature and volume using the ideal gas law

Calculate the partial pressure of a gas

Bell 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 law

Model and practice solving Dalton’s law problems Notes over Ideal Gas law/Compare applications of ideal gas law

with combined gas law. Model and practice solving Ideal gas law problems Quiz over gas laws to date Homework: Practice problems involving application of Ideal

Gas law and Dalton’s Law of Partial Pressures

SC6a; SCSh8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Friday, 1/13 Skill focus: Relate the amount of Bell Ringer-Check answers to homework problems. Discuss SC6a; SCSh8

39





gas present to its pressure, temperature and volume using the ideal gas law

Calculate the partial pressure of a gas

problems with partner Go over questions students have on homework problems Lab-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 lab


40





Week 3 Monday, 1/16 MLK HOLIDAYTuesday, 1/17 Skill focus:



Determine the relative rates of effusion through the application of Graham’s Law

Bell 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 guide

Model 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 laws Homework-Solve Graham’s law problems

SC6a; SCSh8 ELACC9-10WHST10ELACC9-10RST7

Wednesday, 1/18 Skill focus: Use kinetic molecular theory to explain the behavior of gases

Identify the components of the atmosphere and their respective percentages

Identify the layers of the atmosphere

Bell Ringer-Students perform 3 pressure conversion problems Demonstrate the egg in the bottle. Students write a paragraph

explaining what was observed. In pairs, students read and discuss their paragraphs As a class, discuss the explanations. Lab-% Oxygen in the Air Discuss their findings. Take notes about components of the

atmosphere to reinforce the discoveries Before dismissal, discuss their experimental findings in terms

of accepted value for % oxygen. Homework-Study guide for test

SC6a; SCSh8 ELACC9-10WHST10ELACC9-10RST3ELACC9-10RST7


All objectives weeks 1-3 Bell Ringer-Students write down 5 questions regarding gas laws that they need answered.

Go over Review sheet questions In groups of 4 students complete the Gas Law Riddle Before dismissal, discuss any questions that still remain. Homework-Study for test


Friday, 1/20 Skill focus: All objectives weeks 1-3 Bell Ringer-prepare materials for test SC6a; SCSh8

41




Common Assessment #1


Test-Gas Laws Following test-complete survey on properties of liquids Homework-Review bond types and Read articles/take notes on

Intermolecular forces


42





Week 4 Monday, 1/23 Skill focus:Compare and contrast the atomic molecular motion of solids, liquids and gases

Compare and contrast molecular motion of the states of matter

State the kinetic molecular theory

Describe intermolecular forces

Relate the intermolecular forces to the properties of liquids

Bell Ringer-Students write a paragraph comparing and contrasting solids, liquids, and gases

Students 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 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Tuesday, 1/24 Skill focus:Compare and contrast the atomic molecular motion of solids, liquids and gases



Bell ringer-Answer questions about Intermolecular Forces As a class, go over Bell work questions and address any

questions from the activity Using 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 forces


Wednesday, 1/25Essay – English

Skill focus:Compare and contrast the atomic molecular motion of solids, liquids and gases



Bell work-Complete prelab questions As a class discuss answers to pre-lab questions Lab-Effect of Intermolecular Forces on Properties of Liquids Before dismissal, discuss any contradictory observations that

were made or questions students may have. Homework-Complete lab questions


Thursday, 1/26 Skill focus:Compare and

To describe the direction of energy

Bell Ringer-Students complete 5 review questions over states of matter, changes of phase, and intermolecular forces.

SC6b-c; SCSh8 ELACC9-10RST7

43




contrast the atomic molecular motion of solids, liquids and gases

flow during phase changes

Construct and interpret phase diagrams

Relate the intermolecular forces to the properties of matter

Review the changes in phase as needed. Demo: Boil water at 60o using mini bell jar apparatus Discuss 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

www.sciencegeek.net (Technology Based Activity) Before dismissal, discuss the relationship between strength of

intermolecular forces and the phase of a substance at room temperature and standard pressure

Homework-Complete practice sheet-Interpreting Phase Diagrams/Study for quiz

Friday, 1/27 Skill focus: Compare and contrast the atomic molecular motion of solids, liquids and gases

Construct and interpret phase diagrams

Relate the intermolecular forces to the properties of matter

Bell 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 guide

SC7; SCSh8 ELACC9-10RST2ELACC9-10RST4ELACC9-10RST5

*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, JANUARY 25.*

44

http://www.sciencegeek.net/





Week 5 Monday, 1/30 Skill focus: Characterize the properties describe solutions

Compare and contrast different types of mixtures

Classify mixtures based on observations of properties

Bell Ringer-Classify the examples on the board as colloid, suspension, or solution.

Review notes and answer any questions Lab-Types of Mixtures Before dismissal, discuss the different solute/solvent

combinations with emphasis on alloys Homework-Complete lab

SC1b, SC6a, SC7SCSh 8 ELACC9-10RST3ELACC9-10WHST1

Tuesday, 1/31 Skill focus: Characterize the properties describe solutions

To compare the properties of alloys with the metals from which they are made

Bell Ringer-Review questions on types of mixtures Discuss 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 Curve

SC7, SCSh8ELACC9-10RST3ELACC9-10WHST1

Wednesday, 2/1Essay –Social Studies

Skill focus:Characterize the properties describe solutions

Define saturated, unsaturated, and supersaturated solutions

Construct and interpret solubility curves

Bell 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 ELACC9-10WHST1

Thursday, 2/2 Skill focus:Characterize the

Construct and interpret solubility

Bell Ringer-Students answer 5 questions about a solubility curve


45




properties describe solutions

curves Go over questions from homework Lab-Construction of a Solubility Curve Set up crystal growing activity Before 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 Solutions

ELACC(-10WHST4

Friday, 2/3 Skill focus:Characterize the properties describe solutions

All objectives weeks 4 - 5

Bell Ringer-Students answer questions about solubility curve on board

Go over answers to Bell Ringer Quiz over Solutions Students work on Study Guide for test over Solutions As a class, go over any questions on the study guide Before dismissal, discuss any additional questions remaining

and make observations on crystal growing activity. Homework-complete review sheet

SC1b, SC6a, SC7a, SCSh8

*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, FEBRUARY 1.*

46





Week 6 Monday, 2/6 Skill focus:Characterize the properties describe solutions


Bell Ringer-Complete review questions on board Go over quiz Review activity Homework-Study for test

SC1b, SC6a , SC7a, SCSh8 ELACC9-10WHST1


Skill focus:Characterize the properties describe solutions


Bell Ringer-Prepare for test Test over Solutions Following test, observe crystal growing activity. Homework-Complete questions over crystal growing activity

SC1b, SC6a , SC7a, SCSh8 ELACC9-10WHST1

Wednesday, 2/8 Skill focus: Characterize the properties describe solutions

Describe concentration using different units

Determine the concentration of solutions

Calculate the molarity and the molality of a solution

Bell Ringer-Solve the 3 mole conversion problems on the board Review mole calculations as needed Define 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, SCSh8ELACC9-10WHST4

Thursday, 2/9 Skill focus: Characterize the properties describe solutions

Describe concentration using different units



Bell 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 questions

SC7a, SCSh8ELACC9-10WHST4

Friday, 2/10 Skill focus: Describe Bell Ringer- Students write a paragraph responding the prompt SC7a, SCSh8

47




Benchmark #1 – Electives

Characterize the properties describe solutions

concentration using different units



Describe colligative properties

Identify four colligative properties

written on the board (question 115 p. 510) Mini Lab-Preparing a solution Following the lab activity, go over colligative properties and

give examples of each Demo-Freezing point depression with carbonated water Identify real world applications of colligative properties Before dismissal, emphasize that colligative properties depend

on the number of solute particles not the type. Homework-Complete handout on colligative properties

ELACC9-10WHST4

*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, FEBRUARY 9 – FRIDAY, FEBRUARY 17 (INCLUSIVE).*

48





Week 7 Monday, 2/13Benchmark #1 –Math

Skill focus:All to date


Bell work-Check answers to homework questions Review activity over Gas Laws for Benchmark Exam Homework-Work on study guide

SC7a; SCSh8 SC6a ELACC9-10RST7

Tuesday, 2/14Benchmark #1 –English



Bell work-Solve gas law problems on board Review activity over Solutions for Benchmark Exam Homework-Work on Study Guide for Benchmark Exam

SC1b, SC6a , SC7a, SCSh8

Wednesday, 2/15 Skill focus: All to date

All objective weeks 1- 6

Bell Ringer-Identify questions on study guide As a class, go over Solutions test and any questions on the

study guide for the Benchmark Exam In pairs, complete review puzzle and work on Logic Problem Before dismissal, discuss any additional questions remaining. Homework-study for Benchmark Exam

SC2a-c, e; SC6a, SCSh8, SCSh9

Thursday, 2/16Benchmark #1 –Science


All objectives to date Bell Ringer-Prepare for test Benchmark #1 Following benchmark, students read an excerpt from “The

Poisoners Handbook”

SC1b, SC2a-c, e; SC6a, SC7a, SCSh8, SCSh9 ELACC9-10RST2

Friday, 2/17Benchmark #1 –Social Studies

Skill focus: Identifying, writing, and balancing chemical equations

Differentiate between physical and chemical changes

Represent chemical

Bell Ringer-Complete review questions over representation of concentration of solutions and colligative properties.

As a class, go over answers to bell work questions After the review, have each student write a paragraph

SC2a,b; SCSh8 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

49




compounds with correctly written chemical formulas.

explaining the differences between chemical and physical changes

As a class, discuss the paragraphs Conduct 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 writing

*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, FEBRUARY 9 – FRIDAY, FEBRUARY 17 (INCLUSIVE).*

50





Week 8 Monday, 2/20Winter HolidayTuesday, 2/21

Wednesday, 2/22Thursday, 2/23 FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAYFriday, 2/24

51





Week 9 Monday, 2/27 Skill focus: Identifying, writing, and balancing chemical equation

Identify indicators of chemical reactions

Compare and contrast endo- and exothermic

reactions

Bell work: Check answers to homework Review formula writing as needed. Lab-Intro to Chemical Reactions Using 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 ELACC9-10RST3ELACC9-10RST7ELACC9-10WHST1

Tuesday, 2/28 Skill focus: Identifying, writing, and balancing chemical equations

Represent chemical reactions with word and skeleton equations

Identify the parts of an equation

Bell Ringer- Write formulas for the 5 compounds written on the board

Using 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 ELACC9-10RST7

Wednesday, 3/1Essay –Science



Bell work-Prepare for Performance Exam Complete Performance Exam Homework- Handout Writing Skeleton Equations

All to date

52




Thursday, 3/2 Skill focus: Identifying, writing, and balancing chemical equations

Represent chemical reactions with word and skeleton equations

Balance Chemical Equations

Bell 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’ explanations Activity-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 equation Allow students to practice balancing several equations. Before dismissal, review the steps involved in balancing

equations and why equations must be balanced. Homework- Handout Balancing Equations

SC2a,b; SCSh8

Friday, 3/3 Skill focus: Identifying, writing, and balancing chemical equations

Balance chemical equations

Bell 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.*

53





Week 10 Monday, 3/6 Skill focus: Identifying, writing, and balancing chemical equations

Identify types of chemical reactions

Bell 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 Equations

SC2a,b; SCSh8

Tuesday, 3/7 Skill focus: Identifying, writing, and balancing chemical equations

Identify types of chemical reactions

Write balanced equations

Bell Ringer-Read lab procedure Go over any questions on previous night’s homework and on

the lab procedure. Discuss lab safety. Lab-From Reactions to Equations Before dismissal, discuss observations and any discrepant

events that occurred. Homework-Complete lab

SC2a,b; SCSh8 ELACC9-10RST3ELACC9-10RST7

Wednesday, 3/8 Skill focus: Relate conservation of matter in the analysis of chemical reactions

Demonstrate the molecular and mass information given in a balanced equation

Solve stoichiometric problems

Bell Ringer- Bell Ringer-Quiz over Writing Chemical Equations Balloon 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 calculations List the sequence of steps used in solving stoichiometric

problems Model the solving of stiochiometric problems Practice solving stoichiometric problems Before dismissal, review the steps and demonstrate that these

calculations support the law of conservation of mass. Homework-Handout Stoichiometry problems

SC2c-e; SCSh8;ELACC9-10RST7

Thursday, 3/9 Skill focus: Relate conservation of

Identify the limiting and excess reactant in

Bell Ringer-Complete Part 1 of the Activity-Limiting Reactants As a class, discuss their answers to the questions posed in Part

SC2c-e; SCSh8ELACC9-10RST2

54




matter in the analysis of chemical reactions

a chemical equation 1 of the activity Define the term limiting and excess reactant and relate it to

the activity Complete 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 activity

Practice solving limiting reactant problems using the article information

Before dismissal, discuss the practical applications of the use of calculations involving limiting reactants in industry.

Homework-Handout Limiting Reactants

ELACC9-10RST3

Friday, 3/10 Skill focus: Relate conservation of matter in the analysis of chemical reactions

Calculate the mass of a product formed when the amounts of more than one reactant are given

Bell 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)


55





Week 11 Monday, 3/13 FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAYTuesday, 3/14 Skill focus: Relate

conservation of matter in the analysis of chemical reactions


Bell Ringer-Students answer 5 review questions on board Go over answers to review questions on board and answer any

questions students have from review guide Review game or activity-“Reaction Relay” Before dismissal, answer any remaining questions for test Homework-Study for test over Chemical Reactions

SC2c-e; SCSh8

Wednesday, 3/15Common Assessment #3

Skill focus: Relate conservation of matter in the analysis of chemical reactions


Bell Ringer-Prepare materials for test Test over Chemical Reactions (Stoichiometry) Following test, students read an excerpt from “The Poisoners

Handbook”

SC2c-e; SCSh8; ELACC9-10RST2

Thursday, 3/16Early ReleaseProfessionalLearning(1st, 2nd, 3rd, 5th)

Skill focus: Compare, contrast,

and evaluate the nature of acids and

bases

Identify the physical and chemical properties of acids and bases

Classify solutions as acids and bases

Bell 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 items Complete the lab-Intro to Acids and Bases Before dismissal, discuss with students observations made and

any discrepant events that occurred Homework-Complete the lab

SC7b; SCSh 8 ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1

Friday, 3/17Early ReleaseProfessionalLearning (7th, 6th, 4th, 5th)


and evaluate the nature of acids and

bases



Bell 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 items Complete the lab-Intro to Acids and Bases Before dismissal, discuss with students observations made and

any discrepant events that occurred Homework-Complete the lab


56





Week 12 Monday, 3/20 Skill focus: Compare, contrast, and evaluate the nature of acids and bases



Compare the Arrhenius, Bronsted-Lowry, and Lewis models of acids and bases

Write the name and formula for common acids and bases

Bell Ringer-Students answer 5 questions on the board related to previous day’s lab

Discuss the discoveries made during the lab Give 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 bases

SC7b; SCSh 8

Tuesday, 3/21 Skill focus: Compare, contrast, and evaluate the nature of acids and bases

Relate the strength of an acid or base to its degree of ionization

Explain pH and pOH Calculate pH and pOH

of aqueous solutions Explain the use of

indicators to identify acid and base strength

Bell Ringer-Given properties of substances, students classify several samples as either acid, base, or neutral

Using a conductivity apparatus, demo examples of strong and weak acids and bases.

In pairs, have students discuss the differences in degree of conductivity

Explain how degree of ionization relates to the strength of the acid and base

Discuss the pH scale and complete basic calculations Homework-Complete the practice pH and pOH calculations

SC7b; SC1d SCSh 8

Wednesday, 3/22Essay –Math

Skill focus: Compare, contrast, and evaluate the nature of acids and bases

Calculate pH and pOH of aqueous solutions

Explain the use of indicators to identify acid and base strength

Explain the pH scale and demo pH calculations using Glencoe virtual lab http://www.glencoe.com/sites/common_assets/science/virtual_labs/E22/E22.html

List and demo examples of various indicators and how they can be used to determine pH.

Solve more complex pH and pOH calculations Use the attached handout for the activity Homework-Complete pH calculation handout

SC7b; SC1d SCSh 8

Thursday, 3/23 Skill focus: Identify strength of Bell Ringer-Quiz over properties of acids and bases SC7b; SCSh 8

57

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E22/E22.html

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E22/E22.html




Compare, contrast, and evaluate the nature of acids and bases

acid and base solutions using indicators and pH meters

Following quiz, place students in groups and allow them to begin working on the lab.

Lab-Fish Kill at Lake Dove Before dismissal, answer any questions students have on lab

and use lab observations to preview reactions between acids and bases.


ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1

Friday, 3/24 Skill focus: Compare, contrast, and evaluate the nature of acids and bases

Define salt Write chemical

equations for neutralization reactions

Bell Ringer-Students write a short paragraph explaining the differences between acids and bases

Carry out the Milk of Magnesia demonstration As a class, discuss and explain their observations Use the demonstration to explain neutralization reactions Relate neutralization reactions to double displacement

reactions. Practice writing and analyzing neutralization reactions Use 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 reactions

SC1d, SC7b; SCSh 8ELACC9-10RST7

*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, MARCH 22.*

58





Week 13 Monday, 3/27 Skill focus: Compare, contrast, and evaluate the nature of acids and bases

Explain how neutralization reactions are used in acid-base titrations

Construct and interpret titration curves

Bell Ringer- Demo-Phenolphthalein Magic Trick In pairs, have student discuss the demo After 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 titration Practice constructing and interpreting a titration curve Homework-Complete handout on titration curves and begin

working on review sheet for test over acids and bases

SC7b; SCSh 8

Tuesday, 3/28 Skill focus: Compare, contrast, and evaluate the nature of acids and bases

All objectives weeks 9 through 11.

Bell Ringer-In pairs, have students read the introduction to the lab

As a class, discuss any questions regarding the homework over titration curves or the lab report. Discuss lab safety

Lab-Titration of Fruit JuicesOr Lab-Effectiveness of Antacids Before dismissal, discuss any questions from lab Homework-Complete lab report and work on review guide for

test over Acids and Bases


Wednesday, 3/29 Skill focus: Compare, contrast, and evaluate the nature of acids and bases


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 Jeopardy Before dismissal, answer any questions still remaining. Homework-Study for test over acids and bases

SC7b; SCSh 8

Thursday, 3/30Common



Bell Ringer-Prepare materials for test Test-Acids and Bases

SC1d, SC7b; SCSh 8 ELACC9-10RST2

59




Assessment #4 and evaluate the nature of acids and bases

Following the test, students complete the acid base logic problem


All objectives weeks 1-13 Bell work- Discuss answers to bell work questions In groups of 4, students complete the “Easter Egg Scavenger

Hunt” Homework-Work on Review Guide for Benchmark Exam

SC1a, b and d, SC2a-c, e; SC4a, SC6a, SC7a-b, SCSh8, SCSh9

SPRING BREAK!Friday, 4/3 Friday, 4/7

60





Week 14 Monday, 4/10 Skill focus: Analyze the flow of energy

Compare and contrast temperature and heat

Identify examples of conductors and insulators

Compare and contrast methods of heat transfer

Bell Ringer-Students answer 5 preview questions about temperature and heat

Introduce topic-Energy and Change using PowerPointNote-taking guide

Compare and contrast the three temperature scales and review converting between them

In 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 blocks Demo conduction, convection, and radiation Before dismissal, practice classifying examples of the different

methods of heat transfer Homework- Practice identifying the type of heat transfer given

examples

SC6b; SCSh8

Tuesday, 4/11 Skill focus: Analyze the flow of energy

Describe how a calorimeter is used to measure energy that is absorbed or released

Define specific heat Calculate the amount

of heat absorbed or released by a substance as its temperature changes

Bell 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 cup

Model how to solve specific heat problems. In pairs, students practice solving calorimetry problems Before dismissal, answer questions remaining about solving

calorimetry problems. Homework-Solve calorimetry problems on handout.

SC6b-c; SCSh8 ELACC9-10RST7

Wednesday, 4/12 Skill focus: Analyze the flow of

Use a calorimeter to measure energy that

Bell Ringer-Solve calorimetry problem on board. Discuss any questions students have on bell ringer problem or

SC6b-c, SCSh8 ELACC9-10RST3

61




energy is absorbed or released

Calculate the amount of heat absorbed or released by a substance as its temperature changes

Use specific heat to determine the identity of an unknown metal

on homework problems Complete virtual lab-Specific Heat of a Metal (Technology

Based Activity) Homework- Complete lab calculations and questions


Thursday, 4/13 Skill focus: Analyze the flow of energy

Use a calorimeter to measure energy that is absorbed or released



Bell Ringer-Solve calorimetry problem on board. Discuss any questions students have on bell ringer problem or

on lab Introduce heat loss/heat gain problems Practice solving problems involving mixing Homework-Solve advanced calorimetry problems

SC6b-cELACC9-10RST7

Friday, 4/15Benchmark #2 –Electives

Skill focus: Analyze the flow of energy

Use a calorimeter to measure energy that is absorbed or released



Bell Ringer-Students check answers for homework problems Discuss any questions students have on homework problems Discuss lab safety procedures for lab Complete lab- Calorie Content of Food Before dismissal, discuss any questions or problems

encountered during lab. Homework-Complete lab

SC6b-c, SCSh8 ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1

*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, APRIL 13 – FRIDAY, APRIL 21 (INCLUSIVE).*

62




63





Week 15 Monday, 4/18Benchmark #2 –English


Define latent heat Describe how energy

is lost or gained during changes of state

Construct heating and cooling curves

Bell Ringer-Students solve a calorimetry problem on the board Go 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 paragraphs As 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 curves Model the solving of simple latent heat problems Homework-Complete handout on Interpreting Heating Curves

SC6b-c; SCSh8 ELACC9-10RST7ELACC9-10WHST2

Tuesday, 4/19Benchmark #2 –Math


Quantitatively determine the heat gained or lost as illustrated on heating and cooling curves

Bell work-Solve the two step heating curve problem on the board

Model 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 Ice Homework: Complete lab questions and additional change of

state problems. Begin working on Benchmark Review sheet

SC6b-c; SCSh8 ELACC9-10RST7ELACC9-10WHST2

Wednesday, 4/20 Skill focus: All to date


Bell work-Solve the latent heat problem on the board Review activity for Benchmark Exam Homework-Work on Benchmark Review Study Sheet

All to date

Thursday, 4/21Benchmark #2 –Social Studies



Bell work-Solve the latent heat problem on the board Review activity for Benchmark Exam Homework-Work on Benchmark Review Study Sheet

All to date

64




Friday, 4/22Benchmark #2 –Science



Bell work-Prepare for Benchmark Exam Benchmark Exam Homework-Complete reading assignment in “The

Poisoner’s Handbook”

All to date

*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, APRIL 13 – FRIDAY, APRIL 21 (INCLUSIVE).*

65






Compare and contrast endothermic and exothermic reactions

Construct and interpret graphs of endothermic and exothermic reactions

Bell Ringer-Check answers to homework and identify several examples as either exo or endothermic

As a class, discuss their classifications Using the PowerPoint notes, review exothermic/endothermic

reactions and demo each type using hand warmers, chemical ice packs, and chemical heating pads

Practice labeling and interpreting graphs of endothermic and exothermic reactions

Use the “reaction ball” to illustrate activation energy Perform 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, 4/25 Skill focus: Analyze the flow of energy

To understand the collision model of how chemical reactions occur

Define reaction rate

Bell 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 reaction Before dismissal, reinforce how addition of a catalyst does not

affect the value of the enthalpy change. Homework-Complete handout on solving miscellaneous heat

problems

SC6b; SC5b-c; SCSh8 ELACC9-10RST7

Wednesday, 4/26Essay –

Skill focus: Analyze the flow of

Write thermochemical equations for chemical

Bell Ringer-Burn a candle. Students sketch a potential energy curve that represents the reaction and write a brief

SC6-b; SC5b-c; SCSh8

66




Electives energy reactions and other processes

explanation of their prediction. Discuss the students’ graphs Using PowerPoint notes and graph of burning candle, explain

the steps involved in writing thermochemical equations Practice 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.

ELACC9-10WHST1

Thursday, 4/27 Skill focus: Investigate reaction rates and the equilibrium condition

Differentiate between spontaneous and nonspontaneous reactions

Define entropy Identify 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 entropy Given examples of chemical reactions, practice predicting the

entropy changes. Homework-Given examples of chemical reactions, predict

whether the entropy increases or decreases.

SC5c; SCSh8ELACC9-10WHST1

Friday, 4/28 Skill focus: Investigate reaction rates and the equilibrium

Differentiate between spontaneous and nonspontaneous reactions

Bell 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.

SC5c; SCSh8ELACC9-10WHST1

67




condition Explain how changes in entropy determine the spontaneity of a reaction

Define free energy

Explain how entropy and enthalpy determine spontaneity and how spontaneity relates to equilibrium

Draw 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

*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, APRIL 26.*

68







Bell Ringer-In pairs, have students discuss the study guide Go over questions students have on study guide or energy

transfer Turning Point Review game Before dismissal, answer any remaining questions Homework-Study for test

SC6b; SC5b-c; SCSh8




Bell Ringer-Prepare materials for test Test-Energy and Change Following test, read excerpt from ”The Poisoner’s Handbook”Homework-Complete review of isotope notation

SC6b-c; SC5b-c; SCSh8 ELACC9-10RST2

Wednesday, 5/3 Skill focus: Applications and Effects of Nuclear Reactions

Define an isotope Calculate the number

of electrons, protons, and neutrons in an isotope given its mass and atomic numbers

Explain and identify why certain nuclei are radioactive

Describe radioactive decay

Bell Ringer- Following the quiz students complete Practice determining

relationship between protons, neutron, and electrons in various isotopes

As a class, review and discuss any areas needing review Using PowerPoint, explain why some isotopes are radioactive

Note-taking guide Homework-Preview notes on alpha, beta, and gamma radiation

SC1a; SC4a

Thursday, 5/4 Skill focus: Applications and Effects of Nuclear Reactions

Identify alpha, beta, and gamma radiations in terms of composition and key properties

Apply knowledge of radioactive decay to write balanced nuclear equations

Bell Ringer-Given 5 isotopes, students classify as either radioactive or not

Using PowerPoint and demos with Geiger Counter, compare and contrast alpha, beta, and gamma radiation

Practice writing nuclear decay reactions Homework-Complete practice writing nuclear decay reactions

SC1a; SC4a

Friday, 5/5 Skill focus: Applications and

Apply knowledge of radioactive decay to

Bell Ringer-Given 5 statements, classify each as alpha, beta, or gamma

SC1a; SC4a

69




Effects of Nuclear Reactions

write balanced nuclear equations

Go over answers to bell work and answer any questions on homework

In pairs, students complete-Nuclear Decay Puzzle Homework-Complete puzzle and additional practice on writing

nuclear decay reactionsAP 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.

70





Week 18 Monday, 5/8 Skill focus: Applications and Effects of Nuclear Reactions

• Solve problems involving radioactive decay rates

Bell Ringer-Write 5 nuclear decay equations for info on board Go over answers to bell ringer equations. Discuss the differences in time it takes for different isotopes to

undergo decay. Define half-life. Lab-Half Life Before dismissal, compare the half-lives of the different groups

and discuss the reason for the differences. Relate to real world examples of radioactive isotopes

Homework-Complete lab questions

SC1a; SC4a ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1

Tuesday, 5/9 Skill focus: Applications and Effects of Nuclear Reactions

Solve problems involving radioactive decay rates

Bell 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 problems

SC1a; SC4a ELACC9-10RST7

Wednesday, 5/10 Skill focus: Applications and Effects of Nuclear Reactions

Compare and contrast fission and fusion

Write equations for artificial transmutation reactions.

Bell Ringer-Solve half-life problems on the board Go over questions from bell ringer or from homework Compare and contrast fusion, fission, and artificial

transmutation Practice predicting products of transmutation reactions Before dismissal, discuss how transmutation reactions are used

in the formation of new elements Homework-Complete handout on writing transmutation

reactions/Begin review guide for test over Nuclear Chemistry

SC1a; SC4a

Thursday, 5/11 Skill focus: Explain applications of Bell Ringer-Complete Activity: Exposure to Radiation SC1a; SC4a

71




Applications and Effects of Nuclear Reactions

radiation in production of energy and in the treatment of disease

All objectives weeks 17 and 18

Discuss their calculations and the average risk of dangerous levels of exposure

Go over questions from review guide Review game/activity-“Bluff” Before dismissal, answer any questions remaining Homework-Study for test

Friday, 5/12Common Assessment #6

Skill focus: Applications and Effects of Nuclear Reactions

All objectives weeks 17 and 18

Bell Ringer-Prepare materials for test Test-Nuclear Chemistry Following test, read Poisoner’s Handbook

SC1a; SC4a ELACC9-10WHST1ELACC9-10WHST4

AP 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 Geography

MilestonesTo be determined.

WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS

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(GSE, AP)Week 19 Monday, 5/15 Skill focus:

Investigate reaction rates and the equilibrium condition

To 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 Equilibrium Before dismissal, discuss student discoveries during activity As a class, discuss the responses and use lab data to explain

equilibrium. Homework-Graph data from lab

SC2f, SCSh8 ELACC9-10RST3ELACC9-10RST4ELACC9-10RST7ELACC9-10WHST1

Tuesday, 5/16 Skill focus: Investigate reaction rates and the equilibrium condition

To 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 differences

Discuss 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, SCSh8

Wednesday, 5/17 Skill focus: Investigate reaction rates and the equilibrium condition

Describe how various factors affect chemical equilibrium

Explain how LeChatelier’s Principle applies to equilibrium systems

Bell Ringer-Students answer questions about equilibrium As 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 Principle

Predict shifts in equilibrium position given equations and various scenarios

Before dismissal, reinforce that the equilibrium constant remains the same despite the shift that occurs.

Homework-Complete handout

SC2f, SCSh8 ELACC9-10RST3ELACC9-10WHST4

Thursday, 5/18 Skill focus: All to date


Review for final exam All to date

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Review for final exam All to date

74





Week 20BenchmarkWeek #3

Monday, 5/22 Review for final examTuesday, 5/23 Semester Exams (Benchmark #3 – 7th)Wednesday, 5/24 Semester Exams (Benchmark #3 – 1st & 2nd)Thursday, 5/25 Semester Exams (Benchmark #3 – 3rd & 4th)Friday, 5/26 Semester Exams (Benchmark #3 – 5th & 6th)

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