pH Indicator Lab

Date: 12/4/13 and 12/5/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to identify what property allows cabbage juice to be used as a pH indicator

Standards: UCP.1-3,5; A.1,2; B.2,3

Student Needs: 

Assessment Plan: Students will arrange their samples in order of increasing pH. 

Lesson Outline: What makes something an acid and what makes something a base? > Have students draw the simplest molecule of C + S > We are going to make our own pH indicator! > Cabbage Juice pH Indicator Lab > Have students arrange the samples they test in order of increasing pH > Semester Test next time

Acids and Bases 1

Date: 12/2/13 and 12/3/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to identify acids and bases based on the molecular formula and pH.

Standards: UCP.1-3,5; A.1,2; B.2,3

Student Needs: 

Assessment Plan: Ticket-to-leave: students will identify H2SO4 as an acid or base.

Lesson Outline: Ask students to identify C6H12O6 + O2 -> CO2+ H2O > Have students draw a molecule of Se and Cl > Sugar and sulfuric acid demo (?) > Read and take notes over 23.1 and 23.2 > Explain sugar and sulfuric acid > Ticket-to-leave > HW: What makes something a good pH indicator?

Solutions 2

Date: 11/21/13 and 11/22/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to explain how soap works at a molecular level.

Standards: UCP.1-3,5; A.1,2; B.2; F.2; F.1; G.1

Student Needs: 

Assessment Plan: Ticket to Leave - How does soap work at a molecular level?

Lesson Outline: Se-80 undergoes alpha decay. Steps of the Scientific Method. How many bonds will Bromine form? > Why do we use soap? > Notes over 22.3 and 22.4 > 15-minute research - What are the origins of soap use? > Ticket-to-leave: How does soap work at a molecular level? > HW: Quiz next time

Supersaturated Solution Lab

Date: 11/19/13 and 11/20/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to graph and predict the boiling point increase of water with addition of sodium chloride

Standards: UCP.1-3,5; A.1,2 B.2

Student Needs: 

Assessment Plan: Lab Report With Graph

Lesson Outline: What are the 4 parts of an experiment? How many protons does Aluminum have? What are the 4 types of rxns? > Why do they salt roads when they think they’ll be icy but not when it’s just snow? > Give directions for lab: start with 1g of salt and 30mL of water, measure the temperature the water boils at, repeat for 2g and 3g. Have them put their data on the board then have them graph the averages of their data. Predict the boiling point at 4g and 5g of salt. > Talk about adding salt to water to boil water > 22.3 Section ?s > Read 22.4 How does soap work?

Solutions 1

Date: 11/14/13 and 11/15/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe how substances dissolve and what solubility is.

Standards: UCP.1-3,5; A.1,2; B.1-3,6; 

Student Needs: 

Assessment Plan: Ticket-to-leave= students will define in their own words what solubility is.

Lesson Outline: Balance C₃H₈ + O₂ -> CO₂ + H₂O > Draw a molecule of Se and Cl > Ask students what a solution is > Notes over 22.1 > Dissolving demonstations (temp and maybe size) > HW: Read 22.2 Describe the types of solutions and what would affect solubility.

Precipitate Lab

Date: 11/12/13 and 11/13/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to identify when a double-displacement reaction has taken place.

Standards: UCP.1-3,5; A.1,2; B.2,3,6; G.1-3

Student Needs: 

Assessment Plan: Lab report

Lesson Outline: Have students figure out the chemical formula for a compound of potassium nitrate (KNO3) > have students balance an equation of BaCl2 + Na2SO4 -> BaSO4 + 2 NaCl > explain directions for lab > students do lab > ask students to explain what happened > fill in holes > go through lab report

Chemical Reactions 4

Date: 11/8/13 and 11/11/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe what kind of reaction cellular respiration and photosynthesis are and explain how certain reactions are exergonic and endergonic.

Standards: UCP.1-3,5; A.1,2; B.2,3,6; G.1-3

Student Needs: Writing time

Assessment Plan: Short paper on Cellular Respiration/Photosynthesis and examples of endergonic and exergonic reactions.

Lesson Outline: What kind of mixture is unopened pop, and once it is opened? How many neutrons are in P-31? > Go over Ch. 21 Review > Give directions for the short paper: Classify Photosynthesis and Cellular Respiration and describe them in terms of energy. List some examples of exergonic and endergonic chemical reactions and list their formulas along with what kind of energy is required or given off > Around the Room: one thing you learned > HW: Read 22.1 What do we mean by “dissolving” and what can effect how fast it occurs?

Precipitate Lab

Date: 11/6/13 and 11/7/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to identify when a double-displacement reaction has taken place.

Standards:

Student Needs: 

Assessment Plan: Lab report

Lesson Outline: Have students figure out the chemical formula for a compound of potassium nitrate (KNO3) > have students balance an equation of BaCl2 + Na2SO4 -> BaSO4 + 2 NaCl > explain directions for lab > students do lab > ask students to explain what happened > fill in holes > go through lab report

Chemical Reactions 3

Date: 11/4/13 and 11/5/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe the terms exergonic, endergonic, exothermic and endothermic in terms of whether it requires energy as a reactant or product.

Standards: UCP.1-3,5; A.1,2; B.2,3; G.1-3

Student Needs: 

Assessment Plan: Thumbs-up/thumbs-down as to whether or not fireflies use exergonic or endergonic reactions to make light.

Lesson Outline: Ask students how many H’s would be needed to make a ring of single-bonded C happy > have students balance KCl + Na2SO4 -> K2SO4 + NaCl > Where does the energy from living things burning sugar come from? Notes over 21.3 and 21.4 > thumbs-up/thumbs-down on fireflies > HW: Read Lab Instructions on schoology.