12/1/14 and 12/2/14 Solutions 1

Date: 11/25/14 and 11/26/14

Class: Physical Science

Periods: W1,2,4 and B2

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

Standards: 9-12.P.1.5

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.

11/21/14 and 11/24/14 Chemical Reactions 4

Date: 11/21/14 and 11/24/14

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: 9-12.P.1.4

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?

11/19/14 and 11/20/14 Chemical Reactions 3

Date: 11/19/14 and 11/20/14

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: 9-12.P.1.4

Student Needs: 

Assessment Plan: Short paper.

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 21.4 > Write a short paper about the reactions that fireflies use, where should energy be in the equation, what kind of reaction is it, how has this reaction been used in other biological research? > HW: Finish paper and quiz next time.

11/17/14 and 11/18/14 Balancing Quiz and Precipitate Lab

Date: 11/17/14 and 11/18/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to identify when a double replacement and single replacement reactions have occurred.

Standards: 9-12.P.1.4

Student Needs: 

Assessment Plan: Lab report

Lesson Outline: How can you tell a double replacement reaction has occurred? How can you tell if a single replacement reaction will occur? > Balancing Equations Quiz > Go over directions for lab, put students into groups, Have one student collect materials, monitor lab > go over lab results, have students submit and talk about which reactions showed precipitate formation. > Demo copper wire in silver nitrate > HW: Read 21.4 pgs. 646-650  What is the difference between endergonic and exergonic reactions? How do enzymes and inhibitors work?

11/12/14 and 11/13/14 Chemical Reactions 2

Date: 11/12/14 and 11/13/14

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: 9-12.P.1.4

Student Needs: 

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

Lesson Outline: Grade balancing worksheet > 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 > Practice classifying reactions > thumbs-up/thumbs-down on fireflies > introduce solutions

11/10/14 and 11/11/14 Chemical Reactions 1

Date: 11/10/14 and 11/11/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to explain how the Law of Conservation of Mass and balancing chemical equations are connected.

Standards: 9-12.P.1.4

Student Needs: 

Assessment Plan: Ticket to Leave: Balance Ba(NO₃)₂ + K₂SO₄   BaSO₄ + KNO₃

Lesson Outline: Quiz > Review bonding (HNS) > Life is impossible without chemical reactions > Biologically speaking, Life is just a set of chemical reactions > Notes over Chapter 21 Sections 1 and 2 > Practice Balancing Equations > HW: Balancing Worksheet and read 21.3 > Ticket to Leave

11/6/14 and 11/7/14 Bonding Quiz

Date: 11/6/14 and 11/7/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to name ionic and covalent compounds

Standards: 9-12.P.1.2

Student Needs: Alternate setting, allow notes

Assessment Plan: Quiz

Lesson Outline: Bellringer > Quiz over bonding, students are allowed periodic table > Grade in class when students finish > HW: Read 21.1 pgs 632-637 What is a chemical reaction and why is the Law of Conservation of Mass important?

11/4/14 and 11/5/14 Naming Compounds

Date: 11/4/14 and 11/5/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to name ionic and covalent compounds

Standards: 9-12.P.1.2

Student Needs: 

Assessment Plan: Ticket-to-Leave Naming Compounds

Lesson Outline: Review the 3 steps of the Kinetic Theory > Have students draw a molecule of CH₄ > What is in carbon dioxide? What should be the chemical name for water? What is table salt? > Notes over the rules for naming. > Practice naming in class. > Ticket-to-Leave Name CH4 and Na2O > HW: Study quiz next time

10/31/14 and 11/3/14 Element Origins

Watch the Cosmos Episode 1 which covers where the elements have come from.