Thursday/Friday, 27/28 September, 2012

Students will be able to:

-differentiate between physical and chemical properties.

-differentiate between physical and chemical changes.

Students completed the following bell ringer:

Randy is observing an experiment on heat flow. He has three objects at differing temperatures, as shown in the table below. Randy places the objects in a beaker of water that has been heated to 100 degrees Celsius (°C).

Which of the following correctly describes the flow of heat in this system?

Temperature            Object A    Object B    Object C

in degrees Celsius      0                   10                99

A. Heat from the water moves into Objects A, B, and C.

B. Heat from Object C moves into the water and into Objects A and B.

C. Heat from the water moves into Object A, but not Objects B and C.

D. Heat from the water moves into Objects A and B, but not Object C.

Students completed notes from sections 8-2 and 8-3 of their text. Be sure to include your 3 Costa leveled questions, correlated to the answers by highlighter and your summary. Also, include some drawing on the page. Be sure you have completed the KWL chart. For the vocabulary, paste in the flip flap book, with the words, definitions and pictures. Also paste in home learnings 7 and 8.

There was no additional home learning assigned.

Monday/Tuesday, 24/25 September, 2012

This is HL 7. Answers only on a correctly labeled page.

This is HL 8. Answers only on a correctly labeled page.

This is HL 9. Answers only on a correctly labeled page.

Students will be able to:

-differentiate between physical and chemical properties.

-differentiate between physical and chemical changes.

Students completed the following bell ringer:

Juanita fills ice trays with water and places the trays in the freezer and closes the freezer door. What direction does the thermal energy flow?

A. from the water to the outside air.

B. from the freezer to the outside air.

C. from the air in the freezer to the water.

D. from the water to the air in the freezer.

Students received home learnings 7, 8, and 9. Each should be answered on a separate sheet of loose leaf paper, correctly headed. Place answers only on the paper. Do NOT copy the statements. Read and follow the directions. You can find the handouts at the top of this blog. All home learning pages (3) are due next class meeting.

In addition, if you have not submitted, Short Story 1, it is due on Thursday.

Students completed the data chat information on pages 5 and 6 of their notebooks, filling in the FCAT Reading information, the Science baseline assessment information, and the Science Mini-assessment one information.

Students then took notes on Physical and Chemical Properties. Be sure you've recorded the date, (9/24 or 9/25), the benchmark (SC.8.P.8.4), the topic, (Physical and Chemical Properties), and page number (immediately following the lab Chemical Change In A Bag), in your table of contents.

On the page you will be using, be sure to put the date and topic. Then, draw a Cornell notes page. Make a KWL chart, completing the K and W on what you know and would like to know about physical and chemical properties and changes. Use the bottom half of the page to draw something to represent what you know and want to know.

Students then took notes from chapter 8, sections 2 and 3 by making a flip-flap booklet. Fold a sheet of unlined paper in half hamburger style. Fold it again hamburger style. Fold it a third time hot-dog style. Then, open the paper. Cut the three folded lines on the left side of the page, but only up to the middle fold. There are four words to write the definitions and examples: physical property, chemical property, physical change, and chemical change. Be sure to write the word on the outside flap. Write the definition on the uncut inside flap. Draw a picture on the inside cut flat to represent the word. Drawings should be in color. Paste the completed handout on the page AFTER the KWL/Cornell Notes page.

Be sure to complete the 3 Costa's leveled questions, WITH color and the summary on the bottom of the page where the KWL chart is. Also, complete the KWL chart.

Thursday/Friday, 20/21 September, 2012

Students will be able to:

-understand energy changes by showing an example in which a substance, water, changes state by absorbing energy from the surroundings. 

-learn that absorbed energy causes the temperature of the surroundings to decrease.

Students did the following bell ringer:

On a particularly cold winter day, Kurt takes a plate of hot food outside to eat lunch. His mother calls him back inside and he forgets the plate outside. Which of the following will happen next?

A. Cold from the air gets inside the food until the food is the same temperature as the air.

B. Heat from the food transfers to the surrounding air until the food reaches the same temperature as the air.

C. Cold from the air moves into the food until the temperature of the food drops below the temperature of the air.

D. Heat from the food increases the temperature of the surrounding air until the air is the same temperature as the food.

Students completed the lab melting ice. It will be written in the interactive notebook next week.

Short STory 1 is due in class on Monday or Tuesday, depending on period.

Wednesday, 19 September, 2012

These are the instructions for Short Story 1. Be sure to follow them and submit your story on the assigned date for your class.

Students will be able to:

identify characteristics of chemical changes of matter.
-recognize examples of chemical changes.
-record observations of physical and chemical changes of matter.

Students completed the following bell ringer:

Erin places some ice cubes into freshly made tea that is still quite warm. Which of the following correctly describes what happens to the ice cubes?

A. Some of the heat from the tea is transferred to the ice cubes and causes them to melt.

B. The temperature of the ice cubes remains the same as the temperature of the tea drops.

C. The cold from the ice cubes is transferred into the tea and causes the cubes to warm up and melt.

D. Heat is transferred between the ice cubes and the tea, which causes the temperature of the tea to increase.

Students received the instructions for Short Story 1, which can be found at the top of this blog.

Period 1 was assigned HL 6, which is to read pages 302-305 in their text and to answer the questions from page 309 (1-6, letter answers only) on their own paper.

Students watched the BrainPop movie States of Matter. To view the video, click the link BrainPop and scroll down to the title States of Matter and click the link. Let the movie load and then watch. 

Students then did the Discovery Education Exploration Changing States. Visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) to access the site.Click the FIRST website listed. Be sure to NOT bother the code and to type in your first and last name. Then, click the login button. Once the page loads, click on either of the explorations Changing State and follow the directions. If you lost your handout, you can click the link under materials to find the handout.

If you complete the activity, go back to Dr. Gayden's Science Zone and click the second link. Draw the chart/table on the bottom of your handout and use the substances to complete the table.

Tuesday, 18 September, 2012

This is the write-up for the lab.

Students will be able to:

identify characteristics of chemical changes of matter.
-recognize examples of chemical changes.
-record observations of physical and chemical changes of matter.

Students completed the following bell ringer:

Sascha drops some of her ice cream sundae on a hot sidewalk. Which of the following correctly describes what happens next?

A. The temperature of the sidewalk and the ice cream both remain unchanged.

B. The temperature of the ice cream increases as it sends cold into the sidewalk.

C. Heat from the sidewalk is transferred to the ice cream, increasing the temperature of the ice cream.

D. Cold from the ice cream is transferred to the sidewalk, decreasing the temperature of the sidewalk.

Students submitted and reviewed HL 6. 

Students then completed the lab Chemical Change in a Bag.  You can find the write up at the top of this blog if you missed the information in class. Remember, this is the FINAL "I DO", where I walk you though the parts of the lab. From now on, you will be responsible for writing up the lab yourself.

Once the lab write-up was completed, students reviewed the concept Energy and Energy Transformations, from 7th grade in small groups. Activities included virtual activities from Glencoe, Discovery Education and SciencePlus, reading from the 7th grade Coach Science book, and/or review of concepts using Pearson's quick labs.

There was no home learning, except HL 6, which will be assigned to Period 1 on Wednesday.