Thursday/Friday, 29/30 November, 2012

Students will be able to:

-use pH paper to find the pH of a variety of substances.

-describe some of the qualities of acids and bases.

Students completed the problem and hypothesis for the lab as their bell ringer.

Students watched a BrainPop video on pH to prepare for the lab.

Students then completed the lab on pH.

Science fair projects are due in class on Wednesday.

Wednesday, 28 November, 2012

This is HL 6. Answers only on your own paper. Be sure to write true if true, but the correct word and NOT false if the statement is false.

Students will be able to:

-use pH/four-color paper to find the pH of a variety of substances.

-describe some of the qualities of acids and bases.

Students viewed photos of Dallol volcano and answered the following, as both the bell ringer and the exit question:

In a remote desert of Northeast Africa, in the country of Ethiopia, the Dallol volcano has created an area of hot springs, miniature geysers, large salt deposits, and yellow and green colored lakes. Scientists who explore this area are very cautious not to come in contact with the water, salt deposits, or hot springs. If they do, the metals they carry will corrode instantly. How would you describe this area?

We completed the prior knowledge questions and warm up as an entire class.

We also completed the first two substances under Activity A as a we do.

Students then completed the remainder of the GIZMO on their own. If you did not complete the GIZMO, sign in with your user name and password. Go to the lesson materials under the lesson info tab to find the PDF document for the GIZMO. Be sure to complete the entire handout.

Home learning 6 can be found at the top of this blog.

Monday/Tuesday, 26/27 November, 2012

This is HL 5. Answers only on your own loose leaf, correctly headed paper.

This is the exit slip for the lesson on acids and bases. It will be pasted in the notebook and serve as the written notes section.

This is the foldable for the acids and bases information. Write the definitions on the flaps under the words. In the center section, draw a picture to illustrate the word. Use color. For pH, write about the pH scale. For Neutrals, write about neutralization.

Students will be able to
-compare, contrast, and classify the properties of compounds, including acids and bases.
-identify common examples of acids and bases.
-*review Fall IA (periods 2, 4, 6).
-*review classification (periods 1, 5, 6).
-*review heat transfer (periods, 2, 4).

Some classes completed the review of the Fall interim assessment. Students should know that they are graded on their group presentation of the information to the class.

Students participated in a team collaborative activity, using the CPS clicker system. Students were given questions on the topic of acids and bases to answer. The members of the winning team received Wildcat dollars!

Students received HL 5, which can be found at the top of this blog. It is due on Wednesday.

Students watched a BrainPop movie on Acids and Bases.

Students then read for understanding, underlining key words and passages from their text, pages 378-381.

Students made a foldable of the information from the text. You can find the handout for the foldable at the top of this blog.

Mini lessons were began, but not completed on the review of information on classification or heat transfer.

Wednesday, 21/28 November, 2012

Students will be able to:

-use pH paper to find the pH of a variety of substances.

-describe some of the qualities of acids and bases.

Students completed the prior knowledge questions of the pH Analysis GIZMO as their bell ringer.

We completed the warm up as an entire class.

We also completed the first two substances under Activity A as a we do.

Students then completed the remainder of the GIZMO on their own. If you did not complete the GIZMO, sign in with your user name and password. Go to the lesson materials under the lesson info tab to find the PDF document for the GIZMO. Be sure to complete the entire handout.

There was no nightly home learning, as students should continue to work on their science fair project.

Monday/Tuesday, 19/20. 2012

Students will be able to:

-review the Fall IA exam.

Students worked in groups to review the Fall IA. Each team was assigned specific questions to complete. Teams will review their questions with the class, explaining distractors and stating why an answer was chose. Students used 6th, 7th, and 8th grade texts to accomplish this.

Continue to work on your science fair project as your home learning.

Notebooks were collected.

Thursday/Friday, 15/16 November, 2012

These are the handouts for the periodic table notes.

Handouts for the virtual lab on the periodic table.

Students will be able to:

-review the components of the atomic theory.

-describe the periodic table of elements and use it to find information about elements.

Students completed a formal assessment probe: Is it Matter? as their bell ringer.

Students submitted HL 3 and are responsible for HL 4. HL 4 is to read (and do) all pages 375-381 in the text, and on a separate sheet, copy the Apply It! from page 377 and complete all questions.

Students then completed the notes for atomic theory and for the periodic table.

For the atomic theory: the benchmark is SC.8.P.8.7. FIrst, make a Cornell notes page for the topic. We made a booklet on the development of the atomic theory. The book had 6 pages: Democritis, John Dalton, J. J. Thomson, Ernest Rutherford, Niels Bohr, and the Electron Cloud Model. For each page, students should list the time the discoveries were made and the important information about each model. A drawing should be made for each model. Paste this booklet in the center portion of the Cornell notes page. Be sure to paste the printed notes on the next page. Also, write your Costa's leveled questions for the topic, using highlighters to identify the questions and answers. Be sure to summarize the notes on the bottom of the page.

Visit the site Atoms to review the six major contributors to the modern theory.

For periodic table: the benchmark is SC.8.P.8.6. First, make a Cornell notes page for the topic. Using the vocabulary word, periodic table, make your own Wordle art of the vocabulary words found at the top of page 315 of your text. This should go in the center portion of the Cornell notes page. We color coded a periodic table and correlated this with our notes. You can find a copy at the top of this blog for the periodic table and the notes. Paste the color coded periodic table on the page after the Cornell notes page. 

To complete the table, click the link for Periodic Table. You can use this to color code your own table. For our table, use the SAME color to color ALL the TRANSITION METALS,which include all the elements in groups 3-12, THE ACTINIDES AND LANTHANIDES the same color! 

On the next page, place all three of the following documents: the printed notes for the periodic table, HL 3 on the periodic table, and the quiz (the one we took using the clickers) on the atom/periodic table.

Please tape in the virtual lab we did on the periodic table. Don't forget to write the date/benchmark/topic/page in your table of contents. Actually, don't forget to write ALL the topics in your table of contents! You can find the handouts at the top of this blog. The link for the site to do the lab is from The Periodic Table.

For the virtual lab, the date was November 7, benchmark SC.8.P.8.7. 

Notebooks will be collected on Monday or Tuesday of next week.

Don't forget your science fair project is due on December 5th!

Wednesday, 14 November, 2012

Students will be able to:

-review latest data from fall interim assessment.

-work on their science fair plan and get necessary research done.

The bell ringer is to complete the science fair problem and hypothesis. The handout will be posted at a later date.

Students reviewed data from the Fall interim assessment exam and from Mini-assessment 2.

Students spent the remainder of the class period researching their science fair project.

HL 3 read, which is due next class period, is to read pages 365-373 and complete all pages in book: copy and complete the Apply It! pg 368 on a separate sheet of paper.

Thursday/Friday, 8/9 November, 2012

Students will be able to:

-determine the ability of metals to conduct electricity.

-group objects based on similarities.

Students completed a lab dealing with the conductivity of metals. Students used an electric circuit consisting of a battery and a light bulb to test various materials to determine which conducted electricity.

The lab report was completed in class and submitted. Absent students should be sure to bring in an admit in order NOT to get a zero for this lab.

Home learning one was collected and HL 2 was distributed. You can find the handout at the top of this blog. Be sure to write the answers on your own paper for submission. You will need to use the periodic table found on pages 320 and 321 of your work text.

Wednesday, 7 November, 2012

Students will be able to:

-determine the properties that affect wavelength.

-measure the frequency of a pulse or oscillating wave in a system and explain how it can be changed.

Students did the warm up and prior knowledge questions as their bell ringer.

Students then worked as shoulder buddy teams to complete the activity. The lab warm up/post lab activity can be found below. Complete the lab handout to be placed in your folder until we paste it into the interactive notebook.

Home learning 1 is to do page 353 from the text, answers only.

Monday, 5 November, and Tuesday, 13 November, 2012

Students will be able to:

-distinguish between protons, neutrons, and electrons.

-explain that atoms are the smallest unit of an element and are composed of subatomic particles.

-describe how the atomic theory was developed.

-describe the arrangement of the periodic table.

-review waves.

Students completed a set of questions on the atom as their bell ringer using the clickers: 

1. In an atom, the number of protons equals the number of

a. nuclei. c. neutrons.

b. electrons. d. isotopes.

2. The atomic number of an element is based on the

a. mass of its nucleus.

b. number of electrons around its core.

c. number of protons in its nucleus.

d. number of neutrons in its nucleus.

3. From an element’s location in the periodic table, you can predict

a. its properties. c. its chemical symbol.

b. its chemical name. d. when it was discovered.

4. Which group contains the most elements?

a. metalloids c. metals

b. nonmetals d. transition elements

5. Which group of metals is so reactive that the metals are never found as
uncombined elements in nature?

a. alkaline earth metals c. alkali metals

b. lanthanides d. transition metals

6. At room temperature, more than half of the nonmetal elements are

a. powders. c. liquids.

b. gases. d. solids.

7. Which of the following groups contains an element especially important to the chemistry of life?

a. the halogens c. the noble gases

b. the metalloids d. the carbon family

8. Which of these phrases best describes the general properties of metals?

a. highly reactive

b. malleable, ductile, good conductors

c. not easily corroded

d. dull and brittle

9. The elements that do not ordinarily form compounds are

a. elements in the carbon family.

b. metals.

c. halogens.

d. noble gases.

10 . In Ernest Rutherford’s gold foil experiment, most positively charged particles passed through the foil, but a few particles were deflected strongly. This result caused Rutherford to infer

a. that electrons move in orbits around the nucleus of an atom.

b. that an atom’s positive charge must be clustered in a tiny region in its center.

c. that electrons have almost no mass.

                 d. that an atom consists of negative charges scattered in a ball of positive charge.

Students then reviewed waves using a power point lesson. 

Students took notes on the atomic model, creating a booklet with the information of the development of the atomic model from Democritus to the current electron cloud model.

There was no nightly home learning.