Thursday, 28 through Friday, 29 October, 2010

Students will be able to:
use information from laboratory experiments and classroom discussions to
-identify unknown elements based on their colors in a flame test.

Students did the flame test lab to identify metallic elements by their characteristic color in a flame test. Since all students were present, there will be no make up lab posted.

However, if you want to learn more about how the characteristic colors of metals has been used in society, click one of the links below:

http://videos.howstuffworks.com/hsw/12051-physical-science-the-chemistry-of-fireworks-video.htm?sort=date&page=348

http://www.fireworks.com/safety/chemistry-fireworks.asp

On Friday, the class reviewed the mini assessment before attending the planned assembly.

Wednesday, 27 October, 2010

Students will be able to:
use information from laboratory experiments and classroom discussions to
-obtain reaction time by making simple measurements.
-discuss theories of left-handedness and right-handedness and how they have developed and modified over time as new scientific envidence is examined.

Students began the inquiry lab on reaction time. Students collected data from both left and right hands. They calculated means. We will continue the lab until completed. If you were absent, get the data from a team mate, or use the procedures found at the link below to find the procedures necessary to do the lab yourself.

http://www.gpb.org/files/pdfs/gpbclassroom/physics/reactionTimeLab.pdf

We will finish this lab at a later date.

Tuesday, 26 October, 2010

Place this check off sheet on the back of your science board.

Students will be able to:
use information from word documents, internet access, and periodic tables and classroom discussions to
-spell out name using elemental symbols.
-make element cards.
-draw bonding of elements
-review requirements for science fair projects.
-prepare for the reaction time laboratory.

Students took the mini assessment.

Students reviewed for the science fair. For those that have misplaced handouts, you can find the information at the top of this blog.

Students then reviewed the problem and hypothesis for tomorrow's lab on Reaction Time.

Monday, 25 October, 2010

Students will be able to:
use information from word documents, internet access, and periodic tables and classroom discussions to
-spell out name using elemental symbols.
-make element cards.
-draw bonding of elements

Students did a Mastering the FCAT problem as their do now.

Students then took Exam 2 on the clickers.

Students used the remainder of the class time to create name posters, element cards, and element bond drawings to review the periodic table and the elements.

Friday, 22 October, 2010

Be sure to bring these pages to class on Monday!

Students will be able to:
use information from word documents, internet access, and periodic tables and classroom discussions to
-spell out name using elemental symbols.
-make element cards.

The do now was a Mastering the FCAT question.

Students received the question set for exam 2, which can be found at the top of this blog.

Students spent the remainder of the class working on either writing their name using the elements of the periodic table or making element cards, identifying the element by name, atomic number, atomic mass, reactivity, periodicity, boiling point, melting point, etc.

Monday, 18 October through Wednesday, 20 October, 2010

These are HL 17. Do in order on correctly headed loose leaf notebook paper.


This is HL 16. Answers only on correctly headed loose leaf paper.


This is HL 15. Answers only on correctly headed loose leaf paper.



These are the lab sheets for the lab found at Dr. Gayden's Science Zone.

Students will be able to:
use information from virtual laboratories and classroom discussions to
-describe the periodic table of elements and use it to find information about elements.
-compare selected elements from the periodic table.
-explore families and periods on the periodic table.

The do now for Monday was a quiz on the atom and the periodic table.
The do now for Tuesday was to review the mini assessment.

Students worked on the laboratory, which can be found at Dr. Gayden's Science Zone (drgcdms.podomatic.com) under for 8th graders only. The handouts can be found at the top of this blog.

Students also received HL 15 on Monday and HL 16 on Tuesday. They can be found at the top of this blog. HL 17 was distributed on Wednesday, and can also be found at the top of this blog.

Friday, 15 October, 2010

Students will be able to:
use information from textbooks and classroom discussions to
-identify the organization of the periodic table.
-understand how the periodic table is arranged as families (columns) and periods (periods).
-identify electron arrangement in periods 1-3 as it relates to energy level.
-compare and contrast the properties of elements based on their families and groupings.

The do now was to draw the electron dot diagram of water.

Students received HL 14, which can be found at the top of this blog.

Students watched the BrainPop presentation on the Periodic Table.

Students completed work on their periodic tables, using the following color codes:

1. Color the alkali metals column yellow.
  
2. Color the alkaline earth metals column red.
 
3. Color the noble gases column green.
 
4. Color the boron family blue.
 
5. Color the carbon family pink.
 
6. Color the nitrogen family orange.
 
7. Color the oxygen family brown.

8. Color the halogens family purple.

9. Label the line for the metalloids black.

10. Color the iron triad a maroon or deep red.

11. Color the platinum group a different yellow.

12. Color the lanthanides a different green.

13. Color the actinides a different blue.

14. Color the remainder of the transition elements a different purple.

If you write the name of the family with the same pencil you use to color the elements, it will reduce confusion.

Thursday, 14 October, 2010

Students will be able to:
use information from textbooks and classroom discussions to
-identify the organization of the periodic table.
-identify the name and symbol of elements from teh periodic table.
-understand how the periodic table is arranged as families (columns) and periods (periods).

Students drew electron dot diagrams for calcium, silicon, and fluorine for their do now.

Students used the textbook to color in the different periods and families of the periodic table:

The table is to be placed in the notebook.
Use the following color codes:

1. Color the alkali metals column yellow.
2. Color the alkaline earth metals column red.
3. Color the noble gases column green.
4. Color the boron family blue.
5. Color the carbon family pink.
6. Color the nitrogen family orange.
7. Color the oxygen family brown.
8. Color the halogens family purple.
9. Label the line for the metalloids black.
10. Color the iron triad a maroon or deep red.
11. Color the platinum group a different yellow.
12. Color the lanthanides a different green.
13. Color the actinides a different blue.
14. Color the remainder of the transition elements a different purple.

There was no home learning assignment.

Tuesday, 12 October and Wednesday, 13 October, 2010

This is HL 13. Complete correctly. Answers only.


This is HL 12. Answer and complete.





These are the lab sheets. Complete them and return them to class.

Students will be able to:
use information from virtual laboratories and classroom discussions to
-construct models of atoms showing the number of protons, neutrons, and electrons for each element.
-for each element, arrange electrons in energy levels around the atomic nucleus.
-predict and determine whether or note elements will form chemical bonds in order to become more stable.

Do Nows
On Tuesday, students did a quick write about the atom.
On Wednesday, students will take a mini assessment.

Home Learning
Tuesday- HL #12, due on Wednesday/reviewed on Wednesday
Wednesday - HL #13, due on Thursday/reviewed on Thursday

Students turned in interactive notebooks for notebook check 2.

The remainder of the period on both days was spent on the Glencoe virtual lab site. The handouts, along with home learning, can be found at the top of this blog.

Monday, 11 October, 2010

This is HL 11. Answers only, on properly headed loose leaf notebook paper, written in blue/black ink or pencil.

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-design a model or drawing of an atom that shows the location and charge of subatomic particles.
-compare atomic mass, atomic number, and mass number of atoms.
-compare and contrast subatomic particles and their properties.

Students submitted their scientist cards.

The do now was to draw and label the parts of an atom.

Students then watched BrainPops on atoms and the atomic model.

Students received HL #11, which can be found at the top of this blog. There will also be a notebook check.

Students took notes on the atom:
The Atom

-the smallest part of an element with all the characteristics of that element
-are too small to be seen
-are made of smaller particles

-has a nucleus, which contains positive protons and non-charged neutrons
-the nucleus makes up most of the mass of the atom

-the negative electrons circle the nucleus in energy levels or orbits

-atomic number = number of protons

-atomic mass=number of protons + number of neutrons

-ionic charge=number of protons + number of electrons

Wednesday, 6 October through Friday, 8 October, 2010

Students will be able to:
use information from internet access and classroom discussions to
-identify the parts of an atom.
-complete research on an assigned scientists.
-construct a vocabulary word poster using Comic Life.

The do nows are as follows:

Wednesday - KWL on the atom
Thursday - temperature conversions problems
Friday - write a sentence using your assigned word.

Students submitted HL #10 and reviewed it on Wednesday. For the remainder of Wednesday, and on Thursday and Friday, students researched their assigned scientist and used Comic Life to make a word wall poster of a assigned vocabulary word.

The technology project (scientist baseball card) is due on Monday, 11 October, and the instructions can be found at the top of this blog.

Tuesday, 5 October, 2010

Students will be able to:
use information from internet access and classroom discussions to
-solve density problems.
-use power writing to write up laboratory experience.

The do now was to solve density problems.

Students completed the write up of the lab on density using the power writing technique.

Students reviewed information on physical and chemical changes. This included that during a physical change, a substance changed only size, shape or state but that during a chemical change, a substance changed into something different with new chemical characteristics. Physical properties are those properties that can been seen: such as color, size, shape, state, density, boiling point, melting point, etc.

Chemical characteristics are only visible as they change into new substances. Evidence of a chemical change include:
giving off heat or removing heat from a system, color change, production of a smell, change in state, formation of a gas or a solid (precipitant).

Students also received HL #10, which can be found at the top of this blog.

Monday, 4 October, 2010

Students will be able to:
use information from handouts and classroom discussions to
-use power writing to write up laboratory experience.
-identify energy transformations.

Students answered the questions on the second page of the energy handout and answered the questions on the graphing page as their do now. All these pages must go in your interactive notebook.

Students took examination one on The Nature of Science/The Nature of Matter.

Students completed the write up of the density of rocks lab.

Friday, 1 October, 2010

Bring these to class on Monday!

Students will be able to:
use information from internet access and classroom discussions to
-solve density problems.
-use power writing to writ up laboratory experience.

Students took a Benchmark Analysis test.

Students also received a problem set, which can be found at the top of this blog.

Students completed the conclusions and analysis of the lab. They still need to write up the lab in their interactive notebook, using the power writing/writing conclusions format found on pages a and b in their notebooks.

Students should update their interactive notebooks, checking that all Cornell notes have a summary; that they have used Costa's Level of Questioning or Quality Questions, found on pages g and h of their interactive notebooks; and that they have use highlighters to coordinate the questions with the answers.