3/28/14

Date: 3/28/14

Class: Chemistry

Periods: B1

Outcomes: Students will be able to describe where the elements on Earth came from

Standards: 9-12.P.1.1 and 9-12.P.1.2

Student Needs: 

Assessment Plan: Ticket to leave: 3 things you learned from the episode.

Lesson Outline: Bellringer > What is the molecular mass of Helium? Beryllium? If an object gets hotter, how does its volume change? > Where did the elements of Earth come from? > Episode of The Cosmos >  Ticket to leave: 3 things you learned from the episode. HW: Research 3 common acids used by living things.

3/24/14

Date: 3/24/14

Class: Chemistry

Periods: B1

Outcomes: Students will describe the amount of energy released by difference foods based on how much burning them heats up a known mass of water.

Standards: 9-12.P.3.1

Student Needs: Time management

Assessment Plan: Food Calorimetry Lab Report

Lesson Outline: Bellringer > What is thermal energy? What is temperature? What is specific heat? > Lab Day!!! > Explain directions and setup for lab. Help with the first parts of the lab report. > Monitor student progress > Afterwards discuss results, which food gave off the most energy? > HW: Quiz next time

Thermochemistry Quiz

Date: 3/26/14

Class: Chemistry

Periods: B1

Outcomes: Students will show what they know about thermal energy.

Standards: 9-12.P.1.3A

Student Needs: Time, alternate setting

Assessment Plan: Quiz over thermal energy.

Lesson Outline: Bellringer > What happens in alpha decay? What is the difference between ionic and covalent bonds? > Quiz time, students are allowed notes, equation notecard, calculator, scratch paper and writing utensil. > Afterwards grade short-answer questions > HW: Read 18.1 pgs. 634-643 What are acids and bases and what is the difference between the Lewis and Bronsted-Lowry models?

3/19/14 Thermochemistry 3

Date: 3/19/14

Class: Chemistry

Periods: B1

Outcomes: Students will describe the link between entropy and enthalpy.

Standards: 9-12.P.1.5.A

Student Needs: Note help

Assessment Plan: Ticket-to Leave = In your words describe why it takes energy to make bigger molecules.

Lesson Outline: Bellringer > Draw a molecule of Cl2. What intermolecular forces will exist between two of them? What has higher specific heat, graphite or iron? Cl2 or H2O? > What is enthalpy? > Notes over 15.4 and 15.5 > Write some chemical equations and predict their changes in entropy. > Ticket-to-leave: In your words describe why it takes energy to make bigger molecules. > HW: Quiz next time, study notes and book.

3/17/14 Thermochemistry 2

Date: 3/17/14

Class: Chemistry

Periods: B1

Outcomes: Students will be able to correctly calculate specific heat, change in temp, mass or heat energy given the 3 others.

Standards: 9-12.P.1.5.A

Student Needs: Math help

Assessment Plan: Practice problems

Lesson Outline: Draw a molecule of C6H12O6. If a molecule of H2O gets close to it, will there be hydrogen bonding? What are the 3 intermolecular forces and what are they? > What is specific heat? What is thermal energy? Was there anything else important in 15.1 and 15.2 notes? > Practice specific heat equations and change in enthalpy > Worksheet over specific heat and heat energy. > HW: Read 15.4 What is meant by the standard enthalpy of formation?

3/12/14 Thermochemistry 1

Date: 3/12/14

Class: Chemistry

Periods: B1

Outcomes: Students will be able to use the specific heat equation to calculate heat transferred, mass, specific heat or change in temperature.

Standards: 9-12.P.1.5.A

Student Needs: Math help

Assessment Plan: Worksheet practicing specific heat

Lesson Outline: Bellringer > Draw a molecule of SF2, what intermolecular forces will be present? > Notes over 15.1 and 15.2 > Students will complete a worksheet using the specific heat equation in class > HW: Read 15.3 pgs. 529-533 Why does it take energy to change from solid to liquid and from liquid to gas?

3/10/14 Thermochemistry Lab

Date: 3/10/14

Class: Chemistry

Periods: B1

Outcomes: Students will be able to explain the effect mass and the identity of a substance has on heat transfer and temperature change.

Standards: 9-12.P.1.2.A

Student Needs: Time management

Assessment Plan: Lab report

Lesson Outline: Bellringer > What are the steps of the scientific method? what are the 4 parts of an experiment? > What is it about coolers that allow them to stop the temperature inside them from changing? > Give students a few moments to read the directions for the lab then call on students to explain different parts of the lab > *Warn students about hot objects and boiling water* > Monitor students > Have students fill their data in on a table on the whiteboard > Give students a few moments to look at the data then ask if anyone notices any trends > Students will finish lab reports and submit > HW: Read 15.2 pgs 523-528 Describe how the number of products or reactants helps know whether heat will be absorbed or given off.