change, physical or chemical?

goals for the weekidentify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change

warm ups:

monday– read Evidence of a Chemical Change and underline the following in the article: 

Underline the examples of physical & chemical properties.

Underline the question you should ask to determine  if a physical or chemical change has happened?

Underline the signs of a chemical change?

tuesday:  demo #3: baking soda+vinegar combined, physical or chemical change? Prove it!

wednesday:  

thursday: 

friday:

in class…

Monday, students had fun with Melvin the Marshmallow Man Lab.  This is a formative grade. For each reasoning, they’re to write include the action performed on Melvin, identifying the change and evidence for this change. If students don’t have enough room on the front to do this, they may use the back of their paper. This is due Wednesday, 28th. 

dentify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change
Identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change
Melvin, after scientific exploration
Melvin, after scientific exploration

Tuesday, students reviewed the signs of a chemical change as we discussed the demo. Afterwards, students were given time to work on their Melvin lab that will be a formative grade to be turned into me tomorrow. 

Wednesday, 

Thursday

Friday

homework:

Monday, none.

Tuesday, complete Melvin Lab for tomorrow. This is a formative grade.

Matter: Physical vs Chemical Change

oct. 12-16

goal for the weekidentify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change

warm ups:

Monday:Before going to school, a student cuts a ripe apple into six slices and places them in a plastic bag. During lunch, the student observes that the apple slices now have brown spots. Which of the following indicates a chemical change in the apple?

  • Cutting the apple into six slices
  • Changing color of the apple
  • Placing the slices in a plastic bag
  • Removing brown spots with a knife

Tuesday: Define chemical change and physical change.

A chemical change is when chemical bonds of molecules are made or broken in order to create a new molecule. This type of change is typically difficult to reverse. A physical change is when molecules can move from one physical state to another (phase change) and not change their atomic structure. This change is typically easy to reverse.

Wednesday: students watched a demo of water and blue food coloring being mixed and needed to decide if it was an example of a physical or chemical change and explain why they chose. Afterwards, they needed to decide if mixing bleach into the water and food coloring was a physical or chemical change and why.

Thursday:

Friday:

in class…

Monday, students were given their scores from Friday’s density summative. Retakes are to be completed by Monday, 26th of October. Reteach times with me are tomorrow and Friday after school till 4:20. Students can retake the test with Mr. Alexander in the morning on Tues, Weds. and Friday of this week and Monday upon return from Thanksgiving break; after school with me on Tues. and Fri of this week; or during advisory on Thurs. or Fri. of this week.

They were given time to work in their notebooks, recording the words and definitions of this units’ GKWs. They’ll have a quiz over them this Friday. Most likely they’ll not be able to use notes.

Tuesday, students watched a StudyJam, found on my Google Classroom and a BrainPop on Physical vs Chemical Changes. After watching BrainPop, students completed some simple notes also found on Google Classroom. Finally, students were given their homework, Physical and Chemical Properties and Changes. The first 30 problems are due tomorrow. This too is on my Google Classroom. The entire page, front and back are due this Friday for a daily grade. 

Wednesday, after the warm up and the discussion that followed, we went over their homework. Finally, students worked with their shoulder buddies and identified about 20 examples as either physical or chemical change. They recorded their data in their notebooks. We’ll complete the activity tomorrow with follow up questions.

Thursday, 

Friday,

homework:

Monday- Thursday: prepare for Friday’s formative over the GKWs.

Tuesday- Physical and Chemical Properties and Changes, 1-30 due tomorrow.

Wednesday- complete part A and B on the Physical and Chemical Properties and Changes, due tomorrow.

matter, how dense is it?

goals

Calculate density to identify an unknown substance

warm up: (engaging activities to set up class time)

Monday- Use the table below to identify the substance with this information: the sample is 44.3g and 22.1 cm3. What’s the sample and its density? 

Tuesday:  Using the table above, this sample has a mass of 1.02g and volume of 1.35cm3. What’s its the density and the mineral?

Wednesday: none due to taking our DCA formative

Thursday: An object is 12g and has a volume of 3cm x 2cm x 4cm. What’s its density?

Friday:  none due to testing

activity: (what we do in class)

Monday: students wrapped up discovering the physical properties of their irregular shape. They were learning specifically how to use water displacement to find the volume of these shapes. Then they’d use this to help them calculate the density of these 5 shapes. Afterwards, we discussed the activity and began to review for tomorrow’s DCA over density. 

Assignment collected today: none, 

Tuesday, students had fun reviewing for their DCA using the Amazing Race format, working in teams to solve density problems. 

Wednesday- students took their Density DCAs

Thursday, students went over their DCAs and learned their score. Afterwards, they had fun reviewing for tomorrow’s summative using the Amazing Race. 

Assignment collected today: Density

Friday, students took their Density Summative.