Jeopardy Review
Quiz on counting atoms.
Students wrote in notebooks five things they learned from the Jeopardy Review. Stamped notebook.
Test on Wednesday
Monday, March 31, 2008
Friday, March 21, 2008
Friday, March 21, 2008 - 4B
Collected Graphs for "Heating and Cooling of an Unknown Substance" Lab.
Handed out paper. Asked students to put name and date at top. Asked students to read my mind and answer, "What did Mr. Holmes hope I learned from the Boiling Point Lab and Heating and Cooling Lab?
Write two test questions about the labs.
Went over graphs of heating and cooling, explaining phases and processes. Showed that when you have a plateau (flat section) there is a phase change and you have a mixture of phases. When you have a sloped line you have a single phase that you are either heating (slopes up) or cooling (slopes down).
Finished giving chapter 2 guided notes.
Students worked on Counting Atoms worksheet. When done, they handed it to me. I corrected it and had them make corrections.
Test on Thursday after Spring Break, April 3.
Handed out paper. Asked students to put name and date at top. Asked students to read my mind and answer, "What did Mr. Holmes hope I learned from the Boiling Point Lab and Heating and Cooling Lab?
Write two test questions about the labs.
Went over graphs of heating and cooling, explaining phases and processes. Showed that when you have a plateau (flat section) there is a phase change and you have a mixture of phases. When you have a sloped line you have a single phase that you are either heating (slopes up) or cooling (slopes down).
Finished giving chapter 2 guided notes.
Students worked on Counting Atoms worksheet. When done, they handed it to me. I corrected it and had them make corrections.
Test on Thursday after Spring Break, April 3.
Thursday, March 20, 2008
Thursday, March 20, 2008 - 4A
Collected Graphs for "Heating and Cooling of an Unknown Substance" Lab.
Handed out paper. Asked students to put name and date at top. Asked students to read my mind and answer, "What did Mr. Holmes hope I learned from the Boiling Point Lab and Heating and Cooling Lab?
Write two test questions about the labs.
Went over graphs of heating and cooling, explaining phases and processes. Showed that when you have a plateau (flat section) there is a phase change and you have a mixture of phases. When you have a sloped line you have a single phase that you are either heating (slopes up) or cooling (slopes down).
Finished giving chapter 2 guided notes.
Students worked on Counting Atoms worksheet. When done, they handed it to me. I corrected it and had them make corrections.
Test on Wed after Spring Break, April 2.
Handed out paper. Asked students to put name and date at top. Asked students to read my mind and answer, "What did Mr. Holmes hope I learned from the Boiling Point Lab and Heating and Cooling Lab?
Write two test questions about the labs.
Went over graphs of heating and cooling, explaining phases and processes. Showed that when you have a plateau (flat section) there is a phase change and you have a mixture of phases. When you have a sloped line you have a single phase that you are either heating (slopes up) or cooling (slopes down).
Finished giving chapter 2 guided notes.
Students worked on Counting Atoms worksheet. When done, they handed it to me. I corrected it and had them make corrections.
Test on Wed after Spring Break, April 2.
Wednesday, March 19, 2008
Wednesday, March 19, 2008 - 4B
Students did the Heating and Cooling of an Unknown Substance Lab.
Homework: Graph data. On graph also show the process (boiling, freezing, melting, heating, cooling) for each segment and the phases that exist for each segment. Indicate the freezing and melting temperature by looking at the plateaus in the graph.
On the back of the graph paper, write down observations:
1. At what temperature of the substance does it first begin to melt?
2. At what temperature of the substance does it first begin to freeze?
3. When it does begin to freeze, does it freeze from the top down or from the bottom up?
Homework: Graph data. On graph also show the process (boiling, freezing, melting, heating, cooling) for each segment and the phases that exist for each segment. Indicate the freezing and melting temperature by looking at the plateaus in the graph.
On the back of the graph paper, write down observations:
1. At what temperature of the substance does it first begin to melt?
2. At what temperature of the substance does it first begin to freeze?
3. When it does begin to freeze, does it freeze from the top down or from the bottom up?
Tuesday, March 18, 2008
Tuesday, March 18, 2008 - 4A
Collected RA 2.2 if students did not hand it in last time.
Handed back Distillation of Wood Lab Reports. Answered any questions on grading.
Handed back Boiling Point Lab. Reviewed the processes and phases for the plateaus (phase changes) and slopes (heating).
Showed students a diagram and sample set-up for the Heating and Cooling of an Unknown Substance Lab.
Described the data table, graph, and procedure. On the graph students need to identify the various phases and processes for each segment of the graph.
In addition to the data table and graph, students need to make the following observations and included them on the back of their graph:
1. At what temperature does the substance first seem to begin to melt?
2. At what temperature does the substance first seem to freeze?
3. When the substance begins to freeze, does it freeze at the bottom first or the top first?
Some thermometers were broken. I think this may be because I gave the students the thermometers embedded in the solid. If students wiggled the thermometers, perhaps they might break. Tomorrow when the other class does the lab, I will start with the liquid, have them freeze it, and then have them melt it.
Homework is to graph the data using the elements of a good graph (title showing variables being plotted, labels, units) as well as the processes and phases for each segment of the graph.
Handed back Distillation of Wood Lab Reports. Answered any questions on grading.
Handed back Boiling Point Lab. Reviewed the processes and phases for the plateaus (phase changes) and slopes (heating).
Showed students a diagram and sample set-up for the Heating and Cooling of an Unknown Substance Lab.
Described the data table, graph, and procedure. On the graph students need to identify the various phases and processes for each segment of the graph.
In addition to the data table and graph, students need to make the following observations and included them on the back of their graph:
1. At what temperature does the substance first seem to begin to melt?
2. At what temperature does the substance first seem to freeze?
3. When the substance begins to freeze, does it freeze at the bottom first or the top first?
Some thermometers were broken. I think this may be because I gave the students the thermometers embedded in the solid. If students wiggled the thermometers, perhaps they might break. Tomorrow when the other class does the lab, I will start with the liquid, have them freeze it, and then have them melt it.
Homework is to graph the data using the elements of a good graph (title showing variables being plotted, labels, units) as well as the processes and phases for each segment of the graph.
Monday, March 17, 2008
Monday, March 17, 2008 - 4B
Handed back Separation of Mixture Lab Reports.
Talked about the heating curve from the Boiling Point lab. Where there is a flat area (plateau) on the temperature (y-axis) vs time (x-axis), you have a phase change. Where the temperature is rising, you are heating the substance.
Drew the heating curve on the board, showed the plateaus and slopes, and filled it in with the process (heating water, boiling water), and the phase or phases for each section of the graph. Whenever the curve is flat, there is a phase change. When ever the curve slopes, the substance is changing temperature.
Gave students the background info for the Heating and Cooling of an Unknown Substance which we will do next class. Drew a diagram of the set-up, showed a sample data table, gave the steps in the procedure.
1. Set up as indicated in the diagram. Turn on the hot plate to high and take temperature measurements of both thermometers (water and substance) every half minute until the temperature of the substance is 95 deg C.
2. When the temperature of the substance reaches 95 deg C, quickly lift the test tube out of the water and turn it away from the hot water.
3. Continue to take temperature measurements every 30 seconds until the temperature of the substance reaches 40 deg C.
4. Plot Tw and Ts vs time using the elements of a good graph.
5. On the graph of Ts vs time, show the phases and processes for each section of the graph.
6. Show the melting point temperature and freezing point temperatures on the graph.
Handed back Distillation of Wood lab reports and answered any questions.
Handed out RA 2.2. Gave students 30 minutes in class to work on it.
Talked about the heating curve from the Boiling Point lab. Where there is a flat area (plateau) on the temperature (y-axis) vs time (x-axis), you have a phase change. Where the temperature is rising, you are heating the substance.
Drew the heating curve on the board, showed the plateaus and slopes, and filled it in with the process (heating water, boiling water), and the phase or phases for each section of the graph. Whenever the curve is flat, there is a phase change. When ever the curve slopes, the substance is changing temperature.
Gave students the background info for the Heating and Cooling of an Unknown Substance which we will do next class. Drew a diagram of the set-up, showed a sample data table, gave the steps in the procedure.
1. Set up as indicated in the diagram. Turn on the hot plate to high and take temperature measurements of both thermometers (water and substance) every half minute until the temperature of the substance is 95 deg C.
2. When the temperature of the substance reaches 95 deg C, quickly lift the test tube out of the water and turn it away from the hot water.
3. Continue to take temperature measurements every 30 seconds until the temperature of the substance reaches 40 deg C.
4. Plot Tw and Ts vs time using the elements of a good graph.
5. On the graph of Ts vs time, show the phases and processes for each section of the graph.
6. Show the melting point temperature and freezing point temperatures on the graph.
Handed back Distillation of Wood lab reports and answered any questions.
Handed out RA 2.2. Gave students 30 minutes in class to work on it.
Thursday, March 13, 2008
Wednesday, March 12, 2008 - 4A
Reviewed Boiling Point Lab.
Sketched heating curve for water. The graph from the lab has three regions. The middle section with the steep slope (when the temperature is rising at a steady rate) is when you are heating the water. The graph then flattens at about 100 deg C. This flat section shows the boiling point of water. As you add energy, the temperature does not go up - instead the energy goes into changing liquid water into gas.
In this lab we started with ice water. There is a flat portion (adding energy with no temperature increase) when we started the lab which occurs when the energy goes into melting the ice. As long as you stir to maintain a consistent temperature, the temperature does not rise until all the ice is melted.
You can use the boiling point to help identify the substance. The boiling point is a characteristic property of the substance. You will do this in the sludge lab to help identify what the liquids are in your sludge.
Showed the Bill Nye video on Phase Changes. Students acted out "solid", "liquid", "gas", just as in the video.
Students spent the last 30 min working on Reading Assignment 2.2a. Many students finished and handed it in. For the rest, it is due on Tuesday March 18.
Sketched heating curve for water. The graph from the lab has three regions. The middle section with the steep slope (when the temperature is rising at a steady rate) is when you are heating the water. The graph then flattens at about 100 deg C. This flat section shows the boiling point of water. As you add energy, the temperature does not go up - instead the energy goes into changing liquid water into gas.
In this lab we started with ice water. There is a flat portion (adding energy with no temperature increase) when we started the lab which occurs when the energy goes into melting the ice. As long as you stir to maintain a consistent temperature, the temperature does not rise until all the ice is melted.
You can use the boiling point to help identify the substance. The boiling point is a characteristic property of the substance. You will do this in the sludge lab to help identify what the liquids are in your sludge.
Showed the Bill Nye video on Phase Changes. Students acted out "solid", "liquid", "gas", just as in the video.
Students spent the last 30 min working on Reading Assignment 2.2a. Many students finished and handed it in. For the rest, it is due on Tuesday March 18.
Tuesday, March 11, 2008
Tuesday, March 11, 2008 - 4B
Checked for Career Pathways Summit stickers for extra credit.
Showed and explained set-up for boiling point lab on white board.
Listed procedure including set-up, taking data every 30 seconds, and plotting graph of Temperature vs Time.
Showed a sample setup using ring stand, clamps and aluminum bar.
Students did the lab. When they had several points at the boiling point of water, I had them stop and work on plotting the graph. Students handed in the graph.
Collected notebooks.
No homework over long weekend.
Showed and explained set-up for boiling point lab on white board.
Listed procedure including set-up, taking data every 30 seconds, and plotting graph of Temperature vs Time.
Showed a sample setup using ring stand, clamps and aluminum bar.
Students did the lab. When they had several points at the boiling point of water, I had them stop and work on plotting the graph. Students handed in the graph.
Collected notebooks.
No homework over long weekend.
Monday, March 10, 2008
Monday, March 10, 2008 - 4A
Showed and explained set-up for boiling point lab on whiteboard.
Listed procedure including set-up, taking data every 30 seconds, and plotting graph of Temperature vs Time.
Showed a sample setup using ring stand, clamps and aluminum bar.
Students did the lab. When they had several points at the boiling point of water, I had them stop and work on plotting the graph. Students handed in the graph.
Did not hand back Distillation of Wood Lab Reports but did tell students their grade on the the report and progress report grade.
Listed procedure including set-up, taking data every 30 seconds, and plotting graph of Temperature vs Time.
Showed a sample setup using ring stand, clamps and aluminum bar.
Students did the lab. When they had several points at the boiling point of water, I had them stop and work on plotting the graph. Students handed in the graph.
Did not hand back Distillation of Wood Lab Reports but did tell students their grade on the the report and progress report grade.
Friday, March 7, 2008
Friday, March 7, 2008 -4B
Collected Distillation of Wood Lab Reports
Handed back Separation of a Mixture Labs. Went over a flow chart of the different separation processes. Reviewed the vocabulary of the lab: filtrate, residue, solvent, solute.
Sketched a picture of the lab setup to separate the salt from the water and keep the water. It is basically the same as the Distillation of Wood Day 2 Lab.
Students looked at the crystals under the microscopes, finished their Separation of a Mixture Lab, and handed them in.
Showed the Bill Nye video on Phase Changes.
Handed out RA 2.1 for homework due on Tuesday.
Forgot to collect the notebooks. Must do that next time.
Handed back Separation of a Mixture Labs. Went over a flow chart of the different separation processes. Reviewed the vocabulary of the lab: filtrate, residue, solvent, solute.
Sketched a picture of the lab setup to separate the salt from the water and keep the water. It is basically the same as the Distillation of Wood Day 2 Lab.
Students looked at the crystals under the microscopes, finished their Separation of a Mixture Lab, and handed them in.
Showed the Bill Nye video on Phase Changes.
Handed out RA 2.1 for homework due on Tuesday.
Forgot to collect the notebooks. Must do that next time.
Thursday, March 6, 2008
Thursday, March 6, 2008 - 4A
Collected Distillation of Wood Labs - checked off papers as I collected them.
Showed flow chart of Separation of Mixture Lab.
Went over vocabulary: filtrate, residue, solute, solvent
Handed out Make Your Own Element Worksheet. Students worked on it while other students went in pairs to view and sketch crystals. Students finished Separation of Mixture write-up and handed it in.
Students handed in Make Own Element Worksheet.
Students handed in Lab Notebooks.
Showed flow chart of Separation of Mixture Lab.
Went over vocabulary: filtrate, residue, solute, solvent
Handed out Make Your Own Element Worksheet. Students worked on it while other students went in pairs to view and sketch crystals. Students finished Separation of Mixture write-up and handed it in.
Students handed in Make Own Element Worksheet.
Students handed in Lab Notebooks.
Wednesday, March 5, 2008
Wed, March 5, 2008 -4B
Practiced element symbols with student pictures on wall.
Students copied notes on mixtures into guided notes.
Went over Separation of Mixture Lab. This time I drew pictures on the whiteboard of all steps as I demonstrated and explained it.
Introduced the Sludge Portfolio sheet explaining that Sludge is a combination of many labs. If students keep a portfolio of all these types of labs, they will have a much easier time writing up the Sludge report.
Students did the Separation of Mixture Lab. Went very well.
Students handed in lab sheets. Next time we will look at crystals under the microscope and finish up the lab.
Distillation of Lab write-up is due on Friday. Late papers will not be accepted.
No additional homework so students can finish up their reports.
Students copied notes on mixtures into guided notes.
Went over Separation of Mixture Lab. This time I drew pictures on the whiteboard of all steps as I demonstrated and explained it.
Introduced the Sludge Portfolio sheet explaining that Sludge is a combination of many labs. If students keep a portfolio of all these types of labs, they will have a much easier time writing up the Sludge report.
Students did the Separation of Mixture Lab. Went very well.
Students handed in lab sheets. Next time we will look at crystals under the microscope and finish up the lab.
Distillation of Lab write-up is due on Friday. Late papers will not be accepted.
No additional homework so students can finish up their reports.
Tuesday, March 4, 2008
Tuesday, March 4, 2008
Students handed in RA 2.1
Tried to go over element symbols but students would not cooperate.
Gave guided notes on mixtures.
Showed chart saying that the lab we are doing today is one they will need for sludge. They should keep these labs in a lab portfolio to help with sludge.
Explained and demonstrated Separation of Mixture Lab.
Went over lab procedure step by step. Didn't help, students didn't listen, didn't take notes, didn't follow procedure - none of the explanation I gave mattered. Next time I should draw a detailed pictorial flowchart on board - perhaps that would help.
Students stumbled through the lab.
Students left solution in petri dishes to evaporate so they can hopefully look at crystals next time.
I collected the lab sheets and will hand them back next time so the students can finish the last section.
The Distillation of Wood write-up is due next time (Thursday, March 6) No late work will be accepted.
Tried to go over element symbols but students would not cooperate.
Gave guided notes on mixtures.
Showed chart saying that the lab we are doing today is one they will need for sludge. They should keep these labs in a lab portfolio to help with sludge.
Explained and demonstrated Separation of Mixture Lab.
Went over lab procedure step by step. Didn't help, students didn't listen, didn't take notes, didn't follow procedure - none of the explanation I gave mattered. Next time I should draw a detailed pictorial flowchart on board - perhaps that would help.
Students stumbled through the lab.
Students left solution in petri dishes to evaporate so they can hopefully look at crystals next time.
I collected the lab sheets and will hand them back next time so the students can finish the last section.
The Distillation of Wood write-up is due next time (Thursday, March 6) No late work will be accepted.
Monday, March 3, 2008
Monday, March 3, 2008 - 4B
Monday, March 3, 2008 - 4B
Answered questions on Distillation of Wood Lab Write-up.
The lab is due Friday, March 7 whether you are here or not. Late lab reports will not be accepted. Being absent is not an excuse for not handing in your lab.
Vivien said that her lasting memory of the lab was how it stank. Drew picture around Day 1 setup showing that when you smoke, this is what goes inside of you. You don't want that foul stuff on your skin or your clothes, why would you want it inside your body?
Handed out guided notes for Chapter 2. Went over 1-7, 10, 11, 16, and 17. Students copied from the overhead into their notes. Discussed the difference between elements, atoms, molecules, and compounds. Showed how to count the number of atoms, the number of different types of atoms, subscripts, and coefficients.
Handed out list of 27 elements. Students looked at periodic table and wrote down correct chemical symbol, being careful that the first letter is always capitalized and if there is a second letter, it is lower case.
Students randomly picked an element name and then drew a colorful picture of the element symbol.
Handed out Element Bingo sheets. Students filled in element symbols. Played element bingo. Alex N and Brooke won the first round. Jon won the second round.
Handed out Reading Assignment 2.1, due next time, Wednesday, March 5.
Answered questions on Distillation of Wood Lab Write-up.
The lab is due Friday, March 7 whether you are here or not. Late lab reports will not be accepted. Being absent is not an excuse for not handing in your lab.
Vivien said that her lasting memory of the lab was how it stank. Drew picture around Day 1 setup showing that when you smoke, this is what goes inside of you. You don't want that foul stuff on your skin or your clothes, why would you want it inside your body?
Handed out guided notes for Chapter 2. Went over 1-7, 10, 11, 16, and 17. Students copied from the overhead into their notes. Discussed the difference between elements, atoms, molecules, and compounds. Showed how to count the number of atoms, the number of different types of atoms, subscripts, and coefficients.
Handed out list of 27 elements. Students looked at periodic table and wrote down correct chemical symbol, being careful that the first letter is always capitalized and if there is a second letter, it is lower case.
Students randomly picked an element name and then drew a colorful picture of the element symbol.
Handed out Element Bingo sheets. Students filled in element symbols. Played element bingo. Alex N and Brooke won the first round. Jon won the second round.
Handed out Reading Assignment 2.1, due next time, Wednesday, March 5.
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