11 Nov: Log: Look at the weather – low forming in central U.S., how do you know? Where will it typically go next, and what wind current will move it? Cold front will be coming in tomorrow, what does that mean for our weather? (mention the two factors that make up weather, plus wind, in your answer). Tell me about relative humidity, too.Classwork, Part 1: Discuss log, then complete lab on pages 32-33 of your blue book. “Water Vapor in the Atmosphere and Precipitation” (A.K.A. “Heat Energy and Ice”).

Additional Lab Questions: 1. Explain what happens with the amount of heat energy in the room temp can during the lab.2. Explain what happens with the amount of heat energy in the ice/water can during the lab. 3. Where did the heat energy come from to melt the ice in our experiment? 4. Explain why you need to stir the ice can but not the other one.5. What is the control in this lab (not the constants)?6. What are some constants in this lab?7. What is the independent variable in this lab supposed to be?8. What is the dependent variable in this lab?9. What is wrong with the lab in terms of the amount of water and ice that is used?

Classwork, Part 2: Answer key to “Notes: Salt Lab” – use it to go over your completed paper.Classwork, Part 3: Learning Target Self-Assessment on Salt LabClasswork, Part 4: I’ll be grading the rest of the Salt Lab Mass Loss graphs today.http://earth.nullschool.net/#current/wind/surface/level/orthographic=-94.76,45.38,860http://radar.weather.gov/ridge/Conus/full_loop.php 12 Nov: Log: Sugar and salt lab data

12-13 Nov: SOC-18978887 is the socrative.com ID for the review questions and data analysis for the Salt lab Self-Assessment.

16 Nov: Phantom Time – begin PBIS lesson on respect – pre-quiz and related questions to project on screen.Log: 1. What is the major difference between an ionic bond and a covalent bond?

2. How do you know how many energy levels to draw around a nucleus? 3. How do you know how many electrons to draw around the nucleus of a neutral atom? 4. How do you calculate the number of neutrons in an atom? 5. Which energy level is important to bonding? What do we call the electrons in that energy level?

Classwork, Part 1: Tie up loose ends from Th-Friday’s lesson. Discuss the “low” areas on the Learning Targets Self-Assessment from Friday: A. Focus on why the polar nature of the water molecule dissolves the ionic bond in table salt. B. Layers of the atmosphere – use page 16A in the blue weather packet (position of ozone layer and location/interest fact for ionosphere).

Homework: Begin the “Calculate Your Household Water Use” lab – due on 24 Nov.

17 Nov: Phantom Time – continue PBIS respect lesson from Monday, as needed.Log: 1. Name the layers of the atmosphere in order from earth’s surface to outer space.

2. What is important about the “heat-salt” circulation of the oceans, and in the Atlantic Ocean in particular? (You should be able to address climate, food supply, and travel with this answer)3. What is the name for this circulation?

Classwork, Part 1: Watch videos and discuss content: English and French explanation and animation of salt dissolving in water: https://goo.gl/hz3RZT . Really scientific explanation and animation of salt dissolving in water with a lot of new vocab: https://goo.gl/VQ8JSg

Classwork, Part 2: Use this site (http://www.chemicalelements.com/ ) and the tablets to draw the molecules for the last question on “Notes: Salt Lab” – then I show students how to use Lewis Dot diagrams for the same molecules.

Homework: Continue lab - “Calculate Your Household Water Use”

Vocab: Ionic, covalent, thermohaline, valence electrons, period

18-19 Nov: Phantom Time - Brainstorm ways to make your school environment more respectful. Create an item to indicate what could be done. These are some suggestions (if a, b, or c is completed, students should sign the work and it should be added to one of the large blue RESPECT posters in the hallway):

a) Find a quote about respect your class likes. Make a poster with the quote on it to add to large RESPECT poster in the hallways.

b) Illustrate one aspect of showing respect and make a poster. c) Make an acrostic “R-E-S-P-E-C-T”d) Make a rap or video about respect (these can be used in the announcements)

Classwork: Freezing Point Depression – “Hail in a Test Tube” lab on page 34 of the packet. For the lab, you will need to take your final data for the salt lab and empty the dry salt into the bin at the front of the room so we can use it for this lab. Questions to add to today’s lab and to complete in class today and tomorrow:

1. What happens to the heat energy of the molecules in the test tube during this lab? (easy)2. What happens to the heat energy of the molecules (both ice and water) in the beaker during this

lab? (tricky) 3. What does the salt do to the temperature of the ice/salt-water mixture in the beaker? (easy)4. HOW does the salt accomplish what you wrote for the previous question? (hard)5. What does the heat energy of the water in the beaker do to the ice? (easy)6. How does the polar nature of the water molecules impact what happens during the lab? (think

about the salt-water mixture in the beaker and the drawings on the white board, plus the video) 7. Knowing that ice takes 80 cal/gram to melt, and liquid water only needs to lose 1 cal/gram to drop

its temp by 1 degree C, how can you explain the drop in temperature of the ice-water mixture in the beaker? Please assume that the salt already did its job of lowering the freezing point of the liquid water in the beaker when you craft this answer. (tricky)

8. If you ignore the room, what happens to the heat energy in the test tube-beaker combination during this lab? (easy)

9. What happens to the heat energy in the test tube-beaker-classroom combination during this lab, if we assume that they all started out in the room? (easy)

10. Draw a few water molecules (space filling models) that show how they are arranged in a crystal in the ice.

11. Draw a few liquid water and solid salt molecules (in a crystal) to show how they look before the salt dissolves, but after it’s dropped into the water at the start of the lab.

12. Draw the molecules in the salt-water mixture after the salt dissolves in the liquid water.13. The salt-water mixture is a special kind of homogeneous mixture. What do we call a mixture

where one item is dissolved in another item?14. What is the solute in the salt-water mixture?15. What is the solvent in the salt-water mixture?16. What does homogeneous mean?17. What does heterogeneous mean?18. Look up the classification of matter and make a chart that properly

arranges the following terms: Mixture, Matter, Pure Substance, homogeneous mixture, heterogeneous mixture, solution, compound, element.

Effect of Solute on Solvent

A. Freezing Point Depression: a solute dissolved ina solvent will lower the temperature at which itfreezes. The more solute the lower the freezing point.

B. Boiling Point Elevation: a solute dissolved in a solvent will raise the temperature at which it boils. The more solute the higher the boiling point.

19 Nov: Phantom Time – finish what we started yesterday – RESPECT.

Log: QUESTIONS: 1. The salinity ocean water is about 35g of salt/L - how many parts per thousand is that? 2. Translate #1 into PPM.

Classwork: Discuss yesterday’s lab as needed, then students finish the 18 questions on the 18-19 Nov lesson plans (due Mon or sooner, if done).

Info: The picture on the right should help with your understanding of the “Hail” lab. Volatile means “easily evaporated at normal temperatures”

More Info: Use Part III of the following web page to help with the concept of solvents and solutes: http://www.lakelandschools.org/webpages/lburris/resources.cfm?subpage=20053 King of Pops uses freezing point depression: https://www.youtube.com/watch?v=YglP2El_cqU

20 Nov: 26 MACAT kids absent today due to DSO trip.

This work should already be done from prior to today, if not, it’s now homework and/or late: 1. “Hail in a Test Tube” Lab on pages 34-35 of the blue weather booklet – due Today2. 18 additional questions from these plans for the “Hail in a Test Tube” lab – due Monday.3. Final data points and cleanup for the Salt Lab.

20/24 Nov: Classwork to do on 20 and/or 24 Nov (23 Nov has its own plan, since tons of students will not be absent for music events on that date like they will be on the 20th and 24th).

A. Conclusion for the Salt Lab – Use a fresh piece of paper! You must include what was observed (use actual data!!) in the lab regarding how evaporation works with various surface areas and salt concentrations, as well as a diagram and explanation of how salt slowed the evaporation of water from the test containers in comparison to the fresh water control containers. Terms to use/draw: surface area, water, polar molecule, heat energy, evaporation, slightly positive, slightly negative, sodium ion, chloride ion, positive charge, negative charge, electron(s)

B. Now use another piece of paper titled “Hail Questions” to answer the following questions about hail – Due on 1 Dec or sooner, if done:

1. Watch this weather forecaster (KOCO meteorologist Sarah Libby, as she explains “How Does Hail Form?” - https://www.youtube.com/watch?v=DdAGIigvrfg ) and then look at the “Hail Formation” picture located to the right of this question. Based on what we learned well before the “Hail in a Test Tube” lab, what’s wrong with both items? Be specific, and indicate what should be said/written instead.

2. The previous meteorologist and the pic on your right have done everything else correctly. Use their info to answer the following questions.

a. What type of heat movement (convection, conduction, or radiation) are the updrafts and downdrafts part of?

b. If you cut a hailstone in half, you will see the rings in it. How are they formed?

3. This meteorologist really does a nice job with his explanation (https://www.youtube.com/watch?v=Zz-9zhXuLN0 ) Use his info to answer the following questions:

a. He mentions that strong updrafts are needed to make larger hailstones. In which type of clouds do those strong updrafts form?

b. What happens to make the hail fall out of the cloud?c. How wide is the really wide piece of hail?

4. As you learned when we talked about fronts, strong thunderstorms can occur when a cold front moves into an area. What characteristic(s) will a cold front moving into a warm air mass have that makes such strong updrafts possible?

5. In our lab, what did we do to get the low temperatures needed to cause the water in the test tube to freeze like water freezes in a cloud to make actual hail?

6. This is a nice one to watch to catch on to anything you missed about hail in the other videos: https://www.youtube.com/watch?v=6JbU0dIq70E

a. The storms he is showing in the Great Plains, including the one with the tornado, can come from heat evaporating water as the ground warms during the day, and then the __________________ currents make supercell cumulonimbus clouds that can generate hail and _______________.

b. 6 min, 5 sec into video: The last hail-related death in the US was in _______________c. In 1888, ______________ people were killed by hail in one storm in India (wow).d. Hail causes about _____________ billion dollars in crop damage in the U.S. alone each year.

7. Use this site: http://www.erh.noaa.gov/er/cae/svrwx/hail.htm to answer the following questions:a. How fast can a big hailstone get going on its way to the ground?b. How heavy was the heaviest hailstone ever recorded?c. What common item is used to estimate the size of 7/8 inch hail?d. How can meteorologists see into thunderstorms to look for hail?e. Just because a thunderstorm makes hail, it isn’t automatically a SEVERE thunderstorm. What is

the definition of a severe thunderstorm?8. I may add a question later:

23 Nov: DUE TODAY if you will be absent tomorrow: Home Water Use lab!Log: Explain what will happen to the volume of water in the container when the ice in the ice/water demo

at the front of the room melts.Classwork:

1. Finish Lewis Dot Diagrams and drawings for question 34 on the “Notes: Salt Lab”. 2. Give credit and then use answer key to go over 18 lab questions from lesson plans for “Hail in a Test

Tube” lab where help is needed. 3. Discuss cooking and cars – boiling point elevation. Making ice cream – freezing point depression.4. Discuss Log and its implications for melting ice masses on the planet.

Due: 18 lab questions from lesson plans for “Hail in a Test Tube” lab

24 Nov: Many students absent for music-class-related trip. Classwork: Use lesson plan from the 20th, plus what’s belowHomework: Salt Lab conclusion if not completed on 20 or 24 Nov (see 20/24 Nov plan, item “A” for directions).DUE: Home water use lab!

30 Nov: Log: Share your Lewis Dot Diagram drawings you made last week for H2O and the two ionic compounds written on the board (LiF, MgF). Discuss how to draw CO2. Answer these QUIZ REVIEW questions – everybody in your group needs to understand the answers, and I will feel free to call on anybody using the popsicle sticks:

1. Which group is oxygen in?2. Which period is chlorine in?3. When you write the name of an element, should it be capitalized?4. How many protons does P have? 5. How many neutrons would you expect uranium, element #92 to have?6. An element lost 2 electrons from what it had when it was neutral, what

should its charge now be?7. What is the mass number of Be, and what does it tell you about Be?8. Which element is in period 3, group 7A (VIIA)?9. When drawing Bohr models, how many energy levels would the element in question 8 have?10. How many valence electrons should you plan to draw on every element in group VA?11. How many protons, neutrons, and electrons does Kr have?12. Why aren’t things in group 8A (VIIIA) reactive under ordinary circumstances?13. Why do the ions in an ionic bond “stick together”?14. What is/are the difference(s) between ionic and covalent bonds?15. What do elements in groups IA and IIA generally make when they bond to elements in group

VIA or VIIA?16. How many calcium and fluorine ions would you expect to bond to each other?17. Which element is in group 5A and period 4?

18. How many Na and O ions would you expect to bond to each other? What’s the formula?19. Draw the previous substance using Lewis Dot Diagrams.20. What is the mass of a proton? Where is it located in an atom?21. What is the mass of a neutron? Where is it located in an atom?22. What is the mass of an electron? Where is it located in an atom?23. What do we call the diagrams with rings around the nucleus?

Classwork 1: Discuss log with student drawings on the white board. Discuss oxidation numbers and metals/nonmetals – add info to periodic tables. Classwork 2: Go over #4 and #7 on the 18 Salt lab questions, as well as other questions per students.Homework 1: Finish the 7 hail questions you worked on in class on 20/24 Nov.Homework 2: Finish the Salt lab conclusion you worked on in class on 20/24 Nov. Directions (again): Conclusion for the Salt Lab – Use a fresh piece of paper! You must include what was observed (use actual data!!) in the lab regarding how evaporation works with various surface areas and salt concentrations, as well as a diagram and explanation of how salt slowed the evaporation of water from the test containers in comparison to the fresh water control containers. Terms to use/draw: surface area, water, polar molecule, heat energy, evaporation, slightly positive, slightly negative, sodium ion, chloride ion, positive charge, negative charge, electron(s)

1 Dec: Log: Read the data on the back of this page and pick the two most interesting/important items (to you) about water. Write a few lines to explain why you feel that way.Due: Salt Lab conclusion. 7 “Hail Questions” from 20/24 DecClasswork 1: Finish Drawings/discussions from yesterday. With Lewis Dot diagram illustrate the 2 pairs of electrons in water that are very important to its polar nature. Terms to be concerned about: Oxidation Numbers, 1/1836 a.m.u., valence electrons, cohesion/cohesiveClasswork 2: Groups share their conclusions and 7 hail questions while I check them in. Discuss the content of each of them – hand 2-sided out rubric for grading conclusions today on your own and next week for 68 points (divide grade by 2 for gradebook). Classwork 3: End of class – discuss log.

2 Dec: Classwork: Student led density demo with warm and cold water, salt/no salt. Figure out what you will be doing for the demo with salt water and fresh water of unknown temps and salinity. Students in other groups need to be able to figure out what is going on.

1. Make procedure that is short and to the point, assumes kids have all supplies and know how to use them.

Reminder: I handed out the info for the charity blanket-making event on Monday – this is your gentle reminder to bring in the slips – I need one from everybody, whether you are donating or not, so that our records are accurate.

Info/Signature & Donation/Parent Volunteer Sheet:- Return the sheet to Mr. Calkins, please fill one out no matter how you intend to participate/not

participate in the event.- Mr. Calkins: takes care of donations- Mr. Senecal: Organizes parent volunteers (volunteers need and ICHAT form from the very bottom

of this home page as well)- Link for the sheet: MACAT Holiday Activity 2015-16 - blanket making.docx

Link for Food Sign-Up:- Not mandatory, just makes for a better day on Dec. 18th

- The link: https://goo.gl/B2vJko

2. Write 2 questions to ask the class about what’s happening in your demo – include vocab like density, physical/chemical combinations, mixtures, solutions, saline, thermohaline circulation, etc.

Homework: Finish your upgraded Salt lab conclusions. Study for the test/quiz next Monday by using your resources:

1. 18 Questions from the Hail lab/Salt lab (18-19 Nov Plans)2. 23 Questions about Atoms/Molecules (30 Nov Plans)3. 7 Questions about Hail (20/24 Nov Plans)4. Notes on your periodic table (new ones available today)

EXTRA CREDIT: Please be sure to get any EC you earned for extra work on the water use lab!

3 Dec: 3rd Hour – 8th grade half of class will be missing to take the CoGAT.1st – 3rd hours – Computer lab – room 227, 4th hour in LMCClasswork/Homework: (for 3rd hour 8th grade): https://www.nde-ed.org/EducationResources/HighSchool/Magnetism/magnetismintro.htm

1. Go through each section, take notes, make sure you have a grip on how magnets work 2. I had trouble with #8 loading, had to click past it in menu, and then go back later. 3. This work needs to be done by next Wednesday.

4 Dec: Log: Explain what will happen to the volume of water in the container when the ice in the ice/water demo at the front of the room melts (2nd try at this – viewing results didn’t happen last week).Classwork: Chemical Bonding Quiz Review sheet – in class.

7 Dec: Quiz on the 23 questions from last Monday and drawing atoms, structure of the atom, oxidation numbers, etc. (see homework from 2 Dec)

8 Dec: Finish scoring the Salt Lab Conclusions using the rubric provided in class last week.

9 Dec: Discuss magnetism assignment from last Thurs. Demo with Canadian coins.

10 Dec

11 Dec:

14-15 Dec: Watch Season 1 Episode 1 of “The Universe” – “Secrets of the Sun” from the History Channel and complete related worksheet (technically it’s page 4 of the magnetism sheets). https://www.youtube.com/watch?v=nPYdfFzPEvI or http://www.history.com/shows/the-universe/videos/the-universe-secrets-of-the-sun (often has commercials)

16 Dec: Discuss answers to “Secrets of the Sun”Use tablets to enter data from Household Water use Lab (https://goo.gl/YBKZZm )Use tablets to watch Aurora Borealis video: https://www.youtube.com/watch?v=_ykIAx2KX8Q

17 Dec: 4th hour – Wash tables!Log: 1. Read the info about boiling point and explain why I can boil water in a syringe or a vacuum pump at room temperature.2. Define macroscopic and microscopic 3. What is equilibrium and how does it apply to a tub of water in a room?

Answer keys are on my website!

4. What is a Torr a measure of, and what is 1 Torr equal to?5. What does it do to the boiling temp of a substance if its intermolecular forces are really strong? Weak?6. What type of pole is the earth’s North Pole? N or S?Classwork, part 1: Students use answer keys to Magnetism Sheets to check work. I go over questions 14-18 using doc projector. Correct info about N and S magnetic and geographic poles – use this site: (http://hyperphysics.phy-astr.gsu.edu/hbase/magnetic/magearth.html)Classwork, part 2: Discuss density towers as needed (due 11 Jan for EC). Take a picture before you move it, just in case. You will still lose a couple for points for a mixed tower, but that’s better than a zero.Classwork, part 3: Fix water lab data and enter more dataClasswork, part 4: Vacuum Pump Demo – lower vapor pressureClasswork, part 5: Chem Project info

Boiling(FROM https://www.chem.purdue.edu/gchelp/liquids/boil.html )

A liquid boils at a temperature at which its vapor pressure is equal to the pressure of the gas above it. The lower the pressure of a gas above a liquid, the lower the temperature at which the liquid will boil.

The Macroscopic View As a liquid is heated, its vapor pressure increases until the vapor

pressure equals the pressure of the gas above it. Bubbles of vaporized liquid (i.e., gas) form within the bulk

liquid and then rise to the surface where they burst and release the gas. (At the boiling temperature the vapor inside a bubble has enough pressure to keep the bubble from collapsing.)

In order to form vapor, the molecules of the liquid must overcome the forces of attraction between them.

The temperature of a boiling liquid remains constant, even when more heat is added.

The boiling point of a liquid is the temperature at which its vapor pressure is equal to the pressure of the gas above it. The normal boiling point of a liquid is the temperature at which its vapor pressure is equal to one atmosphere (760 Torr – named after Torricelli. 1 Torr = 1 mmHg).

The Microscopic ViewFactors That Affect the Boiling Point

Pressure: when the external pressure is:o less than one atmosphere, the boiling point of the liquid is lower than its normal boiling point.o equal to one atmosphere, the boiling point of a liquid is called the normal boiling point.o greater than one atmosphere, the boiling point of the liquid is greater than its normal boiling

point.

Microscopic view inside a bubble in boiling water. The diagram shows the right-hand inner surface of the bubble. Note that water gas and liquid are in equilibrium.

The following graph shows the boiling point for water as a function of the external pressure. The line on the graph shows the normal boiling point for water.

Types of Molecules: the types of molecules that make up a liquid determine its boiling point. If the intermolecular forces between molecules are:

o relatively strong, the boiling point will be relatively high.o relatively weak, the boiling point will be relatively low.

18 Dec: Make Blankets – 43 in 2014, 55 in 2015!

4 Jan 2016: Get 2 Enviro Club Kids and 2 YBTC kids to go to PTSA mtg next Monday from 7-7:45pm and to talk briefly about the club.Hand out New Plans and the Rubric for the Compound Projects

A. Students have to sign up by Wed.B. For due dates on rubric, items are on time until 15 minutes into the next due date.

Classwork, part 1: Review log from last week to get us back on topic!Classwork, part 2: Discuss density towers as needed (due 11 Jan for EC). Take a picture before you move it, just in case. You will still lose a couple for points for a mixed tower, but that’s better than a zero.Classwork, part 3: Fix water lab data and enter more data http://goo.gl/forms/BlbgYDvQSYClasswork, part 4: Vacuum Pump Demo – lower vapor pressure

- Define vapor pressure in your log area with the log from last week- Explain how this boiling at a temp well below 100 degrees C occurs. Use vapor

pressure in your answer.Classwork, part 5: Chem Project info – discuss sheet on the back of this pageClasswork, part 6: Lab/Demo – hot and cold salt and fresh water w/ food coloring

5 Jan: Log: What is kinetic energy? What needs to happen to the kinetic energy of a group of molecules to get them to change from a solid, to a liquid, to a gas? Relate this to what happens when the pressure on a sample of a liquid is reduced well below ordinary air pressure, and molecules more readily boil off.

Classwork: Discuss log and also kinetic-molecular theory with short video on the theory https://www.youtube.com/watch?v=_rsqBNhFG1Y . Density pre-testVocab: Kinetic-molecular theoryClasswork/Homework: Density Problems #1 – due Friday – use the 3 step method!!!! GET HELP FROM ME ASAP IF YOU CAN”T DO THESE PROBLEMS!!

6 Jan: Meet in Lab 227 Classwork: Compound Project, items 1-5. Useful site from Yana T.: http://pubchem.ncbi.nlm.nih.gov/ Due: First 5 items on the grading sheet, if possible – otherwise they are due next WedHomework: Continue to work on the project, knowing that the next 6 items are due by the end of class on the 13th.

7 Jan: No Class – MACAT Career Day

8 Jan: Log: If I find the density of the item exactly like you did in question #1 on the density problems, and then I cut that object in half, what will the density of the two halves be?Classwork: Use tablets to determine trends, similarities and differences in water use among MACAT families: https://goo.gl/YBKZZm. Give credit/go over Density Problems #1 – use 3 step method!! Homework: Work on Chem Projects (more items due on Wed) and Density Tower EC (due Mon)Due: Density Problems #1

11 Jan: DENSITY TOWER EXTRA CREDIT IS DUE TODAY – use them in class Check in parts of chem project for kids who were absent last weekLog:

1. Does the thickness of a layer in a density tower make any difference to the position that that layer has within the tower?

2. Can an item float between two layers? 3. Should the air in the room count as a layer? (explain your answer)

Classwork: Finish discussing and going over Density Problems #1 (e.e.) and water use lab. Show off and discuss density towers while discussing log questions. Begin density lab from Chem Packet – p. 4.Vocab: Density, buoyancy: The buoyant force comes from the pressure exerted on an object by a fluid that contains the object (either floating or submerged). Because the pressure increases as the depth increases, the pressure on the bottom of an object is always larger than the force on the top - hence the net upward force that can be balanced by gravity so that the object stays in the same spot in the water (ships don’t suddenly leap out of calm water, or sink in it, but get to a certain depth and stay put due to a balance of gravity and buoyancy). Link: http://goo.gl/YcTo1c Classwork/Homework: Density Problems #2 (E.E. - can also work on them a bit in class tomorrow)

12 Jan: Log: 1. Block A and Block B both float on water. What would happen if you glued them together and

placed them in water? Sink or float?2. Ball A and Ball B are made of different materials but they have the same mass and same volume.

Ball A is a solid and Ball B is hollow in the center. Ball A sinks in water, what about Ball B? Sink or float?

3. Block C floats on water. What would happen if you drilled a hole in the center of Block C, sink or float?

Classwork: Finish Density lab from Chem Packet – pages 5-6. Extra lab questions: 1. Describe how you can tell how some objects are much more buoyant than others when

they are placed in the water.

2. You may have been in a lake or pool and picked up a person that you couldn’t pick up so easily when they were on shore, by how much is their weight reduced when they are in the water? (explain #2 using the term buoyancy)

3. When you lay on your back in a lake, you may be able to inhale enough air to make yourself float better. How does that work in terms of density and buoyancy?

4. Fish can stay in pretty much any place in a lake, from top to bottom, even though the pressure is much greater at the bottom of the lake. What must they be able to change about their body to make this work?

Classwork/Homework: Density Problems #2 (for Thurs – answer key will be on my site today)

13 Jan: Meet in Lab 227 to work on Compound Project3rd hour only – 8th graders will be absent.

Classwork: Check in next 6 parts of project, if done (also first five parts are OK if turned in during first 15 minutes of class today) – look at Rubric for descriptionsHomework: Finish project for next week!

14 Jan: Check in parts of chem project for kids who were absent yesterday, especially 3rd hour.Log:

1. Blocks D and E are made of the same material. Block D is thicker than Block E. Block D sinks in water. What about Block E? Sink or float?

2. Block F is a triangular-shaped block. When placed in the water with the flat surface touching the water first, it floats. What will happen when it is turned upside down and the angle or point is placed in the water first? Sink or float?

3. Block G is a rectangular-shaped block. When placed in the water with the short end first it sinks. What will happen to Block G if placed in the water with the long side first? Sink or float?

Classwork: Discuss Density Problems #2 with answer key. Give help as needed. Complete “Water on Tap” sheet, plus article on Flint’s water problems and the impact of lead in water. Use pages _____ to _____ in water booklet and class set of MCL’s in drinking water to support the discussion.

Lead in Water and Air Questions: 1. How does an element like lead get into the hydrosphere, and what can it do to people when

they consume too much lead? 2. What other spheres can it impact and how might it impact them? 3. Why might people who keep their liquor in decorative leaded glass containers get lead

poisoning? 4. Why is lead called a heavy metal? Name some other metals are considered to be both

heavy and toxic. Name some that are heavy and not toxic.Vocab: MCL, lead, heavy metal, toxicClasswork/Homework: Read the serial dilution lab and get ready for class Tuesday by answering the log questions.

15 Jan: PLC DayFinish 14 Jan lesson plan – also discuss the Home Water Use lab answers as needed and finish the density lab from earlier this week (give credit for the lab, discuss the physical properties of the items, chem properties as well).

18 Jan: No School – MLK Day

19 Jan: Log: 1. What does serial dilution mean? 2. Explain what dilution has to do with poisoning people vs. not poisoning them.

3. Radon, a colorless, odorless gas that is a product of radioactive decay of elements like uranium, is found where on your periodic table?

4. Since it is radioactive and can cause lung cancer, we have radon evacuation systems to get it out of basements in this area of Michigan, why isn’t it a problem when it’s outside of your house?

Classwork: Serial Dilution Lab, finish density lab – last chanceVocab: Serial Dilution, Potable, PPM, PPB, Pasteur, Chelation Therapy.Homework: Finish lab as needed.

20 Jan: Meet in Lab 227 to work on Compound Project – last time ( next Monday will be in the lab, but you’ll have other work to do as well)Log:

1. Block J sinks in a small container (three liters) of water. What will happen to Block J if placed in a larger container (10 liters) of water? Sink or float?

2. Block K floats in the middle (subsurface) of a container of water. Vegetable oil floats on water. What will happen to Block A if placed in a container of cooking oil? Sink or float?

Classwork: Compound Projects – Part 3 Due, Last chance for part 2 to be on time

21 Jan: Log: 1. Ball H and Ball I have the same mass and the same volume. Ball H is made of something soft. Ball I is

made of something hard. Ball H floats in water. What will happen to Ball I if placed in water? Sink or float?

2. A tightly sealed container is half filled with rocks and it sinks in water. What will happen if we fill the other half of the container with foam peanuts that float, tightly seal it again, and place it in the water? Sink or float?

Classwork: Use Serial Dilution lab key to go over lab. Discuss new info on TTHM from Flint water issue - show molecule on board, relate to periodic table lessons. Use answer key to go over Flint questions and to clarify any issues (do earlier next time I teach this). Show clay in porosity of soils lab setup and prep for tomorrow by using the background info on the front of the lab and the following websites/info:

Soil sizes - with clay being 1-5 um depending on source's career field: http://techalive.mtu.edu/meec/module06/SoilClassification.htm

porosity chart:  http://www.kalkaskacounty.net/planningeduc0019.asp all US aquifers:  http://modernsurvivalblog.com/retreat-living/united-states-aquifer-locations/ MSU group to save the ogallala:  http://msutoday.msu.edu/news/2013/saving-the-great-plains-water-supply/ close up of ogallala showing the draw-down issues:  http://msutoday.msu.edu/_/img/assets/2013/ogallala-aquifer-

1.jpgVocab: Dilution, Halogens, Methane, Chelation therapy, class action lawsuit, potable water, (porosity,

permeable, impermeable, (semi-permeable), zone of saturation, water table, aquifer – most from front of Porosity of Soils Lab).

Homework: Finish project for Monday!

On January 22nd high school counselors will visit Frost MS. Students will be called down during Phantom Time. Please listen for an announcement before releasing students.

1. Students attending CHS will be divided into two groups. Students with last names beginning a. A - L will be in the cafeteria. b. M - Z will be in the West Gym.

2. Students attending FHS will be in the Community Room. (Rm. 501)3. Students attending SHS will be in the LMC.4. MACAT students go to the school for your attendance area.5. Students will return to class when the meetings have concluded part-way though 1st hour.

22 Jan: Classwork: Porosity of Soils lab – Day 1 – lab took a lot longer than expected in 2016, so prep a day early and conduct lab in a guided fashion on day of lab. Vocab: Porosity, permeabilityClasswork/Homework: Convergence of Weather Fronts - 1888 Blizzard in New York worksheet – use to compare info with the blizzard this weekend on East Coast. Due on 2 Feb – 1st chance we have to get to it, 1st grade in new MP.

25 Jan: Final Due Date for Chemical Projects. Catch –up: EC for models. 3rd hour - density graph info.  Classwork: Check in projectsVocab: Blizzard, jet streamClasswork/Homework: “Effect of Atmospheric Circulation On Climate” – relate to blizzards on east coast, jet stream.

26 Jan: Exam Schedule – 1, 3, 5 hoursLog: Read the lab, get readyClasswork: Lab on liquid density from the chem packet - with conclusion. Anything that needs to be completed from the porosity of soils lab – especially the graphs and questions. Enter Porosity lab data into the spreadsheet for all of MACAT: https://goo.gl/vNMXWP Vocab: DensityHomework: Density review to get ready for density post-test – page 4b of your chem packet. All density questions from the log questions of the past 2 weeks (11, 12, 14, 20, 21 Jan)

27 Jan: Exam Schedule – 2, 4, 6 hoursLog: Read the lab, get readyClasswork: Lab on liquid density from the chem packet - with conclusion. Anything that needs to be completed from the porosity of soils lab – especially the graphs and questions. Enter Porosity lab data into the spreadsheet for all of MACAT: https://goo.gl/vNMXWP Vocab: DensityHomework: Density review to get ready for density post-test – page 4b of your chem packet. All density questions from the log questions of the past 2 weeks (11, 12, 14, 20, 21 Jan)

28 Jan: Classwork: Finish Porosity of Soils lab. Begin Porosity and Permeability discussion, as well as discussion of water as the universal solvent and the pollution we find in groundwater as well as surface water. Space between molecules demos (sand, alcohol, water). Homework: Blizzard sheet from last week is due Tuesday. “Effect of Atmospheric Circulation On Climate” from 25 Jan that is due next week.

Total Porosity, pt

Material Porosity Range Arithmetic Mean of Porosity

Our Data Difference

Sedimentary materialSandstone (fine) -b -Sandstone (medium) 0.14 - 0.49 0.34Siltstone 0.21 - 0.41 0.35Sand (fine) 0.25 - 0.53 0.43Sand (medium) - -Sand (coarse) 0.31 - 0.46 0.39Gravel (fine) 0.25 - 0.38 0.34Gravel (medium) - -Gravel (coarse) 0.24 - 0.36 0.28Silt 0.34 - 0.51 0.45Clay 0.34 - 0.57 0.42Limestone 0.07 - 0.56 0.30

Wind-laid materialLoess - -Eolian sand - -Tuff - -

Igneous rockWeathered granite 0.34 - 0.57 0.45Weathered gabbro 0.42 - 0.45 0.43Basalt 0.03 - 0.35 0.17

Metamorphic rockSchist 0.04 - 0.49 0.38

1 Feb: Log: An object has a density of 1.2 g/mL and sinks in water. If I cut the object in half, what will the density be for each half? Explain your answerClasswork: Staff eval by students – use icon on the desktop of your computer to comment on your 1st semester teachers. Compound Project Gallery Walk begins (finish on Wed). Missing data from Porosity Lab needs to be entered in the spreadsheet, some groups need to collect new data today or tomorrow.Homework: Blizzard sheet from last week is due tomorrow. “Effect of Atmospheric Circulation On Climate” from 25 Jan that is due Wed.

2 Feb: Catch-up Day – Start with Logs from prior days: Reminder: 19 Jan:

1. What does serial dilution mean? 2. Explain what dilution has to do with poisoning people vs. not poisoning them. 3. Radon, a colorless, odorless gas that is a product of radioactive decay of elements like uranium,

is found where on your periodic table? 4. Since it is radioactive and can cause lung cancer, we have radon evacuation systems to get it out

of basements in this area of Michigan, why isn’t it a problem when it’s outside of your house?Reminder: 28 Jan:

1. If porosity increases, does permeability also increase? 2. Which areas/counties of Michigan would you expect to have the most pollution in their

groundwater? 3. Which areas should have the least polluted groundwater? Explain your answers.

Reminder: 20 Jan1. Block J sinks in a small container (three liters) of water. What will happen to Block J if placed in

a larger container (10 liters) of water? Sink or float? 2. Block K floats in the middle (subsurface) of a container of water. Vegetable oil floats on water.

What will happen to Block A if placed in a container of cooking oil? Sink or float?Reminder: 21 Jan:

1. Ball H and Ball I have the same mass and the same volume. Ball H is made of something soft. Ball I is made of something hard. Ball H floats in water. What will happen to Ball I if placed in water? Sink or float?

2. A tightly sealed container is half filled with rocks and it sinks in water. What will happen if we fill the other half of the container with foam peanuts that float, tightly seal it again, and place it in the water? Sink or float?

Classwork: Use back of “What Do You Know About Michigan’s Hidden Resource?” (E.E.) Porosity and Permeability discussion, as well as discussion of water as the universal solvent and the pollution we find in groundwater as well as surface water. Classwork/Homework: “What do you know about Michigan’s Hidden Resource?” (worksheet on front of “Porosity and Permeability of Earth Materials” sheet.)Due: Blizzard sheet – check in today, discuss laterVocab: Serial dilution, superfund, NIMBY, vitrification

3 Feb: Log: Look at the data projected on the screen and determine what needs to be fixed in relation to your group from 1st MP: Porosity of Soils lab – errors in data collection: https://goo.gl/vNMXWP some students or groups will have to take care of these issues during class today.Classwork: Finish gallery walk in LMC and get sheet checked in. Check in Weather Front Convergence (New York Blizzard) sheet and “Effect of Atmospheric Circulation on Climate” if not checked in on Monday. Check in early: “What do you know about Michigan’s Hidden Resource?”Due: Gallery Walk sheet and “Effect of Atmospheric Circulation on Climate” – due today, discuss later.Classwork/Homework: “What do you know about Michigan’s Hidden Resource?” from yesterday

4 Feb: Log: If I have a large beaker with 225ml of gravel in it, and I can pour 75mL of water in it to just barely come to the top of the gravel, what is the porosity of that gravel? See page 3 of the porosity lab if you need help. Classwork: Complete exercise with lists of pollution and class set of maps of Michigan’s 83 counties. Finish discussing “What do you know about Michigan’s Hidden Resource?” sheet. Start tomorrow’s lesson plan, especially the graphs.Classwork 4-5 Feb: Go over Gallery Walk sheet, Blizzard sheet, and “Effect of Atmospheric Circulation on Climate” as needed. Students help edit list of chemicals to add “good ones” and subtract “bad ones’.Due: “What do you know about Michigan’s Hidden Resource?”Homework: Use your group’s data from the Porosity of Soils lab: https://goo.gl/vNMXWP to complete the 3 graphs you prepared.

5 Feb: PLC Day – Shortened class periodsLog 1: Take notes on pages 1-2 of the Porosity of Soils lab – include the vocab from the list on today’s lesson plan. Be sure to explain the 4 factors that impact the rate of water infiltration into the soil.Log 2: Use spreadsheet from Porosity of Soils lab – errors in data collection: https://goo.gl/vNMXWP to find 2 trends and one piece of data that doesn’t fit the remainder of the data or doesn’t fit the trend that you have found. Explain your answers.Classwork: Analysis/comparison of Porosity Lab spreadsheet vs typical porosity data on back of the last set of plans. Classwork 4-5 Feb: Go over Gallery Walk sheet, Blizzard sheet, and “Effect of Atmospheric Circulation on Climate” as needed. Students help edit list of chemicals to add “good ones” and subtract “bad ones’. Vocab: Aquifer, saturated zone, unsaturated zone, confined aquifer, unconfined aquifer, artesian well, infiltrate. Homework: Questions on the back of this sheet (from page 9 of Porosity of Soils lab)

8 Feb: Log: Charts and Graphs Formative Assessment #2 (not for class grade).Classwork: Use groundwater model and students’ answers to the questions from back of these plans (homework yesterday) to prep for quiz on porosity and permeability with questions on pollution of groundwater. (also use Kahoot or Quizizz to be developed by Mr. C).Homework: Study for the quiz tomorrow on porosity, permeability, and groundwater

9 Feb: Log: Repeat demo with 91% Isopropyl alcohol and water. Demo Questions: 1) What is the final number of mL of water/alcohol mixture? 2) Why don’t 50 mL of alcohol and 50 mL of water add up to 100mL of fluid? 3) Draw a picture to represent what happens to make the water/alcohol mixture take up less space than the alcohol alone plus the water alone. 4) Will the mass of the mixture equal the mass of the water alone plus the alcohol alone? (Explain your answer). 5) How many mL of alcohol is in 50 mL of a 91% alcohol mixture? What is the other 9% made of? 6) Approximately what is the final percent of alcohol and water in the 50mL alcohol + 50 mL of water mixture? What’s “wrong” with this “simple” answer to this question?Porosity/permeability questions: 7A) If I have 100mL of rocks in a container and can pour 48mL of water into the container to barely

cover the rocks, what is the porosity of the rocks? 7B) What is the water retention of the rocks? 7C) What would the permeability be if it took the water 6 seconds to get to the bottom of the rocks?

8) If a 150mL sand sample has 33.33% porosity, how much water can it retain? Classwork: Discuss logs/demo. Take Porosity, Permeability, and Pollution QuizClasswork/Homework: “Chemical and Physical Properties and Changes”/”Changing an Atom” worksheet (e.e. – due Thurs)

10 Feb: Log: Physical and chemical properties – what’s that object? Students describe an object in the room with at least 5 chem + phys properties, other students have to guess the object.Classwork, Part 1: Discuss log. Prep for tomorrow’s lab.Log 2: 1) What is the volume of 20 grams of gold if gold has a density of 19.32 g/cm3 ?

2) If I have a piece of basalt (rock that makes up most of the ocean floor) and it has a density of 8 g/cm3, what would be the density of half of the rock?

3) Why does a 2cm thick layer of oil float on top of a 7cm thick layer of water in the tank that is at the front of the room? How about the brightly colored cubes at the bottom and between the two layers – why are they found in those spots? Explain your answer.

Classwork, Part 2: Read and take notes about buoyancy – “How Do Fish Rise and Sink in the Water?” (on the back of these plans). Prep for Density Quiz, plus redo of last test - use the following quiz on Quizizz to aid in the review: http://www.quizizz.com/admin/quiz/5693e28fb988cbd820da4396 (code 11783). Also use “Density Matters” in the Chem Tab of my website.Due: Chemical and Physical Properties and Changes/Changing an Atom worksheet (e.e. – due 11Feb)

11 Feb: Log: Read lab, add a column for pH to the lab data chart on page one of your yellow chem packet.Classwork: Lab on chemical and physical properties of mixtures – page 1-3 in packetVocab: Acid, Base, pH, solubility, matter, chemistry, acetic acid (vinegar), baking soda (sodium bicarbonate or bicarbonate of soda), texture.Homework: Finish Lab QuestionsDue: “Chemical and Physical Properties and Changes”/“Changing an Atom” – post answer key on overhead and website.

How Do Fish Rise and Sink in the Water? (11 Jan 2016) http://animals.howstuffworks.com/animal-facts/question629.htm)

Fish (http://news.discovery.com/fish/ ) are a bit like birds or flying insects: They have built-in mechanisms that allow them to move up and down and side to side in their environment. But the methods that let fish do this are closer to the principles behind manmade flying machines than to natural flying methods. Most fish rise and sink in the water the same way a helium-filled balloon (http://science.howstuffworks.com/helium.htm ) or a hot air balloon (hot-air-balloon.htm) rises and sinks in the air. To see how this works, you need to understand the various forces at work in the air and underwater. While these environments seem very different to us, water and air are actually very similar. Both are fluids, substances with mass but no shape. On Earth, an object immersed in a fluid (such as a fish or a person) experiences two major forces:

1. The downward pull of gravity 2. The upward push of buoyancy

Buoyancy is caused by a difference in fluid pressure at different levels in the fluid. Particles at the lower levels are pushed down by the weight of all the particles above them. The particles at the upper levels have less weight above them. Consequently, there is always greater pressure below an object than above it, so the fluid constantly pushes the object upward. (To learn more about the force of buoyancy, read How Hot Air Balloons Work (hot-air-balloon.htm ). The force of buoyancy on an object is equal to the weight of the fluid displaced by that object. For example, if you submerge an empty gallon milk jug in a bathtub, it displaces a gallon of water. The water in the bathtub then pushes up on the jug with a little more than 8 pounds of force, the weight of a gallon of water. An object with greater volume is pushed up with greater force because it displaces more fluid. Of course, if the object is denser (and therefore heavier) than the same volume of water, it doesn't matter how much water it displaces -- it will still sink (still sinks – this is like the log question about the item that sinks while it’s half filled with rocks and has air in it, then you replace the air with foam – the item just got heavier, which makes it even denser, so it still sinks).

To ascend, a fish must reduce its overall density by increasing its volume without significantly increasing its mass. Most fish do this with something called a swim bladder. A swim bladder is just an expandable sac, like a human lung (lung.htm). To reduce its overall density, a fish fills the bladder with oxygen collected from the surrounding water via the gills. When the bladder is filled with this oxygen gas, the fish has a greater volume, but its weight is not greatly increased. When the bladder is expanded, it displaces more water and so experiences a greater force of buoyancy. When the bladder is completely inflated, the fish has maximum volume and is pushed to the surface. When the bladder is completely deflated, the fish has minimum volume and sinks to the ocean floor. To stay at a particular level, a fish fills its bladder to the point at which it displaces a volume of water that weighs what the fish weighs. In this case, the forces of buoyancy and gravity cancel each other out, and the fish stays at that level.

Most fish rise and sink using this method, but not all do. Some species don't need a swim bladder because they spend all their life skimming along the ocean floor. Other fish, such as rays and sharks, ascend and descend by propelling themselves forward. Just as in an airplane, the movement of fluid under the fins creates lift, which pushes the fish upward. To learn more about this process, check out How Airplanes Work (http://science.howstuffworks.com/transport/flight/modern/airplanes.htm ) and How Sharks Work (http://animals.howstuffworks.com/fish/sharks/shark.htm ).

12 Feb: Log: Ball and ring demo. Density rod demo.Classwork: Density Quiz #2. Grade porosity lab graphs as needed. Collect toxic waste essay from 4th hour.Homework: Chem review packet (T/Q – also in chemistry on my site)

17 Feb: Log: Finish using “Physical and chemical properties – what’s that object?” clues from last week. Students describe an object in the room with at least 5 chem + phys properties, other students have to guess the object.Classwork: Chem Video from Frost collection. Complete associated sheet in class. Homework: Lewis Dot Diagram review (T/Q – also in chem on my site) for Friday.

18 Feb: Log: Finish discussing class set of “Michigan’s 83 Counties” pollution.

Classwork, part 2: Hand Out and Explain “Sellin’ It” (E.E. – also in “Climate Change” in my site). Return and go over PPP Quiz. Vocab: Nitrate, methane, hydrocarbons, pesticide, herbicide, VOCHomework: Start looking for “Sellin’ It” topic

19 Feb: Log: in your groups, check the Lewis Dot diagram review sheet. Classwork: Remove/adjust chemicals on the chem project list. Return and go over Density Quiz. Prep for Density Quiz redo (if needed), plus redo of last test (6 questions - #6, 19, 26, 27, 35, 39). Continue chem packet by preparing for labs 12-13 Vocab: baking soda (sodium bicarbonate or bicarbonate of soda), texture, calcium chloride (a salt), phenol red, indicator.

22 Feb: Catch-up dayClimate change pre-test. After pre-test, discuss log question in relationship to climate-impacting chemicals from Michigan’s 83 counties (finish that as needed as well.)Groundwater model demo – pollution remediation per EC essay from last weekDiscuss new answer key to Nye Chem Rxns videoGo over difference between NaHCO3 and NaCO3 in relationship to polyatomic ions, oxidation numbers, and tomorrow’s lab.Discuss three units for recent test question: g/mL g/cm3 g . cm-1

23 Feb: Classwork, part 1: Climate change pre-test. After pre-test, discuss log question in relationship to climate-impacting chemicals.Classwork, part 2: Finish preparing for labs 12-13. Discuss pH range of phenol red, ass info to lab sheet. Below 6.4pH, phenol red is yellow due to its interaction with the hydrogen ions that are lowering the pH. Above 8.2pH, the phenol red turns a reddish-pink color due to the reduced number of hydrogen ions in the solutionVocab: Reactants, products, mass,

24 Feb: Conduct Labs 12-13

25 Feb: Write equation for lab on board, use synthesis and dcomp of water as example, then balance equation. Teach about aqueous, solid, liquid, gas symbols in equations

26 Feb: Progress reports created today through Mon, viewable late next week9:20 am – 10:15 am 8th Symphonic Band: WSU Clinic (Community Room)10:20 am – 12:15 pm 7th & 8th Combined Classes: Concert Band WSU Clinic (Community Room)

29 Feb: 1st hour – we need two student council reps. Also please bring in boxtops for the contest!Classwork: Finish Acid and Base Lab – collect data about various items and enter it in this spreadsheet: https://goo.gl/lwN2Uj Homework: Work on your Sellin’ It projects!

1 Mar: Log: Look at the picture of perchloric acid on the right. What does pm stand for?Classwork: Use the answer keys to Calcium Carbonate packet and balancing Equations Worksheet (class sets) to go over those items.Classwork, Part 2: Use the pH lab Data Chart answer key to go over the lab. Discuss the issues with oil (no H+ ions since it’s not aqueous), dilution in lemon and baking soda samples and what is shown by the tested pH of each normal and diluted sample, and illustrate hydrogen and hydroxide ions (HOH) on the board for future reference.

2 Mar: Classwork, Part 1: Go over “Moles” on back of CaCO3 sheet to help students complete the questions for “Classwork, Part 2”.

Classwork, Part 2: These questions are based on the “Balancing Equations” part of the CaCO3 worksheet. Work alone for 10 minutes, then together with your group. We will go over them during the last 10 minutes of class.

1. Balance this equation ____ AlF3 + ____ K2SO4 --------> _____ KF + _____ Al2(SO4)3

2. Find the mass of the items on the left side and right side of the balanced equation and explain how this equation shows a conservation of mass

3. What do we call the numbers that we put in front of the molecules to balance the eqn for this rxn?

4. What do eqn and rxn in the previous question mean?

5. What is the charge on each K in the K2SO4 molecule?

6. SO4 is a polyatomic ion, since you know the total charge on the K2 portion of the K2SO4 molecule, what is the charge on the SO4 polyatomic ion?

7. Given the charge you figured out for the entire SO4 polyatomic ion, what must S act like its charge will be for things to work out (each O has the charge you would expect from the periodic table oxidation numbers we put on several weeks ago).

8. The reaction is a complex sort of reaction called a double replacement reaction. Can you spot the “double replacement” in the reaction? Think about it like going to a dance (rxn) with a date, somebody else shows up to the dance with their own date, and you both leave the dance (reaction) with each other’s dates. List the 4 “people” who are dating:

Questions 9-12 use questions 14-18 at the very end of the CaCO3 worksheet – some help can be found on the lower LHS of the white board up front

9. When you found the mass of the AlF3, the number you found can be used 2 different ways:

a. It is the mass in amu’s for one molecule of AlF3, and that mass is: _______________b. It is the mass in grams for one mole of AlF3. How many molecules of any substance are in a

mole of that substance?

10. If I have 18 grams of water, is that about 1 mole of water?

11. How many grams of water would be in 2 moles of water (2 moles is 2H2O)

12. The number of atoms or molecules in a mole is the answer to 9b, what do we call this number?

3 Mar: Log: 1. If I have a monitoring well, and it senses that a lot of material with a pH of 11 is coming up out of the polluted ground, what might I do to try to solve the problem and make the water less dangerous?

2. If I know that there is a groundwater pollution source a mile to the east of my house, where might I want to have the remediation company put a monitoring well?

3. What is the difference between an extraction well, and injection well, and a monitoring well?Classwork, part 1: Use the water model to illustrate remediation wells, monitoring wells. Discuss logClasswork, part 2: Hand out and explain info about solar cookers.Classwork/Homework: Read “The Simple Tool That Saves Women’s Lives” and complete the related questions. (e.e. for Fri)Homework: Solar cookers – make one for use in class during weeks of 1-3 and 6-10 June.

4 Mar: PLC Day. Also numerous students absent for MSBOA festival.Classwork, Part 1: Chem project gallery walk - get projects from LMC, discuss best projects, etc.Classwork, part 2: Quizlet “Mr. C's MACAT Approved Chemistry” with 72 terms to prepare for next test.

The link: https://goo.gl/NeQWkw Vocab: Combustion, Rxn, Eqn, Single Replacement Rxn, Double Replacement Rxn, Combustion RxnHomework:

Info: One type of reaction that we have not talked about is a single replacement reaction. If we use the dance example, it is like you showing up to a dance with a partner, while somebody else shows up along. Sadly, you leave alone, and the person who was originally alone will now leave with your date. #17 on the balancing equations section of the Calcium Carbonate worksheet is an example of the single replacement reaction. More info and 2 questions: The last type of reaction that we will discuss is the combustion reaction, where you burn something. #14 on the balancing equations page is an example of a combustion reaction. Questions: What are the products of combustion? What is burning in #14?

7 Mar: Log: Go back to the balancing equations page of the Calcium Carbonate worksheet and classify the equations as single replacement, double replacement, synthesis, decomposition, or combustion reactions.

Classwork, Part 1: Set up and run electrolysis demo while students complete log Classwork, Part 2: Discuss log and conduct electrolysis demo. Answer the following questions:

1. H2 is known as ________________ gas.

2. O2 is known as _________________ gas and is what we breathe in the air to stay alive.

3. How much O2 is in the air we inhale?

4. How much O2 is in the air we exhale? (approximately)

5. How much N2 is in the air we inhale _______ and exhale _______?

6. The amount of H2, CO2, and all other trace gases in the air (NOT N2 gas) is less than _____%

7. Write and balance the equation for combining the H2 and O2 to make H2O

8. When you combine two things like you did in the prior question, what type of reaction is that?

9. If you were to do electrolysis of the water molecule to get the H2 and O2 gases out of the water, what type of reaction is that?

Classwork, Part 3: “Nuts And Bolts” Formative AssessmentI have labelled a set of Petri dishes A–I and placed the following objects in each. Decide what you

think each item represents and list your answers in the “prediction” column. E + Element, C = Compound, M = Mixture

Item Prediction (E,C,M)

Actual (E,C,M)

Objects

A six bolts

B six nuts

C six washers

D three bolts and three nuts (not assembled)

E two bolts, two nuts, and two washers (not assembled)

F three “nut and bolt” assemblies

G two “nut-bolt-washer” assemblies

H two “nut and bolt” assemblies and two extra bolts or nuts

I two “nut and bolt” assemblies and two “nut-bolt-washer” assemblies

Begin energy info collection with Kill-A-Watt EZ

TBD: Heat islands. Questions based on my picture from snowstorm in Nov 2015 (see photos below)

Biogeochemical cycles

log questionsVideoRevisit essay and ppp questions, density questions for retestkill-a-watts - double up lab with heating of soil, water, air in cansanswer keys - esp balancing equationspage 21 from the yellow packetperiodic table skills checklistfire tornado with stack effectSolar cookersRest of yellow packetPhotosynthesisCarbohydrate-hydrocarbon loop, carbon cycleEnergyClimate change

Upcoming (old plans):

Upcoming topics:Water use lab – also pages 26-27 in the “Wonders of Water” Booklet (also 14-15 – where cities get water)2 Oct: Log:

Classwork: Review for quiz on the Metric System, Scientific Method and Lab Safety. Begin Density with Density Problems #1 – complete for tomorrow (start in class – 7 problems, e.e.)Homework: Finish studying for the quiz

Evapotranspiration – correct version: http://ga.water.usgs.gov/edu/watercycleevapotranspiration.html

12 Oct: Energy unit. Plant and cell unit at EOY. Open and closed systems

.