unit a plan
Short Description
Download unit a plan...
Description
Unit A: Energy and Matter in Chemical Change Alana Kozak
Overview The unit will take approximately 3.5 weeks with five 90-minute classes each week.
In this unit students will explore the properties of molecular and ionic compounds, and acids and bases. Students will also classify and name chemical compounds, and balance chemical equations. Students will also be introduced to the law of conservation of mass and the mole concept. Students will recognize why an understanding of chemical substances is important and how it is connected to their lives. They will be able to learn about safety with chemicals, as well as safe practices in a lab environment. Students will be able to take what they learn and apply it to environmental or societal issues.
Rationale This unit is important because it helps students recognize processes that are happening all around them at a molecular level. They are able to understand why certain reactions happen and how they occur. This knowledge allows students a brief insight into the situations that occur beyond what the naked eye can see. This unit will be a foundation for all students and provide the knowledge needed to move on to higher levels. I want students to realize that reactions are specific, and there are many variables involved in recreating a reaction between chemical substances. Reactions are complex and need to be carefully considered. I want students to be able to use their knowledge to address, and think critically about, major issues associated with toxic or hazardous compounds. There are many environmental issues related to toxic compounds, and I want students to be able to understand why they are problems, and what some implications could be. Resources Textbook: Science 10 by Addision-Wesley Teachers Resource Guide: Science 10 by Addision-Wesley Chemical Changes Lab Household Acids and Bases Lab You Tube Readingquest.org Spongelab.com
Desired Results Established Goals: (GLOs) 1) Describe the basic particles that make up the underlying structure of matter, and investigate related technologies 2) Explain, using the periodic table, how elements combine to form compounds, and follow IUPAC guidelines for naming ionic compounds and simple molecular compounds 3) Identify and classify chemical changes, and write word and balanced chemical equations for significant chemical reactions, as applications of Lavoisier’s law of conservation of mass Understandings: Students will understand that… 1. Recognizing symbols and completing safe practices is crucial when one is involved with chemical substances. 2. Names of chemical substances contain valuable information and provide clues about how they will react in different situations. 3.
Chemical reactions can be classified into a variety of different categories that help us decipher the reactants and products.
4. Conservation of Mass can be proven through equation balancing and working with Moles.
Essential Questions: 1. What are the most important chemical substances that contribute to life on earth? 2. How important are chemical substances and reactions to our daily lives? 3. What would you consider as the most important chemical reaction?
Students will know…
Students will be able to do…
A1.1 Identify historical examples of how humans worked with chemical substances to meet their basic needs. (e.g., how pre-
A2.1 Illustrate an awareness of WHMIS guidelines, and demonstrate safe practices in the handling, storage and disposal of chemicals in the laboratory and at home.
contact First Nations communities used biotic and abiotic materials to meet their needs)
A1.2 Outline the role of evidence in the development of the atomic model consisting of protons and neutrons (nucleons) and electrons; i.e., Dalton, Thomson, Rutherford, Bohr. A1.3 Identify examples of chemistry-based careers in the community (e.g., chemical engineering, cosmetology, food processing)
A2.1 Illustrate an awareness of WHMIS guidelines, and demonstrate safe practices in the handling, storage and disposal of chemicals in the laboratory and at home. A2.2 Explain the importance of and need for the IUPAC system of naming compounds, in terms of the work that scientists do and the need to communicate clearly and precisely A2.3 Explain how and why elements combine to form compounds in specific ratios A2.4 Predict formulas and write names for ionic and molecular compounds and common acids (e.g., sulfuric, hydrochloric, nitric, ethanoic), using a periodic table, a table of ions and IUPAC rules A2.5 Classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e., conductivity, pH, solubility, state
A2.6 Predict whether an ionic compound is relatively soluble in water, using a solubility chart A2.7 Relate the molecular structure of simple substances to their properties (e.g., describe how the properties of water are due to the polar nature of water molecules, and relate this property to the transfer of energy in physical and living systems)
A2.8 Outline the issues related to personal and societal use of potentially toxic or hazardous compounds (e.g., health hazards due to excessive consumption of alcohol and nicotine; exposure to toxic substances; environmental concerns related to the handling, storage and disposal of heavy metals, strong acids, flammable gases, volatile liquids)
A3.1 Provide examples of household, commercial and industrial processes that use chemical reactions to produce useful substances and energy (e.g., baking powder in baking, combustion of fuels, electrolysis of water into H2(g) and O2(g)
A3.2 Identify chemical reactions that are significant in societies (e.g., reactions that maintain living systems, such as photosynthesis and respiration; reactions that have an impact on the environment, such as combustion reactions and decomposition of waste materials)
A3.3 Describe the evidence for chemical changes; i.e., energy change, formation of a gas or precipitate, colour or odour change, change in temperature
A3.4 Differentiate between endothermic and exothermic chemical reactions (e.g., combustion of gasoline and other natural and synthetic fuels, photosynthesis)
A3.5 Classify and identify categories of chemical reactions; i.e., formation (synthesis), decomposition, hydrocarbon combustion, single replacement, double replacement
A3.6 Translate word equations to balanced chemical equations and vice versa for chemical reactions that occur in living and nonliving systems A3.7 Predict the products of formation (synthesis) and decomposition, single and double replacement, and hydrocarbon combustion chemical reactions, when given the
SK1 Ask questions about observed relationships, and plan investigations of questions, ideas, problems and issues SK1.1 Define and delimit problems to facilitate investigation SK1.2 Design an experiment, identifying and controlling major variables SK 1.3 State a prediction and a hypothesis based on available evidence and background information SK1.4 Evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring and decision making SK2 Conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to gather and record data and information SK2.1 Carry out procedures, controlling the major variables and adapting or extending procedures SK2.2 Use library and electronic research tools to collect information on a given topic SK2.3 Select and integrate information from various print and electronic sources or from several parts of the same source SK2.4 Demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques for the handling and disposal of laboratory materials SK2.5 Select and use apparatus, technology and materials safely SK3 Analyze data and apply mathematical and conceptual models to develop and assess possible solutions SK3.1 Describe and apply classification systems and nomenclature used in the sciences SK3.2 Apply and assess alternative theoretical models for interpreting knowledge in a given field SK3.3 Compare theoretical and empirical values and account for discrepancies SK3.4 Identify and explain sources of error and uncertainty in measurement, and express results in a form that acknowledges the degree of uncertainty SK3.5 Identify new questions or problems that arise from what was learned SK4 Work as members of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results SK4.1 Communicate questions, ideas and intentions; and receive, interpret, understand, support and respond to the ideas of others SK4.2 Represent large and small numbers using appropriate scientific notation SK4.3 Select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and
Stage 2 – Assessment Evidence Performance Tasks, Projects What are you doing?!?! Quizzes, Tests, Assignments Chemical change Lab Acids and Bases lab 3 Quizzes Unit test Other Evidence (observations, work samples, dialogues)
Student self-assessment Reflection on performance task
Worksheets Word work Observations Class reviews Chapter and Review Questions
ASSESSMENT PLAN: UNIT A Energy and Matter in Chemical Change Assessments Learning Quiz 1 Quiz 2 Acids Outcomes Perform Chemical (Naming ance Task
Changes Lab
Balancing and Translating
(Formative/Summative)
Summativ e
Summative
Summative
Weighting
10%
10%
15%
Title
Type
and Classificati on)
and Bases Lab
Skills Checklist/ Rubric
Summative
Summative
Summative
Summativ e
15%
10%
10%
30%
K1.1) Humans using chemical substances to meet basic needs
K1.2) Role of evidence in Development of Atomic Model K1.3) Chemistry-based careers K2.1) WHMIS and Safe Practices K2.2) Reason and Importance of IUPAC K2.3) Elements Form Compounds in Specific Ratios K2.4) Formulas and Names for Compounds and Acids K2.5) Classifying Compounds, Bases, and Acids by their Properties
K3.2) Significant chemical reactions K3.3) Evidence of Chemical Reactions K3.4) Endothermic vs Exothermic
K3.7) Predict products of different categories of Chemical Reactions
K3.5) Classification and Identification of Chemical Reactions K3.6) Translating Word Equations and Chemical Equations
K2.7) Relating Substance Structure to Properties
K3.1) Chemical reactions in household, commercial, and industrial processes
K2.6) Predict Solubility of Ionic Compounds
K2.8) Issues related to Toxic or Hazardous Compounds
What Happene d/Unit Test
K3.8) Mole and Avagadro’s Number K3.9) Chemical Equation in terms of Moles & related to Conservation of Mass SK1.1 Define and delimit problems to facilitate investigation
SK1.2 Design an experiment, identify and control major variables SK 1.3 State a prediction and hypothesis from evidence and info SK1.4 Evaluate & select appropriate instruments and processes SK2.1 Carry out/adapt/extend procedures & control major variables SK2.2 Use library & electronic research tools to collect information SK2.3 Select & integrate info from various source/ parts of 1 source SK2.4 Select/apply proper technique while handling lab materials. SK2.5 Select and use apparatus, technology and materials safely SK3.1 Describe/apply scientific classification systems &nomenclature
SK3.2 Apply/assess alternative theoretical models for interpreting SK3.3 Compare theoretical/empirical values & account for discrepancies SK3.4 Identify/explain sources of error/ uncertainty in measurement, & form of results will acknowledges the degree of uncertainty
SK3.5 Identify new questions or problems SK4.1 Communicate questions, ideas and intentions; and receive, interpret, understand, support and respond to the ideas of others SK4.2 Show large/small numbers using approp. scientific notation SK4.3 Select/use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results
Assessments Learning Outcomes
Title Type
(Formative/Summative)
Weighting
WHMIS Hunt
Atomic Model (Jigsaw… You’re the Expert)
Worksheet s (Naming , Balancing, Vocab, and other)
Literacy Worksheet s (Word work)
Chapter Questions
Formative
Formative
Formative
Formative
Formative
Formative
Formative
Formative
--
--
--
--
--
--
--
--
K1.1) Humans using chemical substances to meet basic needs
K1.2) Role of evidence in Development of Atomic Model
K1.3) Chemistry-based careers K2.1) WHMIS and Safe Practices K2.2) Reason and Importance of IUPAC
K2.3) Elements Form Compounds in Specific Ratios K2.4) Formulas and Names for Compounds and Acids
K2.5) Classifying Compounds, Bases, and Acids by their Properties K2.6) Predict Solubility of Ionic Compounds K2.7) Relating Substance Structure to Properties
K2.8) Issues related to Toxic or Hazardous Compounds K3.1) Chemical reactions in household, commercial, and industrial processes K3.2) Significant chemical reactions
Unit Review Questions
K3.6) Translating Word Equations and Chemical Equations
K3.7) Predict products of different categories of Chemical Reactions
K3.8) Mole and Avagadro’s Number
K3.9) Chemical Equation in terms of Moles & related to Conservation of Mass
K3.3) Evidence of Chemical Reactions K3.4) Endothermic vs Exothermic K3.5) Classification and Identification of Chemical Reactions
SK1.1 Define and delimit problems to facilitate investigation
SK1.2 Design an experiment, identify and control major variables
SK 1.3 State a prediction and hypothesis from evidence and info SK1.4 Evaluate & select appropriate instruments and processes SK2.1 Carry out/adapt/extend procedures & control major variables SK2.2 Use library & electronic research tools to collect information SK2.3 Select & integrate info from various source/ parts of 1 source SK2.4 Select/apply proper technique while handling lab materials. SK2.5 Select and use apparatus, technology and materials safely SK3.1 Describe/apply scientific classification systems &nomenclature SK3.2 Apply/assess alternative theoretical models for interpreting SK3.3 Compare theoretical/empirical values & account for discrepancies SK3.4 Identify/explain sources of error/ uncertainty in measurement, & form of results will acknowledges the degree of uncertainty SK3.5 Identify new questions or problems SK4.1 Communicate questions, ideas and intentions; and receive, interpret, understand, support and respond to the ideas of others SK4.2 Show large/small numbers using approp. scientific notation SK4.3 Select/use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results
Assessment Tool Overview Assessm ent Tool Quizzes
Chemical Change Lab
Acids and Bases Lab
Worksheet s
Brief Description I want to give one quiz every week. It is a way to help students keep up on the material and practice the concepts they need. Some will be formative and some will be summative. As students complete the lab they will answer the associated table and list observations and what type of change is occurring. Primarily assesses skills. The focus is on proper lab procedures and how to safely handle materials. Students will make predictions and say if their prediction was correct or incorrect, and why. They will have to account for any reactions that worked for some groups but not for others. Students will have to say if they completed the necessary skills for the lab by completing a self-reflection paragraph afterward. Again the focus is on handling substances with a proper technique. They will have to compare actual values to theoretical values, and say why they used the equipment and products they did. Students will have to say if they completed the necessary skills for the lab by completing a self-reflection paragraph afterward. I am using worksheets as an application tool for students to put what they learned into practice. They will learn the concept prior to being given the worksheet. Some are to reiterate concepts while others are used as a summative assessment. Those used for summative assessment will not be given unless the concepts have been practiced in class.
Skills Checklist
There will be two columns. During/after the labs, the skills they demonstrated will be checked off. Skills completed in the first lab will be checked off in the first column. Students will be shown which ones they need to complete in the next lab. Skills in the second lab will be checked off in the second column.
Unit Test
Used to assess all the knowledge outcomes except for the two addressed in the performance task.
Performan ce Task
WHMIS Hunt Atomic Model Jigsaw Word Work
Students will have to look at an issue centered around hazardous/toxic compounds. They will have to try and persuade a panel that they should discontinue their practices because of the toxic and hazardous compounds they are producing and discarding. They have to identify the chemical processes that are occurring and defend why the company should stop what they are doing. They will do one draft, get feedback, and then submit for grades. They will also have to include a self-reflection on how the issue impacted the way they thought. A fun way for students to learn about WHMIS. They have to find the 8 signs by looking at products in the room, and then they have to flip through the text book to find out what each of them means. It’s a race! We will go through it afterward and they can fix any mistakes and use it for notes later on. Students will each look up a different Atomic Model Theory and fill in their section of the table. They will form groups that include one person from every theory. They will share what they learned and others will fill in the rest of the table based on what their classmates provided. These will be given to students at the beginning of every, or every other, class. It is a way to work on Literacy with the students. They will be given a sheet or booklet that they need to complete at the beginning of each class (bell work). They will have to go through the text book, or other notes, and complete the activity they are given. Activities include fill-in-
Assessme nt FOR Learning
Assessme nt AS Learning
Assessme nt OF Learning
the-blanks, summarizing, picking out headings sub-headings and bolded words, concept maps, etc. Can be used as a study tool, and is a way for students to access the material in a different way.
Daily/Outcome Breakdown Topic/ Outcomes Introduction Sept 3, 2014
Unit A Introduction Sept 4, 2014 K2.1, 1.1, 1.3 WHMIS and Safe Practices
Using chemical substances to meet basic needs Chemistry-based careers
1.2 Sept 5 Role of evidence in Development of Atomic Model
Activities Policies and Procedures, Classroom rules, Get to know students (Introductions), Course Outlines, Textbook Scavenger Hunt, Introduce Word Work Word Work/Vocab lists (Textbook Basics and vocab lists for the unit) WHMIS Hunt- Have to find all the WHMIS symbols on products in the room, then look in textbook to try and figure out what each mean. -Go over, give fill in blank sheet, students fill in as we go over slideshow Safe practices around chemicals Word work (Reading about First Nations and Food Preservation) -In what ways have our ancestors used chemical substances to meet their needs? (Go through as class) -What are some ways that we use chemicals today? -Go through chemistry careers and figure out how they are related to chemistry -Do worksheet/questions after as a review for students of what we talked about Word work activity-Vocab Law of Conservation of Mass demo or lab
http://sites.jmu.edu/chemdemo/2013/05/06/ mass-the-gas/
Assessments (F or S) Pre-Unit quiz Clickers (F)
Word Work (F) WHMIS Hunt (F) WHMIS Fill in the blank (F) Name something we did/ learned about today before they leave Exit slip (F) Worksheet (F) Poll Everywhere (F)
Word Work (F) You’re the Expert Jigsaw (F) Lab Questions (F)
Atomic Models Jigsaw- Each look up one model. Share what they learned with peers. Each record info to study from. (Year, Scientist, Specific evidence/experiment that led to the conclusion, How model of atom changed, Explain the new model)
2.3 Sept 8/9,2014 Elements Form Compounds in Specific Ratios
WHMIS Review Word work-Concept map on Ch 1..2 (Classification) Provide notes for students to follow along/fill-in in slideshow. Cover phase changes prior to lab Law of Conservation of Mass demo/minilab http://sites.jmu.edu/chemdemo/2013/05/06/ mass-the-gas/ -Complete questions and skills checklist
Cookies- Ingredients need to be in
Word Work (F) Restating in their own words (F) Conservation of Mass Lab (F)
Need computers/ phones
specific ratios to form a cookie… different ratios =muffins 3.3, 3.5 Sept 9, 2014 Evidence of Chemical Reactions Classification and Identification of Chemical Reactions
Word work activity- Review differences between chemical and physical properties. Text book definition, and reword. 3 examples of each and their descriptions.
Chemical Changes Lab Questions and Chart (S) Word Work (F)
changes/properties Lab, reflection- how did they achieve each skill Clean-up… Review(if time)
2.7,3.4 Sept 10/11, 2014 Periodic Table Endothermic and Exothermic rections Relating Substance Structure to Properties
Word work- Vocab (Partners) Exthothermic/Endothermic demo Review Lab. Which reactinos were exothermic/endothermic? What is the periodic table? Colour code Periodic Tables What am I? Element is choses, students
Word Work (F) Whiteboards (F) Worksheets/ Electron Diagrams Assigment (F) What am I? (F) Exit Slip (F)
indicate period, family, atomic #, atomic mass, # of protons, neutrons, electrons
Significant Digits Which elements are metals, metalloids, and Non-metals? (Connect # of valence
electrons to different classes and properties)
Find the element! (List characteristic(s) of one and students need to figure out which one it is)
Bohr and Lewis Dot Diagrams Worksheets Exit slip- Bohr and Lewis dot diagram of one element, and list properties that element might have 2.2, 2.4, 2.6 Sept 11 & 12, 2014 Reason and Importance of IUPAC Formulas and Names for Compounds and Acids Solubility of Ionic Compounds
2.4, 2.7, 2.5 Sept 16, 2014 Formulas and
Word work- Write questions about concepts they are learning, get with partner, share questions, and record other’s they might have Answer own, and each other’s questions(using each other and textbook) Why is it important to use universal names for each element? (Think Pair Share) Isotopes Ionic Compounds (Naming, Properties, Solubility)- Fill in ½ of t chart as we go Multivalent Ions Polyatomic Ion compounds Hydrates Word work-Vocab (definitions and examples) Formative Quiz (plus what I need to
Think Pair Share (F) Partner Practice: Smartboard answers (F) Ionic Compounds Worksheet (F) Whiteboards (F) P.50 Texbook Questions (F) T-Chart
Ionic compound quiz (F) What I need to
Whiteboards Markers
Names for Compounds and Acids Relating Substance Structure to Properties Classifying Compounds, Bases, and Acids by their Properties
work on) Molecular Compounds (Naming, Properties) Molecular vs Ionic (Classifying compounds) What do I know about ______ compounds? (3 points about each plus a question they have) *What I need to work on component afterward* Compounds Concept map/T-chart
2.4, 2.7, 2.5 Sept 17/18, 2014
Word Work-Vocab Naming Practice/ Review Acids and Bases
Formulas and Names for Compounds and Acids
*Search for properties part way through slideshow(fill in chart, compare with partner)
Relating Substance Structure to Properties Classifying Compounds, Bases, and Acids by their Properties
Sept 19, 2014 2.4, 2.5 Formulas and Names for Compounds and Acids
Naming Acids & Bases Give examples/hints on board- Students have to figure out what each is referring to via properties, names, and/or formulas that are listed.
work on (F) End: Card Sort Variations (Molecular vs Ionic) (F) T-Chart/Concept map (F) P.50 Texbook Questions (F) Molecular compounds worksheet (F) Think-Pair-Share (F) Ionic and Molecular Simile/Compariso n (F) Booklets (F) Smartboard preassessment (F) Graphic Organizer (F) Whiteboards (F) Acids and Bases Worksheet (F) P.69 Textbook Questions (1-4, 6)
Naming Quiz (F)
Naming Quiz (F)
Acids and Bases Lab- with checklist, questions, and reflection at end (how did they accomplish those skills
Acids and Bases Lab (S)
Word work- P. 69 textbook Question 6 Naming Quiz Finish Acids and Bases Lab- with checklist, questions, and reflection at end (how did they accomplish those skills)
Acids and Bases Lab (S)
Naming and Classification Quiz (S) Work on Vocab Sponge- Brainstorm different chemical reactions at home, commercial, and industrial settings Word work- Pg 91What are the 5 types of reactions? Include the General statement/equation for each Reading Chemical Equations
Quiz 1 (S)
Classifying Compounds, Bases, and Acids by their Properties
Sept 22, 2014 2.5 Classifying Compounds, Bases, and Acids by their Properties
2.4, 2.5 Sept 23, 2014 Formulas and Names for Compounds and Acids Classifying Compounds, Bases, and Acids
Brainstorming (F) Clickers (F)
by their Properties
3.5
Introduce Skeleton and Balanced equations
Classification and Identification of Chemical Reactions
3.7 Predict products of different categories of Chemical Reactions
Sept 24, 2014
3.5
Classification and Identification of Chemical Reactions
3.7 Predict products of different categories of Chemical Reactions
Sept 25, 2014 3.6 Translating Word Equations and Chemical Equations
Sept 26, 2014 3.7 Predict products of different categories of Chemical Reactions
3.6
Translating Word Equations and Chemical Equations
3.8
Skeleton and Balanced equations Types of Reactions (ask students to come up with examples for each) ***Balance as we go*** Predicting Products/ Classifying reactions p.102, Table A3.3 Science in Action Practice Balancing Equations
Word work- Vocab Mini- Reaction type and Balancing quiz (F) 1) Predicting Products worksheet 2) Ch 3 Equations Booklet End of class: Class competition (Partnerships- given a question (multiple choice or short answer), have 2 min to figure out and record answer, each correct answer is a point. Most points gets a treat ) Word work- Fill in the blank/ short answer questions from reading textbook p.107-108 Balancing/Translating equations continued Predicting products Review Avagadro’s number and the mole- Fix word work answers if necessary
Graphic Organizer (6 rows) (F) -add any missing
info from table A3.3 Science in Action to organizer.
Whiteboards (F) Word and Balanced Equations worksheet (F) Predicting products worksheet (F) Booklet and Worksheet questions (F) Whiteboards (F) Clickers (F) Quiz (F)
Word work (F) Questions (F) Whiteboards (F) Moles and Molar Mass Questions (F)
Mole and Avagadro’s Number
Sept 29, 2014 2.8
Issues related to Toxic or Hazardous Compounds
3.8, 3.9 Mole and Avagadro’s Number Chemical Equation in terms of Moles & related to Conservation of Mass
Sept 30, 2014 2.8
Quiz 2- Balancing/Predicting reactions (S) Word Work Read P.70-72 Pick a Heading and summarize the information under that heading (including the subheadings)
Quiz 2 (S)
Review and Practice moles and Molar Mass questions Moles and Molar Mass Quiz and Study/ Practice time
Molar Mass quiz (F)
Issues related to Toxic or Hazardous Compounds
3.1 Chemical reactions in household, commercial, and industrial processes
Word Work- Why is benzene dangerous? (Personal and Societal implications of misuse) Pg73-74 *Read and Fill in main points Chemical reactions in home, commercial, and industrial settings Introduce Performance Task: - Students list different chemical reactions they can think of - Identify which ones are/could be toxic or hazardous. What are some problems that arise from those reactions?
Discussion (F) Think Pair Share (F) Brainstorming (F) Performance Task (S)
Discuss responses as class (if need to let students work on it) What chemical reactions are necessary for life? (e.g., reactions that maintain living systems, such as photosynthesis and respiration; reactions that have an impact on the environment, such as combustion reactions and decomposition of waste materials)
Oct 1, 2014 3.8, 3.9
Mole and Avagadro’s Number
Word Work- Vocab Review/ Catch up/ Mix and match Naming, balancing, predicting, and Molar Mass Quiz (F)
Chemical Equation in terms of Moles & related to Conservation of Mass
Molar Mass questions
Issues related to Toxic or Hazardous Compounds 2.7
Combustion demohttp://www.youtube.com/watch? v=H8XS_YCFsuM (Do it as a break)
3.2 Significant chemical reactions 3.2
Worksheets (F) Smartboard clicker questions (F)
Work on Performance Task
Chemical reactions in household, commercial, and industrial processes
3.1
Oct 2, 2014 Oct 3, 2014 October 6 October 7
Practice Balancing, Predicting, Naming, Moles and Molar mass equations Work on/ Hand in Performance Task Practice Balancing, Predicting, Naming, Moles and Molar mass equations Unit Review Questions Take test, Compare answers with partner. Figure out right answers. Unit Test (S)
Worksheets (F) Performance Task (S) Unit Review Questions (F) Mid unit test (F Unit Test (S)
View more...
Comments
