Introduction to the Boat Project [ 25:07 ] Play in Popup | Download

Learning Target:
Describe the sequence of events for the boat project

DO NOW:
Pick up the Engineering Design Packet – Boat Models from the front desk and flip through the pages to see what’s ahead.

Homework:
Study for the final exam on Monday.

Today in Class:
Students will be introduced to the Cardboard Boat Project today.  This is a project that students have been looking forward to all year.  We are NOT starting the project today but will be introduced to the scope and sequence of the project.  Today’s information will allow students and parents to formulate an understanding of how this project will progress.  This project is highly academic and will count towards a third of the overall trimester grade.  Some important points from the introduction today are listed below:

2/6 – Project Introduction
2/7-10 Modeling of the engineering process – in class example
2/13-16 – Individual work on “model 2″ — this is where students earn their grade
2/21-24 – Group modeling – Boat Project – Group packetstudents form their groups to design their boat, discuss theme, etc…
2/27-3/5 – Boat construction
3/6-7 – Boat Races

• All parents, siblings, relatives are invited to watch the races on March 6th and 7th.  Students will be informed of their race day the week prior.
• Students might choose to work on “Model 2″ simultaneously as the class makes progress through “Model 1″ to ensure that we are keeping pace.
• No individuals can work on the group portion of their project until their packet is complete and each standard has been awarded at least a 3.
• All boats that break “the rules” (size dimensions, theme, etc…) will be prohibited from the race.
• Mr. Voight and Mr. Kaylor reserve the right to prevent individuals from participating during the boat races for academic or behavioral reasons.

2011-2012 Learning Targets

Properties of Compounds [ 45:48 ] Play in Popup | Download

Learning Target:
92121 – describe the properties of ionic, covalent, and metallic compounds and explain how the formation of the bond causes these properties

DO NOW:
Write down the most important thing you’ve learned about bonding on the back of your periodic table

Homework:
Study for your test (The test is on Friday – lots o’ resources on the Foundations of Chemistry page!)

Today in Class:
Some classes will finish up the metallic bonding notes from yesterday and everyone will be introduced to the properties of compounds.  The coolest thing about chemistry is that it teaches us about the true nature of all the things around us.  It is my hope that students begin to understand how the things we use on a daily basis (and often take for granted) behave as they do because of some very simple, and universal, rules.  We’ll be using the Notes – Properties of Compounds to investigate the properties of ionic, covalent, and metallic compounds.  Again, I want students to go deeper, I want students to seek understanding for why things behave as they do.  These properties fit our current standard because it is the nature of the bond that determines how they will behave.

2011-2012 Learning Targets

Bonding - Covalent and Metallic [ 46:23 ] Play in Popup | Download

Learning Target:
92121 – explain the role of valence electrons in the formation of chemical bonds.

DO NOW:
Take out your Ionic Bonding Worksheet Packet and compare your answers with neighbors – circle any questions you need help with.

Homework:
Finish reading Chapter 6 in the book.

Today in Class:
We will be spending the beginning of the period reviewing the problems in the Ionic Bonding Worksheet packet (last night’s homework).  Afterwards, we’ll be moving forward with covalent and metallic bonding.  We’ll play it by ear in terms of how far we make it with these Covalent and Metallic Bonding Notes – different classes will progress at different rates.

2011-2012 Learning Targets

Ionic Bonding [ 30:06 ] Play in Popup | Download

Learning Target:
92121 – explain ionic bonding as the transfer of electrons between metals and nonmetals

DO NOW:
In your notebook, explain how each set of atoms (on the board) will bond – be specific!

Homework:
Finish the Ionic Bonding WS packet – WS – Is it an Ion, WS – Give or Take Key, WS – Compounds, Compounds, Compounds, WS – Drawing Compounds

Today in Class:
Last week, we focused our efforts on trying to discover the mechanisms for chemical bonding.  We approached the three mechanisms tentatively and worked through identifying patterns.  Students need to recognize that the ingredients in a chemical mixture will determine the eventual mechanism used to bond atoms to each other (I will use the analogy of building a birdhouse to explain the fact that the raw materials determine how they should be fastened – you wouldn’t try to weld two pieces of wood for example).  Students will work through the Ionic Bonding notes and be asked to complete the worksheets above.

2011-2012 Learning Targets

Atom Models and the Periodic Table [ 40:28 ] Play in Popup | Download

Learning Target:
92113 – explain why elements in the same group on the periodic table have similar properties

DO NOW:
Pick up the WS – Drawing Atoms  – use your Periodic Table to write the atomic number in the lower left hand corner of each box on the back of the sheet.

Homework:
Read pages 130-138 in the textbook.

Today in Class:
Students will continue learning about the Periodic Law as it relates to the Periodic Table of the Elements.  Our focus today is on the learning target identified above.  Each group (column) on the table consists of elements sharing similar properties.  Students will be addressing the following main ideas:

Identifying rows, columns, groups, families, periods, valence electrons, etc…

elements in the same group have the same number of valence electrons (electrons in the outermost shell – as identified by the group number)

the period/row number is equivalent to the valence shell.

These realizations will hopefully solidify the true nature of the patterned properties reflected in the Table.  I think it is amazing to wonder at how ordered and specific nature can be as well!

I found some other resources that might help you study for the test:
Video: How to understand the Periodic Table
Dynamic Periodic Table manipulate variables to observe trends (electron configuration, properties, etc…)
How Stuff Works explains the Periodic Table

2011-2012 Learning Targets