Physical Science Unit 3 Day 3

Questions:

1. What is the law of conservation of mass? (book)
2. How do you balance chemical equations? (book or brain)

3. Which of the following are correctly balanced reactions? Write all the apply.
	A. 2Cs + Br2  2CsBr B. 2H2 + O2 2H2O C. C + F2  CF4 D. MgS + FeO  FeS + MgO

Earth Science Unit 2 TST Day

Questions:

1. Complete any 2 of the questions from the Earthquake-Proof building TST packet you got yesterday.

Chemistry Unit 3 Day 1 continued

Learning Objective: Students will learn about energy and chemical reactions by doing a foldable and will desribe therelationship between energy and reactions in writing using enthalpy, entropy, spontaneous reaction, temperature, pressure, activation energy.

1. What gives chemical reactions energy? (book or brain)
2. Draw a diagram to show entropy. (book)
3. What does the entropy of a reaction describe?

Answer Choices for number 3:

	A. The amount of heat present in the system B. The amount of randomness in the system C. The amount of usable energy in a reaction D. The number of molecules in a system

Physical Science Unit 3 Day 2

Learning Objective: Students will learn about the law of conservation of mass by doing a simulation and will analyze and interpret data in writing using specific evidence and technical terms (products, reactants, coefficients, subscripts).


Questions:

1. List 3 differences between the 5 types of chemical reactions.
2. What patterns and similarities do you notice between all chemical reactions? (use your study guide from yesterday, list at least 2)
3. What stays constant in a reaction?

Answer Choices for number 3:

	A. The total mass B. The total volume C. The amount of liquid D. The amount of gas

Earth Science Unit 2 TST Day

Learning Objective:  Students will learn about the impacts of 

earthquakes by building models and will analyze and interpret data in writing 

using technical vocabulary: seismic waves, subduction, convergent 

boundary, transform boundary, oceanic crust, continental crust, tension, 

compression.


Questions:

1. What structures, shapes or materials do you think can create an earthquake proof building?
2. What is your opinion about living near plate boundaries?

Videos and Information for Class Today:

• How do you build an earthquake proof building?
• The Secret behind Earthquake-Proof tower in Japan
• Earthquake-Proof Homes in Japan

Chemistry Unit 3 Day 1

Learning Objective: Students will learn about energy and chemical reactions by doing a foldable and will desribe the relationship between energy and reactions in writing using enthalpy, entropy, spontaneous reaction, temperature, pressure, activation energy.

Questions:

1. What do you think makes chemical reactions happen? (brain)
2. What is thermodynamics? (book)
3. What is the thermal energy of a system?

Answer Choices for number 3:

A. The number of molecules in a system B. The average speed of molecules in a system C. The total kinetic energy within a system D. The total mass of molecules in a system Links for Class Today Enthalpy and Entropy  Video http://wonderopolis.org/wonder/whats-the-difference-between-entropy-and-enthalpy/ Spontaneous  Video http://www.ck12.org/book/CK-12-Chemistry-Concepts-Intermediate/section/20.3/ Activation Energy (video)

Physical Science Unit 3 Day 1

Physical Science Unit 3 Day 1

Learning Objective: Students will learn about chemical reactions by building background information and will diagram and explain chemical reactions in writing using technical vocabulary (products, reactants, gas, liquid, solid, molecules, valence electrons.)

Questions:

1. Why do chemical reactions occur? (brain question)
2. What happens when a chemical reaction occurs? (brain question)

3. Which could be signs that a chemical reaction has occurred? Check all that apply.
	A. New substances have formed. B. Heat is produced. C. Gas bubbles result. D. A solid has melted.

Earth Science Unit 2 CST day

Learning Objective: Students will demonstrate their learning by taking the unit 1 and 2 CST and using the words subduction, oceanic crust, continental crust, divergent boundary, convergent boundary, transform boundary, rift valley, density.


Questions:

1. Why do people continue to live at or near plate boundaries? 
2. Why do most earthquakes and volcanoes occur at plate boundaries?
3. Which type of mountain is not formed due to plate collision?

Answer Choices for number 3:

	A. Continent-continent B. Andean C. Aleutian D. Fault-block

Chemistry Unit 2 Lab Day 2

Learning Objective: Students will learn about factors that affect reaction rate by doing and a lab and will hypothesize, analyze and interpret data in writing using technical vocabulary: concentration, temperature, pressure, collision theory, kinetic energy, molecules, chemical reaction, reaction rate.

Questions:

1. Complete any of the highlighted boxes on your lab sheet that are still blank (see whiteboard for help).

• If you were absent yesterday, pick up a lab sheet from Ms Friedrich and complete all the highlighted boxes.

Physical Science Unit 2 CST day

Question:

1. If I have Sodium Sulfate and Potassium bromide will they have a chemical reaction? Explain your thinking.

Earth Science Unit 2 Day 4

Learning Objective: Students will learn about the connection between Earthquakes and volcanoes by studying data and will analyze and interpret their data in writing using technical and academic language (convergent boundary, divergent boundary, transform boundary, lithosphere, mantle, oceanic crust, continental crust, cause and effect (...results in...)).

Questions:

1. Why do volcanoes and earthquakes happen? (brain)
2. Where do you think are the most active volcanoes in the world? Earthquakes?(brain)
3. The seismic waves in a 6.1 magnitude earthquake are _____ times larger than those in a 3.1 magnitude earthquake.

Answers choices to Number 3:

A. 10 B. 32 C. 100 D. 1,000

Link for Learning Activity today: http://si-vmarcgis01.si.edu/thisdynamicplanet/

Chemistry Unit 2 TST Lab Day

Learning Objective: Students will learn about factors that affect reaction rate by doing and a lab and will hypothesize, analyze and interpret data in writing using technical vocabulary: concentration, temperature, pressure, collision theory, kinetic energy, molecules, chemical reaction.

Questions:

1. What happens during a chemical reaction? (brain)
2. Watch the following video about the lab we're doing today. https://www.youtube.com/watch?v=kw-Lt9-WmTg
3. Record 3 steps this lab involves.

Physical Science Unit 2 Day 5

Learning Objective: Students will learn about matter and properties of matter by conducting a lab and will analyze and interpret their data in writing using technical vocabulary (covalent bonds, ionic bonds, ions, valence electrons, electronegativity, reactivity).


Questions:

1. What are egg shells made of? (book)
2. How do dyes work? (book)
3. For a bond to be covalent, the electronegativity difference between the atoms must be:

Answer choices for number 3:

	A. less than 0.5. B. zero. C. less than 1.7. D. over 2.

Chemistry Unit 2 CST Day

Learning Objective: Students will demonstrate their learning through the unit CST using technical vocabulary (acid, base, concentration, reaction rate, kinetic energy, activation energy, pressure, H+, OH-) and science ideas (cause and effect, similarities and differences).

Questions:

1. What is the difference between a strong acid and a weak acid? (book)
2. What's the difference between a fast reaction and a slow reaction? (book or brain)
3. According to one definition, what do bases do in solution?

Answer Choices for number 3:

·         A. They increase the [OH-]. ·         B. They form conjugate bases. ·         C. They decrease the pH. ·         D. They donate protons.

Earth Science Unit 2 Day 2

Learning Objective: Students will learn about changes to the Earth's surface and cause and effect of changes by doing a simulation and will analyze and interpret their data in writing using technical vocabulary (divergent boundary, convergent boundary, transform boundary, plate tectonics, mantle, lithosphere, oceanic crust, subduction, density)


Questions:

1. Which tectonic plate (name) do you think involves the most energy and causes the biggest impact? Explain.
2. What changes are the result of divergent boundaries?
3. Match the mountains with the description of its formation.

Exit Ticket for Day 2: Put together the info from the Day 1 learning activity with the info from today's learning activity how are they connected? Use ALL of the following sentence starters to help you. 1. The day 1 learning activity we learned about_______________ by... 2. Today's activity we learned about... 3. These are connected because they...

	A. Himalayas Terrane accretion B. Andes Oceanic-oceanic C. Aleutians Continental-continental D. North American Cordillera Near an active continental margin

Physical Science Unit 2 Day 4

Learning Objective: Students will learn about properties of matter by doing a study guide and will interpret their thoughts in writing using technical vocabulary (covalent bonds, ionic bonds, electronegativity, valence electrons, ions, molecules, compounds) and science ideas (energy and matter).



Questions:

1. What have you learned about matter (atoms, elements, molecules, compounds) so far? 
2. Which element is more reactive: K or O? Why?
3. How many bonds should be drawn in the Lewis-dot structure for BH₃?

Answer choices for number 3:

	A. 1 B. 2 C. 3 D. 8

Physical Science Unit 2 Day 3

Learning Objective: Students will learn about molecules by doing a simulation and will describe, analyze and interpret their data in writing using technical vocabulary (molecular geometry, lone pairs, covalent bonds, ionic bonds, bonding electrons)


Questions:

1. When molecules are created, what do they look like? (book or brain)
2. What is the relationship between valence electrons and bond type? (book or brain)
3. Which of the following statements apply to an ionic bond?

Write the choices that apply in your notes.
	A. It is made of a negative cation and a positive anion. B. It is made of two atoms with a large difference in electronegativity. C. Electrons are shared equally in it. D. It is made of a metal and a nonmetal atom.

Earth Science Unit 2 Day 3

Learning Objective: Students will learn about plate boundaries and their impacts by doing a simulation and will describe and interpret their data in writing using specific evidence and technical vocabulary (lithosphere, oceanic crust, continental crust, density, asthenosphere, mantle, subduction, transform boundary, divergent boundary, convergent boundary)


Questions:

1. What plate is Japan near? What type of plate boundary is this? (book)
2. What plate is Equador near? What type of plate boundary is this? (book)

hen two plates slide past eachother with enough force, ______ occurs, cracking the crust.
	A. faulting B. folding C. orogenesis D. accretion