Chemistry Unit 4 Day 2

Learning Objective: STudents will learn about electrostatic force by doing an 

inquiry lab and will analyze and interpret data in writing using technical 

vocabulary (coulomb's Law, protons, electrons, atoms) and science ideas 

(cause/effect, structure/function, energy changing forms).



Questions:

1. What is electrostatic force? (book)
2. What is Coulomb's Law? (book)
3. What is an effect of electrostatic forces inside the nucleus?

Answer choices for number 3:

	A. The protons and neutrons repel each other. B. The protons in the nucleus repel each other. C. The neutrons in the nucleus repel each other. D. The protons and neutrons attract each other.

Chemistry Unit 4 Day 1

Learning Objective: STudents will learn about electrostatic force by completing a simulation and will analyze and interpret data in writing using technical vocabulary (coulomb's Law, protons, electrons, atoms) and science ideas (cause/effect, structure/function, energy changing forms).


Questions:

1. How powerful do you think atoms are? Explain. (book and/or brain)
2. What are atoms made of? (book or brain)
3. List 4 forces that hold atoms and matter together (book)

Earth Science Unit 3 CST/TST Day

Learning Objective: Students will explain why rocks change in writing using technical vocabulary (igenous, sedimentary, metamorphic, lithification, cementation, compaction, foliation, intrusive, extrusive, heat, pressure) and science ideas (plate techtonics, rock cycle).


Question:

1. List 3 things you've learned this unit about rocks and rocks changing into other rocks.

Biology TST Lab Day

Learning Objective: Students will learn about homeostasis by conducting a lab and will analyze and interpret their data in writing using technical vocabulary (osmosis, passive transport, transport protein, diffusion) and science ideas (cause and effect and structure and function).

Question:

1. Click on the link to watch a video about our lab today.

LINK: https://youtu.be/ie-NDdVfFuE **watch until 4:45

1. Write the procedure in 4 steps on your lab handout from Ms Friedrich.

Earth Science Unit 3 CST day

Learning Objective: Students will take the unit 3 CST.


Questions:

1. How are igneous rocks formed? (book)
2. What do igenous rocks look like? (book)
3. Which type of rock can form deep below Earth's surface or above Earth's surface?

Biology Unit 4 Day 5 continued

Learning Objective: Students will learn about cell membranes by doing a 

simulation  and will analyze and interpret their data in writing using technical 

vocabulary (transport proteins, semipermeable, lipid bilayer, diffusion, osmosis, 

homeostasis, passive transport, active transport) and science ideas (structure and 

function).


Questions:

1. List 3 things you've learned about cell membranes so far. (brain)
2. Why do molecules like sugar, salt and water move into or out of cells? (brain)
3. A semipermeable membrane has a 2 percent salt solution on one side and a 15 percent salt solution on the other side. What will most likely occur?

Answer choices for number 3:

• A. Facilitated diffusion of salt until both concentrations are equal
• B. Active transport of salt until all the salt is concentrated on one side
• C. Osmosis of water from a high concentration of salt to a low concentration
• D. Osmosis of water from a low concentration of salt to a high concentration

Chemistry Unit 3 CST and TST Day

Learning Objective: Students will learn aboutthermodynamics in chemical reactions by conducting a lab and will analyze and interpret their data in writing using technical vocabulary (exothermic, endothermic, spontaneous, enthalpy) and science ideas (energy transfer).

Questions:

1. What are some possible sources of error in the lab (from yesterday)? (brain)
2. What factors will determine if a reaction is spontaneous or not? (book or brain)
3. What can be said about a reaction with H = 62.4 kJ/mol and S = 0.145 kJ/(mol·K)?

Answer choices for number 3:

• A. It is spontaneous at 500 K.
• B. It is spontaneous at 298 K.
• C. It is always spontaneous.
• D. It is never spontaneous.

Earth Science Unit 3 Day 4 Continued

Learning Objective: Students will learn about scientific 

classification by doing a lab activity and will analyze and 

interpret their data in writing using technical vocabulary 

(plate tectonics, cementation, deposition, minerals, 

compaction, clastic) and science ideas (rock cycle).

Questions:

1. How are sedimentary rocks formed? (book or brain)
2. How are sedimentary rocks similar to metamorphic rocks? (book or brain)
3. Which features tells you how large the grains of a sedimentary rock are?

Answer choices for number 3:

	A. Composition B. Texture C. Stratification D. Sorting

Biology Unit 4 Day 5

Learning Objective: Students will learn about cell membranes by doing a 

simulation  and will analyze and interpret their data in writing using technical 

vocabulary 

(transport 

proteins, semipermeable, lipid bilayer, diffusion, osmosis, homeostasis, passive 

transport, active transport) and science ideas (structure and function).


Questions:

1. How do you think cells maintain homeostasis? (book or brain)
2. What is passive transport? (book)
3. What is it called when a molecule uses energy to move across a semipermeable membrane?

Answer choices for number 3:

	A. Osmosis B. Diffusion C. Active transport D. Passive transport

Chemistry Unit 3 Day 5

Learning Objective: Students will learn about thermodynamics in chemical reactions by conducting a lab and will analyze and interpret their data in writing using technical vocabulary (exothermic, endothermic, spontaneous, enthalpy) and science ideas (energy transfer).


Questions:

1. What determines if reactions will be endothermic or exothermic? (brain)
2. What does the H of a reaction tell us? (book)
3. Which statement describes the potential energy diagram of an exothermic reaction?

Answer Choices for number 3:

	A. The potential energy of the products is equal to the potential energy of the reactants. B. The potential energy of the products is greater than the potential energy of the reactants. C. The potential energy of the reactants is greater than the potential energy of the products. D. The activation energy of the reactants is greater than the activation energy of the products.

Earth Science Unit 3 Day 4

Learning Objective: Students will learn about scientific classification by doing a lab activity and will analyze and interpret their data in writing using technical vocabulary (plate tectonics, cementation, deposition, minerals, compaction, clastic) and science ideas (rock cycle).


Questions:

1. What is a clastic rock? (book)
2. Which do you think is a more dense and solid rock metamorphic or sedimentary rock? (brain)
3. What is the first step of the lithification process?

Answer choices for number 3:

	A. Cementation B. Compaction C. Recrystallization D. Evaporation

Biology Unit 4 Day 3

Learning Objective: Students will learn about cell membranes by watching videos and will describe them in writing using technical vocabulary (transport proteins, semipermeable, lipid bilayer, diffusion, osmosis, homeostasis, passive transport, active transport) and science ideas (structure and function).


Questions:

1. What is homeostasis? (book)
2. List 3 functions of the cell membrane (book)
3. What would happen to a cell if the fatty acids in the cell membrane became soluble in water?

Answer Choices for Number 3:

A. It would increase the rate of cell division. B. It would stop all substances from passing through. C. It would decrease the ions needed by a mitochondrion. D. It would cause the cell to lose all its contents to the outside. Links for Videos: Cell Membranes and Passive Transport Homeostasis (and the Cell Membrane King) Bozeman Science Intro to Cell Membrane  In Da Club - Membranes & Transport: Crash Course  Cell Membranes Rap Science Sauce: Diffusion and Osmosis Osmosis: A Solute and Solvent Love Story

Chemistry Unit 3 Day 4

Learning Objective: Students will learn about energy transfer by doing a lab 

and will analyze and interpret their data in writing using technical vocabulary 

(endothermic, thermodynamics, spontaneous reaction, entropy, enthalpy) and 

science ideas (energy transfer, cause and effect).


Questions:

1. Does the amount of reactants (baking soda or vinegar) change the amount of heat exchanged in a chemical reaction? (brain)
2. What is thermal energy? (book)
3. Which statement describes the potential energy diagram of an endothermic reaction?

Answer choices for number 3:

	A. The potential energy of the reactants is greater than the potential energy of the products. B. The potential energy of the products is equal to the potential energy of the reactants. C. The activation energy of the reactants is less than the activation energy of the products. D. The potential energy of the products is greater than the potential energy of the reactants.

Earth Science Unit 3 Day 2 Part 2

Learning Objective: Students will learn about characteristics and properties of rocks by doing a lab and will analyze and interpret data in writing using technical vocabulary (metamorphic, heat, pressure, igneous, lithification, foliation, folding, recrystalization) and scientific ideas (rock cycle).

Questions:

1. What materials make up metamorphic rocks? (book or brain)
2. Give 3 examples of metamorphic rocks. (book or brain)
3. Match the type of metamorphism to its best definition.

Answers for 3:

A. Contact metamorphism The process in which buried rocks in a large area are changed by heat, pressure, and fluids. B. Dynamic metamorphism The process in which a rock changes because of extreme heat and pressure caused by a meteorite collision with Earth. C. Impact metamorphism The process in which a rock changes as a result of heat generated from magma. D. Regional metamorphism The process in which a rock changes due to pressure directed on it.

Biology Unit 4 Day 2

Learning Objective: Students will learn about cell membranes by building a model and will describe their learning in writing using technical vocabulary (membrane proteins, lipid bilayer, receptor protein, transport protein) and science ideas (structures connect to functions).

Questions:

1. What does the cell membrane look like? (book)
2. List 3 structures that make up the cell membrane. (book)
3. 
   

Chemistry Unit 3 Day 3

Learning Objective: Students will learn about energy transfer by doing a lab and will analyze and interpret thier data in writing using technical vocabulary (endothermic, thermodynamics, spontaneous reaction, entropy, enthalpy) and science ideas (energy transfer, cause and effect).


Questions:

1. Why do you think endothermic reactions happen? (brain)
2. What is thermodynamics? (book)
3. Which phase has the lowest entropy?

Answer Choices for number 3:

	A. Liquid B. Gas C. Aqueous D. Solid

Biology Unit 4 Day 1 Part 2

Learning Objective: Learning Objective: Students will learn about cell organelles by making a product and will summarize their learning in writing using technical vocabulary (cell membrane, golgi apparatus, endoplasmic reticulum, nucleus, ribosomes, mitochondria, lysosomes) and science ideas (structure and function).


Questions:

1. why do you think the golgi apparatus is shaped the way it is? (brain)
2. describe the structure of the nucleus. (book or brain)
3. The male Japanese beetle breaks down female pheromones. What structure inside the cell of the male beetle breaks down the pheromone?

Answer Choices for number 3:

	A. Smooth endoplasmic reticulum B. Rough endoplasmic recticulum C. Lysosomes D. Mitochondria

Chemistry Unit 3 Day 2 Part 2

Learning Objective: Students will learn about the causes ad details 

of spontaneous chemical reactions 

using an inquiry simulation and will analyze and interpret data in writing using 

technical vocabulary (entropy, enthalpy, energy diagram, reactants, products, 

activation energy) and science ideas (transfer of energy, cause and effect).


Questions:

1. What is an exothermic reaction? Give an example. (book)
2. What is an endothermic reaction? Give an example. (book)
3. Which of the following best describes H₂(g) + Cl₂(g)  2HCl(g), H = -184.6 kJ/mol?

Answer Choices for number 3:

	A. The reaction requires heat. B. The reaction produces heat. C. The reaction is endothermic. D. The reaction has no activation energy.