S8P1. Students will examine the scientific view of the nature of matter.
e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).
beaker.gif

STUDY TOOLS

LEARNING LINKS:
PHYS CHEM CHANGES CHEM OR PHYS CHANGES

ASSESSMENT: FDA Poster


FDA POSTER DUE 9/7 COUNTS AS TEST GRADE


PROBLEM FOR THIS UNIT

TEMPLATE FOR FDA POSTER



Rubric for PBL Solution

How rotting is chemical change 25 pts
Includes complete accurate scientific explanation 25 pts
Missing some elements in the explanation 23pts
Few correct elements in explanation 22pts-0
Why not physical change
15 pts
Includes complete accurate scientific explanation 15 pts
Missing some elements in the explanation 13 pts
Few correct elements in explanation 12pts-0
Obvious evidence
25 pts
Includes all evidence that a customer could easily observe 25 pts
Includes some evidence that a customer could easily observe 23pts
Includes little evidence that a customer could easily observe 22pts-0
Hidden evidence
15 pts
Includes all hidden evidence
15 pts
Includes some hidden evidence 13pts
includes little hidden evidence 12pts-0
Prevention of rotting
10 pts
Includes all possibilities
10 pts
Includes some possibilities
8 pts
Includes few possibilities
7pts-0
Quality 10 pts
Conventions
Spelling
Capitalization
Punctuation
5pts
Organization/readability
Understandable flow
Neat
Graphics/pictures
5pts





Daily Assignments




Friday 8/26

Introduced the Problem for this unit
  • Have students generate a "What do we know ?" list
Have the students revisit their mystery powder lab.
Explain that not only did they witness the physical & chemical properties of the substances; they were also witnessing physical & chemical changes.
  • students generate a "What do we need to know ?" list.)
  • students observe a banana and make observations including: temp, density, color, odor, texture, etc...(These should be recorded)

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Monday 8/29
1. warm up
2. Students are to read and take notes using pages 48-49 (complete section review questions on page 49);
3. . ages 50- 55 (section review on page 55); 388- top section of page 390;
Guided Reading :

4. Handout: (make sure this is complete before class tomorrow as we will be referring to it)
5. More Practice: (finish for HOMEWORK)


Use this virtual lab: http://vital.cs.ohiou.edu/steamwebsite/downloads/ChangeLab.swf
Brain POP


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Tues 8/30
1. Warm up: Formative Assessment on physical & chemical changes using PLICKERS

2. Physical & Chemical Properties & CHANGES ACTIVITY:

3. quiz based on yesterday's handout


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Wednesday 8/31
Warm up: What are some ways that substances can be mechanically separated?
Lab Stations: These are designed to formatively assess their ability to distinguish between physical & chemical changes and to base this on the scientific evidence learned from the previous 2 lessons.




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Thursday 9/1
1. Chemistry in a Ziploc Bag This is for a grade
LAB NOTES




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DC meeting WED night at 7PM in the theater

Friday 9/2 - Tues 9/6
Finish lab write up from Friday's Lab: Turn this in for a grade!
Work with partner on FDA poster
Rubric for FDA poster:

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MONDAY 9/5 LABOR DAY HOLIDAY NO SCHOOL
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Tuesday 9/6 Wednesday 9/8
work on FDA posters. They are due at the end of class on Thursday

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Friday 9/9
Mythbusters

IF YOU SCORED BELOW 70% ON LAB: CHEMISTRY IN A ZIPLOC BAG, PLEASE READ THE THIS DOCUMENT FOR GRADE RECOVERY OPTION