Daniel Davis: September 2008 Archives

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There will be a POP QUIZ in both Chemistry and Physical Science on a weekly or bi-weekly basis. These quizzes will range from five to ten questions, and are used to check student comprehension and assess classroom performance.

Today, we exercised our comprehension concerning the previous day's content.

We completed three guided practice worksheets:

• "Properties of Metals and Nonmetals"
• Most students did really well on this assignment. Some of the sticking points for certain students included the difference between positive and negative ions and where they are found (by which elements they are formed) on the Periodic Table.
• "Elements and Their Symbols"
• Most students completed this by looking on the Periodic Table. They will become more familiar with the symbols for the elements we encounter most frequently as time progresses.
• I reminded the students that when it comes to element symbols only the first letter is to be capitalized; remaining letters, if any, are uncial.
• "Parts of an Atom"
• A summative assessment, this worksheet asked students to calculate the number of protons, neutrons, and electrons in a variety of elements. Adding to the challenge was the fact that several atoms were ions, or atoms with a charge because of gaining or losing electrons. Another point to this worksheet was that students were asked to supply the atomic numbers or mass numbers for a few elements/ions towards the bottom of the sheet.
• This sheet is due tomorrow, 1 October 2008. Five bonus points will be awarded for writing the first and second modes for the number of electrons.

The students performed the "Beanium" laboratory investigation where various variety of beans represented different isotopes of a particular element. The students sorted and counted the types of beans, and then acquired their masses.

Using this information, they were able to calculate the average mass for any kind of bean. Their investigation resembled how scientists attempt to obtain the average atomic mass for an element based on the percent abundance and mass of the variety of isotopes for that particular element.

We continued exploring the arrangement of elements according to their periodic properties on the Periodic Table of the Elements.

We also compared and contrasted the properties of metals, nonmetals, and metalloids.

As I was unable to procure the materials for the laboratory investigation into the determination of average atomic masses, the students worked on problems to assure comprehension of previous standards and measurable objectives.

The following questions were assigned:

CH. 3, pp. 94-97, # 42,47,50,54,57,75

CH. 4, pp. 128-129, # 4,46,58,63,64,76,77,78,80,83

The problems were checked for accuracy, proper mathmatical evidence, and unit agreement.

We continued our exploration of the relationship between protons, neutrons, and electrons and how these particles determine many properties of the atoms.

We also began laying the foundation for the explanations associated with the reasons for the arrangement and uses of the Periodic Table of the Elements.

Students were given a worksheet entitled, "Directed Reading for Content Mastery" for homework.

We explored the relationship between subatomic particles and the properties of the atoms which these particles determine. We analyzed the methods of acquiring isotopic mass, and using those masses to arrive at an average atomic mass of the isotopes for any particular element. Two laboratory activities will reinforce these techniques on Monday and Tuesday of next week.

3PowerTri.bmp

A useful tool that can be modified for any formula, specifically multiplication/division formulas. Addition and subtraction parts of formulas cannot cross vertical or horizontal lines.

Having taught on the Block/Semester scale for the last eight years, I discerned a significant difference in grading more classes and more students on the "Regular" or year-long schedule: significant numbers of grades and entries of grades.

I have commented to the class that assessments will become more frequent and less-involved to the point where quality of feedback outweighs amount of feedback. Interested stakeholders will notice more frequent grades of smaller assessments rather than fewer grades of more broad-reaching topics.

After collecting homework, we expounded on the particle basis for the modern particle theory of the atom and the differences between isotopes of a particular element.

We explored modern subatomic theories including the particle basis for the differences in isotopes.

We completed the retest of Unit I objectives and assigned the homework:

p. 511, Section Review 17.1, Questions #1-5. #6 and 7 are optional for bonus points.

We reinforced the differences between Chemical and Physical properties and changes, due to a prevalence of confusion on the topic as evidenced by misnomers on a previously engaged laboratory activity.