1. Monday, April 12, 2010 Chemistry and Physical Science Mrs. Gall

2. Monday, April 12, 2010: 1. Warmup: Daily class diary. Read today’s agenda. What do you expect to learn in class today? Is it new information or an extension of old information? Will class be easy or difficult? Who will you help or get help from? Compare your expectations today to yesterday and tomorrow. This will be your agenda each day. On Thursdays, each student will choose at least one agenda to give to Mrs. Gall to hang up in class. Print neatly. 2. New warmup strategy introduced and modeled. Swbat: predict and evaluate, write in complete sentences. 3. Discuss Spring Break Homework: Mole conversions. Turn in today- complete and correct, 300 points. Turn in tomorrow, complete and correct, 270 points. Lose 20 points for each incorrect answer, lose 10 points if the answer is only partially correct. Answer key will be posted in full on outside of classroom door at 3:10 pm. If you were absent on the day before Spring Break and I still have your worksheets, I will accept your work tomorrow for full credit. All answers must be labeled with units, work must be shown and must be your own. Swbat: Discuss their successes and troubles with converting grams and moles; using a scientific calculator; showing written steps on paper; properly labeling units; setting up conversion problems. 4. Students will be given a scenario: If 1 gram of Mg ribbon is completely burned in air, how much magnesium oxide should be produced (in grams)? Students will make a prediction and record it for credit. Students will guess what method(s) can be used to calculate this information and share their guess with a partner. Students will create a gallery of theoretical yield calculation strategies to be displayed in class (each pair creates one poster to display one or both methods, or a combination method) Swbat: predict how much magnesium oxide is produced when magnesium burns in air; guess a possible way to calculate the theoretical yield; discuss their ideas with a partner; express evaluated ideas in writing, to be displayed in class.

3. Monday, April 12, 2010: 1. Warmup: Daily class diary. New warmup strategy introduced 2. Discuss Spring Break Homework: Mole conversions. Turn in today- complete and correct, 300 points. All answers must be labeled with units, work must be shown and must be your own. 3. If 1 gram of Mg ribbon is completely burned in air, how much magnesium oxide should be produced (in grams)? Write your prediction for credit (20 points)

4. Warmup: Daily class diary. Read today’s agenda. What do you expect to learn in class today? Is it new information or an extension of old information? Will class be easy or difficult? Who will you help or get help from? Compare your expectations today to yesterday and tomorrow. This will be your agenda each day. On Thursdays, each student will choose at least one agenda to give to Mrs. Gall to hang up in class. Print neatly.

5. Discuss Spring Break Homework: Mole conversions. Turn in today- complete and correct, 300 points. Turn in tomorrow, complete and correct, 270 points. Lose 20 points for each incorrect answer, lose 10 points if the answer is only partially correct. Answer key will be posted in full on outside of classroom door at 3:10 pm. If you were absent on the day before Spring Break and I still have your worksheets, I will accept your work tomorrow for full credit. Turn in tomorrow, complete and correct, 270 points. Lose 20 points for each incorrect answer, lose 10 points if the answer is only partially correct. Answer key will be posted in full on outside of classroom door at 3:10 pm. If you were absent on the day before Spring Break and I still have your worksheets, I will accept your work tomorrow for full credit. All answers must be labeled with units, work must be shown and must be your own. All answers must be labeled with units, work must be shown and must be your own. Swbat: Discuss their successes and troubles with converting grams and moles; using a scientific calculator; showing written steps on paper; properly labeling units; setting up conversion problems. Swbat: Discuss their successes and troubles with converting grams and moles; using a scientific calculator; showing written steps on paper; properly labeling units; setting up conversion problems.

6. Students will create a gallery of theoretical yield calculation strategies to be displayed in class (each pair creates one poster to display one or both methods, or a combination method) Students will be given a scenario: If 1 gram of Mg ribbon is completely burned in air, how much magnesium oxide should be produced (in grams)? Students will make a prediction and record it for credit. Students will guess what method(s) can be used to calculate this information and share their guess with a partner. Students will be given a scenario: If 1 gram of Mg ribbon is completely burned in air, how much magnesium oxide should be produced (in grams)? Students will make a prediction and record it for credit. Students will guess what method(s) can be used to calculate this information and share their guess with a partner.

7. Monday, April 12, 2010: 1. Warmup: Daily class diary. New warmup strategy introduced 2. Chapter 15- 19 pretest: waves 3. Internet presentation: Introduction to Waves. Take notes. 4. Open- Note Post- Quiz 5. Homework due Weds.: List the key terms from all 4 sections of chapter 15 (listed on page 534). Write a definition for each, due Weds. April 14.

8. Monday, April 12, 2010 1. Warmup 2. Pretest 3. Internet 4. Post-test 5. homework

9. Benchmarks http://www.michigan.gov/documents/mde/7th_Grad e_Complete_1-27-09_264584_7.pdf http://www.michigan.gov/documents/mde/7th_Grad e_Complete_1-27-09_264584_7.pdf http://www.michigan.gov/documents/mde/7th_Grad e_Complete_1-27-09_264584_7.pdf http://www.michigan.gov/documents/mde/7th_Grad e_Complete_1-27-09_264584_7.pdf P.EN.07.32 P.EN.07.32 Describe how waves are produced by vibrations in matter. Describe how waves are produced by vibrations in matter. P.EN.07.33 P.EN.07.33 Demonstrate how waves transfer energy when they interact with matter. Demonstrate how waves transfer energy when they interact with matter.

10. Waves: Internet Resources Galloping Gertie Bridge: Resonant Frequency Galloping Gertie Bridge: Resonant Frequency http://en.wikipedia.org/wiki/Tacoma_Narrows _Bridge http://en.wikipedia.org/wiki/Tacoma_Narrows _Bridge http://www.youtube.com/watch?v=P0Fi1Vcbp AI http://www.youtube.com/watch?v=P0Fi1Vcbp AI http://www.youtube.com/watch?v=P0Fi1Vcbp AI http://www.youtube.com/watch?v=P0Fi1Vcbp AI

11. Pre-test: WavesName______ 1. Draw a diagram of a wave. Label crest, trough, amplitude, and wavelength... 2. Give an example of a mechanical wave. 3. Give an example of an electromagnetic wave. 4. What is a medium? 5. What is a tsunami? 6. What is a frequency? 7. What is wave interference? Give an example.

12. Post-test: WavesName______ 1. Draw a diagram of a wave. Label crest, trough, amplitude, and wavelength... 2. Give an example of a mechanical wave. 3. Give an example of an electromagnetic wave. 4. What is a medium? 5. What is a tsunami? 6. What is a frequency? 7. What is wave interference? Give an example.

13. Pre-test: WavesName______ 1. Draw a diagram of a wave. Label crest, trough, amplitude, and wavelength... 2. Give an example of a mechanical wave. 3. Give an example of an electromagnetic wave. 4. What is a medium? 5. What is a tsunami? 6. What is a frequency? 7. What is wave interference? Give an example.

14. Post-test: WavesName______ 1. Draw a diagram of a wave. Label crest, trough, amplitude, and wavelength... 2. Give an example of a mechanical wave. 3. Give an example of an electromagnetic wave. 4. What is a medium? 5. What is a tsunami? 6. What is a frequency? 7. What is wave interference? Give an example.