User:Exothermic101/sandbox

Key Concepts

 * /Lesson Plan 1-1/
 * Daily Lesson Plans for Introduction to Chemistry and Matter
 * Properties of Matter
 * Stoichiometry, Ideal gas law, electronic structure, chemical reactivity, inorganic and organic compounds.
 * Chemical Reactions
 * Liquids, solutions, principles of chemical equilibria, solubility, electrochemical processes, kinetics.


 * Concepts in Chemistry
 * Matter and Measurements
 * Atoms, Molecules, and Ions
 * Formulas, Equations, and Reactions
 * Mass Relations in Chemistry and Stoichiometry


 * Chemical Behavior
 * Electronic Structure
 * Ionic Bonding
 * Covalent Bonding
 * Thermochemistry
 * Quantum Theory of the Atom


 * States of Matter
 * Gases and Gas Laws
 * Solids and Rocks
 * Liquids
 * Gases
 * Plasmas


 * Reactions and Equilibrium
 * Rates of Reaction - Kinetics
 * Chemical Equilibrium
 * Acids and Bases
 * Acid-Base Equilibrium
 * Solubility and Complex-Ion Equilibrium
 * Thermodynamics and Equilibrium


 * Other Essential Concepts in Chemistry
 * Fundamental Electrochemistry
 * Fundamental Nuclear Chemistry
 * Fundamental Organic Chemistry

Unit 1 Part 1 – INTRODUCTION AND MATTER

 * Procedures

A+B→C+D
 * Class 1

Take attendance aloud and confirm pronunciations. Introduction This course is a general introduction to Chemistry Fascinating and fun. Quick overview of chemistry using ball/stick model of water to focus on how composition and structure yield properties. Joke: Why can you never trust atoms? Because they MAKE UP Everything! Challenging course: New vocabulary – like learning a new language. Show: Element and molecule names (carbon tetrachloride), chemical formulas (CCl4), atomic structure (electron configurations), energy transformations (exothermic), etc. New concepts: chemical reactions, structure of atoms, acids/bases, redox, etc. Surprisingly high use of applied math throughout the year. Need for safety in the lab. Importance of keeping up: In class: take notes and participate. Ask questions of me and each other. Anything written on the board should be written down in your notebook. At home: do homework promptly. Work on labs before the due date so you can come ask me clarifying questions.
 * 1) Meet and greet students at door.
 * 2) Begin class by quickly introducing yourself and stating name of class.
 * 3) Have everyone stand up and organize themselves in a line alphabetically.  Then they sit in that order, starting in desk nearest door and alternating down the rows.
 * 4) Warm-up activity – Index cards about themselves

General intro about me (background, interests, teaching style, etc.). Announce importance of rules procedures and rationale. First procedure: raise hand and a single “Attention please” if not facing me. Stop talking, put down materials, turn and face me. Value of listening and rehearsing – just like sports or acting. Can’t run the play if you haven’t heard what it is and you haven’t practiced it!

Greeting activity and practice Attention Please rule. Shake hands, introduce yourselves and find out at least one fun or interesting thing about the person next to you that you did not already know. After 2 minutes (timed), raise my hand and say “Attention please” softly. Ask for volunteers to state name of neighbor and one fact learned.

First Demo of Year: Genie in a Bottle (see instructions) – needs ten minutes to produce genie if use MnO2 chips, but is almost immediate with KI powder or solution. Use 500 mL volumetric flask with about 30 mL 30% H2O2. Can use both MnO2 and KI in different bottles to demonstrate different reaction rates. Chemistry as basis for magic tricks Tell story before starting reaction: i.e. let’s bring the magic genie out of the bottle Start with MnO2 and when that doesn’t go fast, do the KI in another flask (have student squirt in). Takes a couple of minutes to see Genie vapor. Ask students what they observed. Any interpretations of what happened? Discuss vapor (steam) that they saw – phases of matter. Exothermic concept. Discuss why reaction speeds up when gets hotter.

Basic structure of the classroom Warm-up problem or question – to be done as soon as you sit down. Located on either the top left on whiteboard or projected on the screen. Homework Assignments – on left side of board. Each class has an outlined area where homework for the next class is written. It is your responsibility to write down and do. At the end of the day, I will usually post homework (HW) online to be helpful, but the board is official HW. Sometimes additional information and adjustments to the assignment will be provided there. I will randomly check on homework at the beginning of class. Flipped classroom videos (Vodcasts) – take notes, prepare questions for next day Class website. Bring up on screen and show basics, especially class Google HW link. Attendance. Come to class on time Be in seat before bell rings with all your materials Quietly begin Warm-up immediately Participation. This is a key component of being an active learner in this class. Usually I will encourage students to volunteer, but I will also use the class index cards to call on people to ensure that everyone participates and that the choice is random. Handouts Handouts go across rows, not up and down columns. You need a three ring binder to put all your handouts in. Practice this procedure by handing out Class Introductory Letter. Provide overview of information in the Letter and note the requirement to read it and get signed by parents and returned. Bring the entire Letter back and keep in binder for reference. Letter includes additional rules that we will go over tomorrow. Handout and go over Elements Icosahedron homework, show them the ball we made otherwise tell them we will discuss tomorrow. Note due date and that they will be seen by parents on Open House night. Show them example of a good icosahedron. Students sign up on list for one of the first 25 elements (but they can choose a favorite above 25 if they want).

If time allows: Have students begin looking up element information in class using iPads (or other resource that can access the internet). First, instruct them in iPad use and responsibility Students are fully responsible for the iPad signed out to you. Break it… you buy it! No unauthorized use of the iPad allowed (no downloads, photos, social networking, illicit websites, etc.) Allow students to use iPads to begin research for 10 minutes.

Discuss end of class procedure. The bell does not dismiss you I do. No packing up or leaving your seat until I say the class is over. Questions? Dismiss class.

Class 2 – Continue Introduction, Lab Safety and POGIL

Continue introductory activities Repeat basic structure of the classroom Warm-up – quietly begin as soon as you are settled. Homework – on left side of board – your responsibility to write down and follow. Come to class on time Be in seat before bell rings with all your materials RESPECT! For each other, me and the classroom itself. Will hand out books later this week (not needed yet and takes too long) Show syllabus online and quickly review.

Review HW on chemicals in the home. Ask for volunteers to write chemicals on board. Generate discussion. Any familiar chemical compounds? Go over Element Icosahedron homework – Finish related tasks such as assigning elements Fill out form first, then build icosahedron. Discuss good sources of information and level of detail needed. Any questions? Give 5-10 minutes to begin researching elements using iPads if not done yesterday. Safety Show safety video (Lab Accident at Jefferson High – 19 minutes). Corny, but they seem to love it and actually remember the instructions throughout the year. http://youtu.be/PxyDImUYo14

Handout the DHS safety contract. Students must get signed before first lab. Go over it with students briefly today. Will go over more thoroughly during first lab.

First Lab Overview Handout – Must bring to initial labs – put in ringed notebooks Also Lab Notebook required! Otherwise they lose data, take data and/or lab write-ups from other groups, squeeze tiny data onto pink sheets and call that their data table. OK to write data on lab handouts ONLY if a table is provided. Review equipment in lab (locations and names) Discuss additional classroom rules and info Hall passes – privilege not a right One speaker rule Etc. POGIL introduction Begin training on POGIL style activities Overview of POGIL concepts. Group work. Student centered learning, etc. Groups of 3 (POGIL recommends 4 if you have enough students) Facilitator (organizer, task assigner, time manager; assistant, not the boss) Quality Control (data recorder, answer double checker and consensus builder) Communications (Spokesperson, analyzes group discussions and asks all of the group’s questions and presents results) Optional: Process Analyst (analyzes group dynamics and efficiency, provides feedback, completes Process Form if required). Try to complete the POGIL handout on your own or discuss with other groups before asking teacher for help. Review results as a class after everyone is done. If time allows, begin POGIL Safety Activity Remind students of location of homework assignment on board and online. Handout Observation Lab to review as homework. Dismiss class.