DHMO - To ban or not?

Wow! This semester has flown by like a peregrine falcon on the chase! Thanks for the great conversations and hard work. Today, we will end the semester by having a debate on a topic that has come up in the news:

From National Public Radio (United States)
"A Web site is raising alarm about the chemical compound dihydrogen monoxide. The odorless, colorless substance is abundantly available in liquid, solid and gaseous form. Its basis is the unstable radical hydroxide, the components of which are found in a number of caustic, explosive and poisonous compounds. One city in Orange County, Calif., considered banning Styrofoam cups because they contained the compound."

Website: DHMO Homepage

This is a big debate and you have only a little time to prepare. Should this compound be banned?

Time frame:

• Introduction - 5 minute
• Team discussion / prepare position - until 1:05
• ***While the two teams prepare, the members from the Orange County Commissioners Office will develop the criteria to decide whether DHMO will be banned or not.
• Presentation of criteria
• 1:10 - Debate begins
• 1:35 - Comments from County Commissioners

Inquiry Day!

What a beautiful day! I'm excited that everyone has an opportunity to get outside and collect data. The positive side of all the rain is that our Acid-Rain Mythbusters group can finally get some data about the rain. Yay!

By now, you have done research on your topic, designed maps of the AST campus that shows the location of your sample sites and created procedures to collect data. You have used these procedures to collect several months worth of data. Today is the last data collection point of 2012. By the beginning of class on Tuesday, your data should be updated on both the hallway board and your web page.

On Tuesday, the first half of the class will be provided for you to finalize a quick presentation about your project. The presentation needs to run off of your web page. This means that the class computer (currently hooked up to the projector) can find your web page and run your presentation without any delay.

Your 5-minute presentation must include:

• Current graph(s) of your data (includes today's data point)
• An explanation of trends in this data.
• Something that you have learned or been surprised about.
• A topic / question that you want immediate feedback on from your peer-scientists.
• Visuals

Groups:

	Dr. Leaf
	Dust How does the quality of air change through out the year?
	JArs of light science
	Soiltologists
	The Owl Observers How Does The Water In The Pond Changes Throughout The Year
	The Pond
	The Raindrops How does the pH in rainwater change through out the year?

Mixtures II

Content Objectives:

1. I will refine my understanding of the Law of Conservation of Mass through discussions with peers. We will relate our ideas to the candle burning experiment.
2. I will distinguish between processes creating mixtures and compounds.

December Process Words

• Adapt (6, 7, 8th grade)
• Verify (6, 7, 8th grade)
• Establish (7, 8th grade)
• Relate (7, 8th grade)
• Assess (8th grade)
• Clarify (8th grade)

Upcoming Schedule:

• Wednesday 12/12: Continued investigation of mixtures
• Friday 12/14: Inquiry Day! (see bottom of post)
• Tuesday 12/18: Inquiry Project Update

Today

Last class, your group created a data table and understood possibilities of various tests. Today, your task is to analyze each sample to then apply your knowledge to finding the correct mixture.

Inquiry Update

On December 14, we will collect data for the last time this calendar year. On that day the following items are due in one report (Please slowly go through the rubric to make sure you capture all of the items! If you have questions, please ask):

1. Background Section - this section provides the scientific basis for your project while also grounding it on the AST campus. Your question should be in this section.
2. Hypothesis - In the background, you let the reader know the general idea of what you are investigating. Now, let us know your hypothesis.
3. Variable List
4. Procedure

You will then collect data on December 14. By class on Tuesday, Dec 18 your data tables should be updated on both the wall outside of the classroom and your web page. Your report for the day of sampling should be updated on your web page.

Mixtures I

Content Objectives:

1. I will refine my understanding of the Law of Conservation of Mass through discussions with peers. We will relate our ideas to the candle burning experiment.
2. I will distinguish between processes creating mixtures and compounds.

December Process Words

• Adapt (6, 7, 8th grade)
• Verify (6, 7, 8th grade)
• Establish (7, 8th grade)
• Relate (7, 8th grade)
• Assess (8th grade)
• Clarify (8th grade)

Upcoming Schedule:

• Thursday 12/6: Conservation of Mass
• Monday 12/10: Mixtures - What are differences between compounds and mixtures?
• Wednesday 12/12: Continued investigation of mixtures vs compounds.
• Friday 12/14: Inquiry Day! (see bottom of post)
• Tuesday 12/18: Inquiry Project Update

With the people at your table, please do the following:

1. Each person reads his/her connection to the Law of Conservation of Mass & the candle experiment out loud. On the white board, list the main idea of this person's writing. (No judgments! Let's hear all ideas and then work from there.)
2. What are the similarities between the ideas? List / describe
3. What are the differences? List / describe
4. How can the differences be resolved? Come up with a connection that all members of the table agree upon.
5. Make a drawing of the candle reaction. Include reactants and products. Relate to the law of conservation of mass.

Aaah! Somebody messed up Mrs. Claus' cookie recipe. You have been tasked with determining the correct mixture of ingredients. How will your group record testing results so that you can help her out when she brings the bags on Wednesday?

Law of Conservation of Mass

What is this infographic asking you to do / think about?

What does it mean to "conserve"?

Don't Break the Law

• What law is discussed? 
• How can the law be "broken"?

Content Objectives:

1. Explain the Law of Conservation of Mass
2. Design an experiment that can test the Law of Conservation of Mass.

Language Objectives

1. Using full sentences, describe connections between the law of conservation of mass and past experiments.

December Process Words

• Adapt (6, 7, 8th grade)
• Verify (6, 7, 8th grade)
• Establish (7, 8th grade)
• Relate (7, 8th grade)
• Assess (8th grade)
• Clarify (8th grade)

Upcoming Schedule:

• Thursday 12/6: Conservation of Mass
• Monday 12/10: Mixtures - What are differences between reactions and mixtures?
• Wednesday 12/12: Assessment (Reactions / Mixtures)
• Friday 12/14: Inquiry Day! (see bottom of post)
• Tuesday 12/18: Inquiry Project Update

Law of Conservation of Mass

How can your group test the Law of Conservation of Mass?

Create an experiment using the baking soda / vinegar reaction to test the law of conservation of mass.

Task

1. Modify the lab to test the law of conservation of mass.
2. Put the law of conservation of mass into context of this experiment. What happened? How was mass "conserved"?

Whiteboards will be used to present experiment and discussion.

• Brief overview of experiment
• Data table
• Observations
• Connection to Law of Conservation of Mass.

Exit note: Return to the candle experiment. How can you use this experiment to describe the Law of Conservation of Mass?

Support Reading: Chemical Interactions (chapter 3.2, p.78-84)

Review Questions
p. 84 (1-6)

Inquiry Update

On December 14, we will collect data for the last time this calendar year. On that day the following items are due in one report (Please slowly go through the rubric to make sure you capture all of the items! If you have questions, please ask):

1. Background Section - this section provides the scientific basis for your project while also grounding it on the AST campus. Your question should be in this section.
2. Hypothesis - In the background, you let the reader know the general idea of what you are investigating. Now, let us know your hypothesis.
3. Variable List
4. Procedure

You will then collect data on December 14. By class on Tuesday, Dec 18 your data tables should be updated on both the wall outside of the classroom and your web page. Your report for the day of sampling should be updated on your web page.

So, how does the candle maintain a flame?

Last week was a great one for investigation. I was impressed by the ways everyone managed to test ideas. Today, we will sum up the your experiments.

What was the "magic trick" and what clue did it give you about the fuel for combustion?

Visual Requirements:

The visual should contain the following content:

1. Show the questions and the initial thoughts of each person (candle fuel).
2. Process - go through each item that was possibly a material of combustion. For each, explain how you tested and how you determined that it was/was not a material of combustion.
3. Analysis - describe the role of each material of a candle in combustion.
4. Equation of Combustion
1. What are the reactants? How did you demonstrate that oxygen is required?
2. What are the products? How did you demonstrate that water vapor is produced?
5. Learning - what did you learn through this process
6. Error analysis please discuss potential sources of error and a follow-up you are interested in pursuing."
7. Improvements to this inquiry -  how can it be improved?
8. Future questions - what are you interested in as a follow-up to this lab.

In addition, please don't forget that this is a visual, not a report. Drawings and sketches are needed!

Inquiry Update

On December 14, we will collect data for the last time this calendar year. On that day the following items are due in one report (Please slowly go through the rubric to make sure you capture all of the items! If you have questions, please ask):

1. Background Section - this section provides the scientific basis for your project while also grounding it on the AST campus. Your question should be in this section.
2. Hypothesis - In the background, you let the reader know the general idea of what you are investigating. Now, let us know your hypothesis.
3. Variable List
4. Procedure

You will then collect data on December 14. By class on Tuesday, Dec 18 your data tables should be updated on both the wall outside of the classroom and your web page. Your report for the day of sampling should be updated on your web page.

How does a candle provide fuel for combustion?

Wow! There has been an amazing flurry of activity on the inquiry projects. Thanks and I will get back to you as soon as possible. Today, you will get the last assessment returned and plot your current level of understanding. What do you need to do to learn content?

In general, everyone seems to have a solid understanding of the structure of an atom and how the protons, neutrons and electrons help make this structure. Today, we will begin with experimentation to think about how compounds can react together.

Content Objectives:

1. Design systems to determine the fuel of a candle.

Language Objectives

1. Explain the process of experimentation.

November Process Words

• Adapt (6, 7, 8th grade)
• Verify (6, 7, 8th grade)
• Establish (7, 8th grade)
• Relate (7, 8th grade)
• Assess (8th grade)
• Clarify (8th grade)

Upcoming Schedule:

• Wednesday, 11/28 - Intro / begin experimenting
• Friday, 11/30 - Experiment
• Tuesday, 12/4 - Finish up all experimentation & poster. Submit poster (1 / group)

Hand-out

What are safety concerns of this experiment?

Finishing Assessments, Reflecting and Inquiry

Welcome back to AST! I hope that everyone had a restful break as we head into the last month of this semester. Last Tuesday, you started an assessment in class. This assessment was collected and you were told that it would be returned today. What have you done in the last (almost) week to prepare?

Today, we will finish the assessment. After completing the assessment, please come to the four tables at the front of the class. You should bring only your paper. Please mark your assessment. This will give you immediate feedback. Once you are finished using the highlighters to mark your assessment, turn it in and pick-up the reflection paper.

When finished, take time to reflect on your inquiry project based upon the criteria and your current progress level. Friday, December 14 is the next field day.

Inquiry Day!

Progress Reports were sent out today. Please look these over during the weekend. 

On Tuesday, your element project is due. There will also be an assessment regarding elements.

Today is an inquiry field day! The weather is beautiful so please enjoy your time outside as you collect data. Several groups have a need to conference with me so I will make myself available while groups are collecting data.

The personal due date of each person in this class for resubmission of Inquiry Project materials has passed. However, I have not received many updated projects. Where is yours?

Continued focus on group work: How does your group function?

• Does each group member have a job at all times?
• Are tasks divided up?
• Does your group have a priority list? Think of the tasks and make sure that there is a plan to get these tasks completed.

This month's ESLR is to be an Effective Communicator. How can you best communicate in your group? How are you communicated about your project to the AST community?

Due today!

• Collect data according to your procedure.
• Bulletin Board - What data have you collected for your question?
• By the end of class today, please make sure that your space on the bulletin board has been updated with a graph(s) that show your data. (What type of graph has your group chosen to use? Is it appropriate?)

Due date: Tuesday, November 13

• Reporting of Data Collected:
• Web Page: 
• Upload the data collected today to your web page.
• Write up of the data collection experience. 

Are you taking photographs as you work? These will be helpful at the end of your project!

Groups:

	Dr. Leaf
	Dust How does the quality of air change through out the year?
	JArs of light science
	Soiltologists
	The Owl Observers How Does The Water In The Pond Changes Throughout The Year
	The Pond
	The Raindrops How does the PH in rainwater change through out the year?

Atomic Concept Mapping

Friday is an Inquiry Field Day! Please be ready to collect data.

Today, our goal is to summarize concepts about the atom and its relationship with its particles, elements and matter.

Content Objectives:

1. Review parts and relationships of the atom.

Language Objectives

1. Create links between key vocabulary terms.

November Process Words

• Adapt (6, 7, 8th grade)
• Verify (6, 7, 8th grade)
• Establish (7, 8th grade)
• Relate (7, 8th grade)
• Assess (8th grade)
• Clarify (8th grade)

Upcoming Schedule:

• Friday (11/16) Inquiry Field Day
• Tuesday (11/20) Projects (model + sign) due / Assessment regarding atomic structure

Task: Create a concept map that shows your understanding of the parts of an atom and and the relationship between elements. What are parts of the map?

• The key questions below are answered
• The vocabulary terms below are included and explained
• Diagrams are used to improve explanations.
• Connections between as many ideas as possible are created.

Groupings: Your partner in this exercise will be the person whose element has the same number of valence electrons as your element. (One group will get halved and one will end up being a 3-person group instead of pairs.)

Key questions to have answered in your concept map:

1. How are matter and atoms related?
2. What is the relationship between atoms and elements?
3. What is the structure of the atom?
4. What are differences from one atom to the next?
5. What is the relationship between atomic number and the number of protons.
6. What is the relationship between electrons and ions?
1. How do you make positive/negative ions?
2. What is a “neutral” atom?
7. What is the relationship between neutrons and isotopes?
8. Atomic Masses: How can the masses of protons, neutrons and electrons be compared?
9. How are models used to help us understand atomic structure? What are limitations of these models? (***Last question***)

Vocabulary

• New Vocabulary Word - Valence Electrons: these are the electrons that are located in the outermost energy shell of an atom
• Proton
• Neutron
• Nucleus
• Electron
• Electron Cloud
• Electron Orbit Level
• Atomic Number
• Atomic Mass Number
• Isotope
• Ion (positive / negative)
• Element
• Symbol
• Molecule

Atomic Structure: Elements

I hope you had a good weekend! Can you believe this is the last full week before Thanksgiving? Last class, everyone did a great job working through the simulation and I appreciate the feedback and questions. I hope that today will answer some of those questions.

Content Objectives:

1. Identify the different parts of an atom.
2. Determine the atomic number, atomic mass, and the number of protons, neutrons and electrons for each atom.
3. Realize that electrons are not static, but always moving.
4. Know the relationship between the number of electrons to the type of atom.
5. Differentiate between ions and isotopes.

Language Objectives

1. Communicate with each other in English to describe atoms and relationships between protons, neutrons and electrons.
2. Analyze a reading that contains key concepts and vocabulary for this unit.

November Process Words

• Adapt (6, 7, 8th grade)
• Verify (6, 7, 8th grade)
• Establish (7, 8th grade)
• Relate (7, 8th grade)
• Assess (8th grade)
• Clarify (8th grade)

Upcoming Schedule:

• Wednesday (11/14) Concept mapping of key vocabulary terms
• Friday (11/16) Inquiry Field Day
• Tuesday (11/20) Projects (model + sign) due / Assessment regarding atomic structure

Today's Activities

1. The room is set-up quite differently today. Take a moment to sketch the arrangement of desks and chairs. What patterns can you identify?

2. How can the setup of the room be used to model an atom?
3. 2. Getting to know your element.

4. Build Atoms - what patterns do you notice as we move from element to element?

For next class:
Please complete the reading and writing.

Atomic Structure & Elements

Today's Learning Objectives:

1. Draw models that show atoms or ions.
2. Use information about the number of protons, neutrons, and electrons to

1. Identify an element and its position on the periodic table
2. Draw models of atoms
3. Determine if the model is for an atom or an ion.

3. Predict how changing the number protons, neutrons, or electrons will change the element, the charge, and the mass of an atom or ion.

Upcoming Schedule:

• Today (11/8) Build atoms, research element and begin project
• Monday (11/12) Continue discussing atomic structure
• Bring in completed research page
• Wednesday (11/14) Concept mapping of key vocabulary terms
• Friday (11/16) Inquiry Field Day
• Tuesday (11/20) Projects (model + sign) due / Assessment regarding atomic structure

Today's Activities
In the Satellite Lab, you will begin by completing a simulation. The directions are listed below the simulation. After completing the simulation, please see me for the next step. You are in charge of bring an element into this classroom. You will bring in both a sign to help create our mini-periodic table and a model to show the structure of an atom.

Click to Run

Activity Directions


Periodic Table Resources
Several locations that have interactive periodic tables.

• Los Alamos National Laboratory
• Web Elements
• Chemical Digital Library

Want to see which elements pop up in comic books? Comic Book Periodic Table
Short videos on the elements Periodic Table of Videos

Building an Atomic Model

• Stuck on how to get started building a model of your atom? Check out this page.