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Wednesday, January 28, 2015
Tuesday, January 20, 2015
Rocketry January 20 lesson plans
MRS.
ALISSA JORDAN’S ROBOTICS/ROCKETRY LESSON PLANS
WEEK
OF JANUARY 20, 2015
Monday:
Objective
Students investigate Newton’s third law of motion by designing
and constructing rocket-powered racing cars.
In class- design and race cars. We will add the following extensions to this,
and the students will journal the questions.
Extensions
•
Hold Rocket Racer drag races. Lay out a 3-meter-long course. The fastest car is
the one that crosses the finish line first. Calculate racer average speed by
timing start to finish with a stopwatch (e.g., four seconds to go three meters
= 0.75 m/second or 2.7 km/h).
•
Have students try multiple balloons for additional thrust. How will students
design cars that are balanced with the extra load?
•
Have students control the thrust of their balloons by inflating them to the
same diameter each time. How can students ensure that the balloon is always the
same?
• Using the same materials, what other devices
can be created that demonstrate the action-reaction principle
Discussion
• Would it be a good idea for automobiles to be powered by rocket
engines?
• How are the wheels on a rocket racer similar to and different from
wheels on a regular automobile?
Tuesday- Friday:
Making
a Video on Space or Creating an Internet Website on a Space Topic
Goal: To plan,
design and produce (if equipment is available) a video or website on one of the
science, technology or engineering topics listed under “Procedure”.
Key
Concepts: Understanding some aspects of the science, technology and/or
engineering involved in the construction
of the ISS and the science
research that is conducted on the ISS; learning about ISS-related space
careers; and video or website planning, design and production.
Subjects:
Biology,
chemistry, physics, Earth sciences, astronomy, technology, engineering,
computer skills, careers, language arts (writing script for video or text for
website).
Materials:
video
camera and editing equipment, or a computer for the website design.
Procedure:
Planning
a video or designing a website on an ISS-related topic requires students to
become more deeply involved in understanding an aspect of the Space Station.
Students work in teams of three or four to plan a video project or design a
website on one of the space-related topics below. Links to websites
with images, drawings and
resources are provided in the Resources Section, and at the Space Station Gallery
website at: http://spaceflight.nasa.gov/gallery/images/station.
chemistry jan 20 lesson plans
MRS.
ALISSA JORDAN’S CHEMISTRY LESSON PLANS
WEEK
OF JANUARY 20, 2015
Tuesday:
Al COS OBJ: 6.) Solve stoichiometric problems
involving relationships among the number of particles, moles, and masses of
reactants and products in a chemical reaction.
• Predicting ionic and covalent bond types and products given
known reactants • Assigning oxidation numbers for individual atoms of
monatomic and polyatomic ions • Identifying the nomenclature of ionic
compounds, binary compounds, and acids • Classifying chemical reactions
as composition, decomposition, single replacement, or double replacement •
Determining the empirical or molecular formula for a compound using
percent composition data
In- Class: trade “Element trading cards” Students
will learn the following: Apply the
octet rule to atoms that form covalent bonds.
Describe the formation of
single, double, and triple covalent bonds.
Contrast sigma and pi
bonds. Relate the strength of a covalent bond to its bond length and bond
dissociation energy.
Homework: p.
273 vocabulary due Friday; study notes
Wednesday:
Al COS OBJ: 6.) Solve stoichiometric problems
involving relationships among the number of particles, moles, and masses of
reactants and products in a chemical reaction.
• Predicting ionic and covalent bond types and products given
known reactants
•
Assigning oxidation numbers for individual atoms of monatomic and
polyatomic ions
•
Identifying the nomenclature of ionic compounds, binary compounds, and
acids
•
Classifying chemical reactions as composition, decomposition, single
replacement, or double replacement • Determining the empirical or
molecular formula for a compound using percent composition data
In- Class: Students will continue to learn the
following: Apply the octet rule
to atoms that form covalent bonds. Describe the formation of single,
double, and triple covalent bonds. Contrast sigma and pi bonds. Relate
the strength of a covalent bond to its bond length and bond dissociation
energy.
Homework: p.
273 vocabulary due Friday; study notes
Thursday- Friday:
Al COS OBJ: 6.) Solve stoichiometric problems
involving relationships among the number of particles, moles, and masses of
reactants and products in a chemical reaction.
• Predicting ionic and covalent bond types and products given known
reactants • Assigning oxidation
numbers for individual atoms of monatomic and polyatomic ions •
Identifying the nomenclature of ionic compounds, binary compounds, and
acids • Classifying chemical reactions as composition, decomposition,
single replacement, or double replacement • Determining the empirical or
molecular formula for a compound using percent composition data
In- Class: Students will Translate molecular formulas into binary molecular compound
names. Name acidic solutions.
Homework: p.
273 vocabulary due Friday; study notes
Friday, January 9, 2015
Week of January 12 lesson plans Rocketry
MRS.
ALISSA JORDAN’S ROBOTICS/ROCKETRY LESSON PLANS
WEEK
OF JANUARY 12, 2015
Monday:
Objective
To investigate Newton’s 3 law of motion.
In-class: We will finish presenting our Newton’s 3
laws of motion project. We will discuss
the current state of the space race up until 2011, and then I will assign the
pop- rocket project.
Tuesday:
Objective
To investigate Newton’s third law of motion using
thrust produced by falling water.
Description
Small student teams will construct
water-propelled engines out of soft drink cans and investigate ways to increase
the action-reaction thrust produced by water shooting out of holes punched in
the can sides.
Wednesday-Friday:
Objective
Students investigate Newton’s third law of motion by designing
and constructing rocket-powered racing cars.
In class- design and race cars. We will add the following extensions to this,
and the students will journal the questions.
Extensions
•
Hold Rocket Racer drag races. Lay out a 3-meter-long course. The fastest car is
the one that crosses the finish line first. Calculate racer average speed by
timing start to finish with a stopwatch (e.g., four seconds to go three meters
= 0.75 m/second or 2.7 km/h).
•
Have students try multiple balloons for additional thrust. How will students
design cars that are balanced with the extra load?
•
Have students control the thrust of their balloons by inflating them to the
same diameter each time. How can students ensure that the balloon is always the
same?
• Using the same materials, what other devices
can be created that demonstrate the action-reaction principle
Discussion
• Would it be a good idea for automobiles to be powered by rocket
engines?
• How are the wheels on a rocket racer similar to and different from
wheels on a regular automobile?
Chemistry Lesson Plans for week of January 12th
MRS.
ALISSA JORDAN’S CHEMISTRY LESSON PLANS
WEEK
OF JANUARY 12, 2015
Monday:
Al COS OBJ: 3.) Use the periodic table to identify
periodic trends, including atomic radii, ionization energy, electronegativity,
and energy levels. Utilizing
electron configurations, Lewis dot structures, and orbital notations to write
chemical formulas
In- Class: go over homework page 181 (1-6) regular
chemistry; page 181 #1, and page 198 27-32 and 35. Finish watching Nova’s “Hunting
the Elements” and turn in worksheet associated with the video.
Homework: Study for Ch.6 vocabulary quiz on Wednesday
and Ch. 6 notes quiz on Friday.
Tuesday:
Al COS OBJ: 3.) Use the periodic table to identify
periodic trends, including atomic radii, ionization energy, electronegativity,
and energy levels. Utilizing
electron configurations, Lewis dot structures, and orbital notations to write
chemical formulas
In- Class: Discuss periodic trends (ionization
energy, electronegativity, and atomic radius). Discuss ions and draw electron
orbital diagrams using the Aufbau principle and electron dot diagrams.
Homework: Study for Ch.6 vocabulary quiz on Wednesday
and Ch. 6 notes quiz on Friday.
Wednesday:
Al COS OBJ: 3.) Use the periodic table to identify
periodic trends, including atomic radii, ionization energy, electronegativity,
and energy levels. Utilizing
electron configurations, Lewis dot structures, and orbital notations to write
chemical formulas
In- Class: Take vocabulary quiz and continue to discuss
periodic trends (ionization energy, electronegativity, and atomic radius).
Discuss ions and draw electron orbital diagrams using the Aufbau principle and
electron dot diagrams.
Homework: Study for Ch. 6 notes quiz on Friday.
Thursday:
Al COS OBJ: 3.) Use the periodic table to identify
periodic trends, including atomic radii, ionization energy, electronegativity,
and energy levels. Utilizing
electron configurations, Lewis dot structures, and orbital notations to write
chemical formulas
In- Class: Review for chapter 6 quiz tomorrow
Homework: Study for Ch. 6 notes quiz on Friday.
Friday:
Al COS OBJ: 3.) Use the periodic table to identify
periodic trends, including atomic radii, ionization energy, electronegativity,
and energy levels. Utilizing
electron configurations, Lewis dot structures, and orbital notations to write
chemical formulas
In- Class: ch. 6 notes quiz and begin discuss ionic
compounds.
Homework: Study for Ch. 6 notes quiz on Friday.
Monday, January 5, 2015
Robotics/Rocketry Lesson Plans week of January 5,2015
Monday:
Introduction of
Flight and space exploration. Discussion
of the major scientific contributors of flight.
Tuesday- Wednesday:
October Sky
Lesson Plans
Directions:
Lesson will take
2 days to complete
During the video
that students will fill-in the answers to the questions for during the video.
The movie will:
- To
enhance students' understanding of historical periods other than their own
- To
encourage scientific inquiry and promote interest in the history of space
technology
Objective:
Students will be able to evaluate
and apply the concepts of both the importance of math and science and the
relationship in creating a rocket by viewing visual media to gather data and
draw conclusions.
Before Watching the
Movie:
Discuss the following with the class
The following will greatly enhance a child's understanding and appreciation of this movie:
Discuss the following with the class
The following will greatly enhance a child's understanding and appreciation of this movie:
From
1946 to 1991, the U.S. was locked in a Cold War with Russian Communism. The
Soviets claimed that Communism was the wave of the future and that it would
bury capitalism, democracy, and the United States. Russia and Communism were a
serious threat to the U.S. and the Western democracies.
In the 1950s, the United States believed that its technology was the best in the world. We had more cars than any country in the world. We had the best televisions, refrigerators, record players and a host of other consumer goods. At that time U.S. factories were building these products. Japan was still recovering from WW II and China was still undeveloped. We had been first with the atomic bomb and first with the hydrogen bomb. Our airplanes and jet fighters were the best in the world. We thought that our military equipment was better than the Russians'. Americans took comfort in the belief that we had the best scientists and engineers that ever lived.
The belief in American technical superiority changed in 1958. Sputnik was the first man-made satellite to orbit the earth. It was sent up, not by the Americans, but by the Russians. Americans looked up to see a Communist star traversing the heavens and realized that in the important arena of space, our technology was inferior to that of the Russians. People worried about what would happen if the Russians put an atomic bomb on one of their satellites. This insecurity deepened as the first several U.S. efforts to orbit a satellite failed miserably. Rockets exploded on the launch pads or they crashed soon after lift-off. All of this occurred live on world-wide television. It was more than embarrassing. It was frightening.
For years, the Soviets led the space race, hoisting larger payloads into space than the U.S., including the first animal in space and the first man in space. All of this occurred during one of the most distrustful and competitive periods of the Cold War. The launch of Sputnik shook the United States to its roots.
"October Sky" shows one boy's reaction to this event. The story told by this movie is pretty much true.
The movie takes place in a coal town in West Virginia. Coal towns existed for the sole purpose of mining coal. Everything in the town was owned by the coal company: the stores, the church, the schools and the houses in which the miners lived. If a miner was incapacitated and could no longer work, his family was forced to move out of their company owned house, which meant leaving town. Often, when the father was injured, the children had to work in the mines to pay the rent and remain eligible to live in company owned housing. If a miner died in the mines, his family had a very short time (usually two weeks) to move. The coal company didn't want the grim reminders of the dangers of the mine to be around too long. Coalwood, where Homer lived, was one of the better company towns, but it was still subject to harsh practices by the mine owners.
In a mine, coal dust pollutes the air and literally covers everything. A common ailment among miners is black lung disease (pneumoconiosis) caused by inhaling coal dust. Homer's father was suffering from this disease. The mine owners refused to compensate miners for this occupational hazard, so the Federal Government stepped in and set up a health and worker's compensation plan for the miners.
In the 1950s, the United States believed that its technology was the best in the world. We had more cars than any country in the world. We had the best televisions, refrigerators, record players and a host of other consumer goods. At that time U.S. factories were building these products. Japan was still recovering from WW II and China was still undeveloped. We had been first with the atomic bomb and first with the hydrogen bomb. Our airplanes and jet fighters were the best in the world. We thought that our military equipment was better than the Russians'. Americans took comfort in the belief that we had the best scientists and engineers that ever lived.
The belief in American technical superiority changed in 1958. Sputnik was the first man-made satellite to orbit the earth. It was sent up, not by the Americans, but by the Russians. Americans looked up to see a Communist star traversing the heavens and realized that in the important arena of space, our technology was inferior to that of the Russians. People worried about what would happen if the Russians put an atomic bomb on one of their satellites. This insecurity deepened as the first several U.S. efforts to orbit a satellite failed miserably. Rockets exploded on the launch pads or they crashed soon after lift-off. All of this occurred live on world-wide television. It was more than embarrassing. It was frightening.
For years, the Soviets led the space race, hoisting larger payloads into space than the U.S., including the first animal in space and the first man in space. All of this occurred during one of the most distrustful and competitive periods of the Cold War. The launch of Sputnik shook the United States to its roots.
"October Sky" shows one boy's reaction to this event. The story told by this movie is pretty much true.
The movie takes place in a coal town in West Virginia. Coal towns existed for the sole purpose of mining coal. Everything in the town was owned by the coal company: the stores, the church, the schools and the houses in which the miners lived. If a miner was incapacitated and could no longer work, his family was forced to move out of their company owned house, which meant leaving town. Often, when the father was injured, the children had to work in the mines to pay the rent and remain eligible to live in company owned housing. If a miner died in the mines, his family had a very short time (usually two weeks) to move. The coal company didn't want the grim reminders of the dangers of the mine to be around too long. Coalwood, where Homer lived, was one of the better company towns, but it was still subject to harsh practices by the mine owners.
In a mine, coal dust pollutes the air and literally covers everything. A common ailment among miners is black lung disease (pneumoconiosis) caused by inhaling coal dust. Homer's father was suffering from this disease. The mine owners refused to compensate miners for this occupational hazard, so the Federal Government stepped in and set up a health and worker's compensation plan for the miners.
Thursday-Friday:
Students
will research “What comes next?” in the arena of space technology. They will put together a powerpoint
indicating 2 new technologies they have discovered, and who or what is putting
together space travel.
During the Movie: Name: _______________________________ Session #___
During the Movie: Name: _______________________________ Session #___
1. What country launched the world's first
man-made satellite, Sputnik, into Earth orbit on October 4, 1957?
2. Because Sputnik travels at 18,000 mph,
it can make an orbit of Earth every ___ minutes.
3. Satellites passing overhead are visible
in a clear dark sky one hour after ________ and one hour before ________.
4. Sputnik travels at a height of ______
miles above the Earth.
5. Describe what Sputnik looked like
passing through the sky:
6. What did Homer use as the fuel for his
first rocket?
7. What happened to the Vanguard rocket
launched by Dr. Werhner Von Braun?
8. Rocketry was invented by the
____________, as early as 1000 AD.
9. Homer learns about potassium chlorate
and sulfur to use as ________ for his rockets.
10.
What is Homer’s motivation for building these rockets?
11. The purpose of the nozzle in a rocket
is to direct the flow of _____________.
12. Miss Riley says, "Science
requires __________."
13. What do the boys build at Cape
Coalwood to use for launching rockets?
14. When potassium chlorate and sugar are
combined with heat, oxygen and expanding gases are produced, making an
effective rocket ____________.
15. What lab safety equipment do the
students use in the classroom?
16. When the rockets exploded, heat from
the exhaust was melting the ___________.
17. When rocket fuel combusts, the nozzle
directs a hot river of gas that reaches the speed of ____________.
18. If the mass of the propellant compared
to the mass of the rocket is too little, increase the ____________ of the
rocket.
19. The properties of alcohol are that it
is stable and dilutes ____________.
20. What measurement do the rocket boys
make during the rocket flights to calculate the height of the rocket?
21. Who told Homer at the national science
fair "Congratulations and good luck"?
22. What happened to Miss Riley during the
science fair?
23. What career did Homer end up having?
During
the Movie: Name: _______________________________ Session #___
1. What country launched the world's first
man-made satellite, Sputnik, into Earth orbit on October 4, 1957?
2. Because Sputnik travels at 18,000 mph,
it can make an orbit of Earth every ___ minutes.
3. Satellites passing overhead are visible
in a clear dark sky one hour after ________ and one hour before ________.
4. Sputnik travels at a height of ______
miles above the Earth.
5. Describe what Sputnik looked like
passing through the sky:
6. What did Homer use as the fuel for his
first rocket?
7. What happened to the Vanguard rocket
launched by Dr. Werhner Von Braun?
8. Rocketry was invented by the
____________, as early as 1000 AD.
9. Homer learns about potassium chlorate
and sulfur to use as ________ for his rockets.
10.
What is Homer’s motivation for building these rockets?
11. The purpose of the nozzle in a rocket
is to direct the flow of _____________.
12. Miss Riley says, "Science
requires __________."
13. What do the boys build at Cape
Coalwood to use for launching rockets?
14. When potassium chlorate and sugar are
combined with heat, oxygen and expanding gases are produced, making an
effective rocket ____________.
15. What lab safety equipment do the
students use in the classroom?
16. When the rockets exploded, heat from
the exhaust was melting the ___________.
17. When rocket fuel combusts, the nozzle
directs a hot river of gas that reaches the speed of ____________.
18. If the mass of the propellant compared
to the mass of the rocket is too little, increase the ____________ of the
rocket.
19. The properties of alcohol are that it
is stable and dilutes ____________.
20. What measurement do the rocket boys
make during the rocket flights to calculate the height of the rocket?
21. Who told Homer at the national science
fair "Congratulations and good luck"?
22. What happened to Miss Riley during the
science fair?
23. What career did Homer end up having?
After
Watching the Movie:
Discussion questions - Which
of the characters did you relate to the most? Which characters did you
like? Which characters did you not like? Why?
- Homer's
friends, the "rocket boys," were at first skeptical of Homer's
interest in rockets. However, they quickly came to encourage his dream. Do
we tend to encourage or discourage the dreams of our friends and peers?
Why?
- In
the 1950s, Homer's dream was considered far-fetched. Space exploration was
only a thing of comic books and a few movies. Do you know anyone who has a
"far fetched" dream today? Maybe it is you! What is your dream,
your vision for your future?
- Homer's
dad is well respected by the miners. At one point, his father says to
Homer, "I was born for this (working in the mines)." Do you
believe that? Does God call us to certain occupations by giving us certain
gifts and talents that we are "born with" and which lead to
certain careers? Do you have friends who have certain talents and gifts,
which make you say that they would be good teachers, mathematicians,
social workers, lawyers, doctors, or whatever? What gifts have people
identified in you?
- At
the end of the movie, Homer and the rocket boys launch one final rocket in
honor of the mentors in their lives. If you were firing a rocket in honor
of the mentors in your life, who would those mentors be? Why? How could
you be a mentor to your siblings or your friends?
Chemistry Lesson Plans Week of January 5,2015
Monday:
AL State Course of Study
Objective: 3.) Use the periodic table
to identify periodic trends, including atomic radii, ionization energy,
electronegativity, and energy levels.
•
Utilizing electron configurations, Lewis dot structures, and orbital
notations to write chemical formulas
•
Calculating the number of protons, neutrons, and electrons in an isotope
•
Utilizing benchmark discoveries to describe the historical development of
atomic structure, including photoelectric effect, absorption, and emission
spectra of elements
Example:
Thompson's cathode ray, Rutherford's gold foil, Millikan's oil drop, and Bohr's
bright line spectra experiments
In Class: Trace the development and identify key features of the periodic
table.
Homework:
Define Chapter 6 Vocabulary Words on page 197- due Wednesday
Tuesday:
AL State Course of Study
Objective: 3.) Use the periodic table
to identify periodic trends, including atomic radii, ionization energy, electronegativity,
and energy levels.
•
Utilizing electron configurations, Lewis dot structures, and orbital
notations to write chemical formulas
•
Calculating the number of protons, neutrons, and electrons in an isotope
•
Utilizing benchmark discoveries to describe the historical development of
atomic structure, including photoelectric effect, absorption, and emission
spectra of elements
Example:
Thompson's cathode ray, Rutherford's gold foil, Millikan's oil drop, and Bohr's
bright line spectra experiments
In Class: Explain
why
elements in the same group have similar properties. Identify
the four blocks of the periodic table based on electron configuration. Compare period
and group trends of several properties.
Homework:
Define Chapter 6 Vocabulary Words on page 197- due Wednesday
Wednesday:
AL State Course of Study
Objective: 3.) Use the periodic table
to identify periodic trends, including atomic radii, ionization energy,
electronegativity, and energy levels.
•
Utilizing electron configurations, Lewis dot structures, and orbital
notations to write chemical formulas
•
Calculating the number of protons, neutrons, and electrons in an isotope
•
Utilizing benchmark discoveries to describe the historical development of
atomic structure, including photoelectric effect, absorption, and emission
spectra of elements
Example:
Thompson's cathode ray, Rutherford's gold foil, Millikan's oil drop, and Bohr's
bright line spectra experiments
In Class: Compare
period
and group trends of several properties. Relate
period and group trends in atomic radii to electron configuration.
Homework:
study notes
Thursday:
AL State Course of Study
Objective: 3.) Use the periodic table
to identify periodic trends, including atomic radii, ionization energy,
electronegativity, and energy levels.
•
Utilizing electron configurations, Lewis dot structures, and orbital
notations to write chemical formulas
•
Calculating the number of protons, neutrons, and electrons in an isotope
•
Utilizing benchmark discoveries to describe the historical development of
atomic structure, including photoelectric effect, absorption, and emission
spectra of elements
Example:
Thompson's cathode ray, Rutherford's gold foil, Millikan's oil drop, and Bohr's
bright line spectra experiments
In Class: Continue to compare period and
group trends of several properties. Relate
period and group trends in atomic radii to electron configuration.
Homework:
study notes
Friday:
AL State Course of Study
Objective: 3.) Use the periodic table
to identify periodic trends, including atomic radii, ionization energy,
electronegativity, and energy levels.
•
Utilizing electron configurations, Lewis dot structures, and orbital
notations to write chemical formulas
•
Calculating the number of protons, neutrons, and electrons in an isotope
•
Utilizing benchmark discoveries to describe the historical development of
atomic structure, including photoelectric effect, absorption, and emission
spectra of elements
Example:
Thompson's cathode ray, Rutherford's gold foil, Millikan's oil drop, and Bohr's
bright line spectra experiments
In Class: Compare
period
and group trends of several properties. Relate
period and group trends in atomic radii to electron configuration.
Homework:
study notes
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