For the final lesson of chapter 13, students learned to classify the types of reactions as combination, decomposition, single exchange, or double exchange reactions.

• Combination: A + B -> C
• Decomposition: A -> B + C
• Single Exchange: AB + C -> A + BC
• Double Exchange: AB + CD -> AD + CD

We focused primarily slide 8 of the Lesson 73 PowerPoint.  Students are encouraged to review the full slide deck, including the vocabulary defined on slides 9-12.  Students then received the Lesson 73 Worksheet and Toxic Reaction Cards to work on for the remainder of class.  As an alternative, students who self-assessed as needing additional practice balancing equations were offered the opportunity to work through the Balancing Equations Gizmo.

Homework:

• Read Lesson 73 in the textbook.  Log in and enter your username and password:
  • Username: full student gmail address.
  • Password: HighlineMM/DD (student birthday, use leading zero if needed, i.e. March 7 = 03/07)
  • Forgot your password?  Click here to reset your password.  Enter your student gmail address and follow the instructions.
• Work through the practice problems at the end of Lesson 73.
• Please ask questions about anything from Lesson 73 you do not yet fully understand.

Opportunities For Help Outside of Class:

1. Mr. Swart’s office hours: Mondays, Tuesdays, and Thursdays after school until at least 3:00 (later with advanced notice)
2. Use the vast number of resources available on this website – check each lesson!
3. Email Mr. Swart for help if staying after school is not possible
4. Form a study group with other students  to review concepts from class
5. Attend MASH after school (M/T/Th in Library)
6. Attend Math Lab after school (T/Th)

Entry Task

Class began with the ChemCatalyst from the Lesson 72 PowerPoint.  With the lesson focusing on balancing chemical equations, we worked through the ChemCatalyst equation with a focus on differentiating coefficients and subscripts (slides 11 and 12).  We used the remainder of the class period to practice balancing equations.

For day 2, students worked through the Balancing Chemical Equations Gizmo.

Extra Practice!

For students who would like additional instruction around balancing equations and enjoy learning by watching videos, I recommend Tyler DeWitt’s videos Introduction to Balancing Equations (above) and Balancing Chemical Equation Practice Problems (below):

Homework:

• Read Lesson 72 in the textbook.  Log in and enter your username and password:
  • Username: full student gmail address.
  • Password: HighlineMM/DD (student birthday, use leading zero if needed, i.e. March 7 = 03/07)
  • Forgot your password?  Click here to reset your password.  Enter your student gmail address and follow the instructions.
• Work through the practice problems at the end of Lesson 72.
• Please ask questions about anything from Lesson 72 you do not yet fully understand.

Opportunities For Help Outside of Class:

1. Mr. Swart’s office hours: Mondays, Tuesdays, and Thursdays after school until at least 3:00 (later with advanced notice)
2. Use the vast number of resources available on this website – check each lesson!
3. Email Mr. Swart for help if staying after school is not possible
4. Form a study group with other students  to review concepts from class
5. Attend MASH after school (M/T/Th in Library)
6. Attend Math Lab after school (T/Th)

For our introductory lesson of Unit 4, we revisited the concepts of physical and chemical change in the context of chemical reactions.  The lesson began with a series of demonstrations.  Students were tasked with recording observations and then determining whether a chemical or physical change had taken place.

Notes from class:

Next, students watched the following video from Mr. Anderson of Bozeman Science, with the expectation that they can clearly articulate the difference between a chemical and physical change by the end of the video.

After the video, we reviewed the vocabulary of chemical reactions (inputs/reactants and outputs/products) and then students had the remainder of the class period to complete the Lesson 70 Worksheet.

Homework:

• Read Lesson 70 in the textbook.  Log in and enter your username and password:
  • Username: full student gmail address.
  • Password: HighlineMM/DD (student birthday, use leading zero if needed, i.e. March 7 = 03/07)
  • Forgot your password?  Click here to reset your password.  Enter your student gmail address and follow the instructions.
• Work through the practice problems at the end of Lesson 70.
• Please ask questions about anything from Lesson 70 you do not yet fully understand.

Opportunities For Help Outside of Class:

1. Mr. Swart’s office hours: Mondays, Tuesdays, and Thursdays after school until at least 3:00 (later with advanced notice)
2. Use the vast number of resources available on this website – check each lesson!
3. Email Mr. Swart for help if staying after school is not possible
4. Form a study group with other students  to review concepts from class
5. Attend MASH after school (M/T/Th in Library)
6. Attend Math Lab after school (T/Th)

For the Day 2 of the Unit 3 Exam, students are tasked with using the Ideal Gas Law to explain how methane bubbles originating on the ocean floor change as they travel to the surface.  Methane gas is explosive, and might be one reason ship are lost in the Bermuda Triangle.

The temperature at the ocean floor is 0°C.  The pressure at the ocean floor is 35 atm.  The size of methane gas bubbles has been determined using sound.  Read the article Audio Reveals Sizes of Methane Bubbles Rising from the Seafloor and locate the information about the size distribution of bubbles.  The team reports that bubbles range in size from a few millimeters (mm) to a few centimeters (cm).  Once you find the actual numbers reported, enter them into the Google Form corresponding to your class period.

• Period 2
• Period 3
• Period 4
• Period 5

The exam ends when the bell rings.