ASSIGNMENTS | www.jayreimer.com | Jay Reimer

Periodic Table of Elements

Mon, 31 Mar 2008 13:25:11 +0900

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Jan-Feb lessons

Wed, 19 Mar 2008 20:44:51 +0900

05.23 Friday

Thu, 17 Jan 2008 17:58:40 +0900

Objectives:

Practice significant figures.

Lesson:

(1) Mr. Reimer did not make the quiz so we moved ahead to a lab. (2) Students test 5 known powders (salt, sugar, alum, baking soda, and starch) with different reagents to find characteristic tests. Students should record results in a neat table. (3) Next class we will urse our data to test unknown powders.

Assignment:

(1) Study for vocab final on May 30; next Friday.

05.21 Wednesday

Thu, 17 Jan 2008 17:58:40 +0900

Objectives:

Practice significant figures.

Lesson:

(1) Grade sig fig practice quiz in class. (2) Students take significant figure quiz. (3) Students make crossword puzzle from vocab list 5. I will use one of the puzzles for vocab test #5 on Friday.

Assignment:

(1) Vocab test #5 in class on Friday.

05.19 Monday

Thu, 17 Jan 2008 17:58:40 +0900

Objectives:

Practice significant figures.

Lesson:

(1) Grade sig fig practice #2 in class. (2) Grade sig fig practice #3 in class

Assignment:

(1) Sig fig quiz on Wednesday. (2) Vocab #5 due on Wednesday (write term, list definition, write a sentence.) (3) Sig fig quiz practice due.

05.12 Monday

Thu, 17 Jan 2008 17:58:40 +0900

Objectives:

Practice significant figures.

Lesson:

1) Teach how to find significant figures when adding or subtracting and when multiplying and dividing. (2) Students weigh 5 dice, collect the measurements in a neat data table and report their findings to the class using significant figures. (3) Students do first density lab to practice sig figs. Assess work in class.

Assignment:

None!

04.28 Monday

Thu, 17 Jan 2008 17:58:40 +0900

Objectives:

Final practice for naming summative next class (in one week on Wednesday, May 7).

Lesson:

1) Remind Rachel, David, Chaeri of quiz makeup on Tuesday after school. 2) Hand in: crossword on vocabulary (4/23), naming peer formulas (4/21) - note that David did not share document on time with other students, names --> formulas answers (4/25). 3) Students take practice quiz in class. 4) Begin teaching students to make naming flowchart for ionic compounds. [only got first 3 shapes done...]

Assignment:

None!

04.25 Friday

Thu, 17 Jan 2008 17:58:40 +0900

Objectives:

...

Lesson:

1. Formative naming assesment. Students did well!

Assignment:

2. Each student should write the formula for the 20 problems on Google Docs called "Names to formula." Student work should be on paper.

04.23 Wednesday

Thu, 17 Jan 2008 17:58:40 +0900

Objectives:

...

Lesson:

1. First thing, please give these students a "trial" test. Have them treat this as a real test (put all books away, sit separately, etc.) When all students are gone have students take turns offering correct answers and compare them to the key (see hard copy). Where this is disagreement among students about the right answer, encourage them to talk and reach a consensus. The students are doing well and can help each other successfully with this difficult material.

2. Students have a list of vocabulary words: jigsaw, bonding, covalent, electrostatic, pooling, monatomic, polyatomic, monovalent, net charge, cation, anion, ionic compound, valence. Students should finish making definitions for each of the words or terms. Their vocabulary paper-which they should already have-needs to have three columns: word in English, same word or synonym in Korean, definition in English.

3. Students should make a crossword of their terms. It should look like a normal crossword puzzle-see attached example. The crossword should be made on paper and should include definitions, numbered clues, boxes for letters and so on. Students to not need to cut-off words like we have done in tests; they can use the whole word in this assignment (see example). Students may use 1 cm graph paper for their puzzle and cut out the pattern they need or they can make the whole thing on paper with a pencil and a ruler. Please do not let them do this on the computer (they stay focussed better when working on paper.)

Assignment:

None

04.21 Monday

Thu, 17 Jan 2008 17:58:40 +0900

Objectives:

(1) Student will correctly make formula units from identified ions. (2) Students will correctly name ionic compounds using ion names, stock system and common naming system for 4 multivalent metals and identified list of ions and polyatomic ions.

Lesson:

(1) Written assessment on naming compounds. (2) Students find formulas and names for problems A-S on "Name Ionic Compounds in Table" posted on Google Docs.

Assignment:

(1) Students make up questions; either write formulas to determine names or write names to determine formulas. Each students should make up 12 questions and share them as a Google Doc with classmates (and Mr. Reimer) all as viewers. (2) Each student should make an answer table ON PAPER with six columns. In the first column write numbers 1-12. Second column should be headed "Chaeri," third column should be headed "Christina," fourth column should be headed "David," fifth column should be headed "Jin," and sixth column should be headed "Rachel." Write answers to each students questions under their name on your paper. Due next class.

04.16 Wednesday

Thu, 17 Jan 2008 17:58:40 +0900

Objectives:

(1) Student will diagram lab procedures sufficiently correct to enable them to perform complete lab using only their flowchart. (2) Students will make explanations and decisions based on characteristics of ionic compounds. (3) Student will learn definitions of and fluently use: flow and flowchart, sequence, evaporate,

Lesson:

[Background: Last period students learned what a flowchart was and how to make a flowchart. We discussed a flowchart showing how to sharpen a pencil, highlighting that: circles represent unique "objects," rectangles represent unique events or "actions," and diamonds are "decisions." Students were assigned to make flowchart about how to eat a banana - hopefully a common experience that we can collectively learn from. The goal of this exercise is to begin making students fluent in flowcharting so that students can use flowcharts as a method to prepare for, and as a guide in doing, experiments and labs.]

(1) Students take out assigned flowcharts they made about "how to eat a banana."

(2) Choose three or four students (Rachel participates the most so choose the other four) to write their flowcharts on the whiteboard. Remind them that they will be similar but not identical and that is ok (not always easy for Korean students to accept.)

(3) After students are done drawing their flowcharts, discuss the flowcharts highlighting what is good in each and identifying and correcting gross errors or omissions.

(4) Share Google Doc with students titled, "Separating a Mixture Following a Flowchart." Student should individually, make a flow chart from the narrative instructions. Separate Chaeri and Rachel so that students do individual work. Later in the period each student will use their flowchart as instructions to do the lab. Help students as they develop their flowcharts.

(5) Each flowchart should have: at least one circle, at least one rectangle/square, at least one diamond, AND should have one loop (like the pencil sharpening loop when pencil is not sharp.)

(6) When students seem to have correctly flowcharted lab instructions, then introduce them to lab. Each student should use separate lab equipment and do own exercise; no sharing.

(7) At conclusion of lab, show post-lab questions to students. Students should attempt all questions and email or come to lab after school for help if they need assistance.

Assignment:

(1) Students answer questions about separating mixture lab in writing (not on computer); due next period.

04.14 Monday

Thu, 17 Jan 2008 17:58:40 +0900

Objectives:

(1) Assess students ability to name ionic compounds using binary monovalent and Stock and common naming systems. (2) Teach flowcharting to enable diagramming of procedures.

Lesson:

(1) Begin with quick assessment of student ability to name binary monovalent ionic compounds and ionic multivalent ionic compounds using Stock & common names. (2) Do "whip around" type assessment for difficulty (I found that I had assessed polyatomic ions but had not taught them - oops!) (3) Students answer B_NarrativeResponse question individually then in group. [It took about 5 minutes before any talking took place, but then they began to look at and ask questions about each other's answers-VERY effective!] (4) Show flowchart presentation of "How to Sharpen a Pencil" and have students copy flowchart example. This gives everyone a common experience to discuss. We learned why different shapes are used and what they mean.

Assignment:

(1) Students make new flowchart having at least one of each shape in it demonstrating "How to eat a banana." Due beginning of next class [next class I will have students write their flowcharts on the board to show similarities ind differences.]

04.09 Wednesday

Thu, 17 Jan 2008 17:58:40 +0900

Objectives:

(1) Assess students ability to name ionic compounds in which the cation can have more than a single valence.

Lesson:

(1) Begin with quick assessment of student ability to name binary monovalent ionic compounds and ionic multivalent ionic compounds-teacher assess on the fly [students' named binary monovalent well, but EVERYONE failed to name multivalent cations with Stock system names]. (2) Review multivalent metals and Stock naming system. (4) Students make ion models to to demonstrate, in kinesthetic way, how ionic compounds form and how charges must "match" or "cancel." (5) Re-assign students to name all 30 problems on "multivalent" handout-see below.

Assignment:

(1) Students practice naming ionic compounds for multivalent cations after re-teaching lesson today.

04.07 Monday

Thu, 17 Jan 2008 17:58:40 +0900

Objectives:

(1) Introduce students to naming ionic compounds in which the cation can have more than a single valence.

Lesson:

(1) Collect data and graph from last class (late students include David & Chaeri). (2) Grade worksheet F, "Naming Binary Monovalent Ionic Compounds," in class.

Assignment:

(1) Complete assignment to name 30 binary monovalent ionic compounds from handout, "Naming Multivalent Binary Ionic Compounds."

04.04 Friday

Thu, 17 Jan 2008 17:58:40 +0900

Objectives:

(1) Introduce students to naming ionic compounds

Lesson:

(1) Collect data and graph from last class. (2) Using worksheet F, "Naming Binary Monovalent Ionic Compounds," teach students basic ionic naming procedure. Students complete all 30 naming problems before next class (Monday).

Assignment:

(1) Complete assignment to name 30 binary monovalent ionic compounds from handout, "F_Binary Monovalent Ionic Compounds."

04.02 Wednesday

Thu, 17 Jan 2008 17:58:40 +0900

03.31 Monday

Thu, 17 Jan 2008 17:58:40 +0900