Table of Contents Engage: Creating Color Engage: Creating Color Engage: Creating Color Engage:...
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Transcript of Table of Contents Engage: Creating Color Engage: Creating Color Engage: Creating Color Engage:...
Table of ContentsTable of ContentsEngage: Creating ColorEngage: Creating ColorExplore: Emitting to the TruthExplore: Emitting to the TruthExplain: Super ModelExplain: Super ModelExplain: Noble-Explain: Noble-ityityElaborate: All in the CardsElaborate: All in the Cards
ENGAGE:ENGAGE:Creating ColorCreating ColorPages 154-157Pages 154-157
Learning TargetLearning Target
I can determine what part of an I can determine what part of an ionic compound creates color.ionic compound creates color.
VocabularyVocabularyAtomAtom: The basic unit of (building blocks) : The basic unit of (building blocks)
mattermatter
VocabularyVocabulary IonIon: A charged particle.: A charged particle.
VocabularyVocabularyElectronElectron: An extremely small, negatively : An extremely small, negatively
charged particle in an atom or ion. (e-)charged particle in an atom or ion. (e-)
VocabularyVocabularyProton: The positive particle in the nucleus Proton: The positive particle in the nucleus
of an atom or ion. (p+)of an atom or ion. (p+)
Process & Procedure 1Process & Procedure 1PicturePicture Chemical Chemical
NameNameChemical Chemical FormulaFormula
Microscopic Microscopic IllustrationIllustration
Class work pgs. 154-157Class work pgs. 154-157
Process & Procedure 1-6Process & Procedure 1-6Reading: The Chemistry of Reading: The Chemistry of
Fireworks FireworksReflect & Connect 1-5Reflect & Connect 1-5
EXPLORE:EXPLORE:Emitting to the TruthEmitting to the Truth
Pages 158-161Pages 158-161
Learning TargetLearning Target
I can infer the relationship I can infer the relationship between energy and light color.between energy and light color.
VocabularyVocabulary Incandescent: Emitting light as a result of Incandescent: Emitting light as a result of
a metal filament being heated.a metal filament being heated.
Fluorescent: Light fixtures that contain a Fluorescent: Light fixtures that contain a glass tube filled with mercury and coated glass tube filled with mercury and coated on the inside with fluorescent powder.on the inside with fluorescent powder.
Element: A pure substance made of one Element: A pure substance made of one kind of atom.kind of atom.
Spectra: Bands of light, produced by Spectra: Bands of light, produced by elements, at a particular wavelength.elements, at a particular wavelength.
IncandescentIncandescent
FluorescentFluorescent
Element TubeElement Tube
Classwork pgs. 158-161Classwork pgs. 158-161
Process & Procedure 1-7Process & Procedure 1-7Reflect & Connect 1-4Reflect & Connect 1-4Reading: Energy: The Ultimate Reading: Energy: The Ultimate
Quick-Change ArtistQuick-Change Artist
DebriefDebrief What is the relationship between light color and What is the relationship between light color and
energy?energy?
How is spectra like fingerprints?How is spectra like fingerprints?
What are the differences between the three light What are the differences between the three light sources?sources?
EXPLAIN: Super ModelEXPLAIN: Super Model(PART ONE – The Rutherford Atom: A (PART ONE – The Rutherford Atom: A
Conceptual Model)Conceptual Model)Pages 162-169Pages 162-169
Learning TargetLearning Target
I can describe the Rutherford Model of the atom.I can describe the Rutherford Model of the atom.
I can explain what makes a good scientific model.I can explain what makes a good scientific model.
VocabularyVocabularyNucleus: A small dense core of an atom Nucleus: A small dense core of an atom
made of protons.made of protons.Proton: Positively charged particlesProton: Positively charged particles
Physical Model: A reproduction of an Physical Model: A reproduction of an object on a different scale.object on a different scale.
Conceptual Model: Describes a system, Conceptual Model: Describes a system, not an object. Conceptual models show not an object. Conceptual models show how the various components of a system how the various components of a system interact.interact.
Physical ModelPhysical Model
Conceptual ModelConceptual Model
Inferences: Conclusions that follow Inferences: Conclusions that follow logically from evidence.logically from evidence.
Classwork pgs. 162-169Classwork pgs. 162-169
Process & Procedure 1-4Process & Procedure 1-4Rutherford AppletRutherford AppletReading: What is a Model?Reading: What is a Model?Stop & Think 1, 2, 3dStop & Think 1, 2, 3dReading: Joseph John TomsonReading: Joseph John Tomson
DebriefDebriefWhat makes a good model in science?What makes a good model in science?
What did the Geiger-Marsden Gold Foil What did the Geiger-Marsden Gold Foil Experiment discover for the Rutherford Experiment discover for the Rutherford Model of the atom?Model of the atom?
Name the three basic parts of an atom.Name the three basic parts of an atom.
EXPLAIN: Super ModelEXPLAIN: Super Model(PART TWO – The Rutherford Atom: A (PART TWO – The Rutherford Atom: A
Mathematical Model)Mathematical Model)Pages 171-175Pages 171-175
Learning TargetLearning Target
I can explain the mathematical model of the Rutherford I can explain the mathematical model of the Rutherford Atom.Atom.
Classwork pgs. 171-175Classwork pgs. 171-175
Process & Procedure 1-6Process & Procedure 1-6Reflect & Connect 1-5Reflect & Connect 1-5
EXPLAIN: Noble-ityEXPLAIN: Noble-ity(PART ONE – Back to Spectra: The Bohr (PART ONE – Back to Spectra: The Bohr
Model)Model)Pages 175-180Pages 175-180
Learning TargetLearning TargetI can explain how color spectra is related to the Bohr I can explain how color spectra is related to the Bohr Model of the atom.Model of the atom.
Classwork pgs. 175-180Classwork pgs. 175-180
Process & Procedure 1-6Process & Procedure 1-6
EXPLAIN: Noble-ityEXPLAIN: Noble-ity(PART TWO – Noble Predictions: Designing (PART TWO – Noble Predictions: Designing
Compounds the Easy Way)Compounds the Easy Way)Pages 180-187Pages 180-187
Learning TargetLearning TargetI can explain how to make stable I can explain how to make stable compounds.compounds.
I understand why noble gasses I understand why noble gasses are stable.are stable.
Classwork pgs. 180-187Classwork pgs. 180-187
Process & Procedure 1-14Process & Procedure 1-14Reflect & Connect 1-4Reflect & Connect 1-4Reading: Molecule ModelsReading: Molecule Models
ELABORATE: All In The ELABORATE: All In The CardsCards
Part I: Which Organizing Principle is the Best?Part I: Which Organizing Principle is the Best?Pages 188-190Pages 188-190
Learning TargetLearning TargetI understand how the periodic I understand how the periodic table is organized.table is organized.
Classwork pgs. 188-190Classwork pgs. 188-190
Process & Procedure 1-4Process & Procedure 1-4Stop & Think 1-3Stop & Think 1-3
ELABORATE: All In The CardsELABORATE: All In The CardsPart II: Which Organizing Principle is the Best?Part II: Which Organizing Principle is the Best?
Pages 188-190Pages 188-190