Dearborn Public Schools
You will need to print out your typed report to hand in on Tuesday.
You only need to answer the questions we worked on in class (pages 126-129 and page 131 in your notebook).
The slides for those questions are here (you will need to use your Dearborn Schools account to access them).
Bring a sample of water from home to test for lab day tomorrow, Thursday May 30.
You should read the text and understand the models for this animation: https://preparatorychemistry.com/NaCl_flash.htm
We have watched the first 20 minutes of this video and you are expected to understand what is happening in that section of the video.
https://www.pbs.org/video/poisoned-water-jhhegn/
Here is the video from last week with the three liquid compounds and a charged friction rod:
Sorry for not posting these earlier. The project is still due on Wednesday, but I will be doing something else to make up for my lateness (I promise). Remember, you must ask a good question, research information to help you answer, then write a CER to explain the answer to your question. It may help to make a model, design an investigation, or analyze/create data to answer your question, and these are considered bonus (and really, this is the fun part).
Required rubrics (your project must address these components): https://docs.google.com/document/d/1Cpw4BrfrtyULm4aN_QHg9g7C17WCVrFTr2KXyqdqn5I/edit?usp=sharing
Bonus rubrics (you may choose one of these to help show your creativity or personal touch): https://docs.google.com/document/d/1Ha7LgOXKrq-9yPMUF7SjzNwstTkT45JVmGan_gYKTsQ/edit?usp=sharing
You must use your school account (dearbornschools.org) to access these documents.
Here are the three main rubrics. These are required for the projects (the optional parts will be posted later this week). You must use your school account to access the rubrics and you may make comments if you have questions.
The first step in our project is to find a phenomenon that interests you (makes you go “huh…”) and to ask a question about it. Your goal for this weekend is to find something interesting and ask a question. We will talk more next week about how to do this well, but I wanted to share a few videos and links to things that will put you in a good mindset for this.
Unfortunately, I will need to leave conferences early, so I have extended my meeting time to start earlier.
After school, from 2:30 to 3:30, I will be available to meet with students and parents in my room (A114).
You can also schedule an individual meeting, if these times do not work, by emailing me (gofft).
The syllabus can be found here.
We have arrived at the point in the year where students can use what they have learned to complete a self-guided project on the overlap between their interests and chemistry. It can be difficult at first to see how your personal interests can relate to chemistry, but I am happy to help you see this connection.
In class today we discussed how our interests helped us choose academies (Business/Hospitality, Innovation/tech, Health, Human Services) and we will continue to work on how those academies relate to chemistry class.
As an illustration of someone working on a project that bridges art, science, marketing, and society, I would recommend you look into “The Toaster Project.” Thomas Thwaites (who has degrees in biology, economics, and design according to Wikipedia) was inspired by a passage in a book to make a toaster from scratch. After completing the project he was able to publish a book (Mr. Goff has a copy) and give a TED Talk. Over the course of his project, he struggled through many challenges and took advantage of his own varied background. Hopefully, you can use his story to help you imagine different ways you can use your passions to help in chemistry or to use chemistry to further your future goals.