Chemistry with Mr. Goff

Generating data and observations of a heating curve (to be graphed in Google Sheets)

https://www.youtube.com/watch?v=Dz3nBMiuazU 

Thinking about temperature and heat:

 

Some of the classes worked with graphing data and needed to finish for homework (others will catch up soon).

Here is a link to the data and the questions to answer in your notebook (the appropriate pages were given in class).

As a reminder, you need to be logged into your school account to access these documents.

I am sorry for all of the confusion about syllabus grades. For some people, a grade for the notebook check was entered instead as a syllabus grade (which is why your score may seem oddly low for turning in a signed piece of paper).

As an apology for the confusion, I am deleting all syllabus grades and will re-enter them early next week. Anyone who has already turned in a syllabus will get a 4 and anyone who turns in the syllabus before I enter the grades will also get a 4.

Students will demonstrate using models to explain how a straw works by constructing a particle level model to show the mechanism of drinking through a straw. Students will write to explain their models using “If…then…because…” stems.

Please use our examples from class as well as these videos to help you build your model on page 37.

This document is the rubric for this assignment. You will be able to make comments to ask questions or give advice to your fellow students. Please keep the comments appropriate and helpful.

Here are the story problems from class if you would like to practice drawing particle diagrams and writing “If…then…” statements.

https://docs.google.com/document/d/1uJNMHlpUjjGekAEi4HHnXGEKlVy3xiNnrUOCs1-WkjY/edit?usp=sharing

 

 

Most of you have already purchased your 100 sheet (200 page) bound composition notebook (no spirals or perforations). If you have not, please make sure you get a notebook with the following two criteria:

1. Bound composition notebook (no spirals or perforations)
2. 100 sheets (200 pages)

This google slide document will be updated with the current state of the notebook (other than the specific notes from each individual class) so you can catch up if you miss days or don’t have a notebook.

We are just about to finish up our second week of school and as we have learned more about each other, I have given out the official syllabus for this year. There may be a few things that are new or different about how I run a classroom, so please read through this and email me (gofft at dearborn schools) if you have questions.

Students must use their school accounts to access this document: Mr. Goff’s 2018-2019 Syllabus. (Parents who would like to access this document may email Mr. Goff to request access. )

This link is to a living document for the syllabus. As changes need to be made, this document will be updated (like for the typos that students found today).

For those of you taking the mole assessment: Mole Study Guide

For those of you taking the acid/base assessment: Acid Base Study Guide

You will need to be logged into your school email to see these documents. I will not grant access to other accounts.

In hours 1, 4, and 5 we are reading about an explosion at a sugar refinery to learn about how chemical reactions occur.

Click here for a copy of the article.

In a few of the hours, we have started a project about chemical reactions. Students choose a topic that is important to them and look for a relevant chemical reaction. They will explore a plethora of questions for their chemical reaction that will help them understand the concepts in class.

Overall Project description and rubric.

A few key dates:

Friday March 23 – Initial research is due (in the form of an evidence and interpretation table)

Tuesday March 27 – Flow map of your story (the story you are telling to explore your reaction)

Thursday March 29 – Rough draft due