Week 13

Monday, November 25, 2019: With the short holiday week, students who needed time to work on the Yellowstone Virtual Road Trip work from last week had the opportunity to do so; students who were caught up watched The Lost Worlds of Planet Earth from Season 1 of Cosmos.


Tuesday, November 26, 2019: Class began with a self-assessment with regard to work completed for the Yellowstone Virtual Road Trip project. Students evaluated their work via a checklist, turned in the checklist for assignment credit, and then received back the checklist in order to complete missing work.  Students who needed time to work had the opportunity to do so; students who were caught up watched The World Set Free from Season 1 of Cosmos.

 

Ester Synthesis

Pre-Lab: Read the Lesson 34 Worksheet and then complete the Ester Synthesis Lab Safety Survey before class on Monday.

Lesson 34 Lab: Our work today is to conduce the Ester Synthesis Lab.  Class will begin with a class discussion of the experiment, with emphasis placed on lab safety.  For the lab, students will use the Lesson 34 Student Worksheet to guide them through the lab.

Lab Instructions on whiteboard:

Keep Learning!

Ester synthesis mechanism (Fischer esterification):

Acid-catalyzed ester hydrolysis:

Homework:

  • Read Lesson 34 in the textbook.  Login via hs.saplinglearning.com and enter your username and password.
  • Write notes for Lesson 34 and work through the practice problems at the end of Lesson 34.
  • Please ask questions about anything from Lesson 34 you do not yet fully understand.

Functional Groups

We began class with students watching the video below (except for 5th period which lost half of the class due to Pep Assembly prep):

After the video, students copied the notes from the whiteboard pictured below to their notebooks.  (Although we did not use it today, the Lesson 33 PowerPoint is provided here as a learning resource.)

Functional Groups

Students then gathered into Functional Group project teams and began working on the Functional Group Project.  Students will have the full class period tomorrow and then may also work on Monday and Tuesday if needed while students who are finished are treated to Hunting the Elements.  The posters will be utilized by the class during the Chapter 6 test.

Homework:

  • Read Lesson 33 in the textbook.  Login via hs.saplinglearning.com and enter your username and password.
  • Write notes for Lesson 33 and work through the practice problems at the end of Lesson 33.
  • Please ask questions about anything from Lesson 33 you do not yet fully understand.

Student-Led Conferences

Fall SLCs are scheduled for Tuesday, November 26 from 3:00-7:00 PM and Wednesday, November 27 from 8:00-11:00 AM.  Students will complete the SLC Template for each class (available in English, Spanish, and Vietnamese), excluding Advisory.  Students who need guidance will out the SLC Template can use the SLC Handout Exemplar for inspiration.  Finally, our Video Productions class created a helpful how-to video so students understand the expectations around leading an SLC.

Students who are able to communicate in a language other than English should sign up to take the World Language Credit by Proficiency test.  Students can earn up to 4 high school credits based on their level of proficiency.

 

Octet Rule

We continued our study of Lewis Dot Structures by investigating the Octet Rule through the lens of double and triple bonds.  Students applied the HONC 1234 rule with their understanding of valence electrons (octet = eight electrons) to build molecules that share one or more bonds.  We worked through the Lesson 32 PowerPoint and then students used the Lewis Dot puzzle pieces from Lesson 31 to work through the Lesson 32 worksheet.

Homework:

  • Read Lesson 32 in the textbook.  Login via hs.saplinglearning.com and enter your username and password.
  • Write notes for Lesson 32 and work through the practice problems at the end of Lesson 32.
  • Please ask questions about anything from Lesson 32 you do not yet fully understand.

Choose Your Own Adventure

With a number of students out of school for the day on an AVID field trip, class today focused on reviewing the types of bonds formed between atoms, and extending into modeling electrons using Lewis Structures.

For our entry task today, students were asked to take a brief survey about science electives they are interested in taking next school year.  Students may click this survey link or use the QR code below:

Science Elective Survey QR Code

After the entry task, students have the following options (must turn in something today to receive credit for class – an assignment, a shared document, or an email with notes is sufficient):

  1. Catch-up Day:
    • Complete and turn in worksheets for Lessons 28-30
    • Turn in or revise Unit 1 Project*
    • Turn in or revise Electroplating Lab Report*
    • *Amnesty Day today = 80% max credit.  After today, 60% max credit.  After Friday, no credit.
  2. Dig Deeper Day:
    • Research electron orbitals
      • Quantum numbers
      • Orbital shapes
      • Sigma and Pi bonds
      • Hybrid orbitals
  3. Get Ahead Day:
    • Complete SLC Reflection Worksheet
    • Research Electronegativity Scales
    • Research Functional Groups
    • Research / Build molecules with MolView
    • Watch the videos below, then read Lesson 31 and complete the exercises

Lewis Dot Symbols

Agenda for today:

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To accommodate students who missed class yesterday because of the field trip, we had a two-pronged Entry Task.  Students who missed yesterday were directed to quickly take the Science Elective Survey.  Students who completed the survey (and those who finish in time today) were directed to complete the alternate entry task.  Resources for both are provided below:

Science Elective Survey (or use the QR code)Science Elective Survey QR CodeAlternate Entry Task:

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We extended our learning of the HONC 1234 rule from Friday by introducing the concept of Lewis Dot Symbols and Structures. To solve the alternate entry task, students were reminded about how the HONC 1234 rule connects the concepts of valence electrons to the number of bonds each atom can make:

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We used that understanding to solve the Lewis Dot Structures for the entry task:

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Next, we worked through the Lesson 31 PowerPoint, writing down key vocabulary and reviewing Lewis Dot Symbols and how they assemble to create Lewis Dot Structures in our class notes. Students had the remainder of the class period to work in groups of four on the Lesson 31 Worksheet using the Lewis Dot Puzzle Pieces.

Keep Learning!

The videos below all include information about Lewis Dot symbols.  You are strongly encouraged to review them!

Homework:

  • Read Lesson 31 in the textbook.  Login via hs.saplinglearning.com and enter your username and password.
  • Write notes for Lesson 31 and work through the practice problems at the end of Lesson 31.
  • Please ask questions about anything from Lesson 31 you do not yet fully understand.

Week 12

Monday, November 18, 2019 (HS-LS2-1): With the aquatic farming project behind us, students will begin class in their assigned seats, where they will invest in building relationships with new members of the class for the remainder of this semester when the current unit concludes.

For our entry task today, students were asked to take a brief survey about science electives they are interested in taking next school year.  Students may click this survey link or use the QR code below:

Science Elective Survey QR Code

Our lesson will begin with a discussion of student learning from Friday’s work where they were assigned the task of writing a summary comparing a video and an article that present contrasting evidence about the effect of reintroducing wolves to Yellowstone National Park.  Students will share out evidence from both sources and practice the art of debating whether the evidence supports or disproves either position. Notes from class:

Next, we will advance our understanding of ecosystems by learning about the concepts of limiting factors and carrying capacity.  We will watch the video below as an example of how the population of one species (wolves) directly influenced the population of another species (elk) after wolves were reintroduced to Yellowstone.  During the video, students will take notes in their Google Doc focusing on factors that influence the population size of wolves and elk, and will write down facts about population sizes.

 

Notes from class:

Finally, students will read the article titled “Interdependence Involves Limiting Factors and Carrying Capacity” on pages 650-652 of the BSCS Biology textbook.  Students will take notes and define vocabulary in their Yellowstone Google Doc.

  • limiting factor is anything that can slow, or limit, the growth of a population.
    • Biotic factors: food supply and other organisms
    • Abiotic factors: space, raw materials, climate (the prevailing weather conditions in a given area through long periods of time), light
  • Carrying capacity is the maximum population of a particular species that the habitat can support.  It changes as environmental conditions change.
  • Population density is the number of individuals in relation to the space the population occupies.

Tuesday, November 19, 2019 (HS-LS2-2): We will continue our learning about limiting factors and carrying capacity, concepts that help explain the population size of organisms in a given ecosystem, by bringing in the concept of trophic cascades.  We will continue our study of Yellowstone, focusing on the effect of wolf reintroduction, with a guided activity where students will watch a segment (first 2:36) of Earth: A New Wild and then they will complete Part 1: Defining Trophic Cascade.

Students who complete the activity early will have the opportunity to watch the full length of the video (5:19 total) and earn bonus credit by completing Part 2: Evaluate Solutions for Maintaining Ecosystem Services and Biodiversity.

Notes from class:

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Wednesday, November 20, 2019 (HS-LS2-8): Students who need additional time to complete Part 1 and Part 2 from yesterday will work efficiently to complete those activities before moving forward. Parts 1 and 2 are due by the end of class today for full credit.

Students who are ready will begin researching the reproductive strategies used by various organisms within Yellowstone.  Information will be collected into the Yellowstone Google Doc in a section titled “Survival and Reproductive Strategies of (insert selected species here) in Yellowstone National Park.”  Complete research will include the following (note: some information may not be available or relevant depending on species being researched):

  1. Common name and scientific name (Genus and species) of a specific organism that lives in Yellowstone National Park
    • Example: elk (Cervus canadensis)
  2. Pictures of members of a species (male, female, baby)
  3. Names given to members of a species
    • Examples: Male elk are called bulls, female elk are called cows, and baby elk are called calves
  4. Diet type and preferred food sources
    • Diet type examples: herbivore, carnivore, omnivore
    • Preferred food sources examples: Elk eat grasses in the summer and woody growth in the winter months, and they snack on dandelions, violets, hawkweed, aster, clover and mushrooms.
  5. Average life span in the wild
  6. Average height and weight when full grown
    • Males and females may have very different sizes
  7. Preferred habitat in Yellowstone
  8. Average population size
    • Number of individual members of the species living in Yellowstone (see below for helpful links)
  9. Name of group
    • Example: a group of elk are called a Gang
  10. Description of common individual behaviors
    • How do individual members of the species spend their day?
  11. Explanation of common group behaviors (type and what it means)
    • Examples of types of common group behaviors: flocking, schooling, herding, hunting, migrating, swarming
  12. Explanation of how group behavior promotes survival of  individual members of the species
  13. Reproductive strategies
    • Examples: sexual reproduction, asexual reproduction, alternation of generations
  14. Age of sexual maturity for males and females of the species
  15. Breeding season
    • What time of year do members of the species mate?
  16. Gestation time
    • How long does the reproduction process take?
  17. Typical number of offspring produced each season

Selected resources about organisms to get started:

Selected resources with population size information:

Keep searching!  If you find a great resource, let Mr. Swart know so we can add it to our lists.


Thursday, November 21, 2019 (HS-LS2-8): Continue researching!  All student research will be used to construct a food web of Yellowstone National Park.  We need as much information as possible to construct an accurate and complete food web.  Students who complete research on an organism to continue researching additional organisms.  Ideally, all students will thoroughly research the survival and reproductive strategies of at least one animal, one plant, and one extremophile (bacteria or archaea).

Remember, to receive credit for this important work, all research must be entered into the “Survival and Reproductive Strategies of (insert selected species here) in Yellowstone National Park” section of the Yellowstone Google Doc.


Friday, November 22, 2019 (HS-LS2-8): Final day for survival and reproductive strategies research.  Student work will be assessed this weekend.  Students will also complete the Student Led Conference worksheet in preparation for SLCs next Tuesday evening/Wednesday morning.

Students who finish early should add selected data from their Survival and Reproductive Strategies of (insert selected species here) in Yellowstone National Park to the Yellowstone Biomass Survey.  The data will be used to build the Yellowstone Food Web next week.

Bonding Tendencies

In the Lesson 30 PowerPoint, students were introduced to the HONC 1234 rule.   We then worked together as a class on the first three problems of the Lesson 30 Worksheet and students had the remainder of the class period to complete the worksheet.

Notes from the whiteboard:

Homework:

  • Read Lesson 30 in the textbook.  Login via hs.saplinglearning.com and enter your username and password.
  • Write notes for Lesson 30 and work through the practice problems at the end of Lesson 30.
  • Please ask questions about anything from Lesson 30 you do not yet fully understand.

Structural Formulas

We continued our work from yesterday, beginning with the Lesson 29 PowerPoint.  After preparing for the lesson, students worked through the Lesson 29 worksheet which included another “wafting” activity in which three additional scents were provided for students to smell and connect with molecular formulas.  Students learned that two molecules can have the same molecular formula but smell very differently.  One compound smelled like rum extract, while an isomer of that compound smells like stinky cheese.  The compounds are isomers because they have the same chemical formula but different structural formula.  The activity further enabled students to make connections between compound names, molecular formulas, structural formulas, and smell.

List of samples and songs:

Homework:

  • Read Lesson 29 in the textbook.  Login via hs.saplinglearning.com and enter your username and password.
  • Write notes for Lesson 29 and work through the practice problems at the end of Lesson 29.
  • Please ask questions about anything from Lesson 29 you do not yet fully understand.