Do Now: Someone find us another chemistry joke.
Play a round of silent ball to find new seats. Students who did not turn in their Transfer Task 1 will complete it today. Students who have not taken the test will make an appointment to take it or take it now. Students who got less than a 2 will do corrections.
If we have time... Driving Question: Which radioactive isotopes match the evidence from the Poisoning Case? Discuss the Alpha Decay WS Beta Decay Read as a class: Orphaned Source
NOTES: Nuclear Equations with Beta Decay make an entry in your Science Notebooks. A beta particle (electron) is made when a neutron changes into a proton and electron. Ticket out: Tell me one thing you wonder or are confused about.
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Do Now: Search the internet for a school appropriate chemistry joke. Share with your table group. I will call on a few random people to share the best joke they heard.
On Friday, we learned more about alpha radiation by finishing up the station notes and applying what we have learned to solving our case. Practice: On the board, balancing nuclear equations. Be ready to write the answers on the board. An Atomic Assault: Case Analysis I MOVE: Random pairing in groups of three to discuss and answer... Discuss the following with your partner. Then record your thoughts in your Science Notebook. Write your answers in a complete sentence. 1. Would Joseph’s father have had access to radioactive materials? What are some possible sources in the community? 2. Do you think the radioactive substance used in the attack was an alpha particle emitter? Explain your thinking. 3. Look at Table 2 (handout): Common Radioactive Isotopes. Are there any sources of radiation you can now definitely rule out? Explain your thinking. Return to your original seat PRACTICE:
Class discussion and consensus on the Case Analysis Do Now: Fusion has been attained!!
Learning Goal: Research different types of radiation to help solve the case of the radiation poisoning.
Ticket out: How has your thinking changed about radiation? Do Now: Did you hear the news? www.nytimes.com/2022/12/13/science/nuclear-fusion-energy-breakthrough.html
In order to solve the case of the radiation poisoning, we will continue researching alpha radiation using our stations. Stations are in Google Classroom with answers to check yourself.
Task 1: Finish taking notes on the case files.
Learning Goal: Use models to describe the characteristics of alpha, beta, and gamma radioactive decay processes in terms of balanced nuclear equations to help solve the case. REVIEW: Radioactive elements are unstable. To become stable, they release subatomic particles and energy. Some radioactive isotopes undergo alpha decay. By releasing an alpha particle (essentially a helium nucleus of 2 protons and 2 neutrons), they work toward becoming a stable isotope. STATIONS: As you rotate through learning stations, record your answers in your Science Notebook. Title the page Alpha Decay Case Research. Do Now: Please find you science notebook. We are going to be working on a Radioactive Poisoning case and you will need to keep a notebook of your thinking and findings.
ATTENTION! 1. Please turn in your Transfer Tasks from Thursday! This was a test, not homework. If you need to complete it, I will set up times you can come in for test corrections and transfer task corrections. 2. If you did not take the test yet, you need to schedule a time to take it during lunch or before or after school. TASK:
Should scientists look for life on other planets, and if so, where should they look? Engage in argument from evidence from texts about the relative costs and benefits of space exploration, identifying and evaluating trade-offs. Design a solution to the problem of how to focus limited resources available for the search for life at different scales by applying ideas about the properties and structure of matter and chemical bonding. NOTE: We will start using your science notebooks next week. Please make sure you still have one. I have lightly used ones if needed. How do those spectral lines work to determine elements on other stars and planets? A quick look “Every scientist must make decisions about the right and wrong things to do and base their decisions on criteria and trade-offs. Sometimes that means there is no right answer. Today we are going to look at our final question ‘Should we continue searching for life in outer space?’” Question 1 - Rank your priorities for what is important to you when we think about searching for life out there. Find your group based on what you thought was most important. Read the 8 articles and have a discussion about the evidence you found supporting your priorities. Do Now: Look at the citrus juicer on the table up front. It contains uranium. What do you think will happen if we shoot UV light at it?
Task 1: Finish up the Transfer Task 1 - Poisoned Shopworkers Task 2: What questions do we have about detecting elements on other planets?
Task 3: On a whiteboard in your group, make a list of all of the things scientists are looking for and how they are looking for them to find life on other planets. What have we learned about finding life on other planets? Do Now: Please get out your periodic tables - on a whiteboard at your table, jot down everything you can learn from the periodic table about an element.
Today we are going to use our knowledge of the trends on the periodic table to solve two problems involving elements and the harm they can do. These are assessments where students transfer their knowledge of the periodic table to a new scenario and EXPLAIN as much as they can their thinking as they solve the problem. Transfer Task 2 - Salt Substitute - Independent and collaborative work Transfer Task 1 - Poisoned Shopworkers - Independent Exit Ticket: Turn in your work for today Search for Life Chemistry Test of basic knowledge
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AuthorChris Campbell Science Practices, Core Ideas and Crosscutting ConceptsArchives
June 2023
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