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