Science+10


 * =**Science 10**=




 * June 7, 2013**
 * Good Luck on Exams next week. Period 1 Science 10 writes at 8:30 Monday morning, June 10 and Period 4 Science 10 writes at 8:30 on Wednesday, June 12. __Please turn in textbooks on the day of the exam.__**

We will continue to work on Science 10 review - The following is bonus work for students to complete for June 6 if they wish.
 * For June 6, 2013**


 * For June 5, 2013**


 * For June 4, 2013**
 * review for the exam: [[file:final exam review 2013.doc]]**

Outcome: understanding the concept of motion, students will relate acceleration to change in velocity and time. Activities: Lecture from sections 10.3 and 10.4 from the textbook with the powerpoint uploaded in the May 30 entry and the following from section 10.4 in the text. Complete questions 1-5 and 7-13 on pages 388-389. For homework, read section 10.4 (graphing acceleration).
 * June 3, 2013**

Outcome: understanding the concept of motion, students will relate acceleration to change in velocity and time. Activities: 1) Students wrote their test on distance time problems and then we went reviewed the answers.
 * Friday May 31, 2013**

Outcome: understanding the concept of motion, students will relate acceleration to change in velocity and time. Activities: 1) PowerPoint (the corresponds to sections 10.3 in the textbook) 2) Review for quiz tomorrow on distance/time problems and significant digits. (Period 1 will receive the questions that period 4 received yesterday.)
 * Thursday May 30, 2013**


 * For those wishing to begin preparation for the final June 2013 exam, the following is a list of topics covered on the exam:**
 * ** UNIT 1: Chemical Processes **
 * WHMIS/ Lab Safety – Quiz at end.
 * 5.1 Chemical change
 * 5.2 Household Chemicals
 * 5.5 Periodic Table
 * 5.6 Elements and Compounds
 * 5.7/5.8 Ionic Compounds
 * 5.11/5.12 Molecular Compounds
 * 6.1 – 6.5 Chemical equations and balancing equations
 * 6.7 – 6.12 Synthesis and Decomposition Reactions
 * 8.1 - 8.4 Acids and Bases
 * 8.9 - 8.11 Neutralization || ** UNIT 2: Sustaining Ecosystems **
 * 1.1 Frog habitat
 * 1.2 Endangered species
 * 1.3 Extinction
 * 1.5/1.6 Ecology
 * 1.10 - 1.12 Energy in ecosystems
 * 2.1/2.2 Matter in ecosystems
 * 2.5 - 2.7 Carbon/Nutrient cycles ||
 * ** UNIT 3: Motion **


 * 9.2 Measurement, significant digits, and scientific notation.
 * 9.4/9.5/9.7/9.10 Motion & graphing (distance, speed, average speed, instantaneous speed).
 * 10.2/10.3 Acceleration (definitions, units and formulas)
 * 10.4/10.5/10.7 Graphing of acceleration.
 * 11.7 Velocity intro. ||  ||

Period 1: Today, we'll be going outside for the second part of the Gaia Project Mobile Energy Project. (See May 21 entry below for more details. Period 2: Students will work on distance/time problems that can be downloaded here: Homework was checked, recorded and reviewed.
 * Wednesday May 29, 2013**

Students will continue yesterday's plan as we didn't get to finish it. There will be a quiz on Friday, May 31 on significant digits and sections 9.5 and 9.7 in the textbook.
 * Tuesday May 28, 2013**

Outcome: Students will relate speed to distance and time using graphs. Activities: 1) Review homework questions. 2) Continuation Powerpoint from Friday. 3) Students read section 9.7 in the textbook and answer questions 2, 3, 5 and 6 on page 365 and questions 1, 7, 9, 11, 14 and 15 on page 377. This is for homework if students did not finish during class time.
 * Monday May 27, 2013**

Outcome: understanding the concept of motion, students will relate speed to distance and time. Activities: 1) PowerPoint lecture: 2) Students read pages 354-357 and answer questions 3, 4 and 9 on page 358.
 * Friday May 24, 2013**

Outcome: understand and apply the concept of significant figures to physics problems. Activities: 1) Review homework from yesterday. 2) View video from yesterday's entry on adding and subtraction, scientific notation. Period 4 Science will also need to view the video clip on multiplying and dividing. 3) Students complete worksheets that can be downloaded here using pages 344-348 in the textbook as a reference: andsi 4) Students wishing to work ahead, can read section 9.5 - pages 354 - 357.
 * Thursday May 23, 2013**

Outcome: understand and apply the concept of significant figures to physics problems. Activities: Students received the following worksheet on significant digits. The top section was completed in class. The section on multiplying and dividing is due for homework for tomorrow. A copy of the sheet can be downloaded here:
 * Wednesday May 22, 2013**
 * significant figures by Khanacadamy**
 * introduction**
 * []**
 * multiplying and dividing**
 * []**
 * adding and subtraction**
 * []**
 * scientific notation**
 * []**
 * PowerPoints on Measurement, Significant Figures and Scientific Notation**


 * May 21, 2013**
 * For Period 1 only due to scheduling problems - we had a presentation from the Gaia Project: see below:**

MOBILE ENERGY CENTRE The Mobile Energy Centre is an outdoor, interactive learning centre providing students a hands-on experience with alternative energy sources. This experience gives them a chance to learn about the relationship between energy and climate change, and how both energy conservation and cleaner energy generation will be required in the future. Onboard, it is equipped with:  Collapsible 40-ft wind turbine, with adjustable blades and height  Solar electric panel on automated tracking mount  Solar thermal panels on automated tracking mount  Pumped hydro demonstration with adjustable head and flow  Bicycle generator All of these are equipped with a touch-screen interface that provides live-streaming data and allows students to manipulate variables. There is a 2-day unit planned around the Mobile Energy Centre: 


 * Day 1 **: 20-minute in-class talk with students about energy and the

environment including various energy sources, their environmental impact, and possible future energy solutions. After the talk, we move outside for experimentation on the Mobile Energy Centre 


 * Day 2 **: Outdoor experimentation with the Mobile Energy Centre.

Students should be informed that this will involve outdoor work, and that they should come prepared and even get their hands a little dirty. As the teacher, you will not be required to prepare anything for the class, but will be required for classroom supervision and assistance. If you have any questions, please do not hesitate to contact me. Weather Policy:

Since both days are outside, we will be making a call as to whether or not we will proceed based on the weather forecast either the night before or the scheduled morning. Teachers will receive an e-mail notifying them if the program will be postponed due to weather.

Vanessa Paesani Program Delivery Officer Phone: 1 (877) 442-4136 (ext 2) E-mail: vanessa.paesani@thegaiaproject.ca For more information on the Mobile Energy Centre, visit our website:

[] contact@thegaiaproject.ca 2 realistic environmentalism

POSSIBLE CURRICULUM LINKS Physical Science: Characteristics of Electricity  compare examples of past and current technologies that used current electricity to meet similar needs (110-9)  propose a course of action that reduces the consumption of electrical energy (113-9, 113-13)  give examples of the development of alternative sources of energy (such as wind generators and solar energy) that are a result of cost and the availability and properties of materials (109-6)  identify links between personal behavior and local, regional and global environmental issues (The Issues)  become aware of the range of issues arising from overpopulation and human activity (Researching Current Environmental Issues)  explore how past and current technologies have impacted our study and understanding of the environment, and have been developed to solve environmental issues (Researching Current Environmental Issues)  recognize that humans are just one part of a complex system of living things, with a inordinate impact on the biosphere, often accelerated by the use of technology (Sustainable Development)  explore how the development of technologies has affected land and water use (Environmental Awareness)  demonstrate an understanding of the requirements for sustainable human communities (Sustainable Ecosystems and Communities)  find examples of development that is sustainable and is not sustainable – ecologically, economically, socially, and culturally (Sustainable Ecosystems and Communities)  understand stewardship in relation to sustainability (Sustainable Ecosystems and Communities)


 * For Period 4 - we will begin Significant Numbers - students will be able to understand and apply the use of significant numbers when working through science problems. See powerpoints below.**

Friday May 17, 2013
 * Outcome: 1) Students will analyze an "ecosystem" - by dissecting an owl pellet: they provide food and shelter for communities which may include colthes moths, carpet beetles and fungi. Clothes moth larvae are frequently abundant in pellets, feeding on fur and feathers. THe black spheres about the size of a period (.) that are found in the pellets are the droppings of the caterpillars. The larvae metamorphose near the surface of a pellet in cocoons made of fur. The pellets are dissecting have been collected and fumigated from common barn owls.**
 * 2) Describe the mechanisms of bioaccumulation, and explain its potential impact on the viability and diversity of consumbers at all trophic levels.**
 * Activities:**
 * 1) View videos of owls regurgitating their pellets as posted in yesterday's entry.**
 * 2) Dissect pellets, reconstruct the rodent in the pellet using its skeleton.**
 * 3) Using a dichotomous key, try to identify the remains of the rodent using its skull bones using the following resources: bone chart from:**
 * [] and dichotomous key from:**
 * []**
 * There is no homework for the weekend, however, students may wish to review work that is posted above for Tuesday as we begin the physic portion of the curriculum.**

Thursday, May 16, 2013
 * Students wrote their chapter 2 test today.**
 * Prepare for owl pellet dissection tomorrow by reviewing information on the following site:**
 * []**
 * A cute video of a cat and owl playing together can be viewed here:**
 * []**
 * A couple of clips of owls regurgitating pellets can be viewed here:**
 * [] and**
 * []**

Wednesday, May 15, 2013
 * Outcome:**
 * 1) describe the mechanisms of bioaccumulation, and explain its potential impact on the viability and diversity of consumbers at all trophic levels**
 * 2) analyze the impact of external factors on the ecosystem**
 * Activities:**
 * 1) Complete the questions from yesterday.**
 * 2) Review concepts covered on the test. A list a terms were uploaded in yesterday's entry.**
 * 3) Test tomorrow on Chapter 2. Sections can be viewed in yesterday's entry.**
 * 4)** Bonus Activity: **Go to the following site and complete the Carbon Cycle Game:**
 * You are a carbon atom. For millions of years you were underground in fossil fuels. Now, you have been released into the atmosphere as humans burn fuels. Did you know that 5000 megatons of carbon are released into the atmosphere as fossil fuels are burned each year?**
 * In this game, you will travel the carbon cycle. Your objective is to get to all the places that carbon is stored along this map. Earn extra points by correctly answering the carbon challenge questions at the yellow stars.**
 * []**
 * //When you have completed the game, have one of your parents sign a note stating that you have completed the activity with the number of reservoirs you visited (should be 6) and how many questions you answered correctly. This bonus activity is due at the beginning of class on Friday, May 17.//**

Tuesday, May 14, 2013
 * Outcome:**
 * 1) describe the mechanisms of bioaccumulation, and explain its potential impact on the viability and diversity of consumbers at all trophic levels**
 * 2) analyze the impact of external factors on the ecosystem**
 * Activites:**
 * 1) Current events from the Globe and Mail: __Carbon-dioxide level passes feared milestone__**
 * []**
 * __Mars project attracts Canadian applicant__**
 * 2) Homework was check, reviewed and recorded.**
 * 3) There will be a test on chapter 2 on Thursday. We will review for the test tomorrow. THe owl pellet dissection will be on Friday.**
 * 4) Video to correspond with the carbon dioxide article above: Ted Talks - Al Gore on Climate Change that can be viewed here:**
 * []**
 * 5) Homework - study for test on Thursday, May 16, 2013 - Sections include: Chapter 2, sections 1, 2, 5, 6. The following is a list of terms and concepts covered in the test: [[file:review terms for chapter 2 test.doc]]**

Friday May 10, 2013** Outcome: 1) describe the mechanisms of bioaccumulation, and explain its potential impact on the viability and diversity of consumbers at all trophic levels 2) analyze the impact of external factors on the ecosystem Activites: 1) Powerpoint lecture on Pesticides

**Thursday May 9, 2013**
Outcome: illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen, and oxygen Activities: 1) Homework was checked, recorded and reviewed. Answers are located in the following files: and 2) Powerpoint lecture on the nitrogen cycle: 3) Students read pages 52-58 - Pesticides for tomorrow. There will be "quick minute quiz" on this reading on Friday.

Wednesday May 8, 2013 Outcome: illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen, and oxygen Activities: 1) Homework was checked, recorded and reviewed. 2) Students complete the question assignment on the carbon cycle. 3) Powerpoint lecture on the carbon cycle: 4) Students read pages 66-69 - The Nitrogen Cycle and complete the assignment located here: 5) Both the carbon and nitrogen cycle assignments are due for homework for tomorrow.

May 7, 2013 Outcome: illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen, and oxygen Activities: 1) Homework was checked, recorded and reviewed. 2) Discussion about how the earth should be able to sustain itself through cycling of matter. 3) Students view video on the carbon cycle. 4) Students read pages 62-64 in the text and complete questions 1 - 5 on the attached assignment: for homework for tomorrow.

May 6, 2013 Outcomes: - E.02 communicate questions, ideas, and intentions, and receive, interpret, understand, support, and respond to the ideas of others with respect to environmental attitudes. - E.07 illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen, and oxygen. Activities: 1) Students participate in powerpoint lecture: Cycling and Recycling of Matter - Section 2.1 - pages 50-51 in the textbook. 2) Homework: answer questions page 51 #1, 2, 4 and 5.

May 2, 2013 Students wrote a test today on Chapter 1 in the text - Ecology. Have a great weekend! Upcoming sections next week that we will be covering are:
 * 2.1/2.2 Matter in ecosystems
 * 2.5 - 2.7 Carbon/Nutrient cycles
 * 2.8/3.10 Deforestation

May 1, 2013 Outcome: Students will review material for the test tomorrow: Activities: 1) Students completed the powerpoint lecture on section 1.11 from yesterday. 2) Concepts to be covered on the test tomorrow were reviewed with the students. Notes on Chapter 1 can be found here:

April 30, 2013 Outcome: 1) Analyze the impact of external factors on the eocsystem; explain why the ecosystem may respond differently to short-term stress and long-term change; explain biotic and abiotic factors which keep natural populations in equilibrium,, and relate this equilibrium to the resource limits of an ecosystem; describe and apply classification with respect to trophic levels in ecosystems; explain how biodiversity of an ecosystemm contributes to its sustainability; analyze the immpact of external factors on the ecosystem. Activities: 1) Students review questions from yesterday and complete the powerpoint. 2) Students complete quiz from readings assigned yesterday for today. 3) Powerpoint lecture from sections 1.10 and 1.11 and 4) There will be a **chapter one test on Thursday, May 2** on the following sections from the text: April 29, 2013 Outcomes: 1) explain biotic and abiotic factors which keep natural populations in equilibrium, and relate this equilibriom to the resource limits of an ecosystem; 2) explain how biodiversity of an ecosustem contributes to its sustainability Activities: 1) Homework was checked, reviewed and recorded. Answers to the questions can be found here: 2) Powerpoint lecture on Ecology from section 1.5 in the textbook. 3) Homework - students read 1.10, 1.11 and 1.12 in the textbook for tomorrow. There will be a small quiz on Tuesday from these sections to ensure this assignment was completed. 4) See Friday's entry for a bonus assignment that is due for tomorrow if students decided to complete it for an extra homework mark.
 * 1.1 Frog habitat
 * 1.2 Endangered species
 * 1.3 Extinction
 * 1.5/1.6 Ecology
 * 1.10 - 1.12 Energy in ecosystems

April 26, 2013 Outcomes: 1) explain biotic and abiotic factors which keep natural populations in equilibrium, and relate this equilibriom to the resource limits of an ecosystem; 2) explain how biodiversity of an ecosustem contributes to its sustainability Activities: 1) Students review the assignment from Wednesday (we didn't complete it yesterday). Answers can be downloaded here: 2) Students read pages 22-23 (section 1.5 in the text) and **answer questions 1-6 on page 23 for homework for Monday.**
 * 3) There will be a chapter test on Thursday, May 2, 2013.**
 * 4) Bonus work: look at the diagram and answer the questions in the following assignment: For a bonus point, it needs to be handed in at the beginning of class on Tuesday, April 30. [[file:Consider the ecosystem inhabited by the organisms in the food web below.doc]]**

April 25, 2013 Outcome: Examine Biotic and Abiotic factors which keep natural population in equilibrium, and relate this equilibrium to the resource limits of an ecosystem. Explain how biodiversity of an ecosystem contributes to its sustainability. Activities: 1) We completed the powerpoint from April 22. 2) Students reviewed the assignment from yesterday.

April 24, 2013 I am out of school today. The supply teacher has been directed to have students complete the following assignment pertaining to sections 1.2 and 1.3 in the text. The last question will need to be completed at home.

April 23, 2013 We will continue with the lesson from yesterday. Students will view video clips of the extinction of the dinosaurs. There is no homework for tonight.

April 22, 2013 Outcome: Examine Biotic and Abiotic factors which keep natural population in equilibrium, and relate this equilibrium to the resource limits of an ecosystem. Activities: 1) Took a few moments to honour Earthday. Students viewed a CNN video called "Plastic Soup" that can be viewed here: [] and had a discussion on plastic and its effects on the environment. For example: 2) Homework was checked, reviewed and recorded. 3) Began powerpoint: Extinction in the Modern World 4) There is no homework for this evening.

April 18, 2013 Outcome: 1) Analyze the impact of external factors on the ecosystem . Activities: 1) Students will complete the powerpoint from yesterday on factors affecting the ecosystem. 2) Students will view a TED Talks video on climate change that can be viewed here: [] Photographer James Balog shares new image sequences from the Extreme Ice Survey, a network of time-lapse cameras recording glaciers receding at an alarming rate, some of the most vivid evidence yet of climate change. 3) Students read section 1.1 in the textbook (pages 10 - 13) and answer questions 1 - 4 on page 13 due Monday, April 22.
 * Bonus work due Monday April 22 - Students read the following article "The Year of the Frog" by David Suzuki and Faisal Moola and summarize in paragraph form 3 main causes of the decline of frogs globally. It can be typed and e-mailed to me or written by hand and submitted at the beginning of class on Monday.[[file:The Year of the Frog David Suzuki Article 2008.docx]]**

April 17, 2013 Outcome: 1) Explain how a paradigm shift can change scientific world views in understanding sustainability. 2) Analyze the impact of external factors on the ecosystem Activities: 1) Students viewed a video by Alex Steffen on Sustainabillity and Ecosystems that can be viewed here: [] 2) Students received their quizzes, labs and frog assignment back. 3) Powerpoint lecture on factors affecting ecosystems - specifically - frogs that can be viewed here: . 4) Homework was checked, recorded and discussed.

April 16, 2013 Outcome: Explain how a paradigm shift can change scientific world views in understanding sustainability. Activities: 1) Lecture - see powerpoint notes here: 2) Homework - students read pages 8 and 9 in the textbook and answer questions 1 a and b for tomorrow. 3) Students viewed video clip of birds on Midway Island dying of plastic ingestion from the water: []
 * Bonus Activity:** Students need to print or read the following article on paradigm shifts and answer the 5 questions at the bottom of the article. It is due at the beginning of class on Thursday, April 18. [[file:Are We in the Process of a Major Paradigm Shift.doc]]

April 15, 2013 Outcome: Students will explain how a paradigm shift can change scientific world views in understanding sustainability - more specifically: explore and develop a concept of sustainability. Activities: Period 1 - students will complete the video - The Thin Green Line - see below for details. Students will complete an assignment on the video to check for understanding and comprehension. Period 4 - Students will go to the lab and view living microorganisms using microscopes - euglena, paramecium, etc. This is a "flip" from the work the two classes did on Thursday last week.

April 12, 2013 Outcome: Students will explain how a paradigm shift can change scientific world views in understanding sustainability - more specifically: explore and develop a concept of sustainability. Activities: 1) Students viewed Frogs: The Thin Green Line (PBS) video on the decline of the frogs. A clip can be viewed here: []. Students need to complete an assignment on the video. It can be downloaded here: 2) Students wrote a quiz on acids and bases. The results were recorded on today's evaluation that was sent home.

April 11, 2013 Objective: Students will understand and be able to predict reactions occurring between acids and bases. Students will begin to think about issues in ecology by investigating how living things interact in a closed system, on a small and simple scale: by observing microscopic organisms (period 1) or by viewing a video (period 4). Activities: 1) Students will complete the review of questions assigned for chapter 8. The answers can be downloaded here: 2) Students will begin the ecology unit by looking at live paramecium with the microscope. A clip of what paramecium look like can be viewed here: [] and here: [] There will be a quiz tomorrow on acids and bases. Specifics can be located in yesterday's entry. 2) Students viewed Frogs: The Thin Green Line (PBS) video on the decline of the frogs. A clip can be viewed here: []. Students need to complete an assignment on the video. It can be downloaded here:
 * Period 1 Science 10**
 * Period 4 Science 10 (this is due to a conflict with using the biology lab)**

April 10, 2013 Objective: Students will understand the properties of acids and bases; the pH Scale; and neutralization reactions. Activities: 1) Students reviewed the homework assignment that was due yesterday. The questions were assigned last Wednesday - please check that entry for specifics. 2) Students watched and participated in demonstrations of acid/base reactions and testing for acids and bases using litmus paper. 3) There will be a quiz on sections 8.2, 8.3 and 8.10 from the textbook on Friday, April 12.

April 9, 2013 Objective: Students will determine the pH of common substances to categorize these substances as either an acid or a base. Activities: 1) Students complete a lab, testing the pH of common household substances and then determine characteristics of these household substances based on characteristics of acids and bases. A copy of the lab can be downloaded here: The completed lab is due for tomorrow. Students who missed the lab can print the lab and go to [] to test the pH of the household products on their site...you will need make changes to the lab sheet I have uploaded for the class to use in our lab for the substances the site uses. 2) Homework was check and recorded and will be reviewed tomorrow.

April 8, 2013 Objective: Students will review concepts recently learned in Science 10: single displacement reactions; double reaction; synthesis reactions; decomposition reactions; word equations; skeleton equations; Law of Conservation of Mass; balancing equations; acids, bases; pH scale; neutralizing acids. Activities: 1) Students presented their mini-posters to the class. 2) Students viewed and predicted results for double displacement demonstration in class (I also learned from Heather that pink is not a colour). 3) Students completed an "open book" test for chapter 6. Students chose to do the open book test today rather than a closed book test later on in the week.

April 4, 2013 Objective: Students will review concepts recently learned in Science 10: single displacement reactions; double reaction; synthesis reactions; decomposition reactions; word equations; skeleton equations; Law of Conservation of Mass; balancing equations; acids, bases; pH scale; neutralizing acids. 1) Students reviewed the worksheet on types of chemical reactions. 2) Students made mini-posters in small groups on the concepts as listed above and presented them to the rest of the class. 3) There is no homework for Monday, however, work assigned in class yesterday (see below) will be due and checked on Tuesday, April 8.

April 3, 2013 Objective: Students will understand the properties of acids and bases; the pH Scale; and neutralization reactions. Activities: (Ms. Morrison was in for me today as I had other responsibilities in the school) 1) The worksheet assigned yesterday will be reviewed tomorrow (Thursday, April 4). 2) Students read sections 8.2, 8.3 and 8.10 and answered questions 1-4 on page 295, 1-7 on page 299 and 1-3 page 319. 3) This work is due for homework for next Tuesday, April 8.

April 2, 2013 Objective: Students will learn about types of chemical reactions: Synthesis, Decomposition, Single Displacement and Double Displacement (and the video illustrated combustion as well). The textbook sections that correspond to this topic are 6.7 (page 223-235) and 6.10 (pages 240-241). Activities: 1) Homework was checked and recorded. 2) Students received a worksheet on types of chemical reactions to be completed for tomorrow. 3) There will be a quiz on chemical reactions on Thursday, April 4, 2013.

March 28, 2013 Objective: Students will learn about types of chemical reactions: Synthesis, Decomposition, Single Displacement and Double Displacement (and the video illustrated combustion as well). The textbook sections that correspond to this topic are 6.7 (page 223-235) and 6.10 (pages 240-241). Activities: 1) Students received their quizzes back. 2) We will complete the powerpoint and worksheets as outlined from yesterday. 3) Students read sections 6.7 and 6.10 and answer questions 1-5 page 235 and 1-3 page 241 for homework for Tuesday, April 2. 4) The link to the hearing test we did in school today can be found here: []

March 27, 2013 Objective: Students will check for comprehension for balancing equations and learn about types of chemical reactions: Synthesis, Decomposition, Single Displacement and Double Displacement (and the video illustrated combustion as well). The textbook sections that correspond to this topic are 6.7 (page 233-235) and 6.10 (pages 240-241). Activities: 1) Students will write a quiz on balancing chemical equations. 2) Students will view a video clip explaining types of chemical reactions that can be viewed here: [] 3) Students will view a power point presentation on types of chemical reactions that can be viewed here: 4) Students completed an accompanying worksheet that can be downloaded here:

March 26, 2013 Objective: Students will review concepts in chapter 6 thus far: to be able to understand and manipulate word and skeleton chemical equations and balance them to prepare for the quiz tomorrow. Activities: 1) Students finished reviewing homework assigned last week for chapter 6. 2) Students practiced balancing equations and checked for comprehension. Seven practice questions and the key we completed in class today can be downloaded here:

March 25, 2013 Objective: Students will review concepts in chapter 6 thus far: to be able to understand and manipulate word and skeleton chemical equations and balance them. Activities: 1) Homework was checked and recorded. 2) Students viewed the rest of the "Hunting the Elements" that was started on Friday. 3) As a class, we reviewed and checked for comprehension, the questions from page 219 - 2, 3 a and b, 4a and page 223 1, 2, 5, 6, 7. There is no homework for this evening. There will be a quiz on sections 6.1, 6.3 and 6.5 on Wednesday, March 27.

March 22, 2013 Objective: Students will work independently to review concepts in chapter 6 thus far: to be able to understand and manipulate word and skeleton chemical equations and balance them. Activities: 1) Students completed the work assignment from the textbook as outlined in yesterday's entry below. Homework was checked and recorded. Their previous test and quiz was returned to the students. 2) Students also viewed "Hunting the Elements" - an excellent video on the elements of the periodic table while they worked on the textbook assignment. It can be viewed on youtube at the following site: [] Program Description **(taken directly from the PBS site)** //"Where do nature’s building blocks, called the elements, come from? They’re the hidden ingredients of everything in our world, from the carbon in our bodies to the metals in our smartphones. To unlock their secrets, David Pogue, the lively host of NOVA’s popular "Making Stuff" series and technology correspondent of The New York Times, spins viewers through the world of weird, extreme chemistry: the strongest acids, the deadliest poisons, the universe’s most abundant elements, and the rarest of the rare—substances cooked up in atom smashers that flicker into existence for only fractions of a second."//
 * 3) Students are to complete all of the textbook work as outlined below for homework for Monday.**

*I am now e-mailing weekly evaluations home to parents and students every Friday. If you are not receiving one currently, please e-mail me your e-mail address.*
March 21, 2013 Objective: Students will work independently to review concepts in chapter 6 thus far: to be able to understand and manipulate word and skeleton chemical equations and balance them. Activities: As an opener today, we will discuss Dr. Jonas Salk and his cure for polio and how polio continues to affect people today. 1) Students will work from the textbook today and complete the following activites. **Questions completed to p. 223 are due for tomorrow**. This will enable me to work individually with students whom are struggling with specific content. Read pages 218-219 (section 6.1) and answer questions 2, 3a and b, and 4a (a molecule of sugar is C6H12O6) Read pages 222-223 (section 6.3) and answer questions 1, 2, 5, 6, 7 Read pages 226-229 (section 6.5) and answer questions 1, 2a, c, h. i, 3a, c and 4 (#4 is bonus) 2) The following clip is a video that will be helpful for students who may still be struggling with balancing equations: [] This work may be collected for evaluation. [] March 20, 2013 - no classes due to storm. March 19, 2013 Objective: Objective: 1) Students will understand and be able to manipulate word and skeleton equations and balance them. Activities: 1) Students prepared for the quiz by watching the video on balancing equations (this is a good review for students who are struggling with this concept): [] 2) Students wrote the quiz and we checked for understanding immediately following the quiz so students could see how they did. 3) We collectively worked on making skeleton equations from word equations. March 18, 2013 Objective: 1) Students will understand and be able to manipulate word and skeleton equations and balance them. Activities: Opener - "last week in science" 1) Students complete a class activity - balancing equations race. The winning pair won a small and insignificant prize!! lol Check for understanding of homework. 2) Students complete the word equations of the back of the page. 3) Collect bonus assignments and record homework. 4) **There will be a quiz on balancing equations tomorrow, March 19.** March 15, 2013 Objective: 1) Students will understand and be able to manipulate word and skeleton equations and balance them. Activities: 1) Continue with the powerpoint lecture as uploaded in March 13 entry. 2) Students complete class activity on balancing equations. 3) Students work on and complete worksheet on writing skeleton equations and balancing equations and complete for homework - it can be found here: [], print off the worksheet, complete the questions and hand it in for Monday, March 18. Do only the first side of the page and choose 17 of the 21 questions.
 * For the keeners, we will be discussing types of chemical reations on Monday. Here is a clip introducing it:**
 * Corresponding sections from the textbook are: 6.1, 6.3 and 6.5**
 * Bonus activity: Students go to**

March 14, 2013 Today is a continuation from yesterday - focusing on counting atoms and balancing skeleton equations. As an opener, we did a fun activity that stressed the importance of proper handwashing.
 * Tomorrow, I will be sending out the first installment of student evaluations via e-mail. (I am still hunting down e-mail addresses for some students' guardians/parents) Parents/guardians can expect to receive these e-mails every Friday.**

March 13, 2013 Objective: 1) Students will understand and be able to manipulate word and skeleton equations. (corresponding with section 6.1 in the text) Activities: 1) Lecture with powerpoint and student worksheets. The powerpoint can be located here: There is no homework for this evening. February 21, 2013 Objective: Students will become familiar with ionic compound formulas and naming and will be introduced to polyatomic ions. Activities: 1) Questions 1-10 from page 195 of the textbook will be gone over together 2) Students will take notes on polyatomic ions 3) Questions 3,4,6 and 7 from page 198 are assigned for homework 4) A worksheet will be given on naming inonic compounds and is to be completed for homework. Students will have a quiz on naming and writing formulas of compounds on Monday February 25 Students will have a test on Chapter 5 material on Wednesday February 27

February 20, 2013 School was cancelled due to inclement weather

February 19, 2013 Activities: 1) Students passed in their assignment on the parts of an atom, the periodic table, ions and bohr diagrams 2) Students took notes on ionic compounds 3) For homework students are to complete questions 1-5 on page 195 in the textbook, Students were told that if school is cancelled tomorrow they are to complete questions 1-10 for homework.
 * Objective:** Students will become familiar with ionic compound formulas and naming and will be introduced to multivalent ions.

February 18, 2013 School cancelled due to inclement weather 1) Continue working on the 3 worksheets handed out yesterday, answers posted at the back of the classroom for students to verify their answers 2) Pick up a copy of the assignment due for Monday on the parts of an atom, the periodic table, ions and bohr diagrams
 * February 15, 2012**
 * Objective**: Review the types of elements that make up the periodic table and concepts such as metals, properties of matter, ions, Bohr diagrams, ionic charges, families of elements.
 * Activities:**

1) Go over the answers to questions 1-8 page 187 2) Go over the asnwers to the worksheey "Atomic Basics" 3) Hand out 3 worksheets on parts of an atom, the periodic table, ions and bohr diagrams 1) Continue working on questions 1-8 page 187 2) Review answers to questions 1-8 3) Worksheet - Atomic Basics
 * February 14, 2013**
 * Objective**: Review the types of elements that make up the periodic table and concepts such as metals, properties of matter, ions, Bohr diagrams, ionic charges, families of elements.
 * Activities:**
 * February 13, 2013**
 * Activities:**

1) Notes and examples of Bohr Diagrams. Corresponding test book pages 184-187 2) Questions 1-8 page 187 Quizzed passed back. Used for students to gauge their knowledge of the review material fro Science 9 presented thus far. No homework tonight.
 * February 12, 2013**
 * Activities:**


 * February 11, 2013**
 * Objective**: Review the types of elements that make up the periodic table and concepts such as metals, properties of matter, ions, Bohr diagrams, ionic charges, families of elements.

1) Quiz on chemical and physical changes and chemical and physical properties 2) Continue powerpoint notes on matter and properties of matter 3) Read pages 184-187 and do questions 1-8 p. 187 for homework
 * Activities**: Period 1

1) Quiz on chemical and physical changes and chemical and physical properties 2) Begin powerpoint notes on matter and properties of matter and handout periodic tables. 3) Read pages 184-187 and do questions 1-8 p. 187 for homework
 * Activities**: Period 4


 * February 8, 2013**
 * Objective**: Apply knowledge of chemicals that are encountered in the home.

1) Notice of Quiz on chemical and physical changes and chemical and physical properties on Monday February 11, 2013 2) Begin watching PBS video entitiled "Hunting the Elements".
 * Avctivities:** Period 1:

1) Check homework and go over together 2) Class discussion of chemcials in the home, text page 179 questions 1-4 3) Notice of Quiz on chemical and physical changes and chemical and physical properties on Monday February 11, 2013
 * Activities**: Period 4

Review the types of elements that make up the periodic table and concepts such as metals, properties of matter, ions, Bohr diagrams, ionic charges, families of elements.
 * February 7, 2013**
 * Objective:** Apply knowledge of chemicals that are encountered in the home.

1) Finish class discussion of chemcials in the home, text page 179 questions 1-4 2) Begin powerpoint notes on matter and properties of matter and hanout copies of the periodic table.
 * Activities:** Period 1

1) Check homework 2) WHMIS quiz 3) Read pages 172-175 and do questions 1-9 for homework 4) 2 Worksheets on chemical and physical changes and chemical and physical properties
 * Activities**: Period 4.


 * February 6, 2013**
 * Objective**: Apply knowledge of chemicals that are encountered in the home.

1) Check and review homework 2) Class discussion of chemcials in the home, text page 179 questions 1-4
 * Activities**: Period 1

1) Hand out course syllabus. Please have parents review, Students and parents sign and return bottom half. 2) Go over WHMIS symbols and classification (review from last year). Short quiz tomorrow. 3) Worksheet on WHMIS. Went over together. Paste on symbols at home.
 * Activities:** Period 4 (First day with this class)

Students will review classification of matter and properties of matter from grade 9.
 * February. 5, 2013**
 * Objective:** Students will review and check for understanding the WHMIS symbols.

1) Quiz on WHMIS symbols 2) Check homework and review with the students 3) Worksheets on chemical vs physical properties and Changes and/or chemical and physical change worksheet. For homework. 4) Watched 3 short videos on the states of matter, the physical properties of matter and evidence of chemical changes [] , [] and []
 * Activities:**

Students will review classification of matter and properties of matter from grade 9.
 * Febru****ary 4, 2013**
 * Objective:** Students will review and check for understanding the WHMIS symbols.

Activities: 1) Powerpoint notes (review from last year) on the WHMIS symbols. 2) Students complete worksheet on WHMIS symbols. There will be a quiz on Feb. 5. 3) Students read pages 172 – 175 for homework and answer questions 1 – 9 on page 175.


 * January 29, 2013**

Welcome to Science 10. Attached is a copy of the Science 10 Course Syllabus. A copy of this was given to all students to take home, review with their parents/guardians, sign and return to me ASAP. I will be away from school from Feb. 4 to March 8 inclusive. Alyson Goodfellow will lead the class during that time. If you have any concerns, please feel free to contact her directly at alyson@rogers.com or contact her at the school at 506 453 5435.