lee's classroom

(another MPPS global2.vic.edu.au weblog)

May 27, 2016
by leesclassroom
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New Information for Today’s Science Lesson

Vinegar:

Acetic acid mixed with water is vinegar. Usually vinegar is a solution of about 5% acetic acid and 95% water.
The atoms that make up a molecule of acetic acid:
Carbon, hydrogen, and oxygen (C, H, and O) – every acetic acid molecule has this formula
(What do the little numbers below and to the right of each letter mean? These are the number of that particular atom in the acetic acid molecule. There are two carbon atoms, four hydrogen atoms, and two oxygen atoms in an acetic acid molecule.)

Baking Soda:

Sodium bicarbonate is baking soda. The atoms that make up sodium bicarbonate are:
Sodium, hydrogen, carbon, and oxygen (Na, H, C, and O).
(There are one sodium atom, one hydrogen atom, one carbon atom, and three oxygen atoms in every unit of sodium bicarbonate.)

 

When combined, the hydrogen atom in the vinegar meets up with the hydrogen and oxygen atoms in the baking soda to form a molecule of water, while the acetate ion grabs onto the sodium atom and forms a salt, sodium acetate. The carbon dioxide molecule, free of its other chemical bonds, can now escape, and bubbles forth as a gas.

Scientific notation for a chemical reaction is a chemical equation like this:   NaHCO3 + HC2H3O2 → NaC2H3O2 + H2O + CO2

Try to use what you know to work out what this equation is representing.

 

May 26, 2016
by leesclassroom
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Prepared Speech: Student Reflection

Now that we’ve finished our prepared speeches post them onto your blog. At the start of the posting include your response to the following Student Reflection, Evaluation and Metacognition Questions:

  • What difficulties did I face in preparing for this?
  • What were the strong points of my presentation?
  • What work habits can I change to achieve higher results next time?
  • How can I use the skills of speaking and listening in other subjects?

May 26, 2016
by leesclassroom
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Link For Today’s Science Lesson

http://www.instantanswer.org/why-is-cooking-a-chemical-change_1837.html

 

A chemical change is when a change involves a new molecular substance being created. This requires a ‘reaction’ between 2 or more substances.
Some signs that a chemical change has taken place are:
• New colour
• New smell
• Formation of a solid
• Formation of a gas
• Energy given off (light, sound or heat)

 

Once in the Science Lab focus on these questions:

What evidence do you have that this is a chemical change?
What other cooking do you think is an example of chemical change? What is your evidence?
Is there any cooking where there is no chemical change?-what is your evidence?

 

Fill in table created in lesson 2

Did you learn much in this lesson- why/why not?

What EXACTLY have you gotten better at? What evidence do you have?

Is this lesson connected to any of your personal science goals? How?

May 24, 2016
by leesclassroom
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New Information:

  • We measure area in square units
  • rectangles area can be calculated using multiplication like an array
  • Triangles are always half a rectangle
  • The notation for square units is u2

Goal Reflection:

“What I Learnt” (1-2 sentences)

“Proof”(students come up with different examples of each number)

May 18, 2016
by leesclassroom
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Notes For Today’s Writing Lesson

Simple vs sophisticated

Sophisticated: makes the audience care/emotionally connects us-makes us think about an aspect of what it is like to be human.

Lessons might include: struggling; friendship; persistence; love; bravery; lying; loyalty; depression; fear; being careless

To explore these lessons characters change/grow/learn from the complication…. so the setting and characters are chosen and created carefully to best show this.

 

Whilst reading, record in note form,

  • Setting (in place and time, narrator or main characters, how it begins to link readers to events) – Is the setting over described or does the author give you just enough?
  • Complication – Is story a series of ordinary events or major problematic events – Is the complication developed effectively? How does the author do this? If possible – give an example.
  • Resolution (attempts to solve problem) – Was the resolution rushed? Did the author develop the idea over several paragraphs? If so, did the author reflect at the end which highlighted the theme of the piece?
  • Was the author’s spelling, grammar and punctuation consistent and correct throughout the piece?
  • Did each paragraph link, introduce a new idea, change of setting or direct speech? How does this help with the cohesion of the writing?
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