Sept. 30 – The Atom

Learning Goals: Understand what makes the atoms of one element different from the atoms of another.

Success Criteria: You can use a periodic table to figure out how many protons, neutrons and electrons there are in an atom of each element.

Listen to these songs:

Old Periodic Table Song: http://www.youtube.com/watch?v=GFIvXVMbII0 
New Periodic Table Song: http://www.youtube.com/watch?v=zUDDiWtFtEM

You will not be required to remember the period table, but you will go a long ways if you can remember the first 20.

I also handed back the Density Lab.  Here are some general notes on common errors that people made.

• Put the variables you control in order.
• In a data table: only write units once.
• On graphs, label axes and add a GOOD title.
• Calculations: Always show your work.
• Write out formulas before using numbers.
• Include UNITS in your slope.

Here are some note from today:

Notes on the Atom

What makes the atoms of one element different from the atoms of another?

All atoms are made up of: electrons, protons and neutrons.

Each element has a different number of protons.

• The number of protons determines the element.
• The number of protons is called the Atomic Number.

Name	Charge	Mass (amu)	Location
proton	+	1	In the nucleus
neutron	No charge	1	In the nucleus
electrons	–	Very small	around the nucleus

Examples of how to find neutrons.

How many neutrons are in Ne (neon)?

Atomic number: 10

Atomic mass: 20.18 rounded to 20

Number of neutrons:  20 – 10 = 10

How many neutrons are in Fe (iron)?

Atomic number: 26

Atomic mass: 55.85 rounded to 56

Number of neutrons: 56 – 26 = 30

How many neutrons are in Ag (silver)?

Atomic number: 47

Atomic mass: 108

Number of neutrons: 108 – 47 = 61

Handouts: Atomic Mass and Number

No homework for today except reading chapter 6.7.

Sept. 27 – Periodic Table

Learning Goals: Understand the organization behind the periodic table.

Success Criteria: You can identify different families in the periodic table, describe what group they belong in and their properties.

Dmitri Mendeleev was the first one to organize elements into a table.  He was able to predict that some elements were missing.  These elements were later discovered by other scientists.

Today we had an in depth discussion about the different elements that appear on the periodic table.  You do not need to memorize the table, just the first few elements.  Here is the completed handout that we discussed in class.

Handout: Periodic Table

Can you tell the difference between a metal and a non-metal?

Here's a video of different halogens (group 17):

• http://www.youtube.com/watch?v=yP0U5rGWqdg

Here's a couple of videos showing how reactive sodium is: 

•  http://www.youtube.com/watch?v=vRKK6pliejs
•  http://www.youtube.com/watch?v=Vxqe_ZOwsHs

Sodium is an example of an Alkali Metal (group 1).

Here's a video of magnesium burning, similar to what I did in class.  Actually, many of you have your own videos if you recorded me in class!  Magnesium is an example of an Alkali Earth Metal (group 2).

• http://www.youtube.com/watch?v=PLEGWVU7cAk

Homework:

• Do questions on page 215 #6, 7, 8
• Do questions on page 225 #1, 2, 5, 8, 9, 10

Sept. 26 - Theories of the Atom

Today's period 1 class was delayed due to a literacy practice test.  Keep in mind that we will be doing this literacy practice through out the semester.

At this point everyone should have handed in their Physical and Chemical Changes Lab.

The next topic is section 6.6 in your textbooks,

Theories of the Atom

Learning Goals: Understand the historic theories of the atom.

Success Criteria: You can identify historical theories, the scientists who discovered them and their significance.

Handouts

• Theories of the Atom
• Theories of the Atom Worksheet

Period 4 class had enough time to complete the Theories of the Atom handout together as a group.  Period 1, I will ask you to complete this as homework.  Treat the second worksheet as a practice to see if you really understand these ideas.

Can you recognize which theory each picture represents?
The last image is too advanced for our class!  If you keep taking science classes you will eventually learn about it.

Sept. 25 - Physical and Chemical Changes LAB

Congratulations on completing the laboratory investigation!  The class did well and we only had one minor spill in period 4 which was safely and promptly cleaned up.  You have all now safely worked with hydrochloric acid!  Here's a video of the same reaction that you all witnessed in class today, only they used a slightly different procedure:

Video: Hydrochloric Acid and Magnesium http://www.youtube.com/watch?v=afxwDTz_JTk

If you have not completed answering all the questions in the lab handout, please do so tonight and hand it in tomorrow.

Once you are done, read section 6.6 in your textbook, pages 228 – 233 and be prepared to discuss it in class tomorrow.

Homework:

• Complete lab questions if not done.
• Read section 6.6, pg. 228-233.

Sept. 24 - Physical and Chemical Changes

Congratulations on completing the quiz today on density!  Here is the new material for today:

Chapters 5.2 and 5.3, Physical and Chemical Changes

Learning Goals: Understand the difference between physical and chemical changes.

Success Criteria: Be able to distinguish between physical and chemical changes.

We completed this handout today:

• Physical and Chemical Changes

We tried to distinguish whether or not the following are physical or chemical changes.

Here are 5 clues that will help you.

• Colour changes.
• Bubbles form in a liquid.
• A solid forms when two liquids are mixed, called a precipitate.
• Heat or light is released.
• Difficult to reverse.

Remember, these are just clues.  The only way to really determine if a chemical change has occured is to find out if the particles have changed forming a new substance.

Cutting a carrot.

A carrot going bad.

Boiling an egg.

Here's the egg after it's boiled.

Making Jello.

Yummy Jello!

Boiling water.

Firewood burning.

Dynamite exploding.

Baking a cake.

Ice freezing on a pond.

Bending a paperclip.

Homework: 

• Read this handout and prepare for tomorrow's lab.
• Physical and Chemical Changes LAB

Sept. 20 - Physical and Chemical Changes

Today we finished up the discussion of pure substances and mixtures.  Here are the fully completed notes:

• Pure Substances and Mixtures (solutions)

We talked about some ways to separate solutions and mechanical mixtures.  In "Life of Pi" a boy is stranded on a lifeboat, but he manages to get fresh water using solar stills.

The cone shaped thing near his boat is used to separate sea water into salt and fresh water.

Here's what it looks like closeup.  Sea water evaporates on the inside and fresh water is condensed onto the edges.

Here are some fun ways to separate a mechanical mixture of coins:

• Coin separators.
  https://www.youtube.com/watch?v=f0uDiue3R7w
  https://www.youtube.com/watch?v=vZaRgMOo-Ig

Next we moved on to Chapters 5.2 and 5.3

Physical and Chemical Properties

Learning Goals: Understand the difference between physical and chemical changes.

Success Criteria: You can describe some physical and chemical properties of some common substances.

We first completed some notes:

Handout: Physical and Chemical Property Notes

I then challenged you to describe some physical and chemical properties of milk.

Here's what some of you came up with:

Physical Properties:

• White and not transparent.
• Liquid at room temperature.
• Smells natural.
• Tastes bland.

Chemical Properties:

• Turns sour over time.
• Curdles with lemons.
• Can be made into yogurt or cheese.

Homework:

• Complete handout on pure substances and mixtures.
• Complete Density Lab if not done.
• Study for quiz by doing these questions from the textbook P. 198 #3-10, 12.

Have a good weekend and see you on Tuesday!

Sept. 19 - Density Lab and Classification of Matter

Congratulations on completing your first lab!  Make sure you try to plot the data tonight so that you can ask me questions tomorrow.  You can hand the lab in on Tuesday at the latest.

Next we took up the solutions to the changes of state handout:

• Changes of State worksheet solutions

Here are some fun videos involving change of state:

• Freezing a flower: http://www.youtube.com/watch?v=Gz3lrLoW0og
• Sublimation of Dry Ice: http://www.youtube.com/watch?v=_jvicQ2Xj0o
• Liquid Nitrogen in a Swimming Pool: http://www.youtube.com/watch?v=w2mj-Sq2oeo

Here are two new handouts for today:

• Classification of Matter
• Pure Substances and Mixtures

Learning Goals: Understand how substances can be classified as pure or mixtures.

Success Criteria: You can describe the difference between elements, compounds, and different types of mixtures.

We discussed the definition of all these different classifications.  Then we played a game where we looked at different substances and tried to classify them.  Are these pure or mixtures?

Blood.

Graphite.

Diamond.

The last two are actually both pure and the exact same element!

Sept. 18 - Particle Theory and States of Matter

Here are the solutions to the previous homework: Density Problems - Solutions.

In particular we talked about number 11, which is how submarines float and sink.  Can we apply the same idea to help flip this boat?

This ship is called the Costa Concordia.  It's bigger than the Titanic, the size of a huge skyscraper, but when it got too close to the shore, it ended up on its side.

We discussed how they attached containers to one side of the boat and filled it with water to make that side sink while the other side floated up.  Here's a video of the whole process:

http://www.youtube.com/watch?v=IoSFhN4W_wU

Here's a description of what they did:

It was a great feat of engineering and science to get this boat back upright.

This concludes our discussion of Density.  Tomorrow we will do the first lab to measure the density of a liquid.  There will be a quiz on density on Tuesday.

Handout: Density Lab

Tuesday, Sept. 24: Quiz on Density

Chapter 5.1 Particle Theory and States of Matter.

Learning Goals: 

• Be able to describe the principles of Particle Theory.
• Understand state changes.

Success Criteria:

• You can state the 5 principles of particle theory.
• You can name the changes of state the occur in different situations.

Handouts:

• Particle Theory
• States of Matter Chart
• Changes of State worksheet 

I also asked you to copy down this triangle.

Make sure you know all the arrows and recognize when they apply.

Homework: 

• Complete the Changes of State worksheet.
• Read the Density Lab handout.

Tuesday, Sept. 24: Quiz on Density

Sept. 17 – Quiz and density questions

Congratulations on completing the quiz today!
I will have the marked and returned to you by next week.

For the rest of the day we played some more "Will it float",
https://www.youtube.com/watch?v=tdrq8tFZCqM

and you worked on your density problems that I handed out yesterday.

I also gave you your mark for the safety posters!  Here's an excellent example of a lab safety poster:

Homework: Complete all the density problems.

Your next quiz will be a week from today!

Sept. 16 – Density Problems

Learning Goals: Understand how to solve problems involving density.

Success Criteria: You can use the GRASS method to solve density problems.


Today I distributed text books!  Hold onto them tightly as you are responsible for returning that one at the end of the term.  Always have them handy for class.

We started by watching will it float!  http://www.youtube.com/watch?v=zm-AkvwPdZ4
As it turns out, a log of cheese sinks.  What does this tell you about the density of cheese?

I did some more examples of density problems such as this one:

A beaker when empty has a mass of 225 g.  When 350 mL of an unknown liquid are poured into the beaker the combined mass is 500 g.  What is the density of the liquid?

Given:
beaker mass = 225 g
liquid volume = 350 mL
combined mass = 500 g

Required:
Density of the liquid.

Analyze: We need to use our density formula, D = m ÷ V, but the 'm' needs be the mass of the liquid, not the beaker.  We must subtract to get the liquid's mass.

Solve:
 m = combined mass – beaker mass
 m = 500 g – 225 g
 m = 275 g

D = m ÷ V
D = 275 g ÷ 350 mL
D = 0.78571428571428571428 g/mL

Statement:
The density of the liquid is 0.786 g/mL.  (Notice how each number given has three significant figures, therefore, we round the answer to three significant figures as well. We will review more rounding rules as we go along.)

Homework: Study for the Quiz!

Sept. 13 – Matter and Density

Quiz on Tuesday!

Here's a list of topics that you should study for.

 - Identify and explain WHMIS symbols and HHPS symbols

 - Explain lab safety rules

 - Identify lab equipment

 - Determine the number of sig. dig.

 - Convert between scientific notation and standard notation

 - Convert between units

 - Calculate the slope of a graph

Please make sure to see me for extra help if you are unsure about any of these topics.  I will be available Monday after school.

Practice handouts:

• Metric Conversion Worksheet
• Metric Conversion Practice

UNIT 1: Chemistry

Learning Goals: Understand how to describe matter and density.

Success Criteria:

• You can define terms such as matter, mass, volume and density.
• You can solve problems involving calculation of density.

Have a look at this video: http://www.youtube.com/watch?v=-CDkJuo_LYs.

How do the layers of liquid stay separate?  What determines which liquid stays on top and which ones on the bottom?  The answer has to do with the density of each liquid.

Handouts:

• Matter
• Measuring Volume
• Density

We filled in the blanks for each handout.  First we defined what matter is and how to describe it.  Then we discussed how to calculate volume and finally we filled in the blanks on the density handout.  Here is the handout will all the blanks filled in:

• Density notes completed

I also showed you how to solve the problem at the bottom using the GRASS method.  I will expect you to use this method to solve problems from now on.

Homework:

• Use the practice handouts to study for the Quiz on Tuesday!

Sept. 12 Class - Graphing

Learning Goals: Understand how to graph data and find the equation of the line of best fit.

Success Criterial: You can graph given data and calculate the line of best fit.

Just for fun, here's an amazing video of how well an octopus can camouflage itself: http://www.youtube.com/watch?v=eS-USrwuUfA

Handouts:

• Notes on Rounding
• Notes on Significant Figures 

• Graphing Instructions
• Graphing Practice
• Graphing Practice Example

Today we discussed a very important skill in the sciences, how to graph data.  If you forget any of the steps I've shown you, refer to the Graphing Instructions handout and have a look at the Graphing Practice Example.

Student Height Compared to Weight.
This graph is an excellent example of how to draw a line of best fit.

This could be quite confusing if you've never seen it before, so please make sure to try it out on your own and to see me if you have any questions.  I am available in my office during lunch and after school in room 327.

Homework:

• Complete the graphing practice.
• Complete scientific notation handout if not done.

Reminder: The quiz on all this material will be on Tuesday, Sept. 17.

Sept. 11 Class – Significant Digits

Learning Goals: Understand how to determine significant digits.

Success Criteria: You can round values to the correct number of significant digits.

We worked more with numbers today, so pay close attention if you're not as strong in math.  Here are the handouts including the significant digits PowerPoint presentation.

• Significant Digits Notes
• Significant Digits PowerPoint

Read the notes carefully and remember there are many rules about whether or not a zero is considered significant.

Here are the solutions to yesterday's handout,

• Metric Conversions Solutions

Finally, here is a new handout with lots of practice on scientific notation.

• Scientific Notation Practice (With solutions on back)

Homework:

• Complete the Safety Poster if not done.
• Work on Scientific Notation Practice.

Library orientation
For those of you in Period 1, we had a Library Orientation today.  The librarian showed us how to access the library online.  First you have to sign into Moodle:

• Moodle link

Next search for VSS Library, the code to enrol is "books".  Once you enrol you can search the library catalogues.  You can print from the library by adding money onto our account in the way that the librarian showed you.  If you are not in my class for period 1, you will get a Library Orientation with your Period 1 class at some point.

Sept. 10 Class - Scientific Notation and Unit Conversions

Learning Goals:

• Understand Scientific Notation
• Understand Unit Conversions

Success Criterion:

• You can convert between scientific notation and standard notation.
• You can convert from one unit to another.

I started by giving some notes on what an MSDS is (Material Safety Data Sheet).  There is one sheet for each chemical in a lab or workplace.  The sheet contains important information such as how to handle the chemical and how it might react.

Next we looked at this flash website: http://htwins.net/scale2/

The site is a great way of showing how large and small our universe can be.  Science covers topics on all scales from the extremely small to the extremely large.  Scientific notation is away of writing down these really large or really small numbers in a short form.

Handouts:

• Scientific Notation
• Scientific Notation Solutions
• Unit Conversions

We spent some time discussing how to write in scientific notation and how to use unit conversions.  We also worked out some examples.

Homework:

• Complete both sides of the handouts.
• Complete safety poster if not done.

Sept. 9 Class - Laboratory Equipment

Learning Goals: Understand the names and uses of common laboratory equipment.

Success Criterial: You can name all the lab equipment and describe how to use it.

What a crazy day we had today!  First there were assemblies in the morning that interfered with period 1, then we had a fire alarm in period 3 that ran into period 4.  As a result, period 4 was shortened, but we still go through most of what we had to do today.

Many of you enjoyed the videos of strange chemical reactions, so here are a few more just for fun:

• Whistling gummy bear
  http://www.youtube.com/watch?v=bXScgXleLX8 

• Mercury(II) thiocyanate (Hg(SCN)2)
  http://www.youtube.com/watch?v=2pXyJ7P0B0k
  http://www.youtube.com/watch?v=ritaljhhk7s

Then I gave a handout that goes into depth with the HHPS.

Handout: HHPS reading

Next we talked about common laboratory equipment by filling in a chart.  We worked together to get all the answers:

Handout: Common Laboratory Equipment (with solutions)

Solutions are included in the file!  Just look at pages 3 and 4.

Next I handed out a handout about Scientific Notation.

Handout: Scientific Notation

Just read the first page for now.  I will cover the examples on the back in class.

Homework:

• Continue working on your safety posters.
• Read the first page of the Scientific Notation handout.

Sept. 6 Class - Safety Rules Posters

Learning Goals: Understand laboratory safety rules.

Success Criteria: You can state the rules verbally and written.

Today we went over some of the answers for the picture showing unsafe laboratory practices.  Here are some of the possible solutions.

1. Spilled chemical on a bench in a position such that clothing might mop it up
2. Long hair, not tied, could be a fire hazard for the girls
3. A student pouring a solution from a very large bottle (Winchester)
4. A student standing on a stool to reach high area might get injured
5. Stools and bags block walking space
6. Food left on bench amongst poisonous chemicals
7. Broken glasses/test tubes are left on the floor
8. Some chemical bottles are not capped
9. Pupils are not wearing safety goggles to protect eyes
10. Equipment on shelf and bench (rear end) are not organized
11. Fire extinguisher is not placed at a proper location
12. Clothing are not stored properly that chemicals might spill on

I also discussed the difference between HHPS and WHMIS.  Make sure to read the handout from yesterday if you are not sure about the difference.

Then I handed out the first assignment.

Assignment: Safety Poster, Due Thursday, Sept. 12

I also announced that our first QUIZ will be on Tuesday, Sept. 17th!  The quiz will cover everything we learned so far as well as what we will cover on Monday.

Homework:

• Complete homework from yesterday if not done (I will check on Monday!)
• Work on Safety Poster.

Sept. 5 Class - WHMIS

Learning Goals: Become familiar with WHMIS

Success Criteria:

• You can identify the WHMIS warning symbols.
• You know what to do in case of accidents.

Handout: 

• WHMIS handout

Today we started discussing these WHMIS symbols:

You should be able to understand what they all mean.

Here are some videos we watched that show examples of some harmful chemicals:

-       Compressed gas: https://www.youtube.com/watch?v=mReuQCuJNQQ

-       Biohazard: https://www.youtube.com/watch?v=4sYSyuuLk5g

-       Oxidizing: http://www.youtube.com/watch?v=efdZkO3KXa8

-       Corrosive: https://www.youtube.com/watch?v=NddZ5ftQb0Q

-       Dangerously reactive: http://www.youtube.com/watch?v=h4pNXAtPJp8

Then we got into groups and acted out skits showing what to do in different situations.

Group A:

A student accidentally drinks a liquid marked as "POISONOUS".

What to do: Inform your teacher.  Call 911.

How to prevent: Never eat or drink in a lab.  Always check labels on containers.

Group B:

A student touches a frayed wire and is electrocuted.

What to do: Disconnect power source.  Do not touch the student!

How to prevent: Make sure all equipment is in good condition.

Group C:

A student is working with a powdered chemical and gets some in their eye.

What to do: Use emergency eye wash (15 minutes).

How to prevent: Wear goggles when handling potentially harmful substances.

Group D:

A student spills something on themselves marked as "CORROSIVE"

What to do: Remove piece of clothing that is contaminated.  Rinse area of skin under cool water.

How to prevent: Wear proper safety equipment (apron, gloves, etc.).  Keep lids on containers.

Group E:

A student is burnt by a hot plate.

What to do: Rinse area under cold water.

How to prevent: Wear protective gloves.  Be aware of surroundings.

** Any time an accident happens you must inform your teacher! **

Homework: 

• Answer the Analyze and Evaluate questions on the last page of the handout.  Questions (a) to (e).

Sept. 4 Class - Expectations and Lab Safety

Learning Goals: 

• Find out information about the course.
• Be aware of classroom expectations.

Success Criteria:

• You know where to find information about this course.
• You can demonstrate what is expected in terms of classroom behaviour.

Handouts:

• Course Outline
• Student Information Sheet

We had a great first day!  There was a lot of information handed out and we discussed what kind of classroom we would like to have.  You all completed the student information sheet and folded them into paper airplanes which we tried to throw into the recycling box.  In period 1 some some planes went in, while in period 3 everyone missed!  The important thing though is that we all tried and we all participated in the class.

We then discussed some classroom expectations.  Here is what you came up with for the ideal classroom:

An ideal classroom LOOKS LIKE:

 - everyone participating equally

 - clean and organized, desks in place

 - people working together

 - no food

 - responsible use of technology

An ideal classroom SOUNDS LIKE:

 - one person talking at a time

 - people talking about the class

An ideal classroom FEELS LIKE:

 - safe, welcoming and friendly

 - comforting

 - happy

How do we make a classroom feel safe?  Look at this picture and see if you can spot 12 unsafe situations:

Click on the picture for a larger copy.

Homework:

• Have your parents read and sign the course outline.
• Look at the picture above and write down 12 unsafe situations.

Welcome to Grade 9 Science!

Hi Everyone,

Welcome to Dr. G's Grade 9 Science Blog!  You'll find everything you need to know about the course right here.

Here are some things you should make a note of:

- Handouts (find the link above)
- TeachAssist (link on the right hand column)
- Daily posts of summaries and homework (what you're reading right now)

We're going to learn some amazing things this year about the Earth, space and many things in between.  All of it will be documented here.

Looking forward to a great semester!

Dr. G