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Essential Question(s)	1. What are some effects of increasing or decreasing the amount of energy in a physical or chemical chang? 2. What are some observations of reactions?

Please check the classroom for due dates as late work is generally NOT accepted. I will collect some individual assignments to put in the grade book, including ALL homework. Save all work to turn in when the unit is due. You have a folder and a bag in class to use! (w) means there is a link on the website.

Sections I - Basics You must complete the assignments to get the points. Write your scores down as w e complete assignments. I will tell you all the details.

Pts	#	Assignment Title	Type	Due
/22	1	Vocabulary Quiz on same cards (w)	QZZ
/20	2	Sodium notes (video)	VID
/20	3	Chemistry Demonstrations	ACT
/20	4	Choice assignment from text book (w)	HMK
/18	5	Textbook work (p149 1-5 159 1-5, 165 1-3, 171 1-5 )	BKW
/ 100		Section I points (Max 100)

The above assignments and other readings can be accessed at this website.

Pre-Test score (w)__________ Post-Test Score (w) ________ dif. (post – pre) ________
Please be sure to write your scores down. You may get extra credit for the difference.

Section II - Labs or other work. These assignments are a little bit harder or longer.

Pts	#	Assignment title	Due Date
/100	1	You will be making a Chemistry Presentation on one of the 4 chemistry objectives.
/ 100.		Section II points (Max 100)

All due dates are given in class on the board be sure to write them down. If the unit packet is turned in late you will lose 50 points from your total. The assessment will be worth 1/2 credit.

Your Totals	Points Possible	Grading scale for unit A 180 – 200 / B 160 – 179 / C 140 – 159 / D 120 - 139	Unit due date
	200	Unit score (Section I + II) Max 230 pts
	100	Chemistry Post-test.

*The assessment will either be a test, essay, project or other assessment tool that either the student or teacher chooses.

In order to keep your parents informed of your work and what we are doing in class let them see this list of assignments. It must be signed before you turn it in. This can be done any time. This is REQUIRED or I will not accept your work.

Parent signature. __________________________________________ date __________________

Vocabulary words. * You do not have to do the cards again but you will have another quiz! http://www.schools.utah.gov/curr/science/core/8thgrd/sciber8/index.htm

Chemical properties	Respiration	Chemical change*	Physical Change	Reaction*
Products*	Physical properties	Photosynthesis	Temperature	Molecule
Heat Energy	Chemical energy*	Atoms	Energy

Click here for links to use

State Science Core (what you will be tested on during CRT’s at the end of the year)

Standard I: Students will understand the nature of changes in matter.

Objective 3: Investigate and measure the effects of increasing or decreasing the amount of energy in a physical or chemical change, and relate the kind of energy added to the motion of the particles.

1. Identify the kinds of energy (e.g., heat, light, sound) given off or taken in when a substance undergoes a chemical or physical change.
2. Relate the amount of energy added or taken away from a substance to the motion of molecules in the substance.
3. Measure and graph the relationship between the states of water and changes in its temperature.
4. Cite evidence showing that heat may be given off or taken in during a chemical change (e.g., striking a match, mixing vinegar and antacid, mixing ammonium chloride and water).
5. Plan and conduct an experiment, and report the effect of adding or removing energy on the chemical and physical changes.

Objective 4: Identify the observable features of chemical reactions.

1. Identify the reactants and products in a given chemical change and describe the presence of the same atoms in both the reactants and products.
2. Cite examples of common significant chemical reactions (e.g., photosynthesis, respiration, combustion, rusting) in daily life.
3. Demonstrate that mass is conserved in a chemical reaction (e.g., mix two solutions that result in a color change or formation of a precipitate and weigh the solutions before and after mixing).
4. Experiment with variables affecting the relative rates of chemical changes (e.g., heating, cooling, stirring, crushing, concentration).
5. Research and report on how scientists or engineers have applied principles of chemistry to an application encountered in daily life (e.g., heat-resistant plastic handles on pans, rust-resistant paints on highway bridges).