Physical Science Unit 6: Biofuels and Chemicals
Essential Question:

Course Goals:

  • To develop your understanding of the nature of science as it pertains to the physical world.
  • To understand and describe, qualitatively and quantitatively, the nature of matter and apply your understanding to natural phenomena you observe
  • To experience the engineering design process and demonstrate the interrelationship with science.

Course Essential Questions

  • How can I make use of patterns to better understand the natural world?
  • How can I better use technology in my learning and become a better digital citizen?
  • How can I think more divergently, create, and innovate?
  • How can I use my experience in science to learn to think and communicate clearly, logically, and critically in preparation for college and a career?
  • How can I best assess my own learning and progress?
  • How can I do these things in collaboration with my peers, teachers, parents, and community?

Unit Essential Questions

Understandings

  1. T
Learning Targets: Science Practices

Students will be able to....

  1. Ask questions and define problems
  2. Develop understanding using models
  3. Analyze and interpret data
  4. Construct explanations and design solutions
Learning Targets: Students will
  1. d

Terms:

Daily Learning Activities

Day 1 Thursday, March 31

Oil: Where it Comes From and Where It's Going video, Day 1

(Handout is not shared here)

Day 3 Monday, April 4

Oil: Where it Comes From and Where It's Going video, Day 2

(Handout is not shared here)

Day 4 Wednesday April 6

Chemical Hazards and SDS DAY 1

This is relevant and in the past, has been engaging. The lesson begins by looking at how we get poisoned or injured by chemicals and introduces the chemicals students will use in 3 labs on biofuels.

  • Students pre-read an SDS for methyl alcohol and NaOH. Work in pairs, with 2 different chemicals, to find the commonalities. What do the 2 chemical SDS have in common? (“I see headings, % signs, formulas…”) View powerpoint; students use the notetaking guide.
  • Toxic Chemicals ppt and Toxic Chemicals notetaking guide (MSWord)
  • Resources
  • SDS for Biofuels Lab (see Resource section, below)

Day 5 Friday April 8

Review of toxic chemical as entry task: Acute or toxic? Systemic or local?

Lab Safety. Handouts at end.

Day 6 Tuesday April 12

Day 7 Tuesday April 18

Day 8 Wednesday April 20

Lab Safety Quiz

Begin reading on Biofuels (MSWord) from Wikipedia

Biofuel Article Analysis Notetaking Chart and as a MSWord doc.

Day 9 Friday April 22

Day 10 Tuesday April 26

Toxicity Prelab as MSWord
Day 11 Thursday April 28 Begin germination lab as MSWord - setup
Day 12 Monday May 2
Day 13 Wednesday May 4
Day 14 Friday May 6
Day 15 Tuesday May 10
Day 7 Thursday February 18
Day 7 Thursday February 18

Handouts

Resources

Links

Handouts

Linked Resources

Next Generation Science Standards

ESS1-5

Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

Engaging in Argument from Evidence

ESS2-2

Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

Analyzing and Interpreting Data

ESS2-3

Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

Developing and Using Models

© L. C. Lee 1990-2016
Creative Commons License
This work by Luann Christensen Lee is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Based on a work at www.chemistar.com.

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