Monday Tuesday Wednesday
Dates
3/25 3/26
4A / 2:10-3:30 2B 10:25-11:45
Times 3B 12:45-2:05
2B: Intro to Collision
Intro to Collision Theory Theory (1): Concentration
(1): Concentration
Day 3B: Ionic Bonding, Covalent
Bonding, and IMF Test
Resource Requirements Resource Requirements
+ 3/25-26 (4A-2B) 2B: 3/25-26 (4A-2B)
+ S…
Resources: - Student Gu…
3B: 3/26 slides (3B)
- Test - Ionic…
Objective(s): Objective(s):
Today we will… Today we will…
+ Create a computational 2B:
model to analyze
collision theory + Create a computational
+ Explain Collision model to analyze
Theory by identifying collision theory
the effect of + Explain Collision
temperature, pressure, Theory by identifying
concentration of the effect of
reactants and surface temperature, pressure,
area on reaction rate. concentration of
reactants and surface
area on reaction rate.
3B:
Thursday Friday
3/27 3/28
4A / 2:10-3:30 2B 10:25-11:45
3B 12:45-2:05
2B: Intro to Collision
Intro to Collision Theory Theory (2): Temperature
(2): Temperature
3B: REVISIONS Ionic
Bonding, Covalent Bonding,
and IMF Test + Intro to
Collision (1)?
Resource Requirements Resource Requirements
+ Catching Flies … 2B:
Catching Flies model…
3B:
3/28 (3B)
- Guided Not…
Objective(s): Objective(s):
Today we will… Today we will…
+ Create a computational 2B:
model to analyze
collision theory + Create a computational
+ Explain Collision model to analyze
Theory by identifying collision theory
the effect of + Explain Collision
temperature, pressure, Theory by identifying
concentration of the effect of
reactants and surface temperature, pressure,
area on reaction rate. concentration of
reactants and surface
area on reaction rate.
3B:
3/29
2B 10:25-11:45
3B 12:45-2:05
Popping Lab!
Resource Requirements
+ 2B:
3/29 (LAB DAY…
+ Lab- Collision T…
+ 3B:
3/29 (LAB DAY…
+ Lab- Collision T…
Objective(s):
Today we will…
+ Define an “effective
collision”
+ Explain Collision
Theory by identifying
the effect of
temperature, pressure,
the concentration of
reactants and surface
area on reaction rate.
+ Design an experiment
to manipulate the
reaction rate of a
reaction inside a film
canister.
 + Crush the Ionic, + Define an “effective

+
Test!!! 🥳
Covalent, and IMF

Complete Course
+
collision”
Explain Collision
Theory by identifying
Request the effect of
temperature, pressure,
concentration of
reactants and surface
area on reaction rate.
Engage Engage Engage Engage Engage
+ Teacher will greet + Teacher will greet + Teacher will greet + Teacher will greet + Teacher will greet
students at the door students at the door students at the door students at the door students at the door
+ Catalyst + Catalyst + Catalyst + Catalyst + Catalyst
P - Students will work - Students will work - Students will work - Students will work - Students will work
silently for 5 silently for 5 silently for 5 silently for 5 silently for 5
Prompt minutes minutes minutes minutes minutes
- Collaborate with - Collaborate with - Collaborate with - Collaborate with - Collaborate with
their peers for 1 their peers for 1 their peers for 1 their peers for 1 their peers for 1
minute minute minute minute minute
Then share out/go over the Then share out/go over the Then share out/go over the Then share out/go over the Then share out/go over the
problem problem problem problem problem

L Explore, Explain, Elaborate Explore, Explain, Elaborate Explore, Explain, Elaborate Explore, Explain, Elaborate Explore, Explain, Elaborate
+ Discuss how we are + Discuss how we are + Opens up the class with + Opens up the class with + Introduce the lab
going to use frogs and going to use frogs and Demo 2: Temperature Demo 2: Temperature project:
flies in today's lab. flies in today's lab. + There is one cup of + There is one cup of + Frame it in a
Surprisingly they are a Surprisingly they are a cold water and cold water and competitive nature
good way to see how good way to see how another cup of another cup of + Goal: For this lab,
chemical reactions chemical reactions warm/hot water that warm/hot water that we are competing to
work. work. was heating up on was heating up on design an
the hot plate. the hot plate. experiment that can
Students will be paired up Students will be paired up + Teacher shows two + Teacher shows two pop the top of the
A
(2) (2) glowsticks and glowsticks and film canister at
Learning explains that the explains that the exactly 30 seconds.
Activity + Teacher will use a + Teacher will use a glowstick is a glowstick is a https://vimeo.com/26446616
computation model to computation model to chemical reaction chemical reaction 2
allow students to form allow students to form and displays a sign and displays a sign - Discuss the
and code their own and code their own of one: light of one: light reaction between
model to analyze model to analyze production production Alka-seltzer and
collision theory collision theory + But why isn’t it + But why isn’t it water
+ Teacher will identify + Teacher will identify light up right now? light up right now? - What do you see?
who is the… who is the… - Student: because - Student: because - Bubbles
Navigator Navigator you didn’t crack it you didn’t crack it - What is produced?
 - Person who reads - Person who reads - Cracking it - Cracking it - A gas
the instructions the instructions releases both releases both - Now if I put a lid
Driver Driver reactants so that reactants so that on this and have
- Person who works - Person who works they can they can the reaction
on the laptop on the laptop COLLIDE with COLLIDE with happen, what will
one another one another happen
**This is to ensure that not **This is to ensure that not - The gas
only one person is doing the only one person is doing the - Have the students - Have the students will
work work make predictions make predictions build up
to themselves to themselves - And it
+ The computation model + The computation model SILENTLY SILENTLY will pop
will use an analogy: will use an analogy: Put one glowstick into the Put one glowstick into the - So the
Frogs and flies Frogs and flies hot and another in the cold hot and another in the cold more
- When the frog - When the frog water. water. gas/prod
actually does actually does - Make some - Make some uct, it
collide with the collide with the observations and observations and will pop
fly, it becomes fly, it becomes discuss(think) discuss(think) faster
something new. something new. - Talk to the person - Talk to the person
next to you (pair) next to you (pair) Teacher writes on the board:
Teacher will circle around Teacher will circle around and prepare to and prepare to Names/time to pop
making sure that each making sure that each SHARE SHARE (1)/Revision/time to pop (2)
student is on taska nd student is on taska nd The hotter one is brighter! The hotter one is brighter!
troubleshooting any troubleshooting any - Increased kinetic - Increased kinetic Teacher circles around,
technical problems. technical problems. energy energy making sure that all students
- Begin to connect - Begin to connect are wearing goggles
- Students will set - Students will set reaction rate to a reaction rate to a
up a basic model up a basic model number of number of Teacher tells students to
until they reach until they reach efficient collisions efficient collisions record their names and their
the Concentration the Concentration in a certain in a certain first trials on the board.
checkpoint. checkpoint. amount of time. amount of time.
Demo 1: Demo 1: - Energy - Energy What is your procedure?
Baking Soda and Vinegar: Baking Soda and Vinegar: and and
- Vinegar aka acetic - Vinegar aka acetic orientati orientati What revision did you
acid acid on etc on etc make?
- Baking Soda aka - Baking Soda aka Water colder/hotter
sodium sodium Students continue working Students continue working Cut up the tablet/cut less of
bicarbonate bicarbonate on computational models nd on computational models nd the tablet less
Get the students to help set Get the students to help set submit at the end of class. submit at the end of class. Add more of the tablet
up the experiment up the experiment Add more water

Discuss the chemical Discuss the chemical Why

reaction reaction
- What is the - What is the
product product
 - What type of - What type of
reaction is this? reaction is this?
Have the students Have the students
touch it. The flask touch it. The flask
is cold! is cold!
- Think - Think
pair pair
share share

Have the students return to Have the students return to

their seats to explore how their seats to explore how
concentration affects concentration affects
reaction rate reaction rate

Evaluate/Summary Evaluate/Summary Evaluate/Summary Evaluate/Summary Evaluate/Summary

- Last 10 minutes, - Last 10 minutes, - Last 10 minutes, - Last 10 minutes, - Last 10 minutes,
wrap up for Exit wrap up for Exit wrap up for Exit wrap up for Exit wrap up for Exit
N Ticket Ticket Ticket Ticket Ticket
- Students will tape - Students will tape - Students will tape - Students will tape - Students will tape
eNding their WS in their their WS in their their WS in their their WS in their their WS in their
notebooks and notebooks and notebooks and notebooks and notebooks and
bring up their bring up their bring up their bring up their bring up their
Catalysts before Catalysts before Catalysts before Catalysts before Catalysts before
exiting exiting exiting exiting exiting