Big Science 3 P. Table 19 P. Table Boiling Point of Metals vs. Nonmetals

Big Science 3  P. Table 19  P. Table Boiling Point of Meta
Big Science 3  P. Table 19  P. Table Boiling Point of Meta
Big Science 3  P. Table 19  P. Table Boiling Point of Meta
Big Science 3  P. Table 19  P. Table Boiling Point of Meta
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This is an excerpt from Amazon's popular line of Bossy Brocci Math and Big Science workbooks! [it's pronounced like "Brawsee"]

Printing should be done in Landscape and DOUBLE-SIDED, with the flip being along the 'SHORT' side.

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Most ELA, Math and Science teachers don't have more than 100

State Tests on their shoulders - and they enjoy anywhere from 60 to

90 minutes to teach their class. But I've been handily beating the

State while teaching an average of 110 students every year - and

with only about 38 minutes for science class! It's a matter of public

record: I've crushed the State by 17 to 32 points, and by an average

of 23 points over a 5-year stretch.

All this - and with:

No Teaching Assistants,

No Tutors,

No Remediation Class,

No Test-Prep books,

and just 38 minutes for Science class.

THAT is what I less-than-humbly call 'Teacher Effectiveness.'

So what are my kids learning, doing and using?

Bossy Brocci worksheets.

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Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal and Nonmetal Boiling Point:

Percent of Nonmetals with a Lower Boiling Point and Higher Boiling Point than the Average Metal Boiling Point
Percent of Nonmetals with a Lower Boiling Point and Higher B.P. than the Metal with the Lowest Boiling Point
Percent of Nonmetals with a Lower Boiling Point and Higher Boiling Point than the Metal with the Highest Boiling Point

Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Average Nonmetal Boiling Point (including Carbon as Diamond)
Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Average Nonmetal Boiling Point (excluding Carbon as Diamond)
Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Nonmetal with the Lowest Boiling Point
Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Nonmetal with the Highest Boiling Point (excluding Carbon as Diamond)
Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Nonmetal with the Highest Boiling Point (including Carbon as Diamond)

2) Answer 31 Fill-in-the-Blank and Multiple-choice questions based on their Calculations & Observations
3) Answer a Multiple-choice Bonus question about the Boiling Point of various oxides in Lava.
4) Fill-in a total of 26 cells in 4 different Tables
5) Be compelled to present their work in a neat & orderly format
6) Be trained to know the trend between Metal and Nonmetal Boiling Point methodically & systematically


Printing should be done in Landscape and double-sided, with the flip being along the 'short' side


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NOTE: As far as GENERALIZING about Metals versus Nonmetals through hands-on inquiry . . . it's overrated and inefficient for mastering Fundamental science knowledge (says the Science Teacher in me), and it's often erroneous or illegitimate in its powers of generalization or conclusion (says the Organic Chemist in me). Testing a sample of aluminum or copper for electrical conductivity, versus a sample of cork or rubber does NOT prove that Metals are better conductors than NONmetals!

Our students can't make viable conclusions or generalizations based on "experiments" that lack repetition (depth), and adequate sample size or diversity (breadth).

Generalizations are the foundations of good Science - and they are predicated on a heaping pile of inductive evidence.

Thus, my approach is to enable students to draw accurate conclusions and make legitimate generalizations - by using ALL the data from ALL the elements. It's still inquiry, just legitimate & accurate statistical inquiry.

I've already done the tedious sorting and counting.

Your students will now calculate the fully-representative Percent distributions.

Your students still discover or reveal evidence and trends about Metals and Nonmetals.

Your students can now draw the accurate conclusions and make the legitimate generalizations that good Science is built upon.

And you just saved yourself a lot of time and headache!
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Science Chemistry Periodic Table of Elements Periodic Table Structure Periodic Table Logic Periodic Table Trends Periods Groups Families Elements Physical Properties Atomic Radius Size Density Melting Point Boiling Point Specific Heat Capacity Electrical Conductivity Thermal Conductivity Chemical Properties Electronegativity Ionization Energy Reactivity Main-Group Elements Main Group Elements Alkali Metals Alkaline Metals Halogens Noble Gases Lewis Dot Valence Electrons Bonding Comparing Metals Nonmetals Metalloids Transition Metals
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10
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Big Science 3  P. Table 19  P. Table Boiling Point of Meta
Big Science 3  P. Table 19  P. Table Boiling Point of Meta
Big Science 3  P. Table 19  P. Table Boiling Point of Meta
Big Science 3  P. Table 19  P. Table Boiling Point of Meta