VIDEO: STATES OF MATTER, PART 2

In this VIDEO, Mr. Hatfield illustrates the compound gas law, the ideal gas law and its applications, the limits of the ideal gas law and that law's relationship to kinetic molecular theory (KMT).

VIDEO: IDEAL GAS LAW PROBLEMS

In this VIDEO, Mr. Hatfield demonstrates how to use the ideal gas law to solve for unknown variables of pressure, volume, temperature or number of moles.

Using Avogadro's number, the number of moles can be converted into an estimate of the number of particles (atoms or molecules) present in a given sample of a gas.

APPROACHING THE END OF THE SEMESTER

Students: Today is Thursday, December 9th.   Today and tomorrow will be the last day of new instruction in the course.  Our focus will be on mastering calculations that use the Ideal Gas Law.  

The Assignment you receive inside your Teams Channel ("Ideal Gas Problems") is the final regular Assignment of the semester.  It is due on the day of your Final.  All other work previously assigned in the course is due on Monday, December 14th.

Monday and Tuesday next week (Dec. 14th and 15th) will be devoted to taking a 'Practice Final' which will have questions similar to the Final.  You will be given a Study Guide as a Word document on that date, to go with the 'Practice Final', which will be given through Quizizz.   Any questions answered correctly on the 'Practice Final' will be added to your grade as extra credit.

Wednesday and Thursday next week (Dec. 16th and 17th) are the day of your actual SEMESTER FINAL, which will be given through a different on-line platform. 

On the day of the Final, you will be given the opportunity to demonstrate your ability to do calculations for extra credit, but you will need to request this through email, and this final opportunity must be returned via email by midnight on Friday, Dec. 18th.

VIDEO: THREE GAS LAWS

In this VIDEO, Mr. Hatfield demonstrates the steps for solving problems based on one of three gas laws: Boyle's Law, Charles' Law and Gay-Lussac's Law. In all three examples, students should first write out the four variables, three of which are given and one is unknown. Students will then isolate the unknown by eliminating one or more variables on both sides of the equation to solve.

VIDEO: STATES OF MATTER, PART 1

 Students:

This VIDEO provides information on topics relevant to Sections 7.1 and 7.2 of your text:  properties of solids, liquids and gases; converting units of pressure, energy and temperature; kinetic molecular theory, phase changes, intermolecular forces and gas laws.

NOTE: If you were NOT present during Monday's lesson, it is essential that you view this video immediately to avoid falling behind in class.

VIDEO: DENSITY LABORATORY (GIZMO)

Students:

In this VIDEO I demonstrate the features of the 'Density Laboratory' GIZMO, and also provide some background context:

1)    how water is the standard for density at 1 g / mL

2)    how the metric system allows you to instantly convert from a unit of liquid volume (mL) to solid volume (cubic centimeters)

3) how Archimedes discovered the use of displacement to estimate the volume of irregular solids.

As a reminder, this and other items assigned before the Thanksgiving holiday are due on Monday, Nov. 30th and are PAST DUE the following day.

There are only 6-7 days of instruction remaining in the semester, so NOW is the time to get your work in, and push HARD to the end of the year.

VIDEO: PRESSURE AND TEMPERATURE CONVERSIONS

 Students:

This VIDEO models the technique of unit conversion with units of pressure (atmospheres, millimeters of mercury, pascals and kilopascals) and units of energy (joules, kilojoules, calories and kilocalories).

This is the technique used in your current assignment, 'HW Conv Pressure and Temperature', due on Monday, Nov. 30th.

This is the same technique previously modeled in assignments like:

 'Unit Conversion Practice' (8/28)

'Unit Conversion Problems' (9/1)

'Grams to Moles' (9/17)

'Energy and Conversions' (9/21)

'SI Units in Chemistry' (10/7)

In other words, nothing new here, just the same technique--but some of the units are new.  Mr. Hatfield hopes very much that those of you who failed to attempt most or all of the previous work will attempt this math now, as it will be used throughout the rest of the course.

VIDEO: COVALENT BONDING

 Students:

In this VIDEO, Mr. Hatfield reviews material from sections 6.3-6.5 of our text on covalent bonding.  

Some of the topics covered:  the octet rule with covalent compounds, nomenclature (naming rules) for binary covalent compounds, electronegativity and intermolecular forces  

STUDENT SUPPORT, DEADLINES AND SATURDAY SCHOOL

STUDENT SUPPORT:

As a reminder, Mr. Hatfield will continue to hold 'ofice hours' (STUDENT SUPPORT), between 1:30 and 2:30 PM every day this week during Thanksgiving vacation, including Thanksgiving.  

SATURDAY SCHOOL:

Mr. Hatfield will offer another 'Saturday School' opportunity based on work assigned between Oct. 22nd and Nov. 20th, on Saturday, December 5th.   As with the previous opportunity, which is now closed, this will involve a 100-point extra-credit packet.

DEADLINES:

Students who are working on completing work assigned BEFORE the Unit Test on October 20th must send their work to Mr. Hatfield BEFORE Monday, Nov. 30th, when class meetings resume.

Work assigned between October 22nd and November 20th is due ON Monday, Nov. 30th, and will not be accepted after Friday, December 4th.

APPROACHING THE END OF THE SEMESTER

 Students:

While it might not seem like it, we are nearer the end of the semester (Dec. 18th) than you might think.   This is the district's calendar for the final month:

Following Friday's lesson, we will be on holiday until Nov. 30th and, given the fact that we are currently using a model that sees us alternate odd and even-numbered periods, there are actually only SEVEN complete hours of instruction remaining in the year.

By Nov. 30th, we will have taken about 50 grades totalling over 600 points.  At that point, there will be only about 400 points remaining in the course, including a 2nd Saturday School, which will take place on Saturday, Dec. 5th.

VIDEO: NOMENCLATURE PROBLEMS DEMO

In this VIDEO, Mr. Hatfield demonstrates how to use the periodic table and a list of common polyatomic ions to name or predict the formulas of ionic compounds, including those from the transition metals.

This is meant to accompany a 50-point assignment that has many practice problems.

VIDEO: The Periodic Table (Groups, Trends, Ions)

Students:

This VIDEO, is the second based on the Periodic Table, following an earlier video drawn from Section 5.1 of our text, called 'The Periodic Table (An Overview).'

This second video, called 'The Periodic Table (Groups, Trends, Ions) is based on Sections 5.2, 5.3 and 6.1 of your textbook.

A special emphasis is placed on recognizing the relationship between periodic trends and electron configuration. Other topics: noble gas configuration, octet rule, electronegativity and ionic compounds.

VIDEO: IONIC AND COVALENT SIMULATION

In this VIDEO, Mr. Hatfield demonstrates how to use an online simulation to collect information on ionic bonding (between a metal and a non-metal) and covalent bonding (between two non-metals).

This information includes: differences in electronegativity and the number of valence electrons in the neutral atoms involved.

Mr. Hatfield then shows how to express this information within tables of a Word document, which should be submitted via email as a class Assignment.

VIDEO: PERIODIC TRENDS LAB ACTIVITY

In this VIDEO, Mr. Hatfield models for his students how to use the Periodic Trends GIZMO, which will collect data on three periodic trends: atomic radius, ionization energy and electron affinity.

VIDEO: THE PERIODIC TABLE (An Overview)

 Students:

This VIDEO contains material from Section 5.1 of your text. In the 19th century, chemists compared the properties of known elements, in order to sort them into groups and (it was hoped) to find patterns:  regularities, that might provide clues as to the internal organization of the elements.  

In this 12-minute video, we will review some of the facts that prompted the development of the first periodic tables, and then discuss the basic features of the modern table: groups and periods, 'the stair step line', metals, non-metals and metalloids.

VIDEO: MODELING THE ATOM, PART 3 (MODERN ATOMIC THEORY)

 Students:

Here is a new VIDEO summarizing material from chapters 4.3 and 4.4 of your text about modern atomic theory.

It includes a discussion of the probabilistic nature of Schrodinger's 'wave mechanical' model of the atom; the shell model often used in introductory chemistry based on that model; the number and shape of s, p, d and f orbitals; electron configuration and valence electrons; aufbau notation and Lewis dot structures; the Pauli exclusion principle, the aufbau principle and Hund's rule.

ITEMS FOR THIS WEEK IN CHEMISTRY

Students: we are now in the second quarter, and the next unit of this course.  

Here are some key items to attend to:

Looking ahead, you will need to read all of Chapters 5-6 before Tuesday, Nov. 3rd (which is an important day for some other reason, as you might know).  

The 30-point Lab Activity 'Electron Configuration', based on the GIZMOS simulation of the same name, is due on Wednesday, Oct. 28th.   When you submit that Assignment, you will need to attach TWO items to the email:

#1  A copy of the completed Word document, available through Teams and also HERE.

#2 A picture showing your work from pg. 2 of that Word document, which unfortunately does not give you the ability to write in arrows inside the 'spin diagrams' featured in the simulation.   Instead, print out that page or copy the diagrams onto a separate sheet of paper.  Then, complete the work and attach a picture of that work.

The 20-point Class Assignment 'Lewis Dot Structures' will also need to be returned to Mr. Hatfield as an email with attached images showing student work. It should be completed and returned no later than Thursday morning, Oct. 29th.

The 30-point Homework Assignment 'HW Electron Configuration' will be completed through Quizizz, and will involve reviewing Sections 4.3 and 4.4 from your Textbook.  Please make sure that your submission through Quizizz is completed by midnight on Friday, Oct. 30th.

Hey, Halloween is on Saturday and that is traditionally a good day to just be a kid.   Be careful out there!   Since Halloween falls on a weekend, there will be no additional assignments over the weekend . . . but BEWARE!   

Students who are failing to complete work in class may be assigned something more horrible than a ghost, a ghoul or a 'Sus':   SATURDAY SCHOOL IS COMING!

PERIOD TRENDS: AN INTERACTIVE PERIODIC TABLE

Students:

As we get closer to the topic of periodic trends (Section 5.3, pg. 144-151), you may find this interactive periodic table helpful.  

It shows a three-dimensional version of the table, where the "height" of each element in the table is used to represent the numerical value of that trend:

Try playing with this table while looking at the above pages in your textbook!

VIDEO: CREATING A STUDENT ACCOUNT WITH GIZMOS

In this VIDEO, Mr. Hatfield demonstrates the simple steps needed for students to create GIZMOS accounts that will automatically by aligned with their Chemistry classes at Bullard:

GIZMOS will be used soon, to support an Assignment called 'Electron Configuration Lab Activity' which is available HERE as well as in your Microsoft Teams channel.  The Bullard Chemistry teachers intend to use GIZMOS again in the future, so being able to access GIZMOS is important for student success!

VIDEO: MODELING THE ATOM, PART 2 (ATOMIC MASSES)

STUDENTS:

This VIDEO has a broad discussion of the role of mass in our models of the atom:  protons, neutrons, atomic mass units, mass numbers, isotopes, the negligibiliy of the electron's mass and mass weighting problems.

It also points out the interesting fact that both the periodic table and the metric system have been "tinkered" with so that the numbers in the periodic table can be interpreted either in terms of amu (atomic masses) or grams per mole (molar masses) . . . very clever, and very useful:

VIDEO: BRIGHT LINE SPECTRUM CALCULATIONS

In this VIDEO, Mr. Hatfield models calculations that allow students to determine the frequency and the energy of a particular light wave seen in spectroscopy, as discussed in Section 4.2 of our text.

BUT JUST AS IMPORTANT, Mr. Hatfield models the use of a notation for displaying very large or small numbers that mimics with the 'EE' key found on many scientific calculators. This is a SUPERIOR method that saves time, reduces the likelihood of student error and has students writing out these numbers in a form that matches the way they enter those numbers into a calculator!

And, since students will be using that method for the rest of the course, it is important that students master the use of that method for future success.

FIRST BIG TEST!

Your first major exam in this course will occur on Monday and Tuesday (Oct. 19th and 20th):

It will include calculations on velocity, acceleration, force, energy, and the wavelength and frequency of light waves, using the following equations:

It will include material that appears in Sections 4.1 and 4.2 of your text (pg. 100-115), plus previously-covered material

You may see diagrams of atomic structure as taught by Mr. Hatfield in class, that look like this.  Know how to interpret them:

You will need to know the following numbers:

The speed of light (c), is:

Planck's constant (h), is:

Take this seriously.  No one will be able to finish this exam in 20-25 minutes.  It may take students the entire period, and they may need extra time outside of class to finish that day.

BE PREPARED.

GRADING ISSUES ARE A GRIND!

Students:  Your instructor is making a good-faith effort to get 'caught up' on grading, and overcoming the recent ATLAS outage from last Friday.

But I need some of you to do some things:

1)  First, if you think there is a mistake in your grade, or missing grades, please contact me personally via email or private chat.  I'm having students put questions about their grades broadcasting them in class or during Student Support, when other students are present.  I need to discourage that!   You have a right to expect a level of privacy where your grades are concerned.

2)   If you need help about things other than grading questions, then by all means come to STUDENT SUPPORT when it is offered.  (Please note that it will not be available on Thursday, 9/15 this week).  If you are unable to attend, but need support, you should approach me privately about arranging for one-on-one tutorial time outside of regular class hours.

3)  Finally, please DON'T submit completed work to Microsoft Teams!  I've actually made this request many times in all my classes, and some of you continue to do it, making EXTRA WORK for me.  Some of you do this, even when the Assignment instructions tell you otherwise.   For example, there is a whole group of kids who keep telling me I haven't entered their 'Balanced Equations Study Guide' grade, whose actual instructions read as follows:

I don't use Teams for several reasons, but a very important one is this: it sometimes thinks you've turned in work, when you've actually failed to attach any work: 

I don't trust it to handle your important work.  Please instead send it to me in an email, addressed to: scott.hatfield@fresnounified.org

VIDEO: MODELING THE ATOM, PART 1 (ATOMIC MODELS AND LIGHT)

This VIDEO is based on section 4.1 and 4.2 of the text used by Mr. Hatfield's students. It rreviews the 'building blocks' (protons, electrons and neutrons) that make up atomic structure in current models:

The video then challenges students to understand the experimental evidence justifying these subatomic particles with famous experiments, like the electrolysis of water, Rutherford's gold foil experiment and the Bohr model which provides an explanation for atomic emission spectra.

The goal of this approach is that students develop an understanding of how models of the atom evolved in response to new scientific findings. Unlike ancient philosophers, who merely attempted to persuade others that their ideas were appealing, scientists must always subject their ideas (no matter how clever, beautiful or beloved) to the 'test of nature': experiment!

VIDEO: BRIGHT LINE SIMULATION

 In this VIDEO, your instructor  demonstrates the use of a PHET simulation, which is available HERE:

This simulation models the production of spectral lines by excited atoms of various elements.

Your instructor then shows how to represent data collected from this activity in a Word document, data that will be used to derive the frequency of the spectra and (by Planck's constant) the energy of the photons associated with that frequency.

VIDEO: INTRODUCTION TO ENERGY (CALCULATIONS)

In this VIDEO, Mr. Hatfield has rearranged material from the opening chapters of the district's new chemistry text, in order to bring more of the background information about SI units and calculations together in one sitting.

You can watch the video by clicking on the link above or within this post.

A particular assignment based on this video will be shared with all students through email and as an Assignment, through their class period's channel in Microsoft Teams.

VIDEO: Conservation of Mass Notes

Students: here, in this VIDEO, are the notes from Section 1.3 of your text, on 'Conservation of Mass'.  

I've also provided important information here about how to interpret chemical formulas and balance equations.

VIDEO: BALANCING EQUATIONS

In this VIDEO, Mr. Hatfield provides equations for reactions involving both ionic compounds (like the SrCO3 in the 'Conservation of Mass' Lab) and covalent compounds (like the hydrocarbons in the 'Conversion of Paraffin' Lab).

Then, step by step, Mr. Hatfield balances all of these equations.  

Balancing equations is an iterative procedure, sometimes called 'trial and error', and students have to practice the skill of unpacking and balancing equations many times before it will become routine:

 

VIDEO: CONSERVATION OF MASS LAB ACTIVITY

Students:  here is a VIDEO, which demonstrates the steps in the same lab activity shown in class on Sept. 23-24.   The expectation is that you will use the data discovered in the video to complete the Lab Activity document, which again was shared in class on Sept. 23-24.

In order to complete the Lab Activity document, you must download it to Microsoft Teams, then complete it ON YOUR OWN COMPUTER using the version of Microsoft Word which should be installed ON YOUR OWN COMPUTER.  You should save a copy of your document in a folder on the desktop of YOUR COMPUTER.

The completed document should be submitted attached to an email to your instructor:

Scott.Hatfield@fresnounified.org

If, after five weeks in this course, you are still unclear on HOW to send an email with an attached document, your instructor refers you to THIS POST on the class blog.

VIDEO: 'DRAWING ATOMS' (MR. HATFIELD'S WAY)

In this VIDEO, Mr. Hatfield demonstrates his flat, two-dimensional, cartoony and unrealistic way to draw atoms. But that's not a bad thing.

Atoms don't 'look like' anything in the real world, so every attempt to draw them is going to be unrealistic in some sense: they're smaller than visibile light, after all!

But, Mr. Hatfield's way of drawing atoms does allow you to distinguish at a glance between the internal structure of a standard neutral atom, an ion or an isotope---and that can make all the difference in understanding the way that different substances (elements and compounds) actually behave.

VIDEO: MODELING CALCULATIONS FOR THE 'COMBUSTION OF PARRAFIN' ACTIVITY

This VIDEO shows students how to do the calculations with the lab activity 'Combustion of Paraffin', by demonstrating similar calculations for the combustion of propane.

VIDEO: EXPERIMENTAL DESIGN AND SIGNIFICANT FIGURES

Students:  here is a new VIDEO that introduces a concept that you must ALWAYS employ when performing calculations in Chemistry. 

Well-designed experiments take place in controlled conditions that account for variables, and which express their results in significant figures in order to handle the inevitable limitations to measurement that will occur.

When we do math in this course, we are NOT engaged in an abstract exercise in which the answer is simply a number for someone unknown variable, 'x'.  Instead, we are attempting to measure real phenomena and make predictions about what these phenomena will produce in the real world.

In that real world, there are limits to the ACCURACY and the PRECISION of our measurements.  Students must understand the difference between the related but distinct concepts!   Students must understand that the limits require us to not express our results with an UNREALISTIC level of precision, that was NOT actually observed!

'QUIZIZZ' : A RESOURCE FOR QUIZZES, HOMEWORK AND TESTS

Students:  I have a new resource which is going to make a lot of our asynchronous work (outside of direct instruction) more convenient!

That resource is QUIZIZZ, which can be assessed through the Clever 'app' .   You need to go to Clever.com, logging in with your FUSD student account (this should be automatic after you've done it once!).

In THIS VIDEO, I will walk students through steps needed to first obtain a Quizizz account through Clever.com, then how to register their student account with their class within Quizizz. Being able to access this resource will be vital to student's success in the course.

VIDEO: SCIENTIFIC METHOD AND CHEMISTRY

Students, here is the first of many videos that will summarize material from the lecture portion of the course.   You can watch it as many times as you like:

   There will be an Assignment, eventually, based on your ability to complete the notes from watching the Video. 

Yes, it is long, over 30 minutes!  But what did you expect?  This is CHEMISTRY, and we have a LOT to tell you, all the time!

Made available outside of instructional time for my students.   Copyright (C) 2020 by Scott Hatfield.  All Rights Reserved.

CALCULATION ASSIGNMENTS: HOW TO HANDLE THEM

 

Students:  some homework Assignments involve calculations, as modeled in class.   

For those Assignments, different versions are assigned to different students.  You will randomly assigned to an email thread for the purpose of distributing such an Assignment.   

From time to time, you will receive an email with the words 'CALCULATION THREAD' as part of the heading.  There will be a document attached to this email,  that can only be opened by the full version of Microsoft Word which should be installed to your computer as part of Office 365. 

 

NEVER REPLY TO THIS THREAD.  INSTEAD, FOLLOW THE INSTRUCTIONS BELOW:

#1  DOWNLOAD the document to the folder on the computer where you keep your class work.

#2   Complete the work using the version of Microsoft Word installed to that computer as part of Office 365.

#3   Send a NEW EMAIL to Scott.Hatfield@fresnounified.org, that has your completed document attached.

DOWNLOADING ASSIGNMENTS FROM TEAMS

 Here's a link to where you can watch a brief video that shows how to download an Assignment from Teams, rather than open it online!

Remember, the main purpose of Teams is to share and collaborate with others.  For example, I share an Assignment in Teams with each student, BUT that doesn't mean I want students to collaborate on individual work.

Instead, DOWNLOAD it.  Open it on your own computer with the Office 365 version of Word installed on the computer!  Follow the instructions, then upload YOUR work to the Assignment folder within Teams.

USING 'OFFICE 365' TO CREATE DOCUMENTS

Many students have become confused when attempting to complete Assignments with Microsoft Teams.  

These students may have become so used to using applications like Teams or Zoom online that they naturally assume that ALL activities or communication with their instuctor should be done through a single online platform.

But in the real world, there are always MULTIPLE platforms for doing different things.  Because this is true, 21st Century citizens have to develop a GENERAL skill set that is helpful on all platforms!  

Students, for example, should know the basic control functions common to most word processing programs, like Microsoft Word:

Yet, it's clear that some students are unsure!  They may be unsure about what software to use to create their document, or they may be unclear about how they should save their documents, or have trouble figuring out how to attach those documents to email. They might not understand that Teams, while very useful for working in groups and sharing materials, is not always suitable for individual work:

This post attempts to address all of these problems.

Mr. Hatfield recommends that his students use the program Microsoft Word to create electronic documents.   This program is part of a group of programs sometimes called 'Microsoft Office', but more commonly-called Office 365.

Not only is Office 365 available on all FUSD-supplied computers, FUSD students can get up to five FREE copies for their home computer or mobile device.   However, some students are either not aware of this, or they do not know where to go to obtain their free software package.  

And it's important that you have an actual copy of Microsoft Word on your own computer!  Not only are online options like Teams and 'Word Online' not as powerful, but they will not be accepted if discovered.  On many assignments, you need to show you did the work on your own computer, with your own copy of Word.

The good news is, many of you already have laptops with Office 365 installed.  But if you don't, here's what you do . . .

  Click HERE!

Now, a key point about all of this, is that once you have a word processing program on your home computer, you need to be able to save and email the documents you create.   The GREAT advantage of electronic documents is that they can be easily reedited in any way you want without either destroying the original or completely re-doing the assignment!   

So, on your home computer (NOT a cell phone!) dedicate a folder where you store your classwork, so you can easily find previous work when you need to edit it, or attach it to an email.

And as far as emailing goes....look for one of these:

OK, actually not a literal paper clip.  But virtually all email programs use a "paper clip" icon as a means of attaching documents to an email.   I'm going to share some screen shots of some of the most popular email services below to make that point.....

So, if you've created your document....and you know where it's at on the computer you're using...look for the word 'attach' or a 'paperclip' icon in your email, and click on that item.   A window will open that will allow you to select the location on your computer where you've saved your document.   Find your document, select it, and it should be attached to your email.

PERSONALIZE YOUR TEAMS CIRCLE

 This short video snippet shows how students can click on their 'circle' within Microsoft Teams, and upload an image to represent themselves---a selfie, an avatar, a Bitmoji, et cetera.   This is MUCH better than being a circle with a letter and a number!   Like the song says, 'Express Yourself'.

You can also find a written description on how to do this HERE.

COMPARE AND CONTRAST: BEIRUT and DARVAZA

Click HERE to see a video shown in class on August 19-20. It's been placed here so Chemistry students can view the video as often as they need. This will be a common practice in this course.

Students are asked to compare and contrast two natural phenomena: a violent recent (8/4/2020) event in Beirut and an ongoing geological curiosity in Turkmenistan:

How are they SIMILAR??

How are they DIFFERENT?

What chemical processes might be at work?

Interestingly, while both the Beirut event and the Darvaza crater are natural phenomena, the choices of human beings were involved in producing what we observe in the video. Click on the links to learn more about these events!

WELCOME TO MR. HATFIELD'S CLASSROOM

Students, my name is Scott Hatfield, and I will be serving as your Chemistry Instructor in the 2020-2021 school year.

                                   

We live in interesting times, in a world of unexpected challenges.  

In our case, the most obvious challenge is that of creating a virtual school environment to support students as they attempt to gain an education through what we are calling 'distance learning.'

To help support you, I've created a virtual classroom page that has built-in links to supporting materials and important information that you would want at your fingertips:

I've also begun setting up our individual classes, and when you go looking for them on Teams, I hope they'll be easy for you to find, and even FUN for you to use!

We'll use MICROSOFT TEAMS to access our individual classes and to attend class meetings.  Many assignments and class procedures will be handled through Teams, as well.*  

We will also have a new textbook created for California students, Experience Chemistry.   While you will receive an actual student text to work with, we will often access the digital version of this curriculum, on-line.  To do this, you will need to access this through the Clever app.  Log on HERE, using your FUSD student account:

Once you are in, you will find the 'Saavas Realize' link, that will take you to where you can log onto the digital curriculum, as shown below:

Just like Microsoft Teams, the online version of the text will be organized around classes---and your student information should already be imported into those classes.  Pretty convenient!

NOW, ALL OF THESE RESOURCES are important.  You will need to be able to access and use all of them.  

But, in addition to all of that, the main way you'll receive information about events in my class is through the virtual classroom page and this blog, 'Chemistry Knights'.   

I encourage you to explore both!  WELCOME TO CHEMISTRY!

* So, if you don't have Teams on both your personal computer and your cellular device, click on one of the links provided!  Watch the video!  Download and install whatever versions of Teams you need!  Have questions?  Write them down, and send me an email:  Scott.Hatfield@fresnounified.org