This blog is designed for students at Gov. John R. Rogers High School in Puyallup, WA. taking the Honors Chemistry Course. The class is intended to be first year Honors Chemistry course which will best prepare students for a first year College Chemistry or High School Advanced Placement Class.
Develop strategies for working gram formula weight and mole related problems. Work collaboratively with partners to develop working rules or protocols for solving complex chemistry problems
Monday 11/15
Chapter 3 Outline
Mole introduction and Gram Formula Weight calculations
Tuesday 11/16
Gram Formula Weight Calculation, % Composition
Mole - Mole calculations, Gram to Mole Calculations
Using Balanced equations in Mole and Gram Calculations
Students will work cooperatively to solve complex problems related to isotope abundance by applying previous knowledge of algebra
Students will apply knowledge and information they have gained through the first two chapters to solve unique problems presented through class discussions.
Students will be able to explain and describe a variety of different chemical reactions.
Students will be a to explain how chemical equations are balanced and apply balanced chemical equations to their every day life
Students will be able to communicate clearly in writing and orally. They will do this through detailed laboratory write-ups and research papers both of which contain data supporting statements made in their writeups
Students will evaluate the validity and reliability of numbers and data through the use of mathematics, rounding principles, and significant figures
Students will be able to explain and predict trends based on how the periodic table of element is organized and structured.
Students will be able to know, describe and communicate accurately the structure atoms
Monday, 9/27
Atomic Theory Presentatons
Notes on Periodic Table of Elements
Metals, Non Metals, Metalloids, Transition Metals, Alkali and Alkaline Earth Metals, Halogens, Inert or Noble Gases, Lanthanide and Actinide Series.
Oxidation states
Atomic Number
Atomic Mass
Hierarchy of Matter
Naming Binary Compounds
"ide" ending
Oxidation states
Tuesday, 9/28
Atomic Theory Presentations
Handouts - Not Required to be turned in but may be turned in on Friday, 10/1 for Extra Credit
Subatomic Particles, Polyatomic and Variable Oxidation State atoms, Writing Binary formulas
Review of Periodic Table of elements
Handout work
Wednesday, 9/29 - Test Generation Day - Don't want to miss today
Creating the test in class!
Thursday, 9/30 - Workday - No Class
The following is due tomorrow with your test:
Penny Lab Write up - Must be done in your Lab Books
Chapter 1 and Chapter 2 Outlines
Chapter 1 Questions
All handouts (Extra Credit)
Any Element note cards (Should have already been turned in)
Friday, 10/1 - Test Day
Test
Chapters 1 and 2
Penny Lab
You may use your Lab Book and Text Book if you have completed the following:
Penny Lab
Chapter Outlines
Chapter Questions
Test Questions
Fill In
Law
Hypothesis
Matter
Physcial Change example
Chemical Change example
Homogeneous Mixture
Heterogeneous Mixture
All measurements require a ________ and a _________
Accuracy
Precision
Base unit of Time = seconds
Base unit of mass = Kg
Base unit of Volume = liters
Base unit of length is Meters
Charge on an electron is negative
Charge on a proton is positive
Charge on a neutron is neutral
Cation has a positive charge
Anion has negative charge
An ion containing two or more atom is termed a polyatomic ion
Short Answers:
Convert grams to pounds
Convert cubic feet to liters
Convert miles per hour to cm/sec
Hierarchy of Matter
Matter-subatomic parts-atoms-elements-molecules and compounds-mixtures(homo,heter)- earth-solar system-galaxy-universe
Scientific Notation – Both Ways
Rounding question- Three examples
Atomic Theory – Historical based on presentations
Early Greeks, Dalton, Bohr
Chart based on handout – Atomic #, Protons, neutrons, electrons, Atomic, Name
Know the following:
Metals, non metals, lanthanide series, noble or inert gases, halogens, actinide series, transition metals, alkali and alkali earth metals, metalloids
Must present details about the individual assigned.
How did the work they do help us better understand the atomic theory?
How did the work they do fit into the timeline of the history of atomic theory?
Explain any mathematics, equations, or diagrams that assist in understanding the work they did.
Explain any experimentation that led to furthering our understanding of the Atomic Theory
Be sure to connect the work of any previous studies or experiments that led up to their work and introduce the next scientist who followed up or was next to extend our understanding of the Atomic Theory
Poster
Clearly present any experimentation connected with your study
Include any mathematics proposed or used to help further our understanding of the Atomic Theory through the work done
Include diagrams of models of proposed atomic structures
Pictures of the individual being presented
Creativity
Use of Color, Neatness, and Easily readable from a distance
Paper
One Paper is to be presented for the entire group (every person do not need to turn in a paper)
Include all group member names on the paper
Use of at least 2 sources
Double Spaced
12 Point Font
1 Inch margins on sides and bottom
No longer than 2 pages
Your paper should explain and answer all of the points your present on your poster and in your oral presentation
Learning Target: Be able to go beyond the basic description of an element which is found on a periodic table of elements.Use a variety of resources to analyze and research an element from the periodic table of elements. Synthesize and report the information in a concise way on a 4x6 card using colors to enhance your presentation.
Element Card Project:
You must choose three (3) elements from the periodic table of elements to present on three(3) separate 4x6 inch cards. You need to use both sides of the card. It is your choice how you arrange the information. You must include color in the presentation of your information. Use it to enhance your work.You can add as much as you want to the card but be careful not to make the card too overwhelming with information add lose the "key" facts. Here is the list of essential facts and items that must be included in the card.
For each element you must have:
Name
Symbol
Atomic Number
Atomic Weight (Mass)
Group or Classification
Origin of Name
Discovery or History
Isotopes
Physical Properties - Density, phase at STP, MP, BP
Atomic Properties
Abundance/Occurance
Uses or Applications
Interesting Facts or Little known facts
Safety or Health Issues related to this element
The first card is due Friday, 9/17. All other cards are due on Monday 9/20. The scoring rubric for the cards is as follows:
Content = 85%
(Based on the items above)
Presentation on the Card = 15%
(Neatness = 5%, Layout and Design = 5%, Use of Color = 5%)
Be able to understand and clearly articulate in writing the purpose for safety procedures in a chemistry laboratory classroom.
Be able to map out the safety items, evacuation routes, and emergency procedures in the science room.
Using a piece of paper, draw an accurate, relatively to scale map of the chemistry laboratory room. Locate the following items on your map and label each one accurately:
Fire Alarm Pull
Fire Extinguishers
Fume Hood
Emergency Eye Wash
Fire Blanket
Emergency Shower
Room Exterior Exits
Emergency Gas Shut off
Broken Glass Container
Where class relocates in the event of evacuation
Explain in a no more that a paragraph why no food or drink is never allowed in the lab bench areas of the classroom
All students need a Lab Book in order to begin the lab on Wednesday
Lab Write Up Review
Book Handout - Students need to bring ID cards to Class Today
Wednesday, 9/8 - Late Arrival
Measurement and Penny Lab Begin - Students must have PreLab completed
Thursday, 9/9
Measurement and Penny Lab Continues
Friday, 9/10
Lab Work must be completed
Safety Test
Lab Write Up Procedures
Title: Pennies Lab
Purpose: Sometime between 1977 and 1987 the U.S. Mint made a change in the composition of pennies. The purpose of this lab is to determine what year the new pennies started to be produced. This will be done based on density calculations.
Materials:
1.One set of 10 pennies for each year in the late 1970’s-1980’s
2.A 50 ml graduated cylinder
3.An electronic balance
Safety: None to be noted for this lab
Procedure:
1.Obtain 10 pennies for each year in the 1970, 1980, and 1990
2.Determine the mass of each “decade” of pennies using an electronic balance.
3.Record the mass of each penny
4.Obtain a 50 ml graduate cylinder
5.Place water in the graduate cylinder
6.Record the initial volume of water in the graduate cylinder
7.Place two or three pennies in the graduate cylinder.
8.Record the number of pennies used
9.Record the final volume of the water in the cylinder.
10.The difference between the initial volume and the final volume of the water is the volume of the pennies.
11.Calculate the volume of each penny by dividing the difference between the initial and final water volume by the number of pennies placed in the graduate cylinder.
12.Record the volume of the pennies. (Assume the volumes are uniform for all pennies in each decade)
13.Repeat steps 2 – 12 for each “decade” of pennies
14.Calculate densities for each penny used
15.Record the density of each penny
Data: (Example)
1970
Number of Pennies ______________________
Initial Vol______________________________ ml
Final Vol______________________________ ml
1980
Number of Pennies______________________
Initial Vol______________________________ ml
Final Vol______________________________ ml
1990
Number of Pennies______________________
Initial Vol______________________________ ml
Final Vol______________________________ ml
Calculations:
1970
Volume Difference_______________________ ml
Density = mass/volume
(Show calculation for at least one for each decade)
1980
Volume Difference_______________________ ml
Density = mass/volume
1990
Volume Difference_______________________ ml
Density = mass/volume
Conclusion:
The purpose of this lab was to determine when the US Mint made a change in the composition of the pennies made in the United States. This was done based on the calculation of density. It was determined that the US Mint changed the penny in 1982. It was a sudden change. Prior to 1982 the densities of the pennies ranged from 8.8 to 9.1 grams/ml. In 1982 and after the density of pennies ranged from 7.5 to 7.9 grams/ml.The density clearly changed in 1982. It decreased. The volume of the penny did not seem to change. The mass of the penny did significantly change. As a result, it could best be hypothesized that the material which makes up each penny changed. Prior to 1982 pennies were made of copper. In 1982 Zinc was added to the composition of each penny therefore reducing the mass of penny.
The primary source of error in this lab was the measure of volume. I used a 50ml graduate cylinder. The markings were very inaccurate and it was difficult to determine the exact amount of change for the pennies used. If I had to change this lab, I would find a way to more accurately measure the volume of each penny.
