CHEMISTRY

2009-2010

Daily Calendar

2009-2010 Honor's Research Project Page

Warm-Ups (for the entire year)

Assignments

(All attachments are MS Word, Excel, or PowerPoint files.)

 

 

 

Daily Calendar

FRIDAY, 4/30/10

  • REDOX TEST.  Students should fully understand:
    • How to determine oxidation numbers
    • Identifying oxidation, reduction, oxidizing agents, and reducing agents.
    • How to write out reduction and oxidation half reactions
    • How to write the net ionic reaction for a redox reaction
    • Voltaic cells, including how to determine the anode and the electrode when given only two metals, and being able to predict the overall cell potential.
    • Electrolytic cells and how they differ from voltaic cells.  In particular, you will need to understand the electrolysis of water.
    • Spontaneity of redox reactions and how spontaneity relates to cell potentials, voltaic cells, and electrolytic cells.
    • The material in the reading and problems from Chapter 22.
    • The labs that have been completed in this unit.

WEDNESDAY, 4/28/10

  • This class was used for review of the unit's material for Friday's test.
  • This Voltaic Cell Review Sheet is simply additional practice on SOME of the things you need to know for the test on Friday.  It does not cover everything.  Refer to the bulleted list under 4/30 on this page for an entire listing of test topics.

MONDAY, 4/26/10

  • Students were given the period to wrap up the two labs from last week.  These labs are due at the end of the period.

FRIDAY, 4/23/10

  • A demonstration was performed.  Students considered the demonstration in terms of redox and material from this unit.

WEDNESDAY, 4/21/10

MONDAY, 4/19/10

  • Students worked to completed the Lemon Lab.

WEDNESDAY, 4/14/10

  • Students reviewed the previous day's worksheet.
  • Students are to read this Lemon Lab in which they create voltaic cells using lemons and a variety of electrodes for Monday.
  • Homework was assigned for the weekend out of the book as well (see below).

MONDAY, 4/12/10

  • One of the reasons to learn about redox reactions is their use within the subject of Electrochemistry.  Today in class, voltaic cells, utilizing spontaneous redox reactions to convert chemical energy into electrical energy, were described and discussed.  Notes taken in class today and tonight's homework (below in the assignments tables) will be very important in understanding the labs over the next two weeks.
  • Students worked on this Voltaic Cells and Standard Reduction Potentials Worksheet in class.  If this is not completed in class, it should be completed as homework as well as the assignment listed below.
  • Link to applet shown in class:  http://www.blackgold.ab.ca/ICT/Division4/Science/Div.%204/Voltaic%20Cells/Voltaic.htm

FRIDAY, 4/9/10

  • TBA

WEDNESDAY, 4/7/10

  • Students continued to work on either the lab or their write-ups for the Redox Titration Lab.  This write-up is due at the beginning of class on Friday.

MONDAY, 4/5/10

  • Students continued the Redox Titration Lab.  A portion of the class completed their state OAKES testing in the computer lab.

FRIDAY, 4/2/10

WEDNESDAY, 3/31/10

MONDAY, 3/29/10

  • It was noted that not every reaction is an oxidation-reduction reaction.
  • The topic of REDOX was expanded today to include Redox -Half Reactions.
  • This Oxidation - Reduction Worksheet was completed in class now that half-reactions had been introduced.
  • Students were to complete the homework assignment listed below in the assignment table for tomorrow.

FRIDAY, 3/19/10

  • Oxidation numbers were discussed further.  A couple of additional techniques were described when attempting to determine oxidation numbers.
  • Students began this Oxidation - Reduction Worksheet.  Students do not need to complete the portion of this worksheet discussing half-reactions.  These will be discussed on the day after spring break.  Be sure to complete this worksheet (except for the half reactions) for Monday.

WEDNESDAY, 3/17/10

  • RE-DOX (Reduction - Oxidation) reactions are the next topic to be discussed this week.
  • A REDOX reaction was demonstrated in class.
  • Students were then given a list of the rules used to determine the oxidation number of an element within a chemical compound.  While the rules are arbitrary, the oxidation number of an element does convey something about that element's state in terms of its valence electrons and how these electrons are participating within bonds.
  • Once the rules for assigning oxidation numbers were discussed, students were given time in class to complete this Oxidation Numbers Worksheet.
  • The class was finished by applying what students had learned about oxidation numbers to entire reactions.  Specifically, oxidation, reduction, oxidizing agent, and reducing agent were all discussed and examples were shown.
  • Students were assigned homework from the book as well as the completion of today's worksheet.

MONDAY, 3/15/10

  • Unit Test:  Reaction Dynamics.

FRIDAY, 3/12/10

  • Students were given a warm-up.
  • The worksheet from last period was reviewed.
  • For the test on Monday, students should be prepared for these reaction dynamics test topics.  Students can bring one 3x5 note card (one side only) to the test.  The card must be hand written, and must be your own work, not the work of some one else..

WEDNESDAY, 3/10/10

  •  Students completed a warm-up example problem and determined whether or not a reaction was spontaneous at standard temperature.
  • The first part of this class was spent going over the Rubber Band Lab and reviewing the last homework assignment.
  • Following this, students worked on completing this review worksheet for the test on Monday.  This is to be completed as homework for Friday.  Reaction Dynamics Review Worksheet.

MONDAY, 3/8/10

  • Students completed the Rubber Band Lab.  In this lab, a stretched rubber band is considered as a system in dynamic equilibrium.  Concepts of equilibrium and free energy were applied to this system.

WEDNESDAY, 3/3/10

  • The concept of spontaneity was discussed.  What makes a reaction spontaneous?  It turns out a relationship known as Gibb's Free Energy can be used to determine whether, at a given set of conditions, a reaction will be spontaneous or not.
  • To use this relationship, concepts of enthalpy and entropy change are needed.  Both were discussed.
  • An example problem calculating the change in free energy for a typical reaction was performed.
  • Spontaneity and Gibb's Free Energy PowerPoint Presentation.
  • Homework was assigned from the textbook today.

MONDAY, 3/1/10

  • Students presented their Hot Can presentations.
  • Hot can calculations and all of the calculations from the last lab were reviewed in detail.
  • As homework, students are to rework #3 through #9 on the Determining the Heats of a Reaction Lab only using the artificial data and observations provided in class by Mr. K.
  • As homework, students are to print handouts out of the PowerPoint presentation for Wednesday.  Do this by:
    • Downloading Wednesday's Spontaneity and Gibb's Free Energy PowerPoint Presentation.
    • Opening this within PowerPoint.
    • Printing this.  However, within the print dialog box, opt to print "handouts" in the "Print What" option box, make there be six slides to a page, and be sure to select "monochrome" for the "color/grayscale dialog box.  If you do this, and bring them with you on Wednesday you will be able to focus on listening on Wednesday as opposed to racing to copy material down on paper.

FRIDAY, 2/26/10

WEDNESDAY, 2/24/10

  • Students were introduced to the HOT CAN Activity.  Students were given most of the period to work on this activity.
  • Students are encouraged to use these Heats of Formations From the CRC.  Beware -- you will need to go some converting to make units agree.

MONDAY, 2/22/10

FRIDAY, 2/19/10

  • Students were shown what the heat of formation of a compound is, and how to utilize heats of formation to calculate heats of reactions.  This is slightly different than the concept of bond energies used in the Enthalpy Costs Game.
  • Next, specific heat capacity, how to use it to quantify the heat necessary to raise the temperature of a substance, and the difference between heat and temperature were discussed.  These topics will be necessary for the rest of today's activity as well as next week's lab.
  • Students were asked to read this coming Friday's lab:  Determining the Heats of a Reaction Lab.

WEDNESDAY, 2/17/10

  • Students completed Enthalpy Costs Game that was introduced on Friday.
  • Students are to complete these Enthalpy Costs Game Questions as homework.  These should be completed next period.
  • Here are the ground rules that were used in this game:
    • Students select groups of four themselves.
    • Students arrange themselves within each group of four as two teams, teammates sitting across from one another.
    • Play proceeds until all four students have played once.
    • Partners switch (but do not leave the table) so that each is playing with a different partner.
    • Play proceeds until all four students have played once.
    •  Partners switch (but do not leave the table) so that each is playing with a different partner.
    • Play proceeds until all four students have played once. 
    • Students record the molecule played by their team for every move, the energies of the bonds broken, and the energies of the bonds created.  As partners change, students continue to add to their score sheet.  This sheet gets turned in at the end of the period.
    • This activity will be worth 10 points in the grade book.  Any student earning at least -9000 points or less, will receive an A for this activity; -7000 will receive a B; -5000 will receive a C.  This score will be based on your raw score only.
    • If you make a mistake and the other team takes your points, you receive no score for that round.
    • In contrast, the team stealing your points add the points stolen to their score.
    • The student earning the least points (most negative) per hand will be awarded a Gold Metal and receive 10 extra credit points.  The person with the second least points per hand will be awarded a Silver Metal and receive 5 extra credit points, while the person with the third least points per hand will be awarded the Bronze and receive 3 extra credit points.

FRIDAY, 2/12/10

  • Students were given a warm-up problem concerning equilibrium.
  • Next, students were shown a demonstration with NO2 again concerning equilibrium.
  • Students were then introduced to the concept of equilibrium constants.  These are used to communicate the equilibrium position of a system at chemical equilibrium.
  • Students were also introduced to the concept of molarity.  Molarity is a means of measuring the concentration of dissolved solute within a given amount of solution.  Students were shown how to incorporate this within problems, particularly ones involving the calculation of equilibrium constants. 
  • Determining the heat of a reaction using the concept of bond energy was discussed.
  • Students were introduced to a card game, the Enthalpy Costs Game, in which students work to create molecules that are the most stable.  Scoring in this game is determined by the energy released when bonds are formed, or the energy used when bonds between atoms are broken.

WEDNESDAY, 2/10/10

MONDAY, 2/8/10

  • Briefly, the M&M Lab was discussed and wrapped up.  Also, the factors impacting the rate at which a chemical reaction occurs was reviewed.
  • The concept of enthalpy was discussed.  Enthalpy is the energy associated with the energy transfer we call heat that occurs in a chemical reaction.  A chemical reaction that releases heat is called an exothermic reaction.  A chemical reaction that absorbs heat (requires heat) is called an endothermic reaction.
  • The concept of equilibrium was reviewed.  Every chemical reaction actually proceeds in both directions -- towards both the products and the reactants.  In many reactions, the reaction proceeds almost entirely towards the products.  In such reactions, we often forget that an equilibrium state actually exists.
  • LeChatelier's Principle simply states that a chemical system (modeled by a chemical equation) will respond to a stress placed upon the system by shifting its equilibrium state to compensate for the stress.  For instance, should the temperature increase, an endothermic reaction would shift toward the product side of its equilibrium state since as it does this, heat is absorbed.
  • Students were asked, as homework, to read this chemical Equilibrium Lab.  Students should read this lab carefully -- there may be a quiz first thing on Wednesday prior to the lab.
  • STUDENTS NEW TO MR. KIRSCH THIS SEMESTER ARE TO SEND HIM TWO EMAILS -- ONE FOR THEMSELVES AND ONE FOR THEIR PARENTS.  Each will be worth a homework score if received by class on Wednesday.

WEDNESDAY, 2/3/10

  • The concept of equilibrium was mentioned briefly.  Every chemical reaction actually proceeds in both directions -- towards both the products and the reactants.  In many reactions, the reaction proceeds almost entirely towards the products.  In such reactions, we often forget that an equilibrium state actually exists.
  • Students completed this M&M Equilibrium Lab.
  • This Excel worksheet and its graphs illustrate what happens at equilibrium.  M&M Equilibrium Lab Graphs.

MONDAY, 2/1/10

  • Today, the next unit on Reaction Dynamics, was formally started.  All reactions can actually be described as a dual set of reactions that have reached equilibrium.  In order to discuss this, students must understand heat, energy, entropy, and the concept of reaction rates.  We started with the concept of reaction rates as embodied by collision theory.  Most of the concepts that were discussed are also discussed in the assigned reading.
  • Students were shown four chemical demonstrations.  Students were asked to describe what each demonstration illustrates regarding factors that influence the rate at which a chemical reaction proceeds.  Students were then asked to explain that factor's influence in terms of modern collision theory (also explained in your text).
  • As time permitted, concepts of chemical equilibrium were introduced.
  • Homework was assigned -- see below.

FRIDAY, 1/29/10

  • Wednesday's quiz was returned to students and was discussed as required.

WEDNESDAY, 1/27/10

  • Students were given the first portion of the period to ask questions and to review for the unit quiz, given during the 2nd half of the period.
  • UNIT QUIZ:  This test will cover stoichiometry (including the concept of limiting reagents).

MONDAY, 1/25/10

  • Students continued to work on the MicroMole Rockets Project.
  • HONORS STUDENTS:  Students were allowed to use the period as needed for their project.

FRIDAY, 1/22/10

  • Students continued to work on the MicroMole Rockets Project.
  • Students were asked to complete these MicroMole Follow-Up Questions.  These are due at the end of the next period and should be turned in with the lab.
  • HONORS STUDENTS:  Students were allowed to use the period as needed for their project.

WEDNESDAY, 1/20/10

  • The homework from last time was reviewed and discussed.
  • Students were introduced to the MicroMole Rockets Project.  The construction and operation of these rockets were demonstrated at the beginning of class.  The student group that obtains the greatest distance for their rocket within our class will be awarded 10 extra credit points.  The student group who obtains the greatest distance of all chemistry classes will receive 10 additional extra credit points.  To be official, the distance must be verified and observed by your teacher.
  • Students were asked to complete this Stoichiometry Worksheet #2 Worksheet as homework.

FRIDAY, 1/15/10

  • The period was devoted to the completion of the various assignments we have had over the last several days.  Students were also given a warm-up concerning limiting reagents.

WEDNESDAY, 1/13/10

  • The concept of Limiting Reagents were discussed.  Students practiced this idea in a warm-up problem.
  • Percent yield was discussed, and questions were answered for the lab write up (DUE TODAY).
  • Questions on the homework from last period were answered.
  • Students were given the rest of the period to complete the lab write-up, look at solutions to the CVD worksheet from last time, or start their homework -- this Limiting Reagent Worksheet.  There were also two sections of reading from the book that was assigned.

MONDAY, 1/11/10

FRIDAY, 1/8/10

  • Quiz  on Mole conversions.

WEDNESDAY, 1/6/10

  • The next unit was begun.  In this unit we will study stoichiometry.  While the name might sound intimidating, it really isn't much more than an extension beyond the mole conversions of the last unit.  In way of introduction, #13 on the previously assigned Working with Molar Masses Worksheet was used as an example of stoichiometric computations.  This step was integrated within the previous conversion map that was introduced in the Mole Conversions unit.
  • The steps that need to be used to solve stoichiometry problems are outlined on the first page of this homework worksheet:  Stoichiometry Worksheet #1.  This worksheet will be due at the beginning of the period on Monday.
  • Students began the Production of Magnesium Oxide Lab.  In this lab, students will need to apply their understanding of stoichiometry.

MONDAY, 1/4/10

  • This period was used largely as review for the Quiz on Mole Conversions that will be given on Friday.
  • Students completed this Holiday Mole Conversions Worksheet in class.  It is to be completed for Wednesday and will be counted as homework.

FRIDAY, 12/18/09

  • Students were given the period to finish their write-ups for the Hydrated Salt Lab.  The lab write-up is due today!!!!
  • HONORS STUDENTS:  When finished with the lab, students could use the period for their projects as required.

WEDNESDAY, 12/16/09

  • Students were given the period to work on the Hydrated Salt Lab.  This is the last class time students will have for this lab  The lab write-up will be due on Friday.
  • HONORS STUDENTS:  When finished with the lab, students could use the period for their projects as required.

MONDAY, 12/14/09

  • Students were given the period to work on the Hydrated Salt Lab.  Students were required to review their procedures with Mr. K before being allowed to begin the lab.
  • Students are to complete this   Molar Masses Worksheet #2 as homework for Wednesday.
  • HONORS STUDENTS:  When finished with the lab, students could use the period for their projects as required.

FRIDAY, 12/11/09

  • Mr. K, within the context of a warm-up, extended our mole-conversion map to include mole-mole conversions.
  • Following this, Mr. K finished approving lab procedures as necessary.
  • HONORS STUDENTS:  Students were allowed to use the period as needed for their project.

WEDNESDAY, 12/9/09

  • Students were presented with this Hydrated Salt Lab.  This lab will be slightly different than others we have done in this class.  For this lab, students will need to apply what they are learning about the mole to determine something about a hydrated salt.  Students will be responsible for designing their own procedures.  The lab write-up is to be word-processed; laptops will be available during class for group use.  Groups will submit a single word-processed write-up.  Prior to being allowed to work in the lab on Monday, groups must show Mr. K their completed procedure and all the steps they plan to use in their calculations.
  • HONOR STUDENTS:  Students were allowed to use the period as needed for their project.

MONDAY, 12/7/09

FRIDAY, 12/4/09

  • Today students took a test on covalent bonding and molecular structure.

WEDNESDAY, 12/2/09

  • Class was started today with a warm-up.  This warm-up emphasized identifying the shape of a portion of a large molecule around a specific atom.
  • Today students were allowed to prepare for the test on Friday which will cover the following topics:
    • Covalent Bonding
    • Drawing Electron Dot Structures (including being able to identify occurrences of coordinate covalent bonds and resonance)
    • Utilizing the concept of formal charge to determine the best dot structure from a variety of possibilities.
    • Nomenclature (for both ionic compounds as well as binary covalent compounds)
    • VSPER Theory and molecular shapes (be able to determine the shapes around a single atom even when there is more than one central atom in the overall molecule).
    • Understand the difference between electron geometries and molecular geometries.
    • Understand bond polarity and how to determine whether a given bond between two atoms is non-polar covalent, polar-covalent, or ionic.
    • Understand how to determine whether or not a molecule, as a whole, is polar or not.
    • Understand the difference between intermolecular forces (forces between molecules) and intramolecular forces (forces within molecules or between individual atoms).
    • Look at all assigned reading and the lab activities since the last test.
  • Students -- you will have the use of a yellow sheet on the test.

MONDAY, 11/30/09

  • Today intermolecular forces (in contrast to intramolecular forces) were discussed.  These forces are present between molecules in some substances and account for certain properties associated with these materials.  To be present, the molecules themselves must be polar molecules.
  • Following this discussion, students began the Intermolecular Forces Lab.
  • Students were also given some homework (see below).

WEDNESDAY, 11/25/09

  • Much of this period was utilized to complete this Determining Molecular Shape Table.  This information is necessary in order to complete the electron and molecular geometry for the compounds on the Molecular Models Lab.  This lab, in its entirety, is due on Monday.
  • Honors Students were allowed to use the period to work on their group project as needed.

MONDAY, 11/23/09

  • Class was started with a warm-up problem.
  • Following this, we discussed the molecules associated with the warm-up problem in context to the items listed on this Determining Molecular Shape Table.  As a class, we completed this table together discussing all of the concepts on the table as the table was completed.  VSEPR - Theory -- Valence Shell Electron Pair Repulsion Theory -- governs molecular shape.
  • Here is a different and more complete VSEPR table -- please look at this:  VSEPR Table.  On this table, bonding sites are equivalent to what we referred to as electron groups in class, and bonded sites are simply the # or bonds (vs. lone pairs) that the central atom has.
  • The difference between Bond Polarity and Molecular Polarity was discussed.
  • Examples of both resonance and coordinate covalent bonding were discussed.
  • The concept of an atom's formal charge was discussed as it relates to selecting the best of several possible Lewis Dot Structures for some molecules.  Some molecules, like SO2, have more than one possible structure that satisfy  the number of valence electrons and grant all atoms a full octet.  The structure having the fewest formal charges on its atoms is usually deemed the best and most likely structure.

FRIDAY, 11/20/09

  • Students completed an activity (Balloon Lab) utilizing balloons intended to teach them something about molecular shapes in anticipation to topics of molecular structures that will be discussed next week.
  • As homework, students are to complete the questions at the bottom of the Molecular Models Lab.

WEDNESDAY, 11/18/09

  • Some of the class time was used to discuss the homework that was due today.
  • Students were given the Molecular Models Lab in which they practiced drawing their Lewis Dot Structures.  For today, students were to focus on determining the correct systematic name for the compound (following the nomenclature rules we discussed last period), to draw the complete Lewis Dot Structure for each compound, determine the bond type (Non-polar covalent, polar covalent, or ionic), and whether each bond within the molecule will be polar or nonpolar.
  • Honors Students were allowed to use the period to work on their group project as needed.

MONDAY, 11/16/09

  • Students Today's topic centered upon covalent compounds (also known as molecular compounds).
  • Electronegativity differences between bonded atoms was used to characterize bonds as ionic or covalent. 
  • Characteristics of ionic and covalent compounds were compared and contrasted.
  • Nomenclature rules for molecular compounds were discussed and are summarized here:  Molecular Compounds PowerPoint.
  • Finally, Lewis Dot Structures were introduced as a means of determining the structure of a covalent compound.
  • For homework, students were given some reading from the book as well as this Lewis Dot Structures Worksheet.

FRIDAY, 11/13/09

  • Students first completed test corrections on the quiz.
  • Then finished with this, students completed the Reactionary Arts Lab.  As needed, students asked about these post-lab Reactionary Arts Lab Questions.  These questions should be placed on the same paper as your pre-lab questions completed earlier.
  • Mr. K met with as many students as possible to discuss the test.

MONDAY, 11/9/09

  • Students completed the test on Ionic Compounds and Equation Balancing.
  • Then finished with the test, students completed the Reactionary Arts Lab and began to answer these post-lab Reactionary Arts Lab Questions.  These questions should be placed on the same paper as your pre-lab questions completed earlier.  These questions are to be completed as homework.

FRIDAY, 11/6/09

  • This period was primarily utilized to answer questions in preparation for the test on Monday.  Monday's test will cover the following topics:
    • Ionic compound nomenclature.  (Be able to determine the correct name given the formula, and the correct formula given the name).
    • Balancing chemical equations.
    • identifying the five reaction types.  Also, knowing the reaction type, you should be able to predict what products will be formed when reactants are given.  The five types include synthesis, decomposition, combustion, single replacement, and double replacement).
    • Be sure to review all of the things we have done in our two labs.
  • The lab write-up for the Single Replacement Reactions & Developing an Activity Series of Metals was due today.
  • For homework you are to complete this Predicting Products Worksheet.  Bring this with you on Monday.
  • Also, BE SURE TO HAVE ALL OF YOUR WARM-UPS READY TO HAND IN AT THE BEGINNING OF CLASS ON MONDAY.

WEDNESDAY, 11/4/09

MONDAY, 11/2/09

  • The homework was reviewed as needed.
  • Single replacement reactions were discussed at length and are the topic of the lab that students performed today.  Single Replacement Reactions & Developing an Activity Series of Metals.
  • Students are to complete this lab as homework.  IT IS DUE AT THE BEGINNING OF THE PERIOD ON WEDNESDAY.  Additionally, students are to complete the reading listed below.

WEDNESDAY, 10/28/09

MONDAY, 10/26/09

FRIDAY, 10/23/09

  • Balanced chemical equations are an integral part of what we will be doing in this class for the rest of the year.  Today we looked at how we can take reactants and products and balance the equations of their reactions.

WEDNESDAY, 10/21/09

  • Students were given a little bit of time at the beginning of the period to finish making the observations from the lab from last time.
  • he focus of today was on ions.  An element's position on the periodic table is related to the charge an atom of this element tends to acquire as it seeks to satisfy a full valence of electrons.  The Octet Rule is used to describe this as well.  It is essential students understand this rule in order to be able to predict compound names and the products of many reactions such as those you witnessed last time in the lab.
  • We also started to discuss nomenclature of ionic compounds (How are ionic compounds named?). 
  • This Ionic Compound Nomenclature PowerPoint was discussed in class.
  • For homework, students are to complete this Ionic Nomenclature Worksheet.
  • Should you have questions on any of this content, it is advised that you read Chapter 5 -- it covers all of this information.

MONDAY, 10/19/09

  • The quiz was returned to students.
  • The Atomic Spectrum Activity was discussed -- answers to the questions were covered.
  • Students completed this Double Replacement Lab.  For this lab, students should focus on making careful and complete notes of everything they observe during the lab.  We will be referring to these observations for several weeks.

FRIDAY, 10/16/09

  • The first part of the period was used to answer student questions.
  • The unit quiz was given during the second half of the period.

WEDNESDAY, 10/14/09

  • Today was spent reviewing electron configurations and going over any questions that may have come up while working on the homework that was due today.
  • In the Atomic Spectra Activity, students took a look at the interesting consequences of the manner in which electrons pack around their nuclei within atoms.
  • This Atomic Spectrum PowerPoint might be helpful in understanding Atomic Spectra.  Slide #12 of this PowerPoint might be the most helpful.
  • Be prepared -- there will be a unit quiz tomorrow for approximately half of the period on Friday.  For this quiz, students should:
    • Review all assigned reading and assignments.
    • Be able to calculate an element's average atomic mass if given isotope masses and frequencies (percentages).
    • Understand the difference between atomic number, mass number, atomic mass, and how atoms become ions (i.e. become charged).
    • How shielding and the effective nuclear charge  of a nucleus impacts atomic size.  Understand the trends of size on the periodic table.
    • Understand the three rules which govern the filling of orbitals within an atom.
    • Be able to provide the complete and abbreviated forms of an atom's electron configuration.
  • Students will be provided with a Periodic Table for use during Friday's quiz.
  • Students should bring all Warm-Ups to the test (completed -- if you missed class you are still accountable for them), as well as their stamp sheets.

WEDNESDAY, 10/7/09

  • The focus of today was upon electron configurations -- the manner and structure of how electrons, the portion of an atom that determines its chemical nature are arranged around an atop.  These electron configurations are connected to the shape and layout of the periodic table.
  • This Electron Configuration PowerPoint outlines what was discussed in class.
  • Homework was assigned (see below).  Students were given some time in class to work on this homework.  Honors students were allowed to use this portion of the period to work together to identify a project topic.
  • Electron configurations and some of the Bohr models are in the solution book within the classroom.

MONDAY, 10/5/09

  • The focus of today was to come to an understanding of how the outermost electrons associated with an atom (known as the atom's valence electrons) are connected, or attracted to the nucleus.  Ultimately, we wish to understand why an atom has a strong attraction (and tends to keep its electrons) or weak attraction (and tends to loose its electrons).  We wish to understand this because the tendency of an atom to gain or loose its valence electrons largely determines the chemical properties of the element.
  • Topics discussed today included shielding, effective nuclear charge, atomic radius (and how it varies along a period (row) or group (column) of the Periodic Table), and ionization energy (and how it varies along a period or group of the Periodic Table).
  • The relationship between energy levels holding an atom's electrons and the atom's placement on the periodic table was also discussed today.
  • For homework, students were asked to create an analogy that models how shielding and effective nuclear charge impact an atom's tendency to attract and retain its outermost electrons.  What scenario can you dream up that would work in a fashion similar to what was discussed with the atom and its electrons today?  For this assignment:
    • You may not use the analogy that Mir. K used in class today.
    • Describe your analogy fully -- this will likely require several full paragraphs.
    • List three strengths of your analogy (how does your analogy accurately represent the atom's behavior).
    • List three weaknesses of your analogy (what things about the atom and how it relates to its electrons are not reflected or otherwise modeled correctly with your analogy).
  • Honors Students were reminded to look at the project web page.  The Literature Review is due on Monday and there is the research meeting at the Valley Library on Friday 10/9/09 at 9:30 AM in the Autzen Room.  The first assignment -- The Background Research Assignment -- will be due on Wednesday, 10/14/09.

FRIDAY, 10/2/09  

  • Remember that today is your last day to sign up for honors credit!!
  • Each of the elements has its own interesting stories and uses.  Everyone was assigned an element to research.  Students were to look for interesting and useful information with the Periodic Table Elements Project.  The "Useful Chemistry Links" page might have some useful sites!  I strongly encourage that you watch your elements video at the Periodic Table of Videos site at www.periodicvideos.com (though you will have to do this at home because the school's filter blocks the site . . . I promise there is nothing to worry about.).

WEDNESDAY, 9/30/09  

  • Now that we have a pretty good idea of what an atom looks like and what parts make up all atoms, we will start to look at the periodic table to see how it can help up determine how many protons, neutrons, and electrons are in each type of element.  We will also look at how those three things come together to give an atom its mass and we will discuss how average mass can be calculated from information about the element.
  • This Atomic Structure Work Sheet is the homework for tonight.
  • Atomic Structure PowerPoint utilized in class today.  We did not cover the radioactivity portion of these slides (the last half of the PowerPoint slides).
  • Also, students are asked to show their parents this Donation Letter Request.  Students and their families do not have to donate.  However, students will receive credit for a parent signature indicating that they had indeed been shown this letter.  Students may print off this letter and return it with their parent's signature.  Or, students can simply use another piece of paper stating that the letter has been shown to their parents with their parent's signature.  In this way, the science staff at CV can be sure that parents have at least been made aware of the financial situation within the science department.

MONDAY, 9/28/09  

  • Today was started with students using the internet to briefly research how the following individuals contributed to our current understanding of the atomic model:  John Dalton, J.J. Thomson, Ernst Rutherford, and Niels Bohr.  Each student was assigned a single individual.  For the second half of classes, students shared with the class what they had learned.
  • Homework was assigned from the book (see below).
  • Also, students are asked to show their parents this Donation Letter Request.  Students and their families do not have to donate.  However, students will receive credit for a parent signature indicating that they had indeed been shown this letter.  Students may print off this letter and return it with their parent's signature.  Or, students can simply use another piece of paper stating that the letter has been shown to their parents with their parent's signature.  In this way, the science staff at CV can be sure that parents have at least been made aware of the financial situation within the science department.
  • Students wishing to take the class with the honors option must submit a signed group project contract to Mr. K by Friday, 10/2.  See the project web page for details (a link to the project web page is located at the top of this page).
  • Parents and students interested in doing the Honors Option are encouraged to attend an informational meeting with Mr. K in F-21 on Wednesday evening starting at 5:30.  The meeting will last until there are no additional questions and has been scheduled on the night of open house to avoid making parents wishing to attend to have to come to CV multiple times.

FRIDAY, 9/25/09  

  • Students completed a short quiz on dimensional analysis, unit conversions, and significant digits.
  • Students then completed a short activity intended to help them understand the nature of models (it was Problem #3 on the warm-ups).

WEDNESDAY, 9/23/09  

  • Students completed a warm-up dealing with dimensional analysis.  Questions on the homework were also discussed.
  • Following this, the honors option for the course was discussed.

MONDAY, 9/21/09  

  • Today was begun with the students verifying the quantities in their items they brought from home.  Students described this activity in their first warm-up entry of the year.
  • The weekend's homework was reviewed as needed.
  • Dimensional analysis was discussed.
  • Homework was this Using Dimensional Analysis Worksheet.

FRIDAY, 9/18/09

  • Measurement is a big part of what we will do in this class.  Today we examined important things to think about when you are measuring and how to imply accuracy in the way we report our measurements.
  • We also began to discuss the ways that we use mathematics in chemistry.  In this class there are few formulas to memorize.  Most end up being a string of conversions.  Conversions are critical to learn if you wish to simplify learning chemistry.
  • As homework, students were to do this Dimensional Analysis and Significant Figures Work Sheet.

WEDNESDAY, 9/16/09

  • Students were allowed to complete the Boyle's Law Lab.
  • When finished with this, students were asked to examine the object they brought to class and attempt to verify the measured quantity stated on the package. 

MONDAY, 9/14/09

  • Students worked on the Boyle's Law Lab.  The emphasis on this lab was to become familiar with the data collection software and hardware that will be used throughout the course.
  • Homework is to look around your house and find 10 objects that are measured, or referred to with measurements in some way or another.  Please bring one un-opened package to measure in class on Wed/Thu.  If the object is food, you will not be able to eat it after it is measured.  Please bring something that you can not measure without opening.  For instance, don't bring an unopened package of a dozen pencils . . . .
  • Students also went to the bookroom and obtained their books.

FRIDAY, 9/11/09

  • Students were asked to respond to the following questions on a piece of paper:
    1. Why are you taking this class?
    2. How do you believe you learn best?
    3. What do you think your teacher can do to help you be successful in this class?
    4. List your three (or more if you wish) most important interests or hobbies.
  • A general introduction was given for the course.
  • Students watched a safety video and were given a brief tour of the room with a focus upon its safety features.
  • In this class students will often collect data using Vernier software & real time probes with laptop computers.  Therefore, it is critical that students acquire a working knowledge of this technology.  Acquainting students with this equipment is one of the primary objectives of our first lab -- Boyle's Law Lab.
  • Prior to the lab, basic kinetic theory of gases was discussed.
  • PLEASE BRING YOUR STUDENT BODY CARD WITH YOU ON MONDAY -- you will be picking up your textbook during class on Monday.
  • While there are several periodic tables within our classroom, I strongly encourage you to print a hardcopy of a periodic table using this link.  While you have one in your textbook, you might want an extra table to keep at home or in your notebook for easy reference, especially when we are discussing something in class and you can't quite read the fine print on the periodic tables hanging in the classroom.  For the first ten weeks of class, you will use the periodic table frequently.  Printable Periodic Table Link

WEDNESDAY 9/9/09

  • Students attended a general orientation to CVHS science department policies in the school's auditorium.
  • As homework for this first day, students are to do the following five things for Friday, the next scheduled class period:
    1. Read the Class Syllabus posted here (a hard copy will not be provided, nor will it be needed -- save a tree, don't print it).  Bring your questions for the next class period.
    2. Print out the last page of the class syllabus and return it signed by both you and your parents.  This insures that students are able to access and obtain materials off of the class web site and that parents and students understand class expectations.
    3. Print, read, and then sign this Safety Contract.  Have your parents sign this contract as well.  Signed contracts are to be returned to class prior to participating in lab activities.
    4. Send Mr. K an email (be sure to indicate who you are) so that he can place it in the grade book.  Mr. K's email is adam.kirsch@corvallis.k12.or.us.
    5. Have your parents send Mr. K an email so that Mr. K can place it in the grade book.
  • It is critical that Mr. K have working emails for both student and parents.  Email will be an important means of communication throughout the year.

 

 

Assignments

ASSIGNMENT

DATE ASSIGNED

DATE DUE

ANSWERS

STAMP

 

Electrolysis Lab.

4/21

4/26

In notebook

n/a

Lemon Lab.

4/19

4/26

In notebook

n/a

Reading:  Sections 22.3 - 22.5, 22.9; Lemon Lab

Problems:  Chapter 18 # 12-19, 25, 26, 29, 30

4/14

            4/19

n/a

Pooh Xmas

Reading:  Sections 22.1 - 22.3, 22.6 - 22.8

Problems:  Chapter 22:  #12, 13, 16-20

Finish the Voltaic Cells and Standard Reduction Potentials Worksheet

4/12

4/14

 

n/a

Pooh & Balloon

 

Redox Titration Lab.

3/31

4/9

In notebook

n/a

Reading:  Sections 21.5 - 21.7

Problems:  Chapter 21:  #9-12

Oxidation - Reduction Worksheet (finish half reactions).

3/29

3/31

 

n/a

Pooh & Piglet Party

 

Oxidation - Reduction Worksheet (don't do half reactions).

3/19

3/29

In notebook

Pooh & Tigger

Reading:  Sections 21.1-21.4

Problems:  Chapter 21:  #1-3, 6-8; finish the Oxidation Numbers Worksheet started in-class

3/17

            3/19

n/a

Pooh Hugs

 

Reaction Dynamics Review Worksheet

3/10

3/12

n/a

"How did that Cow Get Up There?"

Rubber Band Lab

3/8

3/10

n/a

n/a

Reading:  Sections 18.5 - 18.8, 18.10-18.11; Rubber Band Lab

Problems:  Chapter 18 # 12-19, 25, 26, 29, 30

3/3

            3/8

n/a

"Hope Your Day is Hoppin With Fun"

 

Reading:  n/a

Problems:  Redo #3 - #9 on the Heats of Reaction Lab using the data and observations provided by Mr. K in class.  Also, print PP notes for Wednesday's lecture.

3/1

            3/3

n/a

"Hand Over the Chocolate"

 

HOT CAN Activity

2/24

3/1

n/a

n/a

Determining the Heats of Reaction Lab

2/22

2/26

n/a

n/a

Reading: 10.1 - 10.6, 10.8, 10.9 Determining the Heats of Reaction Lab

Problems:  Ch 10:  #1,2,6, 8-20, 27-32

2/19

            2/22

n/a

"Cats are Cool but Dawgs Rule"

 

Enthalpy Costs Game Questions

2/17

            2/19

n/a

"Toad-aly Frog-ot"

 

Reading:  Sections 18.9

Problems:  Chapter 18 # 22-24

2/12

            2/17

n/a

"What's Up At Your End"

 

Equilibrium Lab

2/10

2/12

n/a

n/a

Reading:  Equilibrium Lab

Problems:  n/a

2/8

            2/10

n/a

n/a

 

Reading:  Sections 18.1 - 18.4

Problems:  Chapter 18 # 1-7, 10, 11

2/1

            2/3

n/a

"In Case You Haven't Herd"

 

MicroMole Follow-Up Questions

1/22

1/25

n/a

n/a

Stoichiometry Worksheet #2

1/20

1/22

n/a

Stars

MicroMole Rockets Project

1/20

1/25

n/a

n/a

Read:  Sections:   8.6 - 8.7

Limiting Reagent Worksheet.

1/13

1/15

In notebook

Sleeping Moon

Read:  Sections:   None

CVD Stoichiometry Worksheet.

1/11

1/13

In notebook

Shooting Stars

Read:  Sections:   8.1 - 8.5

Stoichiometry Worksheet #1.

1/6

1/11

In notebook

Saturn

Production of Magnesium Oxide Lab.

1/6

TBA

In notebook

I Believe In Santa

Read:  Sections:  None

Holiday Mole Worksheet.

1/4

1/6

In notebook

Piglet Stamp

Read:  Sections:  None

Molar Masses Worksheet #2.

12/14

12/16

In notebook

I Believe In Santa

Read:  Sections None

Hydrated Salt Lab.

12/9

12/18

In notebook

n/a

Read:  Sections None

Working With Molar Masses Worksheet.

12/7

12/9

In notebook

Candy Cane

Reading:  Sections  15.10, 15.11 & 15.13

Problems:  Chapter 15:  #23-27, 30, 31

11/30

12/1

n/a

Santa Hat

 

Intermolecular Forces Lab

11/30

12/1

n/a

n/a

Molecular Models Lab.

11/18

11/30

In notebook

n/a

Read:  15.4, 15.5, 15.6, 15.8

Problems:  Chapter 15:  #9 - 12

11/23

11/25

In notebook

Lights

Read:  15.4, 15.5, 15.6, 15.8

Complete the questions for the Molecular Models Lab.

11/20

11/23

In notebook

Antlers

Complete the Systematic Name, the Dot Structure, indicate the Bond Type, and indicate if the bonds are polar for all of the compounds in the Molecular Models Lab.

11/18

11/20

In notebook

5 Snow Persons

Read:  Sections 15.1 - 15.5

Lewis Dot Structures Worksheet.

11/16

11/18

In notebook

Noel Cow

Reactionary Arts Lab Questions (include pre-lab questions as well)

11/9

11/11

In notebook

n/a

Predicting Products Worksheet.

11/6

11/9

In notebook

n/a (checked during test)

Read:  Sections 7.8

Single Replacement Reactions & Developing an Activity Series of Metals.

11/2

11/6

In notebook

n/a

Balance Chemical Equations Using Compound Chemical Names Worksheet.

10/28

11/2

In notebook

3 Pumpkins

Correct Balanced Equations for all of the reactions for the Double Replacement Lab; indicate the precipitate.

10/26

10/28

n/a

Bat

Balance Equations Race Worksheet.

10/26

10/28

In notebook

Spider Web

Ionic Nomenclature Worksheet.

10/21

10/23

In notebook

Spider

Structure Quiz Test Corrections

10/19

10/21

n/a

Pumpkin

Read:  Sections 12.6 - 12.9

Atomic Spectra Activity.

10/14

10/16

n/a

n/a

Read:  Sections 12.1 -12.5

Problems:  Chapter 12:  #1,2,4,5,8,9

Draw Bohr model of atoms for elements #1-36; give a complete electron configuration for each.

10/7

10/14

n/a

Microscope

 

A+ Stamp

Read:  Sections 13.4 - 13.7

 

Atomic Shielding Analogy.  See 10/5/09 above in Calendar portion of the webpage for details.

10/5

10/7

n/a

n/a

Periodic Table Elements Project.

10/2

10/5

n/a

Knowledge Quote

Atomic Structure Work Sheet.

9/30

10/2

In notebook

All Life Quote

Return a parent statement & signature stating that they have been shown this Donation Letter Request.

9/30

10/2

n/a

n/a

Reading:  Sections 4.1 - 4.4

Problems:  Ch. 4, #1-9.

9/28

9/30

n/a

Shoot for Moon Quote

Using Dimensional Analysis Worksheet.

9/21

9/23

n/a

Freedom Quote

Reading:  Sections 2.1 - 2.6

Dimensional Analysis and Significant Figures Work Sheet.

9/18

9/21

n/a

Artistic Einstein

Boyle's Law Lab

9/14

9/18

n/a

n/a

Print out and return the Class Syllabus.

9/9

9/11

n/a

n/a

Return signed Safety Contract.

9/9

9/11

n/a

n/a

Student and parent send emails to Mr. K.

9/9

9/11

n/a

n/a

Double Replacement Lab

10/19

10/21

n/a

n/a
         

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