Today, we started class by getting our chemistry lab notebooks from the lab tables in the back of the room. Mr. H then went around the room and gave everyone their rubrics for the labs that we did in our notebook. Mr. H then went on to talk about how if you had a bad test grade, then you should go and see him. He mentioned that he won't be available tomorrow, but that any other day he would be available.
Mr. H then officially began class by introducing to the class another 50 point web assign that will be due in about 3 weeks. If you want to know more about it, here is the link: http://gbschemphys.com/honchem/index.html
Mr. H did tell us though that in order to get 100% on this web assign, you have to get at least 35/50 questions correct. As an addition to this web assign, Mr. H reminded the class that just like the previous unit, there will be frequent quizzes throughout this unit and a test that will be in three weeks.
Mr. H then began his lesson of the day, which was an introduction to Acids & Bases, by letting us know that there will be a lab tomorrow in class, so be sure to bring your lab notebooks. He then proceeded to write important notes on the board which are essential in understanding Acids and Bases. The Notes are as followed:
Acids and Bases
Definitions:
1) observable properties (Lab AB1)
2) Arrhenius (Early 1800s)
Conductor: it needs to have ions in order to be considered a conductor
^^One of the examples that Mr. H gave about conductors was the light bulb with the two rods. He tested to see if multiple liquids were conductors by putting each liquid in a beaker and then placing the beaker in the two rods. If the light bulb lit up, then we knew that that liquid was a conductor. If it didn't, then we knew it wasn't. The liquids that Mr. H experimented with were HNO3, HCl, HC2H3O2. The first two liquids lit the light bulb really bright, so we were able to conclude that those liquids had lots of ions in them. When we experimented with HC2H3O2, (a.k.a. vinegar), we noticed that the light bulb turned on, but the light was very dim. From this, we were able to conclude that vinegar is a weak acid on the pH scale, and therefore is a weak conductor.
Acids: H___ ---> H+ + ____-
A= anions
Bases= ____OH----> _____ + OH-
^^ Mr. H continued to use the light bulb as a conductor tester, but this time, he used KOH and NaOH, which are solids, and mixed them in a beaker of water. He once again did the same process as before, and after experimenting with both, the class saw how the light bulb became very bright when both of the solutions were tested on the light bulb prongs. This shows that KOH and NaOH are two very strong bases and have plenty of ions in the solid to become a conductor.
Strong Acids: HNO3------------> H+ + NO3- (High K) <--------- lot of reactant, little product
<---
Weak Acids: HC2H3O2<------------ H+ + C2H3O2- (Low K) <------- lot of product, little reactant
--->
Strong Acids to know:
1)HCl
2) HBR
3) HI
4) HNO3
5) H2SO4
6) HClO4
Strong Bases to know:
1) LiOH
2) NaOH
3) KOH
4) Ca(OH)2
5) Sr(OH)2
6) Ba(OH)2
After writing these notes and copying them, Mr. H had the class open up their unit 12 chemistry packets to page 1 and had us work on problem 1. Before doing problem 1, it was essential to know that:
an acid= a substance which produces hydrogen ions when it dissolves in water
a base= a substance which produces hydroxide ions when it dissolves in water
Knowing this, the class was able to answer question 1. The answers are as followed:
A B B
N B N
B A N
The class then went on to do problems 2, 4, and 5. (#3 was a review)
#2
a) H+ + NO3- (Acid)
b)Na + + OH- (base)
c) H+ + CN- (acid)
d) Ca2+ 2OH- (base)
#4 ( these answers correspond to a table, so the name goes on the left part of the table and the formula goes on the right part)
hydrochloric acid
HBr
hydroiodic acid
nitric acid
H2SO4
ClO4
lithium hydroxide
sodium hydroxide
KOH
calcium hydroxide
Sr(OH)2
BA(OH)2
#5
a) [H+] = 6.0M
b) [OH-]= 3.0 M
c) [H+]= 1.0 M
d) [OH-]= 2.0M <------ this is because the product is double the reactant
This concluded our lesson for the day. Tonight's homework: 13.2-3 Rdg Sheet.
The Daily Joke: What do you do with dead chemists?
Answer: Barium
Showing posts with label konstantinek. Show all posts
Showing posts with label konstantinek. Show all posts
Tuesday, April 26, 2011
Monday, March 7, 2011
Friday March 4th, 2011
Today, Mr. H began class by having everyone open their packets to page 26. Once there, he stressed the importance of including for question 17: AX5, AX6, AX2E3, AX4E2. Its important to know that all of these molecules are NONPOLAR. Additionally, he broke down the AXiEj molecule and explained what each variable represented:
A<---------- Central Atom
X<------------------- Terminal atoms
i<--------------------# of terminal atoms
E<-------------------- Non-bonded electron pairs
j<----------------------- # of non-bonded electron pairs
Next, Mr. H went to Grace's blog and emphasized the important parts of the blog. He also stressed the idea about dipoles, especially when grace says "The greater the number in the electro- negativity, the more electrons an element pulls. Cl, has a high number than H, resulting in more electrons towards itself. It is greedy. These are called dipoles. " It is essential to understand the idea behind dipoles, because by understanding dipoles, you are able to understand the molecular geometry of different kinds of molecules. After going over Grace's blog, Mr. H had the class open their packets to page 9 where he continued to talk about the "AXiEj" molecule and explain how to figure out degree angles and types of molecular geometry. For instance, lets take SO2. Here is what it looks like based on the lewis dot structure and its molecular geomtery:
A<---------- Central Atom
X<------------------- Terminal atoms
i<--------------------# of terminal atoms
E<-------------------- Non-bonded electron pairs
j<----------------------- # of non-bonded electron pairs
Next, Mr. H went to Grace's blog and emphasized the important parts of the blog. He also stressed the idea about dipoles, especially when grace says "The greater the number in the electro- negativity, the more electrons an element pulls. Cl, has a high number than H, resulting in more electrons towards itself. It is greedy. These are called dipoles. " It is essential to understand the idea behind dipoles, because by understanding dipoles, you are able to understand the molecular geometry of different kinds of molecules. After going over Grace's blog, Mr. H had the class open their packets to page 9 where he continued to talk about the "AXiEj" molecule and explain how to figure out degree angles and types of molecular geometry. For instance, lets take SO2. Here is what it looks like based on the lewis dot structure and its molecular geomtery:
 |
| Lewis Dot Structure |
 |
| Molecular Geometry (Bent) Based on the Lewis Dot structure, SO2 has 3 total pairs. I was able to figure out the total pairs by focusing around the central atom, which is S, and any bonds or unpaired electrons. So, since we know that the total pairs in SO2 is 3, this limits our answers to either trigonal planar or bent. Next, you count the total number of bonding pairs. Although SO2 has 1 double bond and 1 single bond, the total number of bonding pairs in SO2 is 2 bonding pairs. An important thing to know when counting bonding pairs is that no matter if a bond is a sing, double, or triple bond, it still only counts as 1 bonding pair. So, using that information, you can conclude that SO2 has 2 bonding pairs. Next, you have to count the number of lone pairs. Once again, you focus around the central atom. Since (S) only has 1 pair of electrons surrounding it, that means that it has 1 lone pair. So in the end, the number of electron pairs comes out to be 3-2-1. Once again, this stands for 3 total pairs, 2 bonding pairs, and 1 lone pair. If you are confused on how to find the total number of pairs, a trick that you can use is that if you add the number of bonding pairs by the number of lone pairs, you'll get the number of total pairs. So now since you know the number of electron pairs, you turn to page 9 of your packet and look for the bonding pairs that coincide with what you found. You can find the answer to this problem in the third row of the diagram. when you look across, you can see that the molecular geometry of SO2 is bent. (the picture above this paragraph shows the molecular geometry of SO2). Now, to find out the "AXiEj" molecular set up of SO2, you use the information that i provided at the beginning of this blog and apply it to the molecule SO2. Since "S" was the Central atom, you substitute "S" for A. So far, it looks like this: SXiEj. Next, you substitute "O" for X, because "O" is the terminal atom in this molecule. So now, you have SOiEj. Considering that you had 2 Oxygen atoms, you replace "i" with 2. So now you should have SO2Ej. Next, considering the fact that SO2 had 1 lone pair, you would end up replacing "j" with 1. At the end, you can now see that the molecule was SO2, and it had 1 lone pair electron. Considering the fact that now we know the molecular geometry of SO2, the next thing to find is the degree angle. If you look at the picture above this paragraph or the picture on page 9, you can see how the bent molecule forms an angle that is bigger than 90 degrees. Now, you have a few answers to choose from. The possible degree angles are: 180, 120, and 109.5. First of all, we can eliminate one of the answers right away, because the picture above doesn't form a straight line, therefore we can eliminate 180 degrees. Next, based on the picture, you would have to conclude that the its 120 degrees because its bigger than 90 degrees, but also less than 180. The choice for 109.5 would be eliminated because the angle formed is not very narrow, instead its much wider. By using all the information i have provided, anyone can find out a molecules molecular geometry and angle measurement. The next thing we did after going over page 9, was a lab. The lab we did was CB1-Molecular Geometry and Polarity Lab. Purpose: To determine the Lewis structure AXiEj notation, molecular geometry and polarity of the following molecules: CH4, NH3, OH2, CO2, SO2, XeF2, SF4. Mr. H color-coded each element with a certain piece in a box of pieces which would be used to create models of molecules. In this lab, you and another partner built models of each molecule, recorded the necessary data, found the molecular geometry, found AXiEj, but didn't find its polarity. (that is to be completed later on). After spending about 10 minutes on this lab, Mr. H passed out a quiz to the entire class and we took a quiz for the last 20 minutes. Tonights homework: Webassign 7.4 Rdg Sheet. Due: Tuesday March 8 |
Thursday, January 27, 2011
Thursday, January 27th, 2011
Today, Mr. H started out class by having us turn our packets to page 13. He told us that its important that we look over page 13 tonight because we have a QUIZ tomorrow that is has one math problem and is similar to problems #29 and #30 on page 14.
Next, Mr. H projected Emma's blog on the screen and went over the specific heat for each phase of thermochemistry and other main ideas. He also talked about how Emma's blog was very useful, because it explained how to do phase change calculations very well. If you are someone who is confused about phase change calculations and heating curves, i would recommend that you refer to Emma's blog.
After going over Emma's blog, Mr. H had the everyone open their packets to page 15. He reiterated the idea that if you lower the pressure around an element, then you can boil it; just like yesterday's demo. Mr. H then focused the rest of his time on page 15 to go over some of the answers and explain how to use the graph. He explained to the class, while using the graph, that at any given temperature, if you were to increase the pressure, then, an element would change its phase to either a solid or liquid (depending on the temperature of course). He also explained how if you were to decrease the pressure while at any temperature, then that element would turn to gas. For those of you who are still confused on how to use the graph on page 15, i would recommend trying to do problem #2 on page 15. For instance, if you want to find the phase type of an element when its pressure is 1atm and its temperature is 300°C, the answer would be a liquid. You would find this answer by using your finger and going along the x-axis and finding 300°C, then you would use your finger and go up the y-axis until you found 1atm. Then, you would slide your finger from the y-axis, to the right until you got to the point where 1atm and 300°C met. From there, you would look at which part of the graph you were in (solid,liquid,gas) and then record that answer. Its pretty simple once you understand how to do it.
After Mr. H explained how to use the graph, he then worked with the class on problems #3-5 and then he had the class do the rest on our own. the answers are as followed:
#3) Solid
#4)100°C
#5) 450°C
#6)175°C
#7) T=100°C P=0.70atm
#8) No, because although it is in the liquid state, its minimum temperature would have to be 100°C
#9) Melting
#10) 1st: Condensation 2nd: Freezing
After going over the answers in class, Mr. H then prepared a demo for the class. Prior to the demo occurring, he got dry ice (CO2 as a solid) from a container and then went around the class and had some students hold it. He warned that you can't hold the dry ice for too long because then it would burn your hand, so he advocated that students should hold it as if they were holding a hot potato. He then proceeded to crush it up, put the crushed up pieces in what seemed to be a pill capsule and then closed the lid of the capsule while using pliers. This demo was significant because it showed the transfer of heat from the water to the dry ice in the capsule (endothermic). Mr. H was also trying to demonstrate how an element could reach the triple point in a reaction. Mr. H then proceeded to put the capsule of dry ice in a beaker of water while holding the capsule with a pair of pliers. At first, bubbles began to escape from the capsule, after a couple seconds, there was a mini-explosion. That occurred because enough pressure built up inside the capsule and when it couldn't hold any more, it caused this mini explosion to occur.
After doing this lab, Mr. H had everyone turn their packets to page 17. Once everyone did, he began to talk about Spontaneity, what it means, and what it would look like with real world examples. It is important to note that Spontaneity= reactions that occur naturally (once activated). Also, there are 2 factors to be considered, and they are:
Next, Mr. H had us answer questions #1-2. The answers are as followed:
a) NS
b) S
c) NS
d)NS
e)S
f) NS
g)S
h)NS
i)S
#2) Tosh, because not all exothermic reactions are spontaneous
Once we finished talking about page 17, Mr. H did a special demo for the class. Mr. H prepared the demo by using Jovan's water bottle, then putting a lot of crushed up dry ice inside it and then closing the water bottle with the cap. Enough pressure built up inside the water bottle, and the outcome was similar to this:
Next, Mr. H projected Emma's blog on the screen and went over the specific heat for each phase of thermochemistry and other main ideas. He also talked about how Emma's blog was very useful, because it explained how to do phase change calculations very well. If you are someone who is confused about phase change calculations and heating curves, i would recommend that you refer to Emma's blog.
After going over Emma's blog, Mr. H had the everyone open their packets to page 15. He reiterated the idea that if you lower the pressure around an element, then you can boil it; just like yesterday's demo. Mr. H then focused the rest of his time on page 15 to go over some of the answers and explain how to use the graph. He explained to the class, while using the graph, that at any given temperature, if you were to increase the pressure, then, an element would change its phase to either a solid or liquid (depending on the temperature of course). He also explained how if you were to decrease the pressure while at any temperature, then that element would turn to gas. For those of you who are still confused on how to use the graph on page 15, i would recommend trying to do problem #2 on page 15. For instance, if you want to find the phase type of an element when its pressure is 1atm and its temperature is 300°C, the answer would be a liquid. You would find this answer by using your finger and going along the x-axis and finding 300°C, then you would use your finger and go up the y-axis until you found 1atm. Then, you would slide your finger from the y-axis, to the right until you got to the point where 1atm and 300°C met. From there, you would look at which part of the graph you were in (solid,liquid,gas) and then record that answer. Its pretty simple once you understand how to do it.
After Mr. H explained how to use the graph, he then worked with the class on problems #3-5 and then he had the class do the rest on our own. the answers are as followed:
#3) Solid
#4)100°C
#5) 450°C
#6)175°C
#7) T=100°C P=0.70atm
#8) No, because although it is in the liquid state, its minimum temperature would have to be 100°C
#9) Melting
#10) 1st: Condensation 2nd: Freezing
After going over the answers in class, Mr. H then prepared a demo for the class. Prior to the demo occurring, he got dry ice (CO2 as a solid) from a container and then went around the class and had some students hold it. He warned that you can't hold the dry ice for too long because then it would burn your hand, so he advocated that students should hold it as if they were holding a hot potato. He then proceeded to crush it up, put the crushed up pieces in what seemed to be a pill capsule and then closed the lid of the capsule while using pliers. This demo was significant because it showed the transfer of heat from the water to the dry ice in the capsule (endothermic). Mr. H was also trying to demonstrate how an element could reach the triple point in a reaction. Mr. H then proceeded to put the capsule of dry ice in a beaker of water while holding the capsule with a pair of pliers. At first, bubbles began to escape from the capsule, after a couple seconds, there was a mini-explosion. That occurred because enough pressure built up inside the capsule and when it couldn't hold any more, it caused this mini explosion to occur.
After doing this lab, Mr. H had everyone turn their packets to page 17. Once everyone did, he began to talk about Spontaneity, what it means, and what it would look like with real world examples. It is important to note that Spontaneity= reactions that occur naturally (once activated). Also, there are 2 factors to be considered, and they are:
- Enthalpy Δ (ΔH)
- Entrapy Δ (ΔS)
Next, Mr. H had us answer questions #1-2. The answers are as followed:
a) NS
b) S
c) NS
d)NS
e)S
f) NS
g)S
h)NS
i)S
#2) Tosh, because not all exothermic reactions are spontaneous
Once we finished talking about page 17, Mr. H did a special demo for the class. Mr. H prepared the demo by using Jovan's water bottle, then putting a lot of crushed up dry ice inside it and then closing the water bottle with the cap. Enough pressure built up inside the water bottle, and the outcome was similar to this:
^^this is similar to what Jovan's water bottle looked like after the reaction.
Mr. H advocated to the entire class not to do this type of experiment at home since it can have negative results. To conclude, today was mostly a review of phase calculations and phase diagrams and an introduction to Spontaneity. Tonight's homework: Webassign and study page 13 for the pop quiz.
Saturday, October 16, 2010
Thursday October 14, 2010
Today, Mr H began today's lesson by going over Matt's blog and pointing out some of the specifics that he had included such as how to do conversions and how to find the average atomic mass from multiple isotopes.
Mr. H then went over what was included in tomorrow's 90 point test. The test includes:
1) 33 multiple choice questions
2) a writing section
a. writing formulas and names of ionic/molecular compounds
b. a math problem like #3 on the bottom of page 14
After explaining the contents of the test, Mr. H told the class 6 different ways to study for this test. These included:
1) Looking at students' blogs from unit 2
a. this is a good place to look, because many students have included specific formulas as well as methods on how to name ionic and molecular compounds
2) Looking at Delicious bookmarks
a. this is also another great place to look, because not only can you study from your bookmark, but if you need help in other things from unit 2, you can study from the bookmarks done by other students
3) Looking over web assigns from unit 2
a. This is one of the best places to look because not only can you study the answers that you got correct, but you can also study the problems that you got wrong.
I. in order to see the answers to the ones that you got wrong, click on the 'view key' box that is located at the top of every web assign. This box is there now, because once the due date passes for every assignment, that box pops up so students can see the answers to the questions they got wrong.
4) Looking over the unit 2 packet
a. this is a great place to look if you are lost on certain things or if you want more practice because there are many pages filled with practice problems as well as explanations on everything in unit 2.
5) Doing the practice test that can be found on moodle. Here are the steps:
a. Go to moodle and sign in
b. click on Honors chem meta course
c. under the "worksheets" tab, click on unit 2
d. now click on the document that contains that specific thing that you want help on or want to study more. Here is the link if you are having difficulty finding it: http://gbs-moodle.glenbrook225.org/moodle/mod/resource/view.php?id=1045
6) Rereading the sections from unit 2
a. this can be very helpful, but if you don't want to reread these sections, then i would recommend doing #s1-5
^^^^^^^ this is what the meta course page looks like after you've done all the steps ^^^^^^^^^^^
After explaining to us all the multiple ways to study, Mr. H had the class open their unit 3 packets to page 1. Mr. H went talked about all the wild conversions that we did (i.e. converting stinkups to dollars). Mr. H went on to explain that its important to be able to convert numbers no matter how wild the units are.
Mr. H then worked with the entire class to solve #4 on page 2. He explained to us that when you cancel out units, you need to make sure that you cancel the same units that are in the numerator and denominator of the problem. After canceling these units, you would multiply all the numerators together and then divide by each denominator. Here is what it would look like:
Mr. H then went over what was included in tomorrow's 90 point test. The test includes:
1) 33 multiple choice questions
2) a writing section
a. writing formulas and names of ionic/molecular compounds
b. a math problem like #3 on the bottom of page 14
After explaining the contents of the test, Mr. H told the class 6 different ways to study for this test. These included:
1) Looking at students' blogs from unit 2
a. this is a good place to look, because many students have included specific formulas as well as methods on how to name ionic and molecular compounds
2) Looking at Delicious bookmarks
a. this is also another great place to look, because not only can you study from your bookmark, but if you need help in other things from unit 2, you can study from the bookmarks done by other students
3) Looking over web assigns from unit 2
a. This is one of the best places to look because not only can you study the answers that you got correct, but you can also study the problems that you got wrong.
I. in order to see the answers to the ones that you got wrong, click on the 'view key' box that is located at the top of every web assign. This box is there now, because once the due date passes for every assignment, that box pops up so students can see the answers to the questions they got wrong.
4) Looking over the unit 2 packet
a. this is a great place to look if you are lost on certain things or if you want more practice because there are many pages filled with practice problems as well as explanations on everything in unit 2.
5) Doing the practice test that can be found on moodle. Here are the steps:
a. Go to moodle and sign in
b. click on Honors chem meta course
c. under the "worksheets" tab, click on unit 2
d. now click on the document that contains that specific thing that you want help on or want to study more. Here is the link if you are having difficulty finding it: http://gbs-moodle.glenbrook225.org/moodle/mod/resource/view.php?id=1045
6) Rereading the sections from unit 2
a. this can be very helpful, but if you don't want to reread these sections, then i would recommend doing #s1-5
After explaining to us all the multiple ways to study, Mr. H had the class open their unit 3 packets to page 1. Mr. H went talked about all the wild conversions that we did (i.e. converting stinkups to dollars). Mr. H went on to explain that its important to be able to convert numbers no matter how wild the units are.
Mr. H then worked with the entire class to solve #4 on page 2. He explained to us that when you cancel out units, you need to make sure that you cancel the same units that are in the numerator and denominator of the problem. After canceling these units, you would multiply all the numerators together and then divide by each denominator. Here is what it would look like:
6 dopes= 11.8 napos x 2.9 bicnics x 17.8 blurches = 25.4 blurches
3 dopes 4 napos 12 bicnics
After doing this, we turned to page 4 of our unit 3 packets, and Mr. H explained to the class how atomic mass and atoms are related. For instance, if you had 24.02 amu of carbon, you would have 2 atoms of carbon. this is because 1 atom of carbon is 12.01amu. If you were to double 12.01, you would get 24.02. This is how you would solve for the number of atoms in an amu of a certain element.
For most of the day, Mr. H had gone over what the test was going to look like; that way we would be prepared for the test. Be sure to STUDY!!!!
Wednesday, September 15, 2010
Friday September 10, 2010
Today's class started off by getting our lab notebooks back. Mr. H graded Labs 1-4, but didn't tell us our grades in our lab notebooks. He told us that he wrote comments and suggestions in most lab books.
Mr. H then had everyone take out their chemistry packets and he went over the question on the bottom of page 6, which was about listing significant numbers when adding, subracting, multiplying, and dividing. He went over significant numbers again and how many to include when adding, subtracting, multiplying, and dividing. The rules are as followed when adding/subrtracting or multiplying/dividing:
Addition/Subraction: The number of decimal places in the result is equal to the number of decimal places in the quantity with the least certainty (i.e., least number of decimal places).
Multiplication/Division: The number of significant figures in the result is the same as that of the quantity with the least number of significant figures.
Mr. H then worked with the class on the first two practice problems to clarify what the rules were saying. He then had us work on the rest of the practice problems by ourselves. After a few minutes of working Mr. H revealed the answers to the class, so everyone was able to check their answers. He answered a few questions from students and then he went to our class's chem blog.
Mr. H went over Hannah's and Neil's blog posts and then gave a few tips on how to make both blogs a bit better for next time.
Mr. H then had the class open up their chemistry packets to the last page to look over today's lab, which was MM6 Conservation of Mass Lab. As the class wrote down the purpose, he explained what we were going to do in today's lab and what to expect. He told the class that since we were going to be dealing with liquids and chemical reactions, that we should wear our safety glasses. He explained to us that we were to find the mass of a flask before the chemical reaction and after, and then compare the differences.
Mr. H then had everyone take out their chemistry packets and he went over the question on the bottom of page 6, which was about listing significant numbers when adding, subracting, multiplying, and dividing. He went over significant numbers again and how many to include when adding, subtracting, multiplying, and dividing. The rules are as followed when adding/subrtracting or multiplying/dividing:
Addition/Subraction: The number of decimal places in the result is equal to the number of decimal places in the quantity with the least certainty (i.e., least number of decimal places).
Multiplication/Division: The number of significant figures in the result is the same as that of the quantity with the least number of significant figures.
Mr. H then worked with the class on the first two practice problems to clarify what the rules were saying. He then had us work on the rest of the practice problems by ourselves. After a few minutes of working Mr. H revealed the answers to the class, so everyone was able to check their answers. He answered a few questions from students and then he went to our class's chem blog.
Mr. H went over Hannah's and Neil's blog posts and then gave a few tips on how to make both blogs a bit better for next time.
Mr. H then had the class open up their chemistry packets to the last page to look over today's lab, which was MM6 Conservation of Mass Lab. As the class wrote down the purpose, he explained what we were going to do in today's lab and what to expect. He told the class that since we were going to be dealing with liquids and chemical reactions, that we should wear our safety glasses. He explained to us that we were to find the mass of a flask before the chemical reaction and after, and then compare the differences.
As everone went to their lab stations, they first began by pouring a blue liquid into a flask and then put a testing tube filled with a white substance. Groups then went and measured the flask with all its components as shown below.
 |
| Click to view video. |
Groups then returned the their stations, recorded the mass, and then put a cap over the flask, flipped over the flask, and saw the chemical reaction between the white substance and the blue liquid. The result of the chemical reaction was a white solid that formed. Groups then went on to find the mass of the flask with all its components and record their results.
When students finished, they went back to their desks and Mr. H began to pass out scan-trons for our pop quiz. The quiz was only 14 questions, and consisted of the material learned in chapters 1:1-2. The quiz lasted untill the end of class.
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