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September 13-15, 2015

9/13/2015

Housekeeping: We need to discuss what's happening after Eid. Also, we can't get into the lab today to analyze our experimental findings, so hopefully we can do it tomorrow.

Lesson Review: Socrative Teacher Code: LR2E0KJH

Agenda:
1. Review the previous lesson.
2. Discussion of empirical & molecular formulas.

Lesson Objectives:
1. Distinguish between empirical formulas and molecular formulas.
2. Determine the empirical formula of a compound.
3. Explain what percent composition means in terms of a compound.
4. Determine the molecular formula of a compound.

Content Review:
Links: Empirical & Molecular Formulas Percent Composition
Textbook Readings: 1.2; p. 20-27

Student Missions:
Mission 1: Formulas, formulas, formulas. When we look at chemical formulas, we should be looking at the empirical formula. This is the simplest whole number ratio of elements in a compound. The molecular formula gives the actual number of atoms in a molecule.

Let's practice! Look at pages 22-23 in the text.

Mission 2: Well, how much is it though? Percentage by mass data is the most common way to deduce the ratio of atoms present in a compound. But what about when you're given a percentage of an element in a compound? How do you determine the accuracy of such a statement?

Well, you use percent composition. The percent by mass of an element in a compound depends on the total contribution of that element's atoms. Here is a short example on percent composition basics.

Working at the IB level, may I present Mr. Richard Thornley.

Mission 3: It's MOLECULAR! Molecular formulas, as stated in Mission 1, show all of the atoms present in a molecule. It has a simple formula (p. 25 in your text) that multiplies an integer by the mass of the empirical formula. Sound complicated? Sure it does, but it actually isn't. Take a look...Mr. Thornley's in the Mad!Lab! again.

Let's practice. Chem Team has some problems with solutions provided, including steps.
Bergen.edu also has some practice problems with solutions provided. I expect for you to work through these problems and show me your work next class. If there are questions, ask them.

9/13 Homework: Complete the practice problems. Work them out step by step. There will be a Socrative review on today's material. Hopefully we can get back in the lab to analyze our results.

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September 10, 2015

9/10/2015

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Housekeeping: We good? If we're not, say so and explain why.

Lesson Review: Socrative Teacher Code: LR2E0KJH

Agenda:
1. Review the previous lesson.
2. Discussion of the nature of chemical reactions
3. Demonstration
4. Analyze results.

Lesson Objectives:
1. Observe and describe the reactants and products of a chemical reaction.
2. Determine the percent yield of the reaction.
3. Explain whether or not mass was conserved.
4. Evaluate how to improve the experiment.

Content Review:
Weebly Links: Chemical Reactions
Textbook Readings: 1.1; p. 6-8

Student Missions:
Mission 1: Here We Go Again! As we've been talking about, chemical reactions summarize chemical change and are represented by chemical equations. Reactants are on the left and products are on the right. Equations are balanced using coefficients to ensure that mass is conserved (we can't break that law, y'all). State symbols are used to denote the state of matter each reactant and product are in at the time of reaction.

Reminder: (s) = solid (l) = liquid (g) = gaseous (aq) = aqueous (dissolved in water)

Having said all that, let's take a look at the reaction of copper metal in aqueous silver nitrate. It's on the board and you should have it in your notes.

Mission 2: See, What Had Happened Was...Well, what happened? What did you see? What should you have seen? Did you understand what happened and why? We were supposed to get a certain amount of silver. Did we get it? Why or why not? What's the problem? Aren't reactions supposed to work?

Guess we need to talk about that a little more then, right? How would you evaluate this demonstration? How would you improve it and why? If you were doing this with my grade 10s, how would you do it?

Homework: We're going to wrap up Section 1.1 and move back to Section 1.2. Be sure to read pages 10-14 (again) and focus on how matter changes states (or phases) via changes in temperature and/or pressure, and how to read a phase diagram (p. 13).

Next Class: Empirical & Molecular Formulas

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September 6-10, 2015

9/6/2015

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Housekeeping: Any outstanding issues we need to deal with?

Lesson Review: Socrative Teacher Code: LR2E0KJH

Agenda:
1. Review previous material
2. Begin Section 1.2: The Mole Concept

Lesson Objectives:
1. Understand the nature of the mole aka Avogadro's Number
2. Calculate mole conversions

Content Review:
Weebly Links: 1.1: Particulate Nature of Matter and 1.2: The Mole
Textbook Readings: Section 1.2; p. 14-27
You'll need to start using the IB Chemistry Data Booklet.

Student Missions:

Mission 1: Holy Crap, that is a HUGE NUMBER! How big is it? Let's explore the concept.

Okay, so now that we have some understanding of how massive a mole is, let's get into what it's used for. Paul Anderson of Bozeman Science brings it in only the way he can.

Mission 2: Practice Makes Perfect?? Maybe. But let's try it out anyway with some simple exercises. I have them grouped by page number in the book. Don't worry; we have a class set of chemistry books for classroom use.

We do need to make sense of the graphics on page 17, 19, and 21 and turn them into usable conversions.

Use the Periodic Table found here. And if you're like me, you'll need this.

p. 17, #13-15.
p. 21, #16-23

Homework: More practice. Download the practice problems. At some point, I'll be able to print.
1. Molar Mass 2. Mole Conversions (I) 3. Mole Conversions (II)

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September 3-6, 2015

9/2/2015

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Housekeeping: Any outstanding matters we need to deal with? Ladies without laptops at this point will start to get the side-eye from me. The side-eye is a visual, silent way of me saying "I don't want to hear your excuses." You know how we roll in my class by now.

Lesson Review: Socrative Teacher Room Code: LR2E0KJH

Lesson Objectives:
1. Deconstruct and explain the components of a chemical equation.
2. Understand the difference between reactants and products.
3. Explain what state symbols are and how they are used in a chemical equation.
4. Determine how to balance a chemical equation.
4. Solve conservation of mass in chemical equations.

Content Review:
Weebly Links: Particulate Nature of Matter Chemical Reactions
Textbook Readings: Ch 1; p. 3-14

Student Missions:
Mission 1: Breaking it Down, Atomic Style. I will show you some chemical equations and we will deconstruct them. Here are some notes to get you started. Don't worry; we're just tackling the first page.

State symbols are used in chemical equations to denote the physical state of the substances before and after reacting. The BBC has a nice little Bitesize denoting all four state symbols. Be sure you know how to write them and what they mean.

Mission 2: BALANCE, BABY, BALANCE!!! The Law of Conservation of Mass says that mass is always conserved. So what does this mean for chemical reactions? It means adding atoms and ions, of course. We need a worksheet to practice with, so I have provided one.

Mr. Causey is always down for the cause.

9/3 Homework: Complete the handout.

Mission 3: Phasing In, Phasing Out! You know the basic three states of matter. Did you know they could change into one another? Take a look at this graphic and try to explain what you're seeing using water as your example. Which set of triangles represent endothermic changes (energy absorbed)? Which set of triangles represent exothermic changes (energy released)?

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September 1-3, 2015

9/2/2015

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Housekeeping: Setting up Socrative Teacher Room Code: LR2E0KJH

Lesson Objectives:
1. Describe and explain the differences between substances, mixtures, elements and compounds.
2. Compare and contrast physical and chemical properties.
3. Compare and contrast physical and chemical changes.

Content Review:
Weebly Links: Particulate Nature of Matter
Textbook Readings: Ch 1; p. 3-14

Student Missions:

Mission 1: It's All Chemistry!! Check out this really cool video introducing the discipline of chemistry and its place in our natural world. What do you think chemistry is?

Mission 2: All that Stuff!! What is the difference between substances, mixtures, elements and compounds? This video answers this question in part, but then cheapened out and cut off in mid-sentence. But you'll get the idea.

Mission 3: What's the Matter? Paul Anderson of Bozeman Science gives you an overview of matter. What is it, what does it do, where you can find it, all that information. I actually met him; he's awesome.

9/1 Homework: Make sure you complete all three missions. Review pages 3 - 9. There are no questions to answer, but be sure you review the material and come in with questions.

Mission 4: A Million Little Pieces. So what's the deal with all this stuff? It's so much, it's too big...why is distinguishing it so important? Why does it matter (get it?)? Well, take a look here and then we'll go here to find out why. And while we're at it, we shall bask in the glory that is the Periodic Table of Elements.

Mission 5: Chemistry is about how matter changes, so let's get into that with Mr. Causey.

9/2 Homework: Review pages 3-9. Turn the lesson objectives into questions and answer them. There will be a Socrative review.

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