Pre-AP Chem: 2015

Tuesday, December 15, 2015

Copper Lab Day 1

Last week we began the Copper Lab that involved reacting together iron (in the form of a nail) and copper chloride. We first had to take the mass of both the baby jar and the nail, then add the copper chloride to the jar. Then we polished the nail and added it to the jar. Almost immediately the reaction began to take place and copper started to form. We set it aside for the weekend and will address it this week.

Magic Number Method

This method was a life saver for me and I hope they can help some other people. It basically transforms stoichiometry into one large algebra problem. These links really helped me!
http://ed.ted.com/on/uHuxtp3w

Copper Lab Day 2

Yesterday we completed the copper lab, which reinforced our understanding of chemical reactions and their composition. When we combined iron with copper chloride, we produced an ugly solid copper. These labs really help me picture the reactions and makes it easier to calculate and determine answers.

Unit Quiz

I felt very confident while taking this quiz; however, my score suggested that I need to study more for the exam. I am still struggling with determining the limiting reactant and excess amounts. These links really helped me study and practice more.

https://www.khanacademy.org/science/chemistry/chemical-reactions-stoichiome

Sunday, December 6, 2015

Metals Lab

This week we completed another lab relating to chemical reactions and their equations. In this lab, we reacted we metals with water, hydrochloric acid, silver nitrate and copper sulfate and determined if a chemical reaction had occurred. The four major signs that a reaction has taken place are a change in color, formation of bubbles, heat and / or flame is produced or a solid is formed. This lab helped me visualizes all the rules and reactions we have been studying and also aided in preparation for the test.

Driving Forces

I missed the lecture in class today, but from what I can gather, it involved the driving forces of chemical equations, which are the formation of a solid, water or gas or the transfer of electrons. A chemical reaction involves a change in energy and will only occur if a driving force is present. Each occurs in a certain reaction, such as the formation of a solid (precipitate) occurs in a double replacement reaction and the formation of water occurs in either an acid-base neutralization reaction or combustion. I also used these resources to fill in the gaps of the notes.

Driving Forces

Quiz!!

Today we took our weekly quiz, which always stresses me out. I studied rigorously for it, which might be overkill for a simple quiz, but I can not do badly on this. I consulted many friends and resources while studying and used a variety of outside sources to aid in my learning. Some of the sources I used were:

Ch 7 Notes

Today in class we had a lecture over Ch 7, which includes chemical reactions, their characteristics and balancing equations. I found this lesson relatively straightforward, with just a few new pieces of information. For example, the difference between a change in subscripts and coefficients was finally made clear to me. A change in coefficient changes the amount of molecules, while a change in subscript completely changes the composition and identity of an element. It is extremely important to not confuse the two and to understand when both changes are appropriate. Additionally, I learned the importance of combustion and how to balance an equation using the CHO method. Combustion always reacts with oxygen and always produces carbon dioxide and water. Also, to balance its equation, it is easiest to start with carbon, then work on the hydrogen and finally end with the oxygen.

Balancing Chemical Equations

Reaction Lab

In the beginning of the unit, we participated in a lab to test our knowledge and prediction of solubility rules. To guess which reactions would actually occur, we combined compounds and carried out double replacement reactions. There were approximately 12 reactions that actually took place which then required us to form their net ionic equations. This real life practice helped me envision the lecture and its information.

Tuesday, November 17, 2015

Post Unit Test

Although I thoroughly studied and completed the online practice tests and worksheets, I still felt I was unprepared for this test. It was very difficult for me because I forgot many of the necessary components from previous chapters such as polyatomics and properly identifying substances. This was definitely a reminder of the importance of continual learning and repetition of previous lessons. Here are a few links I will be using in the future to aid in my studying.

Chemical Composition Basics Video

Also, this is a great introduction into the formulas!

Friday, November 13, 2015

Post Note Practice

After notes this week, Mrs. Frankenberg gave us a challenging problem to further extend our lesson at home. It incorporated our lesson over molecular and empirical formula into a real world problem. This problem is similar to many on the test, so it helps us practice for the upcoming unit test. I found it quite difficult, but with more practice I believe it will become easier.

Empirical Formula Practice

Empirical Formula Lesson

Chloride Lab!

This was my first time getting into lab, and it was a great one to start with! We took a small amount of zinc and combined it with 10 mL of chloride. We then heated the contents until all the chloride evaporated and only the crystallized substance remained. Finally, we took the data we collected and calculated our percent of error using our knowledge from the previous lessons on chemical composition. My partner and I ended up with a narrow error margin of 4.5%. Overall, this lab was a lot of fun, even if the smell was a little overwhelming. I look forward to more labs that broaden my real life experiences with our lessons.

11/4 Notes

Today we began our notes on the Chemical Composition unit. We identified what a mole is and its uses and began putting our previous knowledge of dimensional analysis to use. We learned how to convert grams to moles to atoms and vice versa. Additionally, we put this knowledge to the test with practice stations that were set up in the back of the classroom. Here are some helpful links for the basics of chemical composition.
Definition of a Mole

Mole Conversion Practice

Wednesday, November 4, 2015

Pretest

Today I took the pretest, which if it is any indication of the upcoming unit, I definitely need to start studying. There were many calculations and references that I did not understand. Hopefully it will be easier to understand the more we practice and reinforce the information.

Saturday, October 31, 2015

Unit Exam

This Wednesday we took our Matter and Measurement unit exam, and I am not very confident in my score. Although I studied, I did not account for the difficulties of the dimensional analysis problems and I got very confused when converting cubed units. Going forward, I will definitely need to complete more practice tests and worksheets to practice.

Dimensional Analysis Lesson

Khana Academy

Mixture Activity

After our lesson on matter and its components earlier this week, we immediately tested our knowledge through the matter activity. There were multiple stations set up to reinforce the lesson we had just learned and to determine if we had absorbed the information. In many of the stations we had to choose between physical and chemical changes, which I found was relatively easy. However, in other stations we had to choose between homogeneous and heterogeneous mixtures, which was not as easy for me. Altogether, I believe this activity helped me figure out what lessons and concepts I needed to study more.

Difference between heterogeneous and homogeneous

Difference between physical and chemical changes

Last Meal Conversion Project Reflection

The Metric Kitchen

Yesterday we celebrated the end of our Matter and Measurement unit by bringing in the products of our Last Meal Conversion Project. Everyone was required to make one dish, whether it be an appetizer, main course or dessert. I whipped up a Dirt Cake in honor of today being Halloween. For the project, we were asked to convert our traditional, US recipe measurements into the metric system. This project was a good example of how we practically use measurement in everyday life and it exposed us to the rest of the world's measuring system. Also, we got to enjoy tons of delicious and unhealthy foods which is always fun.

Tuesday, October 27, 2015

Measurement notes- 10/21

Last week we began taking notes for our measurement unit which included scientific notation, accuracy, precision, mixtures and solutions. I found most of the concepts relatively easy to understand; however, I did struggle to comprehend significant figures. There are many rules used to determine the number of significant numbers in a problem. For example, non-zero digits are always significant and and zeros between two significant digits are significant. I understand the concept, but when applying it to actual examples I get confused. The stations at the end of class helped me to practice these concepts and strengthen my ability.
http://www.chemteam.info/SigFigs/SigFigRules.html

Mole Day

Last Friday we celebrated the national Mole Day holiday with a festive party and many interesting mole creations; my personal favorite was the "mole dancer" swinging from a pole. However, a mole in chemistry carries a drastically different meaning. It is the amount of pure substance containing the same number of chemical units as there are atoms in exactly 12 grams of carbon-12. This is represented in the scientific notation as (6.023 x 10^23). Our celebration was a fun way to end the week, but also lead into our new topic of matter and measurements.

http://www.chemistry.co.nz/mole.htm

Thursday, October 1, 2015

Atomic Inference Activity

Earlier in the unit we participated in an activity that tested our ability to inference the architectural structure of a circular box. This activity was related to Rutherford's experiment of bouncing particles off the atom to determine its structure. Unfortunately, Gillian and I were rarely able to determine the structure and usually didn't even get close. Luckily we were not the scientists discovering the atom or who knows how long it would've taken. This experiment also showed the difficulties of inference without visual aid.

Half-life Notes

In chapter 19 we studied half-life, which is the time it takes for half of the radioactive nuclei to undergo radioactive decay. For example, if you have a 100mg sample with a half-life of 1 hour, after 1 hour, you will have 50 mg of that sample remaining. However, this does not mean that half of the sample disappeared; it merely means that only half of the original 100 mg is still radioactive. This rule originates from Dalton's Atomic theory, which states that atoms can not be created or destroyed.
http://hyperphysics.phy-astr.gsu.edu/hbase/nuclear/halfli.html
http://study.com/academy/lesson/radioactive-decay-definition-formula-types.html

Star Log Work

Our project for the Atomic Theory and Radioactive unit is a star log, which is very unique. By researching their chemical make-up, location, stellar classification and spectrum analysis, we are identifying their distinct atomic characteristics which relates to radioactivity. I liked this project overall; however, I found it difficult to find the star's chemical make-up. Nevertheless, it is very interesting to learn about the stars' origins and properties!
Links used:
http://stars.chromeexperiments.com/
http://www.astronoo.com/en/stars.html
http://earthsky.org/brightest-stars/acrux-shines-in-the-southern-cross

Forensic Archaeology

Earlier this week, we began the Forensic Archaeology lab which required lots and lots of cutting tiny pieces of paper. Today, we continued to work on the lab and created a data table and graph using Excel. It was my first time using Excel to make a graph, so that was interesting! Overall I found the lab very relaxing, easy and fun while also giving us a little more needed practice with half-lives. Half-lives were an essential part of the exam today, and I feel this lab was helpful in preparing us.

Radioactive Unit Exam

Today we took the unit exam that completed the Atomic Theory and Radioactive lessons. I found it was difficult, but definitely not impossible. Throughout this unit, I struggled with memorizing the Atomic theory and the scientists involved and confused the characteristics of elements. However, after studying for a long time last night, I felt I was adequately prepared for the test. I am also looking forward to the Aspirin lab tomorrow!

Tuesday, September 22, 2015

Beanium Lab

Today we conducted our first in class lab which involved identifying isotopes and calculating the average atomic mass of Beanium. We were able to accomplish this lab using the equations and methods we learned in yesterday's lesson on isotopes and their mass. Gillian and I successfully completed this assignment and feel we are prepared to use this information in tomorrow's quiz.

Wednesday, September 16, 2015

Pretest

To begin our new unit, we took the Unit 2 Atomic Structure and Radioactivity pretest today. Let me just say I am glad that was not the real test. I did not know anything on it which indicates I have a lot of studying and notes ahead of me. However, I am looking forward to this unit! I feel there are many new and interesting things for me to learn and I can't wait to see what kind of labs we can associate with this. Additionally, I am excited, and a little nervous, to start our next project over solar bodies and their chemical structures.
http://science.howstuffworks.com/nuclear-bomb1.htm