Not quite finished with the homework blog, but if you want to get started on the review pages, do the first two worksheets, which is 3 pages, on Element Names and Isotope Notation. Review textbook chapter 3. Review the 10 difficult chemical symbols: Ten Tough Guys -Learn this list of elements and their names.
Sb- From the Greek words 'anti' and 'monos' meaning "opposed to solitude". Cu - From the Latin word 'cyprium', after the island of Cyprus. Au - From the Latin word 'aurum' meaning gold. Fe - From the Latin word 'ferrum' meaning iron. Pb - From the Latin word 'plumbum' meaning lead .Hg - From the Greek word 'hydrargyros' meaning 'water' and 'silver'. K - From the Medieval Latin word 'kalium' meaning potash (pot ashes). Ag - From the Latin word 'argentum' meaning silver. Sn - From the Latin word 'stannum' meaning tin W - From
the German word 'Wolfram'. Ancient alchemists called the metal "spuma
lupi," the Latin words for 'wolf foam' which was translated to the word
"wolframite" in allusion to the objectionable scum or substance formed
during the smelting of tin ores containing tungsten.
World of Chemistry video: Water 28 minutes For worksheet, click on "Episode 12 and then on that site, scroll down and choose Episode 12 which will give you the Word document file to print out; and to watch go here: http://www.learner.org/vod/vod_window.html?pid=804 Take notes as you watch, as well as answering the worksheet questions.
Practice problems from your textbook: page 245.
Section 1: questions 1-2
Section 2: questions 3-7, question 8-13 only the letters written in blue type, so that you can check your answers in the back on page A-35)
Section 3: question 14,15, blue letters only.
Handout from class: Logic problem on the first page, do as much as you can or find worthwhile--my minimum expectation is that you give it 15 minutes of time (it took me over 90 minutes to solve; I kept at it because it is fun and challenging for me) but even if you aren't that into solving, it is still the kind of thinking that is required for the experiment, and so the purpose of this exercise is to "think about thinking" . Also, read through the entire handout, as I'm pretty sure that is what we will attempt in class on Thursday.
Between Thanksgiving and Christmas break, we will spend our time reviewing and putting together the puzzle so far of what we have learned. If you seem to be getting behind on homework, remember that your commitment in this class is to spend at least 3 hours in homework time each week. If you need help, ASK, and if you are not getting it because you are not doing all the homework on time, be honest with yourself--this class is difficult, and doubly difficult because we have so little class time. SO WE MUST DO HOMEWORK on time AND NOT SKIP, and we must know our own weaknesses and reinforce them by reviewing old concepts until they seem easy and obvious. After each experiment, we should realize what it was that we were supposed to learn, and we should review and practice the problems until they are easy and understandable. Consider going through past posts and re-watching videos.
Has anyone completed our reading book, Uncle Tungsten? If you do not finish it by Christmas vacation, then it will be homework for Christmas break. I think it is truly worth you while.
I am working on a study guide, and we will have an end-of-quarter comprehensive exam, so start the review by letting me know what is still most confusing. (comments below?)
*********************************************************************************
The illustration below is NOT homework; it is just an example of a logic problem and a chart that helps solve it. Do you see how it relates to our current experiment?
...For Abel and Anthony, your job is to catch up on last week's homework, so scroll down... and for everyone else, it is to make sense of last week's homework, so keep plugging on.
Specifically, choose 6 or more reactions from the lab that produced a precipitation, and write out (for each equation) the balanced molecular equation, with the (aq) and the (s) as needed, the ionic equation, and the net ionic equation. Make sure you balance the charges when you write down the products. And then write down why you think which compound is the precipitate, according to the solubility rules on page 218 (Table 8.1 or Figure 8.3) in your textbook. For example: "Most nitrate (NO3-) salts are solulble. Most hydroxide compounds are only slightly soluble, expections are sodium, potassium and calcium."
In summary, for six reactions of your choosing:
Balanced molecular equation
Ionic equation
Net ionic equation
Solubility rule applied
The tricky bit might be to consider which elements combine to form the precipitate. Your textbook section 8.2 and 8.3 will help you, particulary the solubility rules. You may also review the videos from last week's homework. (Don't be confused: precipitates are solid because they are insoluble! and ions are aqueous/soluble because they are dissolved in the solution.)
You may also review the videos from last week's homework, as needed.
Monday, November 11, 2013
Introduction: watch till you get to the math stuff at the end:
If you have not already done so, or to refresh your memory, watch the video series on balancing equations: Chemistry 6.1-6.3 from last week's blog, and now onto 6.4:
Practice balancing equations with this worksheet: http://misterguch.brinkster.net/PRA008.pdf
Answers are given. You can use the method of guess and check, but I prefer Isaac Teach's little chart. If you want more practice, google for "balancing equations worksheet".
But you are probably wondering what I was trying to say in class about ionic equations, well, here is a much better explanation than mine; please watch this video before you answer the lab questions from class
That was helpful, right? (Another video you can watch is http://www.youtube.com/watch?v=5bKWM7VG3nI But now the question is, which cations hooked up with which anions to form the solid precipitates in our experiment? Well, it takes experience, or else a solubility chart, written by someone who has experience, like the writer of our textbook on page 218. Read Chapter 8.1-8.2 (Predicting whether a reaction will occur, Reactions in which a solid forms.) You should now be able to complete the lab questions easily.
Now a more entertaining version of the same concepts, plus some reasons why this subject is important, as a reward for a job well done:
.LASTLY >>>[Remember the worksheet on naming acids which I handed out in class; it is enough to do the first half of the table (1-8). If you still have a bit of time, get this done now--no need to memorize anything--I want you to see the patterns because it is helpful to recognize these compounds when you see them. We used two acids in our lab today; which ones were they, and how can you easily recognize an acid?] Naming acids Worksheet here: http://www.csun.edu/~jte35633/worksheets/Chemistry/9-3NamingAcids.pdf
Bring your questions to class; we are now going to spend a little while reviewing before we go any further, and then we will take some time to play. Thank you for your good efforts.
Also, work on Balancing Chemical Equations: Go to explorelearning.com. Login with lilyharmon, password jb, and on the class page, choose "balancing chemical equations" print out the student pages and vocabulary and follow the directions. (If your computer has trouble loading this page, hit the ?Support button at the top of the page, and then choose "Troubleshooting" , then "system test page" - it is likely that you need to upload Shockwave full version (not slim) or enable cookies or Flash. We will use this program again, so get it working on your computer. Thanks.) IF YOU HAVE TROUBLE, or would just like someone to explain things clearly, here is the tutorial for balancing equations: (or you may muddle through and watch this next week.) It's about 17 minutes total.
Finish any undone math work from Monday's experiment on hydrates, to turn in on Monday. Be sure you understand how to convert from grams to moles to molecules, how to calculate molar mass, how to find the percent composition and how to figure out the formula of a hydrate when you are given the masses before and after heating. PS > Does anyone have a broken laser pointer I could have?
In 2008, the artist Roger Hiorns filled an abandoned waterproofed building London with 75,000 liters of copper sulfate solution. The solution was left to crystallize for several weeks before the flat was drained, leaving crystal-covered walls, floors and ceilings. The work is titled Seizure.[19]
So what's a hydrate? watch this video.
For starters, print out this worksheet including the answer sheet--it should answer some of your questions about hydrates. You can try to answer the questions or just straight out copy.
For homework finish up Monday's lab on Percent Composition, as best you are able. SHOW YOUR WORK!!!
You will be asked for the "empirical formula." What is that? Watch this video.
The extra worksheet, "Determining the formula of a hydrate," given out in class, or here, should be of help. READ it! and follow the steps. Make a data table for each problem and show your work You will not get a perfect number from your class experiment--there was just too much error involved, mostly my fault for not preparing you well enough and not problem shooting ahead of time--BUT this worksheet will help you find the THEORETICAL FORMULA for CuSO4 or MgSO4.[that is to say, how many H2Os are attached to each ionic compound unit] Solve problems 1-4. Make a data table for each problem and show your work. Life has no answer book, so always show your work. I will be collecting and correcting homework from now on, so be legible.
Bragging rights for doing this on your own.
Review lesson: The Law of Definite Proportion/The Law of Multiple Proportions
If there is unfinished past homework, please work to catch up. (Nathan, you probably missed a bit while you were out.) Remind me to collect the homework on Monday. (Unit conversion lab and the mole conversion lab, and the latest worksheet on covalent naming.)
Also, work on those unit conversions: Go to explorelearning.com. Login with lilyharmon, password jb, and on the class page, choose "unit conversions" and just work the problems on the gizmo - no need to print out the student pages unless you want to - notice the "flip tile" button, which flips the numerator and the denominator of the unit conversion fractions. Also notice the "Submit" button when you want to check your work. (If your computer has trouble loading this page, hit the ?Support button at the top of the page, and then choose "Troubleshooting" , then "system test page" - it is likely that you need to upload Shockwave full version (not slim) or enable cookies or Flash. We will use this program again, so get it working on your computer. Thanks.)
Thank you for your prayers and your kind words. Monty is coming along and doing pretty well.
