Blog Week 34 “Final Reflections”

1. How did the year go for you in class?
It went well, it was hard to get use to using our phone, but once I got the hang of it, it was easy. I thought it was a pretty successful year in chemistry.

2. What were experiences that you liked from class this year, and why?
I loved doing experiments, all the experiments we did were great learning experiences and fun. I always looked forward to the experiments, especially the coke bottle lab.


3. Explain how you would rate your learning overall in class? (Use the 4-star scale)
Three, because even though technology is great, I like writing on paper and having instructions and questions for labs. I would have also liked some real notes, maybe a summary of the what we learned that week, with the information simply written out.

4. Discuss your overall learning, including concepts that were successful and a struggle
I  had trouble understanding some things, but other things came really easy. It just depended on how the information was presented, if it was told directly to me it was easy for me to understand, but if we had to figure it out on our own then I didn't it get some of the information.

5. How was your participation in the activities, whiteboarding, projects, and lab experiments?
I always did the assignments that were assigned, same with the projects, labs, and white boarding. All these activities helped me learn and experience first hand about chemistry.


6. What would you tell yourself if you could go back to September?
I would tell myself to reassess as much as possible, to ask more questions and join in on class discussions.


7. How did your use of mobile devices and digital apps go this year?
They helped me understand chemistry more, be able to get class notes and look at a periodic table. The one thing I didn't like about the electronics was the fact that some days we had to take assessments on them. I like to be able to write out my answers and work.


8. How did your blogging and reflective writing process this year contribute to your learning?
Everyday after school, I'd come home and blog about my day in chemistry, I did wrote of what we did and learned. It made me really think about what I learned each day.


9. How would you describe your experience with standards-based grading, reassessment, and ActiveGrade?
I liked reassessments, because I was able to improve my grade, but ActiveGrade was kind of difficult to understand. I personally like to know if I have an A or a B or whatever letter grade, it helps me understand how I'm truly doing in the whole of the class.


10. What changes would you recommend for next year, and why?
I would recommend that next year, notes are given out over each unit to summarize what we've learned and are suppose to take away from that unit. This will help students understand the point of each unit and it will also help students be able to study. Another thing would be to have worksheets for the labs, so we know why we are doing the labs and what we are suppose to be seeing during the lab.

Blog Week 33

On Monday, we had no school. On Tuesday, we took a post test/survey, to see how far we've come since the beginning of the year. On Wednesday, we made our silver coke bottles. In this experiment we reduced the silver ion. On Thursday, we did a review for the final. I worked with Nathon and we did the review on google drive. On Friday, we had a shortened period and we went had a class discussion about our year in chemistry. We reflected on the year and gave ideas to improve the class. This wasn't much to write about this week, because the classes were short and so was the week. Next week is the last week of Chemistry.

Blog Week 32

On Monday, we talked a little more about the Nail lab. We wanted to know the reasoning for the rise in temperature of the test tube. We learned that breaking bonds requires energy and when energy increases, so does the temperature. The energy to break the bonds comes from the chemical energy. An exothermic reaction is when energy of the reactants were greater than the products, therefore extra leftover energy exited the system. An Endothermic reaction is when extra energy would need to enter the system before the reaction could take place. On Tuesday, we tried to do some worksheets in class, my group got number three. The picture below is our work:
On Wednesday, we had a sub and we were to do a worksheet. I didn't understand how to do any of it really. I did attempt a couple  for one I got PE + KE = U. Then I attempted number five and got a) increase b) increase c) increase d) decrease e) decrease. I need help understanding the LOL diagrams. On Thursday, we had a tutorial, because Mr. Abud won teacher of the year. Congratulations Mr. Abud! On Friday, we reviewed everything we've learned this year to prepare for the final.

Blog Week 31

On Monday, we started out lab. Our lab was seeing what happens when an iron nail is put in a mixture of Copper Chloride and distilled water. We first massed our nail which came out to be 15.8g. Then we massed our distilled water to be 50mL. after that we weighed the plastic container that would hold the Copper Chloride and that came out to be 3.1g; then we added the Copper Chloride and the mass for the Copper Chloride minus the container came to 6.5g. When we poured the solution into a test tube and the test tube was too small, so we had 24mL of the solution was left over. So, our measurements will probably be off. We did observe what happened to the nail once it was in the solution. We noticed that the nail started turning red and the test tube became warm. This is the reaction equation I have so far for this experiment: Fe + CuCl2 = FeCl2 + Cu. On Tuesday, I was absent. On Wednesday, I picked up with the lab. We measured the nail after it soaked in the solution and it weighed 14.5g. Then we weighed the copper by weighing an empty beaker then subtracting that from the beaker holding the copper. The amount of copper was 2.5g.  We also found the amount of iron by subtracting the first nail mass minus the last nail mass and it came to 1.3g. After that we did out calculations to turn the grams into mols. The equation is mass x 1mol/molar mass= mols. So, for Cu we did this: 2.5g x 1mol/63.5g = .0393 mols of Cu. Then we did Fe: 1.3g x 1mol/55.85g = .0232 mols of Fe. We then found the ratio .0393/.0232 = 1.69. Which is close to a 3 to 2 ratio. From here we went wanted to find out if our balanced equation was right. We learned that Fe could have a charge of +2 or +3. And since the ratio is very close to 3 to 2, we decided that in this situatuion Fe had the charge of +3. So, our balanced equation was 3CuCl2 + 2Fe --> 2FeCl3 + 3Cu. On Thursday, we talked about how next week we are doing the silver coke lab! Where we will turn silver+ to a simple silver. We then went on to discuss more about our nail lab. We came to the conclusion the iron had a charge of +3. We then learned that there were mini reactions with in the bigger reaction. They are called coupled reactants and they were these: Cu+2(aq) + 2e- --> Cu(s) and Fe(s) --> Fe3+(aq) + 3e-. (aq) stand for dissolved in water. The first one gains an electron and it's called a reduction. The second one loses an electron and it's called an oxidation. In this reaction is a redox, it's a coupling of a reduction and oxidation together. On Friday, we had an assessment, I'm definitely going to reassess.

Blog Week 30

On Monday, each group brought their cookies made with a different recipe. My recipe ended up being the real recipe. Other groups had too much of one ingredient or too little of an ingredient. This project was done, so we could understand what limited reactants and an excess reactant was. A limited reactant is a substance that is completely used up in a chemical reaction. An excess reactant is a substance that is partly used, after the chemical reaction there is still some of the reactant left over. On Tuesday, practiced with some problems on stoichiometry. First we balanced the equation, then we decided which reactant was limited and which one was excess. From there we figured out the ratio and continued with the problem doing the same steps from last week's lessons. Here's an example below:

               CH4 + 2O2 --> 2H2O + CO2  <-- need to balance equation

Before:   2.5xs   2.5LR        Ø           Ø     <--- Ø because it's being produced 

Change:  -1.25    -2.5        +2.5      +1.25 <-- are mols  

________________________________  <-- -1.25 bc it was a XS, and it was a 1:2 ratio, only 1/2 of 2.5 

After:        1.25      0          +2.4     +1.25

We also drew particle diagrams. I shows this chemical reaction in the picture below.

On Wednesday, we had a sub and we did more practice on limited and excess reactants. We also worked on converting moles into grams and grams into moles. 

Here are some examples:

3.

               2Al    +  3I2 --> 2AlI3  <-- need to balance equation

Before:   .50 xs  .72 LR      Ø       <--- Ø because it's being produced 

Change:  -.48    -.72        +.48      <-- are mols  

___________________________<-- -.48 bc it was a XS, and it was a 2:3 ratio, only 2/3 of .72

After:       .02       0          +.48     

4. Na2SO4 --> g    .20 mol--> g  Na2SO4 = .20 mols and molar mass = 142 

 .20 mol x 142g/1 mol = 28.4g 

On Thursday, we learned about yield percent. the equation for it is actual/theoretical. An example is 35g NaCl/50g NaCl = .7 = 70% 

We also worked on more examples like on Wednesday. Here is another example:

               2KCIO3  --> 2KCI + 3O2  <-- need to balance equation

Before:       1.2                0          Ø      <--- Ø because it's being produced 

Change:    -1.2           +1.8       +1.8    <-- are mols  

_____________________________  <-- -1.2 bc it's a 3:2 ratio, 3/2 of 1.8

After:          0              +1.8      +1.8

On Friday, I was absent. We were to take an assessment. 

Blog Week 29

On Monday, I was absent. On Tuesday, we worked on reactant equations. We watched Ethanol react with something and oxygen. Then we tested to see if it would combust and it did. A combustion reaction makes carbon dioxide and water.

Combustion -> CO2 + H2O. We had an equation for our experiment it was: C2H6O + 3O2, we found the molar mass for C2H6O = 46.08 g/mol and the molar mass for 96 g/mol. So, 46.08 + 96 = 142.08 g/mol. Then we found the reaction equation C2H6O + 3O2 -> 2CO2 + 3H2O. The molar mass for 2CO2 is 88.02 g/mol and the molar mass for 3H20 is 54.06 g/mol. So, 88.02 + 54.06 = 142.08 g/mol. So, the reaction equation is right because the molar masses are equal from before and after the reaction. C2H6O + 3O2 -> 2CO2 + 3H2O, so for every 1 C2H6O there's three H20. Then for every 50 C2H6O there's 15o H2O. We also, went over the equation for g<--> mol, they are g x 1mol/__g = __mol and mol x __g/1mol =__g. On Wednesday, we learned how to do BCA tables. We did a practice:
               2H2S + 3O2 --> SO2 + 2H2O <-- need 3O2 to get rid of 2H2S.
Before:   +2.4       XS          Ø           Ø     <--- Ø because it's being produced 
Change:  -2.4       -3.6        +2.4      +2.4  <-- are mols  
________________________________  <-- 3.6 because it's a 2:3 ratio, (3/2) x 2.4 = 3.6 
After:        0           XS        +2.4      +2.4

After that we wanted to find out how much (g) of H20 did we produce?
mol x molar mass/1 mol = g
2.4mol H2O x 18g/1 mol = 43.2 g.
    ^                      ^
in equation      H2=2 and O = 16 H2O = 18

On Thursday, we did more examples:

2.            C3H8 + 5O2 --> 3CO2 + 4H2O <-- needed to balance equation

Before:       +4       XS          Ø           Ø       <--- Ø because it's being produced 

Change:      -4       -20        +12        +16     <-- are mols  

________________________________    <-- 4 bc it's a 1:3 ratio, (1/3) x 12 = 4; 20 bc 1:5, (1/5) x 4 = 20

After:           0         XS        +12      +16          16 bc 1:4, (1/4) x 4 = 16

6.           3H2 + N2 --> 2NH3 <-- need 3H2 to get rid of N2.

Before:   .45     .15           Ø     <--- Ø because it's being produced 

Change:  -.45    -.15       +.30  <-- are mols  

________________________<-- .45 bc it's a 3:1, (3/1) x .15 = .45 and .30 bc it's a 2:1, (2/1) x .15 = .30   

After:       0         0          +.30

Then we wanted to find how much (g) of 2NH3 we produced?

molar masses N=14 H3=3 

17g/1mol x .30 = 5.1 g of 3NH3.

On Friday, we took an assessment. I think I did okay, but I didn't know the type of chemical reaction. Then I took the assessment from last week. I understood everything, except the chemical reactions.

Blog Week 27

On Monday, we were in the computer lab working on a way to help us name compounds. On Tuesday, we continued our work on that, I used popplet to do my work. This is the link to my work: http://popplet.com/app/#/941419. We also talked about blogs and how they will now be graded. Nathon Jones will be grading my blog and I will be grading his. He will make sure I fully understand what we learned during class and if I added pictures. On Wednesday, we did an experiment. We took 70mL of HCl acid and mixed it with .5 grams of metal. But first we filled the trough with water and two bottles full of water to catch the gas and we could find out the amount of gas by water displacement. We then added the calcium metal to the HCl acid and gas began to fill up the bottle. At the end of the experiment we collected 650mL of gas, which converted into 0.65L of gas. While the gas was being made the flask became warm and the HCl acid became white and cloudy. Once we collected the gas we tested it for combustibility and it was combustible. We found out that 0.10 mol is in 1L. There was 0.07L of HCl and I can not figure how to convert it to mols, I know 1L is 0.10 mols but I don't know how to get 0.07L into mols. Then Calcium had a mass of .5 and I used the equation grams to mols to get the number of mols for Calcium. 0.5/x = 40.08/1 -> .5=40.08x -> x = 0.0125 mol. The number of mols is 0.0125 for Calcium. I haven't figured out the gas that was produced yet. Here are some pictures from the lab:

 On Thursday, we debriefed our lab. We wanted to answer these questions: 1) Temperature change? 2) The gas? 3) Chemical reaction? 4) Stoichiometry?. Stoichiometry means the measurement of chemical reactions. The temperature changed in the flask, when the calcium was added to the Hydrochloric acid, the flask became warm. The gas that was created was CaCl2 + H2. The equation was Ca + 2HCl -> CaCl2 + H2, because Ca and H can't combine because they are both positive, but for Ca and Cl to combine we need one Ca with a charge of +2 and two Cl to get a charge of -2; to "cancel" out the the Ca charge. Then the H2 is there because it doesn't dissolve. The ratio for this problem: 1 Ca need 2 HCl. Reaction is the arrangement of atoms to form different substances. On Friday, we worked on the three worksheets we got on Thursday. I finished all the worksheets and tweeted my whiteboard picture to Mr. Abud. Here's some questions from the worksheets:
~BaCl2 + F2 -> BaF2 + Cl2. This is the reaction because Ba has a charge of 2+ and Cl has a charge of 2- and F2 has a charge of 2-. So Ba combines with F2 because they make a neutral charge together and Cl2 doesn't go away and it can't combine with the neutral charge.
~NaCl + Ag -> AgCl + Na This is the reaction because Na has a charge of 2+ and Cl has a charge of 2- and Ag has a charge of 2+. So, Ag and Cl combine to become a neutral compound and Na doesn't go away.

Blog Week 26

On Monday, we all shared what we did over break. Then we reviewed some things. We talked about the experiment, where we undid the compounds. We undid the compound CuCl to get separate atoms copper and chloride. We undid the compound by moving electrons around through the system. On Tuesday, we talked about vocabulary. Molecules have can have a positive or negative or neutral charge. Atoms have a neutral charge and when they gain or lose electrons, they become ions and ions have a negative or positive charge. Compounds have a neutral charge. There are two types of compounds we are working with, ionic compounds and molecular compounds. Ionic compounds are compounds of ions that form neutral charges and metals and nonmetals are bonded to together to form the compound. Molecular compounds are nonmetals and nonmetals bonded together. Polyatomicion are  compounds with charges. Below and to the left are some examples:

We also went over how to figure out charges of each atom in a compound. Below and to the right is an example:


We went over how to bond an polyatimicion compound with atoms to make them neutral. From example SO4charge-2 is combined with 2 Na because Na has a charge of +1 and if we use two Na with SO4 they will cancel out each other's charges forming a compound of Na2SO4. On Wednesday, I was absent. On Thursday, we did some visual learning with people being electrons and atoms. I tried my best to take notes on the example and they are to the left. We then did then the worksheet and I understood it pretty good and it will come in handy to study from.
On Friday, we took an assessment and I understood most of the questions. I hope I did good on the assessment.

Blog Week 25

On Monday, we turned in our electroscopes. We tested them by rubbing a balloon to our shirts, then I put the charged balloon to the copper coil on the top of the jar. I know it worked because once I put the balloon to the copper coil the aluminum foil leaves that were in my jar, connected by the copper coil, moved apart. The way this all worked was: when I rubbed the balloon to my sweater it collected electrons, then when it was put to the copper coil the copper took the electrons from the balloons, then those electrons charged both aluminum foil leaves with negative charges, which caused them to repel against each other. Once the aluminum foil leaves and electroscope were charged, I put a zinc plate to the copper coil at the top of the jar and doing that took away the electrons in the aluminum foil leaves, and once the electrons were transferred to the zinc plate, the aluminum foil leaves didn't have a charge so they didn't repel. Here are some pictures below:

  

On Tuesday and Wednesday, I was absent. On Thursday, we mixed calcium acetate, which an ionic compound and ethanol, to make sterno. Once we mixed the two things together and they combined making a solid, we light the solid on fire and it made a fire. Then we roasted marshmallows. Here are some pictures of our fire:

  

On Friday, we don't have school. Hope you have a great spring break!

Blog Week 24

On Monday talked about an experiment, we did a stimulation on the internet of rubbing a balloon on a sweater and seeing if it attracts to the wall and sweater. When the balloon was rubbed against the sweater, the balloon took the negative charges through static friction. The balloon got a negative charge and the sweater is now a positive charge and the wall has a neutral charge. The balloon was attracted to the sweater because they had opposite charges. The balloon was also attracted to the wall, but it was a very small attraction, because the wall had a neutral charge. This picture below shows the balloon attraction to the sweater and the wall.

We then learned some terms. Neutral has equal (+) and (-), evenly distributed charge. Charged is unequal (+) and (-) charge. Polar is equal (+) and (-), but uneven distribution. Dipole are organized charges at different ends, they are exact opposites. We also learned that the only charges that move are negative charges. Tomorrow we are learning about how charges have to do with compounds. On Tuesday, we talked about dipoles. We found out that H2O are dipole atoms. Which means that oxygen has a slightly negative charge and hydrogen has a slightly positive charge. So when two H2O atoms are by each other the oxygen attracts to the hydrogen molecules. The structure that it makes is called a crystal lattice structure. Water melting means enough energy to separate the attraction of each molecule between each other. IMFs are intermolecular forces, electrostatic attraction between molecules because of dipoles. IMF is also a dipole interaction involving H atoms in molecules. We then learned that ions are atoms with a charge and an atom that has an unequal amount of (+) and (-) charge and lastly it loses or gains an electron. If Na atom loses an electron then it turns in an ion and becomes a Na+1. If Cl atom gained an electron then it turns into an ion and becomes a Cl-1. We found out that electron carriers are oxygen and NAD+, they transfer electrons to other molecules. To make ionic compounds it would be like this: Na+1<-->Cl-1 = NaCl. On Wednesday, we did a worksheet. I understood question 1-4, but the rest were very difficult. I tweeted out my answers and these pictures show my answers to the questions.

On Thursday, we were to do the worksheets skill practice 19 and chem Quest 19. I worked alone on both worksheets. I understood the answers once I worked backwards on how to find the answer. I hope I have the right idea. I was going to redo the worksheets to practice for the assessment tomorrow. I hope I can understand it enough to do well on the assessment. Also, I tweeted my answers to both worksheets. On Friday, we took an assessment. I felt like I did pretty good, I understood almost all of it. I hope I did good.

Blog Week 23

On Monday, I was absent. On Tuesday, I was absent. On Wednesday, we talked about the lab that was done on Tuesday. I didn't really follow the talk about the lab. I learned that an electron is smaller than an atom and it has a negative charge. Atoms where discovered by John Dalton, while electrons where discovered by JJ Thomson, he did the experiment that proved electrons had a negative charge. In the atom there's a positive charge all around the electrons. It's like plum pudding the electrons are the plums and the positive charge is the pudding. When two neutrals are rubbed together, after that they each get a separate charge, one positive and the other negative. Negative and positive attract, negative and neutral attract, positive and neutral attract. On Tuesday, we did an experiment to find out which materials could conduct electricity. We found out that metals are conductive. This is a list of materials that are conductive: silver fork, silver plate, foil, copper, iron, brass, pop can and license plate. This is a list of materials that are not conductive: card board, glass and water. We also learned that electricity is the flow of electrons. On Friday, we talked about particle diagrams. We talked of how electrons move through each material, but they have to be conductive. I'm still not sure I get all of this information, but I will caught on eventually.

Blog Week 21

On Monday, we continued practicing with mol problems. My group got question seven from unit five worksheet two. We got the atomic mass for iron, which was 55.8g, but since the substance was Fe2O3 we timed 55.8 x 2 = 111.6g. Then we got the atomic mass for oxygen, which was 16g, then we timed 16 x 3 = 48g because the substance was Fe2O3. After that we added those two numbers together to get 159.6 and that number is the mass for one mol. So, we then set up the equation: 2.50kg x 1000g/1kg x 1mol/159.6g, we added the 1000g/1kg because the masses need to be the same unit, so they could be canceled out. The answer we ended with was 15.7 mol Fe2O3. We then listened to the other groups questions, which were numbers six and eight. They each got the right answers, I did the same problems for extra practice, in the picture below is my work on the problems.

On Tuesday, went over how to do the problems we've been practicing in class. We first talked about turning grams to mols. First you find the molar mass of the substance in question, it relates the grams for every one mol of the substance. We then add up the molar masses of all the atoms in substance. We then came to the conclusion that the equation is: 1mol/mass(g) x g = mol. We then talked about how to turn mol into grams. First you have to find the molar mass and add up all the atoms. We the decided that the equation is: mol x mass(g)/1mol = g. Then we went onto say the equation for mol to molecules is: mol x 6.02x10^23molecules/1mol = molecules. So to get molecules to mol the equation is: molecules x 1mol/6.02x10^23molecules = mol. At the end of class we were introduced to the electrolysis apparatus.
On Wednesday, we had a shortened period, sadly to say goodbye to Mr. Toby. During the class we did an experiment, creating hydrogen and oxygen gases by adding electricity to the system. The information we wanted to obtain was the volumes of each gas, along with mass, molar masses, and mols. I got the measurements and wrote them down, but I wasn't if they were correct. On Thursday, I fixed and my work and my group ended up being correct. The volume of hydrogen was 2 and the volume for oxygen was 1. From their used the densities I looked up on Wednesday, but we had to convert them, because they were in liters not milliliters. We then wanted to find the mass. So for hydrogen this was our equation: m/2 = 89.88, m = 0.1798g. Then equation for oxygen's mass was: m/1 = 1.429g. Then we needed to find the mols. So we had the molar masses, which are the atomic masses and since it was H2 and O2, we multiplied the molar masses by two. So, hydrogen's molar mass was 2.02 and oxygen's molar mass was 32g. To get mols we set up the equations for oxygen and hydrogen. Oxygen's equation was: 1/32 x 1,429 = .0447 mol. Hydrogen's equation was: 1/2.02 x 89.99 = .089mol. Which proved that water was H2O a 2 to 1 ratio. You called it the empirical formula. You said based on the mass we can find mol, then find the ratio and then the formula. (I hope I all the numbers are right, you told us we needed to divide by a 1000 instead of multiply by 1000, so I hope I fixed it right.) This picture below shows my groups data. The one on the right is the set up of the experiment.

On Friday, we took an assessment. I didn't really like taking it on my phone. I guess I'm old fashioned in my test taking. I prefer to do my tests on paper. I think I did ok on the assessment, but some questions were really confusing.

Blog Week 20

On Monday, we went reviewed what we were talking about on Thursday. We learned that when comparing one element's mass to another, we get a ratio that is unique to those elements. We did some examples and my group got assigned question six, but we didn't finish it completely. We did an equation that is: x=mg, 0.65x=O, x+0.65x=100g and we got the answer earlier and x=60.6g. This picture below shows another example we did. The first part is each element over the whole solution. The second part we divided the top number by the bottom to get a decimal then moved the decimal place over to get a percentage. These percentages where the percentage of each element in the solution.

On Tuesday, we did a lab. We wanted to find how much and how many of each hardware tool we had. We related how much to how many, which for food is serving size, but for our experiment we called it Quinn. We also wanted to find the relative mass of each hardware, which is the mass divided by the smallest mass. The picture below shows the results from the lab. For the Quinns we did the mass of the whole jar mass minus the empty jar to get a Quinn.

On Wednesday, I was absent.
On Thursday, we learned about a mole and molar mass. A mole is a group of particles that contains Avogadro's number of particles. Another definition is that it is the measurement that relates how much to how many. The last definition we gave it was a proportion of grams to the number of particles. One mol of Hydrogen. We learned that the molar masses are compared to Hydrogen. Molar mass is the same as the relative atomic mass relative to Hydrogen. This picture to the left shows some molar masses of some substances. Atomic mass unit, a.m.v., equals one Hydrogen unit to measure atoms. Relative atomic mass and molar mass are the same number, but different units. So we did a problem, it was this: 55.845 amv x 6.02 x 10^23 = 55.845 g. You can see in this problem the numbers are the same, but the units changed.
On Friday, we had a sub, so we did a worksheet. I did numbers one through three and my group got assigned number four. I did all the questions right I checked them using the answer key on google drive. I understand how to do these problems now. I know that you must know the atomic masses of the elements to solve the problems. I tweeted you number four on Friday during class.  I did one through three in my notebook.

Blog Week 19

On Monday, we did Zn + HCl Lab. But first we discussed the properties of gaseous substances, which were combustibility and flammability, which mean the same thing. For the lab we took the trough filled it with water, put a bell jar full of water over the hole and then had a flask of hydrochloric acid and we dropped zinc into it. Once the system was topped off with the cork, the bell jar captured the water. We wanted to find the mass, volume and density of the system before and after the we added the zinc. In my group though our stopper/cork was too small to close the system, so we did not get any measurements. On Tuesday, my group got a chance to redo the experiment and actually see the gas get collected and test if it was combustible. We found out that the gas made was combustible. Our observations from the experiment were that the hydrochloric acid looked like water, the flask got warm when we added zinc and after combustion the flask got colder. We then considered what the gas in the bell jar could be. We decided we had three options: hydrogen, chlorine, or zinc. We eliminated chlorine because it's a yellow color and a poison and we also eliminated zinc because it has a high boiling point. So, the gas made had to be hydrogen, because it was the last option left and H2 is combustible. But, as we tried to figure out our equation we noticed that a second compound was made ZnCl2. We also noticed that a third was mad that was H2O because the hydrogen combined with the oxygen in the air to create water. We know this because there was condensation inside the bell jar after combustion. The picture below shows the equation for this lab.

On Wednesday, I worked on the skills practice worksheet. I understood how to balance the equations, but other than that I wasn't sure how to complete the other things.
On Thursday, we talked about diatomic elements, they in pure element form and they come in pairs. We learned that when they join into other compounds the diatomic element become single atoms. We then talked about how H2O and H2O2 compared, we assumed that all their atoms were the same mass/size. So, we did an experiment to test our theory. We took Magnesium and set it on fire. But we measured the mass before and got .37g. After we combusted it we knew that it'd combine with the oxygen in the air to make 2mgO. So the mass after we combusted it was .45g. This proved that we can't assume atoms are the same size. Oxygen mass= 21% mass of mg.
On Friday, we had a snow day!!

Blog Week 18

On Monday, we didn't have school. On Tuesday, we went to computer lab. In the computer lab we did a virtual lab and answered questions. On Wednesday, we went over the virtual lab. We the learned that are diatomic gases and some of those are oxygen, chlorine gas and phlogiston.

In this picture we can see that there are two phs in each of the first two boxes and the last two. Then there are two Os in the third box and the last two boxes. We learned that if the we combined an O to each of the ph boxes we'd get a mystery gas.

In the next drawing we see that the mystery gas is water, which lead us to the conclusion that phlogiston is hydrogen. Which the picture to the right shows that it is in fact hydrogen. The equation is H2+O= 2H2O.

The picture to the right shows the equation for hydrogen chloride. It's H2+Cl2= 2HCl. This is the equation because you must spilt up have an equal amount in each box at the end, and to get that one H and one Cl had to be in each box which gave the gas HCl.

This picture to the right shows that if you were to have the equation 4H2 + 4Cl2 it would equal 8 HCl. It's that because, the equation H2+Cl2 it would equal 2HCl. So, we'd could multiply 2HCl by 4 and get 8HCl.

This picture to the right shows an equation with elements. We want to divide them up evenly. We can spilt compounds and make compounds to get the answer. We stopped here on Wednesday.

On Thursday, I left school early, not feeling well, so I missed the explanation.

On Friday, I had a doctor's appointment, I'm pretty sure I missed an assessment.

Blog Week 17

I wasn't sure if we were suppose to blog for week 17, so I'm doing one just in case. On Monday, I was absent. On Tuesday, we talked about the lab that was done on Monday. We then worked on the problem: 49 grams of salt dissolved in 121 grams of H2O. So. decided that salt/ over the whole solution would give us the percent composition by mass. So we set up the problem 49/121+49. which would equal 49/170= 28.8%. After we discussed that we went on to compare mixtures and compounds. Mixtures are two or more elements/pure substances mixed together without being joined. Compounds are two or more elements/atoms bound together. Compounds are a fixed ratio. So,we then planned how many game. We had two elements, which can make one mixture and eleven compounds. On Wednesday, we learned properties of metals and non metals. The properties of metal are: solid at room temperature, higher density, hardness, luster-bling-shiny, conductive-heat-energy-electricity; malleable-ability to bend, shape, play like play dough and higher melting point and boiling point. The properties of nonmetals are: liquids or gases at room temperature, poor conductors.  no luster, brittle-in solid state-breaks easily, lower density, and lower melting point and boiling point. Then we found that Ca3P2 means that it has 3 Ca and 2 P. We then learned that (NH4)2O equals 2 N, 8 H and 1 O. We learned that H2 is called dihydrogen and O is called monoxide. CO is carbon monoxide. We learned three rules and they are: Rule #1: subscripts in compound formulas, tells the number of atoms in a compound. Rule #2: Subscript matches up with prefix *Exception: if first element is only one atom then leave out the "mon". Rule #3: Last name gets changed to "-ide" Ex- Oxygen--> Oxide. On Thursday we learned that H2O is a 2:1 ratio. If we had 50ML of H2O then the volume of each molecule 25 ML. Here's a picture of molecule diagrams.

On Friday, we reviewed for the midterm it really helped going through the review sheet.