SG Chem2 week 6

The week started off with a lab labeled Sticky Tape Activity. We were instructed to place 2 pieces of tape on top of each other which would cause them to have a charge.  Then we placed them next to pieces of tape hanging from a beam.  There is a bottom and a top tape that are changed and that have been hanging. We noticed that the bottom tape was attracted to the top tape and the top tape was attracted to the bottom tape.  Therefore, we can make the simple conclusion that opposites attract.  Here are a few tables that allowed us to comprehend the lab very easily.

Another worksheet we did which was based on the Sticky Tape Activity, was the Post-Lab worksheet. This worksheet was based on the topic of atoms and their physical appearances throughout the lab. It is also another way of showing how the atoms inside the tape change and move around as the lab goes on.  Even though I am still slightly confused on this topic, it was easier to comprehend the idea after we could see the physical change in atoms.  Here are examples of the atoms we drew in class. Theses photos show how the atoms in in tapes change as they get closer to one another.  

As we continued our studies throughout the week, we accomplished the learnings from the Electrolysis of CuCl2 Lab. We worked the positive and negative side of our experiment.  The clarify the understanding from this experiment, we are going to learn what happened when chlorine and copper is combined.  In the experiment, the chlorine went to the positive side and the copper went to the negative side of the electors.  Therefore, we can come to the conclusion that copper is positively charged because it was attracted to the negative side.  In the previous experiment, opposites attract.  In addition, chlorine is negatively charged because it was attracted to the positive side.   After we let the experiment sit over night then start running again a few hours before class, we noticed some amazing changes in the experiment from the pervious day.  The first day we started the experiment, we only noticed the smell of chlorine and the bubbles it was forming.  On the next day, we noticed the red copper physically forming on the negative side of the experiment.  In addition, the color change from the chlorine.  The experiment went from blue to a yellowish/greenish.  To have a visual representation of the second day of the experiment, here is a photo of the experiment.  

 The last worksheet we were assigned this week was titled Chemistry-Unit 6 Worksheet 1.  We are working with the specific formulas of different molecules together.  Once we found the formulas and particle diagrams and found different patterns betters the numbers and formulas.  We can conclude that there are hidden numbers at the top of the periodic table that can be helpful to us.  Here is how we filled out the periodic table after finding theses numbers from the patterns in the formals.

Using the numbers on top of the element columns, we can find the formula for any given element compound.  

SG Chem Reflection Week 5

This week we have had a homework assignment that was due Monday, a quiz, review guide and a final test on Friday.  Throughout this more stressful week, we began with the continuous study of mole conversations, finding atoms, and the amount of a specific element in a compound.  Along with theses studies, we have been able to expand our knowledge further than just the basics of each of theses topics. Starting with the beginning of the week we were able to comprehend how to find the amount of moles in a compound given a mass.

After completing the homework from the previous weekend that was due Monday, I felt more confident understanding how to complete the concept of finding moles due to the fact I was able to get a majority or the answers correct.  One of the more common questions on the worksheet but with more challenging numbers and a more challenging compound was number 9.  This problem allowed us to expand our knowledge on calculating moles and finding atoms in a given compound.  Therefore, this is how the chemical equation would be set up for problem 9.

After we were given the review guide, we managed to go over the answers as a class.  Without white boarding out all the answers, we managed to have the correct answers due to the fact the review guide was given to us on Moodle.  Beginning with definitions and ending with percentages, we covered everything we learned over the unit.  The newest lesson we were introduced to was the empirical and molecular formula.  Defining the empirical formula is only based on the data in specific situations.  On the other hand, the molecular formula is the same as or multiple of the empirical formula.  In most situations, you will have two or more elements with a given amount of mass, then you will use the mole conventions for each substance.  Therefore, you will use the periodic table to find the atomic mass for each substance and solve the equation like a regular mole problem.  Next, use the lowest number and divide each of the answers found to complete the problems.  After figuring out what the answer is after dividing the lowest number, is it a simple task to find the empirical formula.  For example, if the number is one, then you only have on of the certain substance.  Below is a visual example of how to use the empirical formula.  

Beginning the topic of molar mass was also a simple lesson to handle.  Due to the fact the molar mass of a compound is the atomic number of each substance added together.  A few examples of finding the molar masses in each compound is NaCl.  To find the correct molar mass, you add the atomic number of Na which is sodium to the atomic number of Cl which is chlorine.  Here are a few examples of the compounds from the review guide and calculating there molar masses.  

Finally the last unit we touched base on this week was the molecular formula.  Combining the topic of empirical formula and the molar mass, you have the ability to come the conclusion on the molar mass.  The empirical formula is the compound you are able to come to the conclusion on after using the mol formulas. Then after finding the molar mass of the compound, you divide the original mass given by the molecular formula.  Then you use that number to multiply the empirical formula after simply divided the molar mass by the original mass. 

SG Chem Reflection week 4

Throughout the process of studying unit 5,  I have definently continued to struggle with the chemical equations and setting them up correctly.  Thankfully, as the week progressed and the amount of practice worksheets we have received have helped immensely.  By the time the bell rang on Friday, I had a confident understanding of how to find the amount of atoms and moles in a substance.  In addition, I also realized how to set up the chemical equations for each problem and how they are similar.  I am also able to easily figure out the information and specific numbers needed to complete the problems to calculate the correct answers.  

In my opinion, my favorite worksheet we did was the Unit 5 Worksheet 2 with sample containers.  This is the worksheet we completed on Friday and every group had to do a different problem and present their thoughts in front of the class.  When I was first given our problem, I couldn't remember how to start it.  After a few groups presented incorrectly, we were shown how we were doing the problems wrong and what we need to do to fix them.  At this time, there was about three more groups that had to present and once they set up their chemical equations and information correctly, it became very simple how to complete each of theses problems and find the correct answer.  Here are a few examples of how to set up the problems correctly.

This is an example of a problem when you are asked the find the amount of atoms.  We know this because you are using the chemical conversion of 6.02*10^23 over 1 mole.  If you just wanted to find the moles of the problem, you would not need to multiply the chemical equation by the last ratio which is 6.02*10^23 over 1 mole. 

In this problem, we are being asked how many hydrogen moles are in the problem.  We are able to notice this because there is 8 moles of hydrogen over 1 mole because we have 8 hydrogens in the chemical compound.  In my opinion, this concept is slightly harder to remember how to do it because we do not practice is as much as we do finding the moles and atoms.  

A simple way to study this concept is by making a check list of things to do for each predicament.  

Finding Moles:

1. Find the mass and do the mass(g)*(times) and a line.  

2.  Put the same units you used for the mass on the bottom of the line and write 1 mole of the chemical compound on top of the line.  We do this because we are good chemistry students who keep track of their units. 

3.  Due to the fact we will have a chemical compound of some sort, we have to find the atomic number and add them together.  The example we will use for the chemical compound is NaO3.  Because we have 3 oxygen atoms, we have to multiply the atomic number of oxygen by 3.  

4.  Now you may be wondering why we have to find this number and how the final chemical equation will look.  Using the example of 4.123 of the mass, this is how the final chemical equation finding the amount of moles will look.  You will notice the units cancel out because I am a good chemistry student. Therefore, this is how we calculate the amount of moles in a specific chemical compound with a specific mass. 

Finding Atoms:

1.  We are going to use the same mass and chemical compound in the checklist for finding moles. There is only one step we have to add when finding atoms.  But first, we need the information from the previous equation. Due to the fact we need the amount of moles to find the amount of atoms, this is the information needed from the previous equation.

2.  Now we use the moles we found in equation one to set up a new ratio.  When you are finding atoms, we always use 6.02*10^23 over "x" moles.  The "x" moles is the moles we found the the previous equation which in this case is 0.581 moles.  This is how the next equation would be set up below.

3.  To finally solve the problem for atoms, we would plug into the calculator 4.123* 6.02*10^23/70.99/0.581.  Because I am a good chemistry student, I cancel my units out and left with atomsNaO3. 

Finding the amount of moles of a specific element:

1. Going off of the problems above, we are going to be solving the amount of oxygen moles in the problem.  To do this, we need two pieces of information from the equations used to find the amount of moles.  We need the mass and the amount of grams all the elements added together equal. 

2.  With information, we are going to add another conversion ratio.  Due to the fact, we are finding the amount of oxygen and we have three atoms in the compound, we use the ratio 3 mole of O divided by 1 mole. 

3.  You finish the problem by plugging this into the calculator: 4.123*1*3/70.99/1=.1742 moles of oxygen in the problem. 

With this information and step by step explanations and examples, it make solving theses problems much easier.  When you use the chemical equations and conversions, it makes finding the correct solutions easier to understand.  In addition, it helps set up the equations for future problems.  

SG Chem Reflection week 3

Throughout the week, we have finished our studies on Unit 4.  Due to the fact that we had a test on Wednesday, we focused on reviewing Monday and Tuesday.  We were given a sheet titled Distillation of Acetone and Water. This is a sheet that shows how to graph the change is substances after they are chemically combined.  The sheet was used as a guide to help the class with the graphing problems on the review guide because we have not gone over this topic in class. After we comprehended how to graph the chemical change in substances, we white-boarded them out.  On Tuesday, we white-boarded out the entire review guide and discussed the differences we had in answers between the table groups.  On Wednesday, we didn't touch base with any new topics because we were testing.   Thursday was an important day because we were introduced to a whole new unit.  Unit 5 is all about relative mass.  Beginning a new concept is always challenging, but I am looking forward to comprehending the new unit.  As the unit progresses,  hopefully, I will be more comfortable calculating relative mass.

The Distillation of Acetone and Water worksheet acted as an example worksheet in order to understand the concept because we have not touched based with his in class. We needed this worksheet to be able to complete the graphs on the back of the review guide.  After everyone completed the graphs on the back of the review sheet, we white boarded them out and compared them to the other table groups in the class.  The graphs looked relatively the same therefore, it allowed me to observe everyone in the class understood this concept.  When you have a boiling point at a specific temperature, the line on the graph will be horizontally straight.  Until you get to the boiling point of the next substance, the line increasing diagonal.  Once you have reached the next boiling point, the line is straight horizontal.  This is an image of the last 2 problems on the review guide which reviews graphing boiling points.

The next assignment we had of the week was white boarding the review guide.  Every concept on the review guide we have seen in class.   Therefore, white boarding them to compare answers was not extremely difficult because we have touched base on all the topics.  Here are a few examples of white boarded review guides from other groups.  

When we compared review guides and had different answers, we would discuss it is as a class and find the right answer to each of the problems as a class.  This technique was very helpful because we were able to hear various reasonings for several problems.

Due to the fact we tested on Wednesday, we started our new unit on Thursday.  We started unit 5 off with a complicated worksheet.  In my opinion, the whole concept of unit 5 is challenging; but I also need to take into consideration we have only been studying this material for two days.  The purpose of the worksheet we were given on Thursday was to determine the relative mass of different kinds of hardware to learn to count by finding the mass.   Therefore, the first thing we did for this worksheet was find measurements of washers, hex nuts and bolts plus the container.  The measurements we found helped up answer 5 questions on the worksheet.  Concluding the worksheet was done by knowing if you can count by weighing or not. My conclusion statement agreed that we can count by weighing.  An example of how we know this is because we wanted to figure out how many packing peanuts were in a bag.  We measured the weight of the bag and the weight of a packing peanut and were able to find the amount of packing peanuts in one bag.   Throughout the worksheet we were given on Thursday, this is the concept we learned but to a greater extent. 

Hoping things would we easier on Friday, we were given another worksheet with a different concept. First we had to make a particle drawing when the pressure is 1.43g/liters of oxygen and 0.089 g/liters of hydrogen and find how much more massive oxygen is than hydrogen.  This is particle drawing of the problem with an explanation.  

The next problem we were given began with this table below. 

As you can see next  to the numbers in the second column, the numbers are being divided by 12.5 for each elements in order to get the answer to the third column.  Then you can notice how the third column is multiplied but 2 in order to find the answer for the last column.  This concept seemed fairly simple once it was explained, but as we notice for the element of silver, we still dived the second column by 12.5 but instead of the formula being AgO like the rest of the elements are, the formula for finding the answers are Ag2O.  You can see where the formulas are for the rest of the elements before the numbers in the second column.  

This week was relatively stressful due to the fact we had a test and stated a new unit.  The new unit is extremely complicated to understand but I hope it becomes easier after our knowledge expands. Due to the fact I have been struggling with Unit 5, I tried to teach myself a few things by going to this website http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/chemical/reactingmassesrev1.shtml. 

Throughout the next week, I plan on comprehending Unit 5 to the best of my ability.