Daily recaps, assignments, and handouts will be published to the Google Classroom page. This site will no longer be updated regularly. Students were given their Google Classroom code in class to access the page.
Welcome to a new year of chemistry! This year we will be working together, doing the work of real scientists, to develop explanations to what we observe in the world around us, as well as find solutions to real world problems. Today the students were given the class policies and procedures, which entails their first homework assignment.
HW: Sign (and have a parent/guardian sign) and return the last page of the classroom policies page according to the HW policy. Today in class the students practiced solving problems using Charles' and Gay-Lussac's Law. Tomorrow the students will have a brief check-in quiz on these types of problems before trying to explain the 1,2,3 candles mystery - The last one of the year!
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Today in class we finished discussing the last of our gas laws that involve changes in temperature and the resulting effects of volume or pressure when the other is held constant. After using particle models to determine the relationship between temperature/pressure and temperature/volume we using the scaling factor method we used with Boyle's and Avogadro's Law to actually calculate the the changes in temperature, pressure, or volume of a system.
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Today in class the students took their brief check-in quiz on solving Boyle's and Avogadro's Law problems. After finishing the calculations portion, the students worked in teams to use Boyle's law concepts to explain observed phenomena in one of the demo systems by drawing particle models and discussing the relationships between different variables we have discussed in class.
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Today in class we discussed the second gas law, Avogadro's Law, which relates the change in number of air particles in system, to its volume. After using our particle models to conceptualize this relationship, the students practiced using scaling factors to calculate the change in volumes/moles when the other is known.
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Today in class we discussed the relationship between changes in volume of a gas and its resulting effect on the pressure of the gas in a closed system. Through our particle models, we determined that as the volume decreases, the pressure will increase, or vice versa (also known as Boyle's Law). We put this phenomena into action by using an increase in air pressure as a result of a decrease in volume to shoot a potato core through a pipe, effectively making a potato launcher.
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Today in class we further developed our skills of using particle models to explain phenomena related to gases. The students were given the task of coming up with two different ways to inflate a balloon while it is inside of a rigid container that contains a small hole at the bottom. While all of the students were eventually able to come up with two solutions, the true challenge was to think about what was going on a the molecular/particle level that actually caused the balloon to inflate and how to represent those changes.
The skill of drawing accurate particle models and using them to solve problems with challenging scenarios will be very valuable when it comes time for assessment. Today in class we defined the causes of air pressure at atmospheric pressure and how/why it can change with altitude. We then went over the design of a barometer and the units in which air pressure can be measured, as well as how to convert between the different units of pressure.
As we began moving forward into Gas Laws, which reviewed Kinetic Molecular theory and the assumptions we will be making as we work with the various gas law relationships. Today in class the students performed various experiments with dry ice to observe the effects of temperature and pressure on a substance's phase. We started by allowing dry ice to sublime inside of a sealed pipet to increase its pressure. By doing so, we eventually reached the triple point of carbon dioxide and were able to observe liquid CO2! We also observed the opposite effect of increasing the pressure on solid water and how it actually causes it to melt. We also observed how gas can be dissolved in a liquid through the pH change of adding carbon dioxide to water .
HW: Complete lab questions 1-8 (minimum) |
Mr. SasséCP Chemistry. Archives
February 2016
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