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 we examined more complex systems of gas laws and used our particle models to try and explain the phenomena occurring. We discussed why it can be difficult to removed the lid placed on a hot pot after it cools, how to make it easier to open a "stuck" food jar, how air pressure can crush a can, and lastly how a piston can be used to start a combustion reaction.
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Today in class the students manipulated their experiments from yesterday in order to see if the explanations they developed for their observations held up. As they performed further trials, most teams discovered that their initial claims and explanations needed to be reworked as new information was obtained. By the end of the period, each team submitted a final revised explanation for the observed phenomena.
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Today in class the students recorded observations o what happens when a lit candle, surrounded by water, is covered by a glass cup. using their observations and measurements, the students will be developing an explanation for the results of their investigation. Tomorrow, we will compare possible explanations and design further experiments and tests that can be performed in order to determine if the explanations are valid or if they need to be revised.
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Today in class we combined our gas laws to calculate the results of changing multiple variables in a system at once.
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Today in class we discussed the last two of our Gas Law's, both involving the effects of changing temperature. We used our particle models to determine the relationship between temperature and volume (for flexible containers (Charles' Law) as well as temperature and pressure (rigid containers (Gay-Lussac's Law).
The students were given a a series of practice problems to work on in class to practice calculations using these Gas laws. If students did not finish the problems in class, they will do so for HW. HW:
Today in class we discussed the inverse relationship that exists between the pressure and volume of gas systems when other variables (temperature and the number of particles) remains the same. After conceptualizing this relationship, we gave it its formal name: Boyle's Law. We then applied Boyle's law and saw it in action by using large syringes to cause marshmallows to expand. Additionally, we used our particle models and Boyle's Law to explain the function of the potato launcher that was demonstrated in class.
After using the models to explain the demos, we went over have we can use the Boyle's law relationship to calculate the change in volume that results from a change in pressure, or the change in pressure that results from a change in volume. HW:
Today in class we reviewed the kinetic molecular theory of gases and then broke up to work on our gas models clock activity. For this, the students drew a model representing a set number of gas molecules at a set temperature and volume. The students were then tasked with drawing an "after" model depicting how that model would change after certain conditions were modified.
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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) IMF & Gas Laws Test 6/10 Work through 1-2 questions from the IMF concept questions WS to prepare |
Mr. SasséHonors Chemistry Archives
February 2016
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