Final Blog Reflection

                 We are coming to the end of the trimester so this will be my final blog reflection on Chemistry 2A. This final unit we mostly practiced the balancing of chemical reactions. We also did various experiments including the Nail Lab and the Patterns of Chemical Reactions lab. For the nail lab we followed a specific procedure that (as stated in past blog) started off looking like this:

After we waited for the reaction to occur over the weekend, the nails became rusted and the liquid inside became an orangish brown with mush at the bottom. The mass of the nails and the content ended up being less than the original weight they started at. The determined ratio of the iron to copper was approximately 1:1... These were our observations from this lab to continue with the unit and incorporate this info with the rest.

                We then did many worksheets to practice the balancing of chemical equations/reactions. Below is an example of one: 

              After doing many of these worksheets and practicing this technique we conducted a lab with many stations to connect our current knowledge with real life experiences. For many of the labs we combined pieces of matter (+liquid) and saw how they reacted. We also tested how different gases affected each other and other substances. I.e. in one lab we filled tube with gaseous substance (oxygen) and lit a match. When we blew out the match it would then relight when placed in the tube. After the lab we directly connected our outcomes with a worksheet handed out. Here is an example of one: 

                This unit tied into our other units in multiple ways. For many of our units we reviewed equations, how to break them down, name them, observe them and now how to balance them. These all were connected to reveal a final understanding of different equations and the periodic table. In previous units we also went over charges of atoms. This correlated with our use of balancing equations and relating numbers to proportions of elements. 

               My strengths this trimester were asking my peers for help on material, connective what I've learned in pervious units to current ones, and collaborating with my table mates about certain difficult problems. My weaknesses were getting distracted at times, not understanding some warmups (journals), and not connecting labs that we conducted to worksheets in class. To improve my grade in this class, I took a lot of time studying material and asking things questions to make sure I'm right. I also kept track with homework and blog entries (after the first one wasn't working). What I would have done differently was come in at lunches to get extra help before tests, and stayed on task 100% of the time. 

              I think this course was taught and laid out very well. Whiteboard discussions helped me understand each worksheet, and blog reflections made me think about the content in a more extensive manner. Although, I think we had a bit too many worksheets which made work difficult to keep track of but on the other hand provided us with a lot of study resources. The labs were well organized and correlated with the subject of the unit! I usually remember things through visuals and hands on activities so these helped me a lot throughout the trimester. 

             I would recommend less worksheets and more white boarding or labs. This is because we didn't have time to get to all of the paperwork and it got me confused on which sheets we should be working on, complete in class or at home, and study off of. Other than that everything in the class turned out very well!!! I think that the blog assignments shouldn't have a designated number of words required. This is because, some people find it easier to present quality work that includes all of their ideas with more or less writing. I don't think there should be any restrictions here because it will make some students have to delete some of their ideas or add unnecessary ones. ]

           That concludes my final blog for Chemistry 2A!!! I hope you enjoyed my weekly updates... :) 

                

Week 7

                   These past two weeks we learned about two units. The first unit was about the test we recently took, and later in the week we started a new unit! I stapled a lot of the sheets for unit six together so that I could study efficiently. In unit six we covered molecular and ionic compounds. One of the first labs that we did was the stick tape lab. For this, we measured the charge and movement of charges in particular items through a 1 day experiment. We began with four individual pieces of tape and labelled them top and bottom tape. Then we tore those pieces apart and hung them on a stand. We tested how the tape reacted when the opposite tape (top and bottom) cam closer to each other and also the top and top tapes. We also observed how the interacted with non-paper (metal) and paper. We concluded that opposites attract and similar charged items repel. The metal and paper tests also helped us examine how particle movement varies with different material. We elaborated on that concept later in the week. I understood this lab and could relate it to previous experiments and activities that I did to prove this theory on charges. Below is a picture of our sticky tape lab sheet:

                    Next we did a lab about conductivity. We did multiple measurements on what was conductive and not conductive. I mentioned this in my previous post, but it ties into the material on the test so I will describe it again. We took a stick with metal prongs at the end and put it on different pieces of matter see if they were conductive or not. I won't go into detail because I discussed it last week. But I participated a lot in this lab! We all contributed to the data collecting and were interested in the results... Here were our results: 

                  Before the test we also did a lot of practice on naming molecular and ionic compounds. We were given a pink sheet of the charge of each ion etc, and a periodic table. We learned various prefixes to help us name molecular compounds such as mono, di, tri, tetra, etc. This was part of the test that I think I did well on but could've made a minor mistake on one or two questions. We color coded our periodic table for metals, non-metals, transition metals, and diatomic elements. This helped us answer if a compound was molecular or ionic because ionic is metal and non-metal, and molecular is composed of both non-metals. This is how we color coded our periodic table!!: 

                 I studied for the test and felt prepared but still had two questions at the beginning of class that I still couldn't figure out. One was, why do some compounds that turn liquid become conductive? This is because the atoms become more spread so they aren't too close and eliminate each other... Therefore the substance can conduct electricity. I asked my other question to my table group and we came to a conclusion; what happens if two pieces of tape are placed on either side of a metal strip? We may have been wrong but said they would remain unchanged because the forces cancel out. This is a question I can ask you and the whole class on Monday! Here is a picture of the question i had: 

                Overall, I think i did well on the test but make a few mistakes (on diagrams etc.). We also started a new unit near the end of this week and will be continuing it. In unit 7 we will be covering chemical reactions. We began by practicing the rearrangement of atoms. We did this by first drawing diagrams of the atoms in each compound. We did a lot of practice with this. We also started a lab; the nail lab. We will continue this lab on Monday because our beaker with copper, chloride, dihydrate, and nails is sitting over the weekend. That was what our class has been doing since my last post :)... Here is a picture of what our beaker looked like during class (Day 1): 

                

Week 6

                    This week we began a new unit. We covered subjects such as electric charge, and the movement of particles due to that charge. We also did a lab to determine whether certain items were conductive or not conductive. Below is a picture of a whiteboard activity we did to predict how particles move in certain situations:

                    Prior to this white boarding discussion the class conducted an experiment to examine how charge effects certain pieces of matter. We used two-four pieces of tape and placed them on top of each other. After marking which tape was which, we tore the two pieces of tape from each other and examined how they reacted to a slip of paper, a metal strip (aluminum foil), and to each other. Our observations turned out to be incorrect. This led us to ask various questions to the teacher and the class to have a better understanding of the experiment. Our previous (incorrect) results consisted of trials with no reactions. This means that sometimes the metal or paper would not react with any of the pieces of tape. This was an error that may have been due to the way we ripped the tape and how close we placed the tape to the other strips. If we had put them closer this may have resulted in a repulsion or attraction among the pieces. After further examination and whiteboard discussion we found the answers to how the charges effected each other (i.e. same charges repel, opposite charges attract, etc). 

                 Next we did an lab do determine conductivity. We used a special rod that lit up if the item was conductive and did nothing if it was not conductive. We traveled around to different lab stations to test each piece of matter and record our results. Below are a few picture of items that we tested:   

               By placing the green and yellow taped rod to the solid/liquid-metal we determined their conductivity. I found the liquid metal a very interesting substance. I had minimal questions for this lab, and we white boarded our results to next day after the lab. Below is a picture of the results that we had for each tested item:

                The last day in class we moved on to a new packet that I'm assuming we will continue Monday to fully comprehend the material. I also missed a day of class because I had to make up a test, I'm sure the information we covered that day will be clear by Monday (I was sort of listening to class discussion of the info so I wouldn't miss too much!) I learned a lot this week and participated in white board discussions with my table. I also helped a lot in the collection and procedure of our two labs. Overall, it was a successful week of learning in Chem 2A!! 

                

                   

Week 5

                   This week we did multiple labs and worksheets to prepare for our test on Thursday. We also started a new unit the we will continue throughout this following week. This week we went over Empirical and Molecular formulas. We had a worksheet to practice these formulas and demonstrate our skills. The questions on this worksheet had questions such as the following: Find the empirical formula of a compound containing 32.0g of bromine and 4.9g of magnesium. We solved questions like these in the beginning of the week on worksheets like this.

                   We worked on this sheet in table groups to ask questions if we didn't understand certain problems. One question that I had trouble with and asked for help from my table/teacher was number seven. This was on the back of the paper: Find the percentage composition of a compound that contains 1.94g of carbon, 0.48g hydrogen, and 2.58g of sulfur in a 5.00g sample of the compound. We reviewed this question on the whiteboards and I understood it. 

                   We then had an empirical formula lab. We massed our clean, dry beaker. Then we added zinc pieces to the beaker. Adding 50 mL of 3M HCI after, we recorded our observations in our composition notebooks. 

                   This is a picture of the procedure we followed to conduct this lab. I think that I understood this lab very well. We wen over our results in class and I had all of the subjects I was concerned about reviewed. On Wednesday we worked on the review guide for the up coming test Thursday. Each group was assigned a job of white boarding a section on the review guide. This helped many of us (including me) fully comprehend the material for the test. I had a few questions but I didn't have to ask them because they were answered in the whiteboard discussions/presentations. 

                 Below is a picture of part of our review guide. It gives you an idea of all the material we've learned for this unit. It includes previous weeks that led up to the test. As you can see, this correlates with some of the images that I've placed above. It's a summarization of everything this unit! 

                 For this week I think my participation was well during table discussions and contributing ideas for our whiteboards, but I didn't ask my questions in class this week. That's something I can work on to do better at this week. That concludes my fifth week in Chemistry 2A. 

Week 3/4

                    These past two weeks covered a lot of material. First we reviewed relative mass. We were given a worksheet and conducted a lab to practice massing objects and using our data to solve problems and create contrasting ideas. There was a lot of math involved in the material we reviewed that day. It included word problems that required various math skills and thought. Through this activity I learned (practiced) how to use the data collected and apply it to real life situations, as shown on the following worksheet:

The worksheet gave us many problems to apply our data to. These are situations that could potentially occur in real life! A question I have is: in certain situations, how do you determine which units to use in your final answer? 

                  Next we reviewed what a mole in chemistry is. First we had a journal about it to write down our initial thoughts. The mass of a mole of a substance is called the molar mass of that substance. The molar mass is used to convert grams of a substance to moles. My understanding of this concept is quite good, due to the multiple labs and worksheets that we had on it. But I still have a few questions about conversion that I will ask Ms. Hetter and my table mates one on one. Therefore, I rank my understanding a 9/10. In class, we read an article all about moles in chemistry. Here is an image of our activity!

After thoroughly reading this article the class began conducting labs (in the next few days). After burning and masses the given substances (zinc chloride) on bunsen burners, we recorded our data and applied it to the problems on our worksheets. We had to make sure to wear safety googles as we observed our zinc chloride smoking. Previously, we had massed zinc, then massed the zinc chloride. Then by subtracting our first calculation from the second, we mathematically predicted the mass of chlorine in the zinc chlorine. I still need to work on how to know which pieces of data to use in certain calculations like the ones in this lab.

                    Lastly we practiced finding the molar mass of compounds, etc. Below is an example of the work we did in class... And below is also the color coding we did, to show which elements were diatomic on the periodic table. This helped prepare us to work with the compounds and elements in the following activities.

After calculating molar mass on our worksheet, we showed our work on whiteboards and presented the information to the class. This was a plus for participation points since I presented our information (not for this board) :) The worksheet required us to divide given information by the estimation of a mole and number of molecules, etc. It took some time for our group to understand the material but we finished the worksheet by the end of class. I still struggle a bit with the math used in the pictures above. How do you eliminate certain units? And how do you determine what data to multiply and divide by the other data? 

That sums up the material that we covered in week 3 and 4 of Chemistry 2A. We generally covered mass, ways to demonstrate mass (i.e. moles, grams, etc.) , and how to apply that information to mathematical and real-world problems.

Week 2

              This week in Chem 2A, we observed the compounds of carbon and oxygen, Avogadro's hypothesis, and the race for Iodine. During the beginning of the week, we watched a detailed video on gases and how they combine. A scientist walked through various reactions of gases with other substances. For example, he taught us that oxygen has low solubility in water, this was demonstrated by the water's lack of ascent as oxygen was applied. The chemist in the video also lit a match into a tube full of oxygen. This showed a noticeable reaction when the match burst into flames. Oxygen supports the growth and creation of fire, and it's discrete qualities make it essential for our survival. The video also demonstrated that Mercury levels can help arbitrate one gas from another. Depending how how high the levels rise, determines the gas. I then questioned, do mercury levels work sort of like alcohol levels in a thermometer? But for different purposes?

              The next day, we reviewed what an improper fraction is. It is a fraction with a numerator greater than the denominator. This will later help us understand how compounds are combined in different ratios. Later, we watched a movie about multiple scientists that discovered pure oxygen. One scientist shared his findings with a table of others, they then took his discovery and continued experimenting on oxygen. oxygen created flames, big flames... it sparked, and allowed mice to survive in a confined space twice as long as usual. My question that came from this video was, what beneficial things did these scientists do with their discovery directly after (being awarded and experimenting enough)? We didn't fully finish the video, so maybe this question was answered later on :)...

              Later in the week, we read a paper called: The Race for Iodine. It was about two scientists, Davy and Gay-Lussac, competing, yet sometimes working together, to make new discoveries about the substance Iodine. Both men published their ideas, but Gay-Lussac beat Davy by one day. I think this worksheet/activity that we did in class closely relates to the video about the discovery of oxygen. Through these two connecting examples, we learned that in the past, present, and future,  scientists of different talents must work together, and compete, to make the biggest and most significant discoveries.

(This is the sheet we read about Iodine).

          

          On Friday, we started learning about compounds of carbon and oxygen. I still don't fully understand the concepts that came from the white boarding session that followed, but we will continue in class Monday. My question is, how do we physically demonstrate each scenario/hypothesis we are given? 

This week we learned what matter is composed of, and which forms it comes in. We learned about Molecules, Atoms, particles, compounds, mixtures, pure substances, and elements, discussing what each of these physically looked like, and how they are scientifically written/defined.

Here is an example of the work we did in class to fully comprehend each subject. Our table's board defines each of the terms listed above and contains three pictures to show what they look like. 

In class, we discussed solubility (how something can mix with something else). We observed whether sugar cubes are soluble in water and in ethanol. And concluded that sugar is soluble in water, but not in 100% proof ethanol. 

We also went over LOL charts. They demonstrate which type of energy is gained or released in a situation. Examples of these types of energy include; potential, thermal, kinetic, etc. 

Last, we went over electrolysis and how the gases in certain substances can be separated, etc.