NEW+CP+and+GHP

add to favorites

=CP and GHP Chemistry starting FEB 2018!!!=


 * CP/GHP Handouts:**
 * If you lose something... You'll have to reprint it!! If I passed it out, and its not on here... Let me know!**
 * NNNNNNEEEEWWWWW -->**[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="colored table to 2 decimals_1.pdf" link="file:gougou4chemistry/colored table to 2 decimals_1.pdf"]][[file:gougou4chemistry/colored table to 2 decimals_1.pdf|colored table to 2 decimals_1.pdf]]

=SAFETY VIDEO= []
 * Beginning of the year** **Docs:**
 * [[file:gougou4chemistry/periodic table and ion sheet.pdf|eriodic table and ion sheet.pdf]] || [[file:gougou4chemistry/2015Syllabus.doc|2015Syllabus.doc]] || [[file:gougou4chemistry/Syllabus Agreement.pdf|Syllabus Agreement.pdf]] ||
 * || [[file:gougou4chemistry/inventory sheet_1.pdf|inventory sheet_1.pdf]] ||  ||


 * Measurement help and Chapter 3:**
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="Ch 3 Packet KEY.pdf" link="file:gougou4chemistry/Ch 3 Packet KEY.pdf"]][[file:gougou4chemistry/Ch 3 Packet KEY.pdf|Ch 3 Packet KEY.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="3 Blank Packet.pdf" link="file:gougou4chemistry/3 Blank Packet.pdf"]][[file:gougou4chemistry/3 Blank Packet.pdf|3 Blank Packet.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="3PP pdf.pdf" link="file:gougou4chemistry/3PP pdf.pdf"]][[file:gougou4chemistry/3PP pdf.pdf|3PP pdf.pdf]] ||
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.presentationml.presentation.png width="32" height="32" caption="Measurement.pptx" link="file:gougou4chemistry/Measurement.pptx"]][[file:gougou4chemistry/Measurement.pptx|Measurement.pptx]] || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="extra scientific notation practice.pdf" link="file:gougou4chemistry/extra scientific notation practice.pdf"]][[file:gougou4chemistry/extra scientific notation practice.pdf|extra scientific notation practice.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="density lab quiz helper with fake data.pdf" link="file:gougou4chemistry/density lab quiz helper with fake data.pdf"]][[file:gougou4chemistry/density lab quiz helper with fake data.pdf|density lab quiz helper with fake data.pdf]]
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" caption="Ch3MathProblemReview.doc" link="file:gougou4chemistry/Ch3MathProblemReview.doc"]][[file:gougou4chemistry/Ch3MathProblemReview.doc|Ch3MathProblemReview.doc]] || [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="measurement helper.pdf" link="file:gougou4chemistry/measurement helper.pdf"]][[file:gougou4chemistry/measurement helper.pdf|measurement helper.pdf]] ||  ||
 * Chapter 1 and 2:**
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="ch 1 notes.pdf" link="file:gougou4chemistry/ch 1 notes.pdf"]][[file:gougou4chemistry/ch 1 notes.pdf|ch 1 notes.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="chapter 2 PowerPoint.pdf" link="file:gougou4chemistry/chapter 2 PowerPoint.pdf"]][[file:gougou4chemistry/chapter 2 PowerPoint.pdf|chapter 2 PowerPoint.pdf]] ||
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="Chapter 2 Sep Techniques.docx" link="file:gougou4chemistry/Chapter 2 Sep Techniques.docx"]][[file:gougou4chemistry/Chapter 2 Sep Techniques.docx|Chapter 2 Sep Techniques.docx]] ||  ||
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="Chapter 2 Sep Techniques.docx" link="file:gougou4chemistry/Chapter 2 Sep Techniques.docx"]][[file:gougou4chemistry/Chapter 2 Sep Techniques.docx|Chapter 2 Sep Techniques.docx]] ||  ||


 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="Ch 1 Blank Review and D.pdf" link="file:gougou4chemistry/Ch 1 Blank Review and D.pdf"]][[file:gougou4chemistry/Ch 1 Blank Review and D.pdf|Ch 1 Blank Review and D.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="Ch 1 Review KEY.pdf" link="file:gougou4chemistry/Ch 1 Review KEY.pdf"]][[file:gougou4chemistry/Ch 1 Review KEY.pdf|Ch 1 Review KEY.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="2 Packet Key and Blank.pdf" link="file:gougou4chemistry/2 Packet Key and Blank.pdf"]][[file:gougou4chemistry/2 Packet Key and Blank.pdf|2 Packet Key and Blank.pdf]] ||
 * Chapter 4:**
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="Ch 4 and pennium blank.pdf" link="file:gougou4chemistry/Ch 4 and pennium blank.pdf"]][[file:gougou4chemistry/Ch 4 and pennium blank.pdf|Ch 4 and pennium blank.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="section 4.3 in text.pdf" link="file:gougou4chemistry/section 4.3 in text.pdf"]][[file:gougou4chemistry/section 4.3 in text.pdf|section 4.3 in text.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="p n e practice key and blank copy.pdf" link="file:gougou4chemistry/p n e practice key and blank copy.pdf"]][[file:gougou4chemistry/p n e practice key and blank copy.pdf|p n e practice key and blank copy.pdf]] ||
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="Ch 4 review Key.pdf" link="file:gougou4chemistry/Ch 4 review Key.pdf"]][[file:gougou4chemistry/Ch 4 review Key.pdf|Ch 4 review Key.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="slide 25 and 26 key_1.pdf" link="file:gougou4chemistry/slide 25 and 26 key_1.pdf"]][[file:gougou4chemistry/slide 25 and 26 key_1.pdf|slide 25 and 26 key_1.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="A# M# Isotopes and Av. Atomic Mass.pdf" link="file:gougou4chemistry/A# M# Isotopes and Av. Atomic Mass.pdf"]][[file:gougou4chemistry/A# M# Isotopes and Av. Atomic Mass.pdf|A# M# Isotopes and Av. Atomic Mass.pdf]] ||
 * Nomenclature Ch 7 and 9:**
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="Naming KEY copy.pdf" link="file:gougou4chemistry/Naming KEY copy.pdf"]][[file:gougou4chemistry/Naming KEY copy.pdf|Naming KEY copy.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="Naming Blank copy.pdf" link="file:gougou4chemistry/Naming Blank copy.pdf"]][[file:gougou4chemistry/Naming Blank copy.pdf|Naming Blank copy.pdf]] ||  ||
 * Chapter 11: Balancing and Equation Types**
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="CP Equations PP handout.pdf" link="file:gougou4chemistry/CP Equations PP handout.pdf"]][[file:gougou4chemistry/CP Equations PP handout.pdf|CP Equations PP handout.pd]] || [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="ch 11 key pages 5-12.pdf" link="file:gougou4chemistry/ch 11 key pages 5-12.pdf"]][[file:gougou4chemistry/ch 11 key pages 5-12.pdf|ch 11 key pages 5-12.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="blank ch 11 complete.pdf" link="file:gougou4chemistry/blank ch 11 complete.pdf"]][[file:gougou4chemistry/blank ch 11 complete.pdf|blank ch 11 complete.pdf]] ||
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="dd lab sheet and example.pdf" link="file:gougou4chemistry/dd lab sheet and example.pdf"]][[file:gougou4chemistry/dd lab sheet and example.pdf|dd lab sheet and example.pdf]] ||  ||   ||
 * The Mole: Chapter 10**
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="ch 10 blank and labs.pdf" link="file:gougou4chemistry/ch 10 blank and labs.pdf"]][[file:gougou4chemistry/ch 10 blank and labs.pdf|ch 10 blank and labs.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="ch 10 key .pdf" link="file:gougou4chemistry/ch 10 key .pdf"]][[file:gougou4chemistry/ch 10 key .pdf|ch 10 key .pdf]] ||  ||


 * Stoichiometry Chapter 12 **
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="Ch 12 Blank Packet and Lab.pdf" link="file:gougou4chemistry/Ch 12 Blank Packet and Lab.pdf"]][[file:gougou4chemistry/Ch 12 Blank Packet and Lab.pdf|Ch 12 Blank Packet and Lab.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="Ch 12 Packet Key.pdf" link="file:gougou4chemistry/Ch 12 Packet Key.pdf"]][[file:gougou4chemistry/Ch 12 Packet Key.pdf|Ch 12 Packet Key.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="ch 12 book review and key.pdf" link="file:gougou4chemistry/ch 12 book review and key.pdf"]][[file:gougou4chemistry/ch 12 book review and key.pdf|ch 12 book review and key.pdf]] ||
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="extra 12 review and key.pdf" link="file:gougou4chemistry/extra 12 review and key.pdf"]][[file:gougou4chemistry/extra 12 review and key.pdf|extra 12 review and key.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="LR and %Y extra with key.pdf" link="file:gougou4chemistry/LR and %Y extra with key.pdf"]][[file:gougou4chemistry/LR and %Y extra with key.pdf|LR and %Y extra with key.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="%Y and LR Notes.pdf" link="file:gougou4chemistry/%Y and LR Notes.pdf"]][[file:gougou4chemistry/%Y and LR Notes.pdf|%Y and LR Notes.pdf]] ||
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="limiting and excess reagent.pdf" link="file:gougou4chemistry/limiting and excess reagent.pdf"]][[file:gougou4chemistry/limiting and excess reagent.pdf|limiting and excess reagent.pdf]] ||  ||   ||
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="extra 12 review and key.pdf" link="file:gougou4chemistry/extra 12 review and key.pdf"]][[file:gougou4chemistry/extra 12 review and key.pdf|extra 12 review and key.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="LR and %Y extra with key.pdf" link="file:gougou4chemistry/LR and %Y extra with key.pdf"]][[file:gougou4chemistry/LR and %Y extra with key.pdf|LR and %Y extra with key.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="%Y and LR Notes.pdf" link="file:gougou4chemistry/%Y and LR Notes.pdf"]][[file:gougou4chemistry/%Y and LR Notes.pdf|%Y and LR Notes.pdf]] ||
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="limiting and excess reagent.pdf" link="file:gougou4chemistry/limiting and excess reagent.pdf"]][[file:gougou4chemistry/limiting and excess reagent.pdf|limiting and excess reagent.pdf]] ||  ||   ||


 * Chapter 13 and 14: solids, liquids, and gases oh my! Gas Laws**
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="ch 13 key to p 15.pdf" link="file:gougou4chemistry/ch 13 key to p 15.pdf"]][[file:gougou4chemistry/ch 13 key to p 15.pdf|ch 13 key to p 15.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="gases 16-27 key.pdf" link="file:gougou4chemistry/gases 16-27 key.pdf"]][[file:gougou4chemistry/gases 16-27 key.pdf|gases 16-27 key.pdf]] || [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="liquids and solids.pdf" link="file:gougou4chemistry/liquids and solids.pdf"]][[file:gougou4chemistry/liquids and solids.pdf|liquids and solids.pdf]] ||
 * Chapter 5: Electrons and Light**
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="CP e and light Ch 5 Packet and Key.pdf" link="file:gougou4chemistry/CP e and light Ch 5 Packet and Key.pdf"]][[file:gougou4chemistry/CP e and light Ch 5 Packet and Key.pdf|CP e and light Ch 5 Packet and Key.pdf]] ||  ||
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="CP e and light Ch 5 Packet and Key.pdf" link="file:gougou4chemistry/CP e and light Ch 5 Packet and Key.pdf"]][[file:gougou4chemistry/CP e and light Ch 5 Packet and Key.pdf|CP e and light Ch 5 Packet and Key.pdf]] ||  ||


 * TRENDS:**
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="Cp Trends Packet Ky and PP handout.pdf" link="file:gougou4chemistry/Cp Trends Packet Ky and PP handout.pdf"]][[file:gougou4chemistry/Cp Trends Packet Ky and PP handout.pdf|Cp Trends Packet Ky and PP handout.pdf]] ||  ||   ||   ||

|| == ||   || || ==  || ==  ||
 * MIDTERM AND FINAL STUFF:**
 * ==
 * ==
 * ==
 * ==

Midterm Review up to and including chapter 11
=== 100 questions! All multiple choice! Bring a calculator and a pencil! === === Chapter 1 (5questions), Chapter 2 (16 questions)physical/chemical changes, homo/heterogeneous, mixtures, solutions, Chapter 3 (19 questions) measurement, sig figs, scientific notation, sig figs in calculations Chapter 4 (18questions) protons, neutrons, electrons, atomic number, mass number, NOMENCLATURE (26 questions), Reaction Types/balancing (16questions) === = = = = =Friday JUNE 15: FINAL 7:40-9:20= CP EXEMPTIONS: PERIOD 3-4: 138144, 130295, 135616 (pending) PERIOD 6-7: 139499, 143703 PERIOD 8-9: 127422, 127195, 145178

GHP EXEMPTIONS: PERIOD 1-2: 130880, 132754, 131252, 127298, 127000, 131155, 131263, 131605, 134383 **143440 PERIOD 6-7: 131052, 130944, 127299, 127286, 130749, 130811, 142010 **127263 PERIOD 8-9: 127369, 127006, 130935, 130627, 127139, 131080, 127257, 143440 **130699, **130770, **127353,


 * ID numbers that are exempt from the final that will NOT receive a 90 for the year. Midterms averaged in with marking period will bring FINAL YEAR GRADES to the range of 87-89. You have an option to take the final. However, without scoring a 90 or higher on the final, your final averages will not improve. Final exam grades may bring averages below the 87-89 range mentioned above.

Room Assignment: AUX GYM Please find your seat quietly when you enter. Make sure you write your test number and letter in the memo box of the scantron sheet!!! = = =Monday June 11-Thursday June 14 TWO DAYS OF REVIEW... THE LAST TWO DAYS OF CLASS!!= Monday June 11: Alyssa G, Carter C, Autumn R, Tuesday June 12: Cora, Julia N, Austin L, Alex V Wednesday June 13: Thursday June 14: FINAL REVIEW DAYS!! Working in final review packet. For those of you who are exempt, we watched a movie too! == == = = =FridayJune 8: 3 More classes!!= GHP Electrons and EM Spectrum test 100 points! Last graded assessment!! Exemptions from final by ID #: see under June 15 final date = = =Thursday June 7: 3 More classes!! Kira K= CP Electrons and EM Spectrum test 100 points! Last graded assessment!! E

Started Fabrics of the Cosmos: Quantum Leap if time remains = = =Wednesday June 6: Four more classes!!= GHP Returned electron configuration check if you got something wrong. Quick review. Took EM spectrum quiz (24 points) Returned and went over EM spectrum quiz.

Watched Fabrics of the Cosmos: Quantum Leap (period 1-2 Sorry I showed you Universe or Multiverse by accident... we'll watch the other one during final review days!!) TEST ON FRIDAY: 100 points 10 matching from the following 12 terms: atomic orbital, aufbau principal, electron configuration, ground state, pauli exclusion principal, heisenberg uncertainty principal, frequency, wavelength, photon, quantum, visible spectrum

20 multiple choice questions

1 electron configuration

Possible essays: Describe Bohr's Model: Compare and contrast Bohr to ladder using specific answers from class Compare quantum mechanical model to Bohr. How was it most different? What is the difference between a 5s and 6s sublevel? What is different in a 6p and 2p sublevel? How are they similar? Short numerical answer containing e, orbitals, and sublevels within a level Write and describe the three rules that govern electron configurations. Draw a picture of 2 waves. Label the wavelength, amplitude, and which has a higher frequency. On the EM spectrum, which types of radiation have the highst and lowest frequency and shortest and longest wavelength. = = =Tuesday, June 5: FOUR MORE! Naiya W, Aubree W= CP Review Energy levels, sublevels, and orbitals. Review electron configurations (Aufbau, Pauli, Hund)

Take practice check to prepare for test

Cover the electromagnetic spectrum.

Period 3-4 vote: No checks and final quiz. Only Test on Thursday Period 6-7 vote: No checks and final quiz. Only Test on Thursday

LAST CHAPTER TEST FORMAT (100 points) 10 matching from the following 12 terms: atomic orbital, aufbau principal, electron configuration, ground state, pauli exclusion principal, heisenberg uncertainty principal, frequency, wavelength, photon, quantum, visible spectrum

20 multiple choice questions

Possible essays: Compare and contrast Bohr to ladder using specific answers from class (Same: cannot exist between levels, the farther out you go the more energy you need Different: Spacing in bohr's gets closer the father you go)

What is the difference between a 5s and 6s sublevel? What is different in a 6p and 2p sublevel? How are they similar? (Same: number of orbitals, max electrons in sublevel, shape of orbitals Different: size [farther from nucleus is bigger] energy [father has more])

Short numerical answer containing e, orbitals, and sublevels within a level ( like the 16 point check you had recently)

Draw a picture of 2 waves. Label the wavelength, amplitude, and which has a higher frequency. see "em spectrum stuff" notes above!!

On the EM spectrum, which types of radiation have the highest and lowest frequency and shortest and longest wavelength. (high vs low frequency: Cosmic/Radio... Short vs Long wavelength: Cosmic/Radio)

I will not ask you to write out electron configurations on the test in a short answer section. However, some multiple choice questions will rely on the fact that you can do this to think about valance electrons. I will not ask you math questions from the EM portion of the chapter.

= = =Monday, June 4: 5 more! Hannah F, Richard K, Nandini K, Shefalee R, Abby Co., Olivia H, Caroline S, Koby S= GHP Returned energy level, sublevel, orbital checks (16 points)

Discussed levels and sublevels using the periodic table to go into a possible connection to diagonal rule! ALWAYS try to make connections to the table. It will save you much memorization time!

Check on electron configurations (10 points) Write one full configuration and one noble gas configuaration.

Covered page 7 and page 8 in the packet. You need to know the equations c= (lambda) v and E=hv, but I will give you the numerical value of c and h constants. Be able to draw two different waves (one with high and one with low frequency and draw amplitude and wavelength on them) Know the electromagnetic spectrum from Radio to Cosmic rays. Concentrate a bit extra on the VISIBLE roygbiv portion!

Quiz next class: (26 points) 10 questions about higher or lower frequency/energy or longer or shorter wavelength AND 2 math problems using the formulas. See board notes: We completed 2 math problems on page 26, #25 and #27

Homework: page 14 #18, page 15 #1-4 in section 5.3, and page 21

TEST ON FRIDAY: 100 points 10 matching from the following 12 terms: atomic orbital, aufbau principal, electron configuration, ground state, pauli exclusion principal, heisenberg uncertainty principal, frequency, wavelength, photon, quantum, visible spectrum

20 multiple choice questions

1 electron configuration

Possible essays: Describe Bohr's Model: Compare and contrast Bohr to ladder using specific answers from class Compare quantum mechanical model to Bohr. How was it most different? What is the difference between a 5s and 6s sublevel? What is different in a 6p and 2p sublevel? How are they similar? Short numerical answer containing e, orbitals, and sublevels within a level Write and describe the three rules that govern electron configurations. Draw a picture of 2 waves. Label the wavelength, amplitude, and which has a higher frequency. On the EM spectrum, which types of radiation have the highst and lowest frequency and shortest and longest wavelength. = = =Friday, JUNE 1: 5 more to go!! Jarrett M, Elgadro R, Anabell S, Avery P, Derrick H, AubreeW, Erin C, Melena V= CP Returned Bohr, Schrodinger, Energy level quizzes and EM assigment Briefly went over EM assignment

Reviewed energy levels, sublevels, orbitals and electrons before check today. Check on these vocab (16 points)

Covered the three rules on the page 5 regarding electron configurations and learned how to either use the periodic table or the diagonal rule to fill the electrons following the rules. We discussed valance electrons (outermost electrons in OUTSIDE the noble gas core) and why elements form ions. We talked about paired and unpaired electrons.

Pauli: electrons travel in opposite directions (clockwise and counterclockwise to maintain distance from each other) represented by up and down arrows.

Hund: Space electrons out in subleves before pairing up. ALL ORBITALS IN THE SAME SUBLEVEL ARE DEGENERATE (same energy).

HW Page 4,5,6, 17 (#5 only) Check next class (in the last 15 minutes on writing electron configurations). = = =Thursday, May 31: Mrs. G Out for Training= GHP

In your packet complete Page 23 Page 24 #25 and 26, and page 25 # 1-19. Study EM spectrum. Light quiz Wedneday on page 7 and 8. We will review these notes on Monday. Read the chapter if you need more help!! This will be your LAST CHEMISTRY QUIZ!! Complete page 22 #1-5 in the Properties of light section, page 26 #29-33, and page 27 #1-3 These questions will be most like your last quiz next wednesday!! You do not have to memorize the speed of light constant or plank's constant for the quiz. You need to know these on the final!!

= = =Wednesday, May 30: Mrs. G Out= CP Bohr vs Ladder, Bohr Vs Schrodiner, and n=1 to n=5 level, sublevel, orbital drawing QUIZ (25 minute limit)

To be turned in by the end of class: Info on page 7, HANDwrite the electromagnetic spectrum 10x from lowest frequency (least dangerous) to highest frequency (most dangerous) You will eventually have to have this memorized to answer questions about frequency and wavelength on your test and final!! You will have to add Cosmic because it is not listed on page 7!

What you turn in should look like this:

least dangerous <> most dangerous 1. Radio - Radar - Microwaves - Infrared - Visible (ROYGBIV) - UV - Xray - Gamma - Cosmic 2. Radio - Radar - Microwaves - Infrared - Visible (ROYGBIV) - UV - Xray - Gamma - Cosmic 3. Radio - Radar - Microwaves - Infrared - Visible (ROYGBIV) - UV - Xray - Gamma - Cosmic 4. Radio - Radar - Microwaves - Infrared - Visible (ROYGBIV) - UV - Xray - Gamma - Cosmic 5. Radio - Radar - Microwaves - Infrared - Visible (ROYGBIV) - UV - Xray - Gamma - Cosmic 6. Radio - Radar - Microwaves - Infrared - Visible (ROYGBIV) - UV - Xray - Gamma - Cosmic 7. Radio - Radar - Microwaves - Infrared - Visible (ROYGBIV) - UV - Xray - Gamma - Cosmic 8. Radio - Radar - Microwaves - Infrared - Visible (ROYGBIV) - UV - Xray - Gamma - Cosmic 9. Radio - Radar - Microwaves - Infrared - Visible (ROYGBIV) - UV - Xray - Gamma - Cosmic 10. Radio - Radar - Microwaves - Infrared - Visible (ROYGBIV) - UV - Xray - Gamma - Cosmic

complete page 15: section 5.1, page 17 (skip #5), page 4 to practice for the check next class.

Read the 3 rules that govern electron configurations on page 5. = = =Tuesday, May 29: Abby Ha, Dan R= GHP Return Bohr/schrodinger checks Go over HW with electron configuration questions and practice writing noble gas notation for these elements. page 17 Check on levels, sublevels, orbitals, and electrons.

We covered the other two rules on the bottom of page 5. Here are some questions that can result if following all three rules that govern electron configurations.

Know the normal and abnormal electron configurations for copper and chromium. You will have to get these from a class member. One electron switches from the 4s sublevel to give either a full or half full 3d sublevel.

Electron configuration check will be pushed back to Monday June 4. Electromagnetic spectrum quiz will be Wed June 6 and the FINAL TEST will be on friday June 8!!!

= = =Friday, May 25: Zhade P, Mycah C, Jada S, Sergio R, Aaliyah S, Nate W, Sasha S, Naiya W, James M, Aaliyah S, Aubree W, Derrick H= CP Return Trends Quests Start chapter 5 Today we covered pages 1-3. Homework: answer the questions #1-7 on pages 4 and 5 in packet

QUIZ next class on Rutherford, Bohr, and Schrodinger's models of the atom. Know similarities and differences. NOT DROPPABLE!!!! Actual Questions: 1. Compare and contrast the major similarities and differences between bohr's model and climbing a ladder. Include 2 similarities and one major difference. Answer: Both need more energy the higher or farther from start, Nothing can exist between levels or rungs. Bohr's orbits are not equally spaced like ladder steps. As you go out, the orbits are closer together 2. How is Schrodinger's model most alike and most different compared to Bohr? Both models restrict electron energies to EXACT values. Differences: Bohr's model has circular orbit paths for an electron, while Schrodinger's model deals with probability of finding an electron INSIDE and orbital (which is a shape, not a path itself).

3.Draw and label the sublevels for n=1 to n=5 Here is an example of the sublevels that exist in each principal energy level. The shapes are the actual orbitals in each lettered sublevel.

On Friday June 1, You will have a check in which you will use the quiz drawing from n=1 to n=5 to answer questions about levels, sublevels, orbitals, and electrons in those things. You can have a maximum of 2 electrons per orbital. (An orbital is ONE shape. An s sublevel has 1 orbital, a p sublevel has 3 orbitals, a d sublevel has5 orbitals, and an f sublevel has 7 orbitals). Sub levels are located on principal energy levels. Principal energy levels are horizontal ROWS on the periodic table. The D block starts at n=3, so the first row of the d block is the 3rd level... even tough it comes AFTER the 4s sublevel on the periodic table. The F sublevel starts at n=4, so the inner transition metal row 1 at the bottom is 4f. Row 2 is 5f!!

= = =Thursday, May 24: Lydia L,Mari A, Riley W, Tristin N, annie o, Jason C= GHP Took quiz on Bohr and schrodinger models of the atom and the levels, sublevels, and orbital drawings.

Took a practice check for next class. Check out the blank practice followed by the answers:

We then discussed energy levels, sublevels, orbitals, and electron configuration using the periodic table. We went over the Aufbau principal located on page 5, and used the diagonal rule to write electron configurations for Mg and Lu. IT IS MUCH EASIER TO USE THE PERIODIC TABLE instead of the diagonal rule to write electron configurations. Because only the outermost electrons participate in bonding and forming ions, we wrote a shorter notation for Lu and Uuo. This notation is called noble gas configuration. The shield electrons or noble gas core are not used in bonding, so you can start there and only show what comes after.

For homework, complete page 15: section 5.1 and 5.2, page 17, page 4, and page 6 #8. For initial practice write out full electron configurations!! We will write the shorter notations next class. Possibly by the END of next class, there may be a check writing the electron configuration for one or two elements. = = =Wednesday, May 23: Zhade P., Melena V, Sydni E= CP Collect Colored periodic tables if these were not already handed in! Take Trends Quest (40 points) 40 multiple choice questions Hand out LAST AND FINAL PACKET Chapter 5 Electron configurations and the electromagnetic spectrum!!!!

= = =Tuesday, May 22: Ava P, Abby Ha, Lydia L= GHP Return Trends Quest. Pass out chapter 5 Electrons and Light Chapter packet. This is the last chapter!! This has the answers too!!

Today we covered pages 1-3. Homework: answer the questions #1-7 on pages 4 and 5 in packet

QUIZ next class on Rutherford, Bohr, and Schrodinger's models of the atom. Know similarities and differences. NOT DROPPABLE!!!! Actual Questions: 1. Compare and contrast the major similarities and differences between bohr's model and climbing a ladder. Include 2 similarities and one major difference. Answer: Both need more energy the higher or farther from start, Nothing can exist between levels or rungs. Bohr's orbits are not equally spaced like ladder steps. As you go out, the orbits are closer together 2. How is Schrodinger's model most alike and most different compared to Bohr? Both models restrict electron energies to EXACT values. Differences: Bohr's model has circular orbit paths for an electron, while Schrodinger's model deals with probability of finding an electron INSIDE and orbital (which is a shape, not a path itself).

3.Draw and label the sublevels for n=1 to n=5 Here is an example of the sublevels that exist in each principal energy level. The shapes are the actual orbitals in each lettered sublevel.

On Tuesday may 29, you will have a check asking specific questions about levels, sublevels, and orbitals and the amount of electrons that can be found in each. This will be a droppable check. Remember: 2 electrons can fit in every orbital. Different sublevels contain different number of orbitals. Different energy levels have different sublevels.

= = =Monday, May 21: Carter C, Lauren N, Ruth B, Naiya W, Aubree W= CP Return check from last class. Trends coloring activity. Here are the directions, two pages to color, and a small UNFINISHED example of what it should end up looking like... You will use different colors of your choosing. You CANNOT choose WHITE as a color in your key!!!!!! You can use stripes or polka dots.

This will be an in-class collected activity. If you are not here on Monday... it is due the next time you come back to class!! here are the sheets: Here are some additional board helpers to assist in coloring because not all periodic table are exactly the same. SOME PERIODIC TABLES HAVE La and Ac starting the series on the bottom.... .some periodic tables do not have them starting the series on the bottom (inner transition metals) instead of inside the transition metals in the upper middle section. = = =Thursday, May 17: Naiya, Melena,= CP Reviewed trends check from last class. Went over pages 9 and 10 multiple choice. Took trends check on all six trends and periodic table info.

Next class we will complete a trends coloring activity. Here are the directions, two pages to color, and a small UNFINISHED example of what it should end up looking like... You will use different colors of your choosing.

This will be an in-class collected activity. If you are not here on Monday... it is due the next time you come back to class!! Want to start it over the weekend? No problem... here are the sheets: = = =Tuesday, May 15: Mub M, Dan H, Ruth B= CP Review the first 3 trends. Finish the chapter. Complete 7 question Practice Quiz #1 (check answers): You will see questions like this on your QUEST May 18 This is the blank and the KEY:

Check next class on the chapter. The check will cover all SIX trends!! It will be about 20 points and will be half the size of the chapter quest on May 23. To practice for the check next class, complete page 9 in the packet skipping On May 21st we will do a trends coloring lab and some extra review for the chapter. Chapter assessment will be 40 points (40 multiple choice questions).

=Monday, May 14:= =Wednesday, May 16:= =Friday, May 18:= Check the while you were absent folder if you are out. Make sure you take both practice quizzes! It is your best way to study!! GHP Here is the scanned chapter from the book if you want to complete your outline early: Finished early any day?? Here is some additional packet work you can complete: (In packet) additional pages 3,4 (skip 1, 3-6, 9-11, 13, 14) ,5 (skip 1-2, 4-5, 9-10, 12, 14),11,and 12 skipping electron configuration questions I may have left out in the skip numbers!! Here is the blank and key to all packet pages: ALL THE PACKET PAGES ANSWERS ARE ON THIS PDF!! The power point with additional notes can be found under Thursday, May 10 date!!

Monday, May 14 For extra credit, you may HANDWRITE… not type…. an outline for the chapter (3 pages minimum). > This is the blank and the KEY:
 * Read chapter 6 (pages 155 to 178). Do not remove books from the classroom!!
 * Turn in outline to sub
 * Study the power point
 * Complete 7 question Quiz #1 (check answers): You will see questions like this on your QUEST May 18

Wednesday, May 16: > This is the blank and the KEY:
 * Study your power point
 * Complete pages 6, 7 (section 6.3 only), 8, 9 (no #18), 10 (no #34)
 * Complete “CP Trend Review Quiz”, check answers. You will see quewstions like this on your QUEST May 18
 * Review quizzes and packet questions with remaining time

Friday, May 18:
 * 15 minutes to SILENTLY review notes and practice quizzes
 * HAND IN YOUR PACKETS AND PRACTICE QUIZZES TO SUB
 * There should be nothing under your desk!!!
 * Take 40 question multiple choice QUEST (40points) using the periodic table

QUEST on Friday May 18 will be 40 multiple choice questions!! (40 points) Example QUEST (quiz/test) questions for Friday

_Atomic Radius trend increases/decreases from right to left. Atomic Radius trend increases/decreases from top to bottom. K, Ca, Sc, Ti is the most metallic K, Ca, Sc, Ti is the most electronegative. K, Ca, Sc, Ti is the biggest. Which is a metalloid? What are the group names? Who is the father of the periodic table? How does the periodic table increase? Where is the biggest jump in ionization energy for potassium? = = =Friday, May 11: Elgadro R, Anabele S, Naiya W= CP Hand out new chapter packet if you didn't get it already Return and go over chapter 13 and 14 test. Go over diver lab Start trends lecture: See the notes of what we added to page 1 and to the power point on the back. We covered three of six trends today. Metallic character, Z effective, and Atomic radius (or atomic size).... NOT WEIGHT... mass increases as you go from left to right... but the atom actually shrinks in size due to a higher zeffective pulling the electrons closer to the nuclues!!

= = =Thursday, May 10: Cat F, Cora H, Jacqueline W (no 6th)= GHP Return and go over chapter 13 and 14 test and Diver Lab Sheet Start and finish Trends lecture. Trends power point with additional hand written notes: Covered the 20 slides on the power-point attached to the back of the packet.

Mrs. G will be out Monday, Wednesday, and Friday of next week. Monday and Wednesday we will read the chapter, work in the packet, and complete the chapter. The assessment for this chapter will be a 40 point quiz and it will take place on Friday May 18. = = =Wednesday, May 9: Annabelle S, Alyssa G, Sergio R, Mub M, Elgadro R, Jada S, Aubree W, AndrewL= CP Diver labs collected today! (15 points) Ch 13/14 test 105 points (3 essays) Hand out/next chapter packet: PERIODIC TABLE AND TRENDS = = =Tuesday, May 8: Robby R, Lydia L, Cat F, Julia N (left early), Kylie H, Ava P= GHP Diver labs collected today! (15 points) Chapter 13 and 14 test (110 points) (4 essays) Hand out/next chapter packet: PERIODIC TABLE AND TRENDS = = =Monday, May 7: Jarrett M, Autumn R, Avery P, Aubree W, Hailey S, Sydni E= CP Return Quiz and go over math problems from quiz if needed. You will have another FIVE questions like this on your test! Go over pages 1-7 in the packet for review. Please see test format under May 1 date below. Prepare essay questions responses and study them!!

Test next class 100 points!! = = =Friday, May the 4th be with you!!= GHP Mrs. G is out. Time to review for your test next class. Email me with questions. Study pages 1-7 and notes handout. Test format is listed under April 30 date below. Please have essay answers prepared for the questions listed. = = =Thursday, May 3: Fady W, Derrick H, Sydni E,= CP Gas law quiz (45 points) 5 problems like check from last class but bigger! Each law will be used ONE time!

Cartesian Diver lab: Use these questions and lab data to help prepare for you test!! Bring this to test on Wednesday- it may be collected!!

Review Monday, Test Wednesday... See Tuesday May 1 for test format info. If you are absent TODAY, MONDAY, or both- you are taking the test!! NO NEW MATERIAL WAS COVERED SINCE Tuesday!! Next class we will work on pages 1-7 in packet for review. = = =Wednesday, May 2: Jeff R, Avery G, Katelyn W, Jacqueline W, Kylie H, Koby S, Dan R, Savannah M= GHP Return Gas Check Gas law quiz Cartesian Diver lab: Use these questions and lab data to help prepare for you test!! Bring this on Tuesday- it may be collected!! Review Friday, Test Tuesday... See Monday april 30 for test format info. If you are absent TODAY, FRIDAY, or both- you are taking the test!! NO NEW MATERIAL WAS COVERED SINCE MONDAY!! Next class we will work on pages 1-7 in packet for review. = = =Tuesday, May 1: Cavan G, Mub M, Andrew M, Kayden D, Naiya W, Melena V, Loren F= CP Review of 1 homework problem! Check on gas laws- check is gone over right away Next class there will be a lab and a gas law quiz. The quiz will have 5 problems using each of the gas laws one time!! DO NOT WEAR OPEN TOED SHOES!! Test is on WEDNESDAY MAY 9!! We are finished with the chapter.... the two classes from now to the test will be lab and review days! SEE TEST FORMAT BELOW!!

Today we covered slides 19-23 on the notes handout. Please use this handout to help study for your test. There are a few things on the notes that may not have been discussed in all classes. Please review these notes. Look at state changes and know what they mean: vaporization (boiling and evaporating), condensation, melting, freezing, sublimation and deposition (solid directly to gas).

More review will take place Monday, May 7.

Here are some cool videos that show some neat gas properties and model some of the gas laws we have discussed. Similar to the soda can crush: https://www.youtube.com/watch?v=Zz95_VvTxZM (as temperature decreases, so does volume!!) Characteristics of gases: (density, flammability, extreme temperature changes to make a cloud) https://www.youtube.com/watch?v=iQWtZd8jM3g Using sound to put out a fire and exploding ping pong balls: [|**https://www.youtube.com/watch?v=CMplxEE4xdo**]

**2 on Green house gases:** https://www.youtube.com/watch?v=sTvqIijqvTg []

HW: complete pages 1-7 for review. We will go over these on May 8. To practice for the gas law quiz complete problems 25, 29, 30, 34, 40, 41, and 42. Don't forget to check your answers with the key that is located above in the chapter 13/14 section

Test on May 8: 100 points Format: 13 matching: crystal lattice, allotrope, amorphous solid, Chemistry (your favorite class), kinetic theory (all particles are in constant motion), kinetic energy, atmospheric pressure, vapor pressure (pressure above a liquid), barometer, Boyle's Law, Charles Law, Gay-Lussac's Law (we shortened it to Gay's law), Ideal Gas Law 23 Multiple choice: what happens when you change a variable in the gas laws? Describe gas particles. Know what elastic collisions are. STP questions. R values. Temperature and Energy relationship. What happens to the temperature of a liquid as it evaporates? It goes down! Energy is leaving the system- it takes heat with it! This also explains why sweating is a cooling process!! What happens to the temperature of a liquid as it boils? nothing... the entire liquid is at the same temperature as heat is being added. As particles leave, heat is being constantly added to the system!! What is normal boiling point? Does water boil at the same temperature everywhere on earth? (high vs low altitudes) No!! On a mountain there is less pressure pushing down on the surface of a liquid. It takes less energy to escape and become a gas. On a mountain with less pressure, boiling point would be lower than normal! In a valley with high pressure, boiling point would be higher than normal. Solids with more structure and stronger bonds (ionic solids) would have higher melting points than molecular solids. (sale will not melt, sugar makes carmel) Solid properties Liquid properties Collisions cause pressure Short answers/Math section : 5 gas law problems. Each law will be used once!! Possible Essays: If you are driving to the top or bottom of a mountain your ears may pop. Why does this happen? Compare pressure at the top and bottom of the mountain and explain why there is a pressure difference. What is an allotrope? Provide an example What is an amorphous solid? Provide 2 examples. What is a crystalline solid? Provide an example. Why do we sweat? Explain the process that occurs. When do real gases behave most ideally? When do real gases behave least like an ideal gas? Why is hitting an airbag less dangerous than hitting a steering wheel? (Use state characteristics to help explain your answer) Derive the R constant using the ideal gas law. Compare and contrast solid, liquid, and gas properties discussing particle arrangement, motion, and energy.

= = =Monday, April 30: Lydia L, Jacob S, Grace S, Katelyn W, Avery G, Abby H, Ahmed M, Zea K, Cora H, Cat F, Jacquline W, Mari A, Nandini K, Katie F, Savanah M, Dan R, Koby S, Annie O, Ava P, Alex V, Kyle H= GHP Check on gas laws Next class there will be a lab and a gas law quiz. The quiz will have 5 problems using each of the gas laws one time!! DO NOT WEAR OPEN TOED SHOES!!

Today we covered slides 19-23 on the notes handout. Please use this handout to help study for your test. There are a few things on the notes that may not have been discussed in all classes. Please review these notes. Look at state changes and know what they mean: vaporization (boiling and evaporating), condensation, melting, freezing, sublimation and deposition (solid directly to gas).

More review will take place Friday, May 4. Test will be on Tuesday May 8.

Here are some cool videos that show some neat gas properties and model some of the gas laws we have discussed. Similar to the soda can crush: https://www.youtube.com/watch?v=Zz95_VvTxZM (as temperature decreases, so does volume!!) Characteristics of gases: (density, flammability, extreme temperature changes to make a cloud) https://www.youtube.com/watch?v=iQWtZd8jM3g Using sound to put out a fire and exploding ping pong balls: [|**https://www.youtube.com/watch?v=CMplxEE4xdo**] **2 on Green house gases:**

https://www.youtube.com/watch?v=sTvqIijqvTg []

HW: complete pages 1-7 for review. We will go over these on May 8. To practice for the gas law quiz complete problems 25, 29, 30, 34, 40, 41, and 42. Don't forget to check your answers with the key that is located above in the chapter 13/14 section

Test on May 8: 100 points Format: 13 matching: crystal lattice, allotrope, amorphous solid, Chemistry (your favorite class), kinetic theory (all particles are in constant motion), kinetic energy, atmospheric pressure, vapor pressure (pressure above a liquid), barometer, Boyle's Law, Charles Law, Gay-Lussac's Law (we shortened it to Gay's law), Ideal Gas Law 23 Multiple choice: what happens when you change a variable in the gas laws? Describe gas particles. Know what elastic collisions are. STP questions. R values. Temperature and Energy relationship. What happens to the temperature of a liquid as it evaporates? It goes down! Energy is leaving the system- it takes heat with it! This also explains why sweating is a cooling process!! What happens to the temperature of a liquid as it boils? nothing... the entire liquid is at the same temperature as heat is being added. As particles leave, heat is being constantly added to the system!! What is normal boiling point? Does water boil at the same temperature everywhere on earth? (high vs low altitudes) No!! On a mountain there is less pressure pushing down on the surface of a liquid. It takes less energy to escape and become a gas. On a mountain with less pressure, boiling point would be lower than normal! In a valley with high pressure, boiling point would be higher than normal. Solids with more structure and stronger bonds (ionic solids) would have higher melting points than molecular solids. (sale will not melt, sugar makes carmel) Solid properties Liquid properties Collisions cause pressure Short answers/Math section : 5 gas law problems. Each law will be used once!! Possible Essays: If you are driving to the top or bottom of a mountain your ears may pop. Why does this happen? Compare pressure at the top and bottom of the mountain and explain why there is a pressure difference. What is an allotrope? Provide an example What is an amorphous solid? Provide 2 examples. What is a crystalline solid? Provide an example. Why do we sweat? Explain the process that occurs. When do real gases behave most ideally? When do real gases behave least like an ideal gas? Why is hitting an airbag less dangerous than hitting a steering wheel? (Use state characteristics to help explain your answer) Derive the R constant using the ideal gas law. Compare and contrast solid, liquid, and gas properties discussing particle arrangement, motion, and energy. = = =Friday, April 27: Jarrett M, Jeet P, Carter C, Kira K, Zhade P, Anabelle S, Mycah C, Cat M, Autumn R= CP GHP Gas Characteristics, atmospheric pressure, and gas law example Board Notes:

"Waterfall?" atmospheric pressure demonstration: If you take a small plastic cup and you fill it with water, put an index card on top, and flip it over, the water will not fall out. Atmospheric pressure under the surface of the index card holds it in place (also assisted by the attraction between water molecules in the cup).

Why do your ears pop? Why would a chip bag expand on an airplane? Think about changes in pressure and where pressure is greater in these situations.

Start some gas law practice: Please pay attention to format. You will be required to label all givens from the problem. You will have to write the original law you use. You have to rearrange the LAW with NOOOOOOOOO numbers from the problem to show the variable you are solving for. You can THEN plug in the numbers and units from the problem. There should be no algebra rearranging with actual values after you manipulate the law.

HW: pages 4 and 5 #24, 28, 31, 35 PRACTICE USING CORRECT FORMAT. Write down givens, original law, manipulated law, and work to EXACTLY match the manipulated law equation. Remember: you cannot use Celcius. To get Kelvin temperatures... add 273 to celcius value.

CHECK next class on one or two of the laws (no ideal) Quiz two classes away on ALL gas laws.

Potential test date? May 7 or May 9 = = =Thursday, April 26: Alex W, Ian W, (Kyle H, Olivia H, Ava P-early dismissal)= GHP Gas Characteristics, atmospheric pressure, and gas law example Board Notes:

"Waterfall?" atmospheric pressure activity

Please pay attention to math problem format. You will be required to label all givens from the problem. You will have to write the original law you use. You have to rearrange the LAW with NOOOOOOOOO numbers from the problem to show the variable you are solving for. You can THEN plug in the numbers and units from the problem. There should be no algebra rearranging with actual values after you manipulate the law.

HW: pages 4 and 5 #24, 28, 31, 35 PRACTICE USING CORRECT FORMAT. Write down givens, original law, manipulated law, and work to EXACTLY match the manipulated law equation. Extra HW: #25, 29, 30, 32, and 34 on these same pages Remember: you cannot use Celcius. To get Kelvin temperatures... add 273 to celcius value.

CHECK next class on one or two of the laws (no ideal) Quiz two classes away on ALL gas laws. (May 3)

Potential test date? May 4 or May 8

=Wednesday, April 25: Aubree W, Alyssa G, Mycah C,= CP Return Checks from last class. Take quiz on STP and gas laws

Finish up solids. If you have time look at some of these properties of solids explained. [|https://video.search.yahoo.com/yhs/search?fr=yhs-rotz-001&hsimp=yhs-001&hspart=rotz&p=properties+of+solids+video#id=7&vid=18d942e4ecfe6ac906d45f21efc561c1&action=click]

Collect page 12 for a lab grade!!!! If you are absent you will have to do this at home. See me if you need colored pencils to borrow.

Worked on the crystalline and amorphous activity page 12. This was completed in class today. You only have to cut the grid in HALF not into 4 parts.

Use two different pieces. Top half: create a repeating pattern using the piece. Bottom half: using a different piece... place it all over the bottom using different orientations of the piece. Connect all pieces in some way... minimally by a corner! Here are the board notes for directions:




 * [|Details]
 * [[file:gougou4chemistry/activity directions.pdf|Download]]

Collect page 12 for a lab grade!!!! If you are absent you will have to do this at home. See me if you need colored pencils to borrow.

Start Liquids page 15: Board Notes on Liquid Characteristics: Definite volume, indefinite shape (but will form to container's shape), medium in energy viscosity: maple syrup is viscous (SLOW) water is non-viscous (FAST) Watch Surface tension videos and answer questions that are on page 15.

https://www.youtube.com/watch?v=2fJkTkFtabs&t=4s

Other surface tension videos [] https://www.youtube.com/watch?v=A8n678m6ZqI

Jesus Lizard surface tension: https://www.youtube.com/watch?v=JF-UMgdkph4

HW REVIEW CONSTANTS AND LAWS... THE QUIZZES WERE NOT AS GOOD AS THEY SHOULD HAVE BEEN!

= = =Tuesday, April 24: Nandini K, Jaqueline (finishing test- coloring activity for hw), Mackenzie= GHP STP, R Values, and GAS LAWS QUIZ

Finish Solids: check out some properties of solids: elasticity, plasticity, malleability, ductility [|https://video.search.yahoo.com/yhs/search?fr=yhs-rotz-001&hsimp=yhs-001&hspart=rotz&p=properties+of+solids+video#id=7&vid=18d942e4ecfe6ac906d45f21efc561c1&action=click]

Worked on the crystalline and amorphous activity page 12. This was completed in class today. You only have to cut the grid in HALF not into 4 parts. Use two different pieces. Top half: create a repeating pattern using the piece. Bottom half: using a different piece... place it all over the bottom using different orientations of the piece. Connect all pieces in some way... minimally by a corner!

Here are the board notes for directions: Collect page 12 for a lab grade!!!! If you are absent you will have to do this at home. See me if you need colored pencils to borrow.
 * [|Details]
 * [[file:gougou4chemistry/activity directions.pdf|Download]]

Start Liquids page 15: Board Notes on Liquid Characteristics: Definite volume, indefinite shape (but will form to container's shape), medium in energy viscosity: maple syrup is viscous (SLOW) water is non-viscous (FAST) Watch Surface tension videos and answer questions that are on page 15.

https://www.youtube.com/watch?v=2fJkTkFtabs&t=4s

Other surface tension videos [] https://www.youtube.com/watch?v=A8n678m6ZqI

Jesus Lizard surface tension: https://www.youtube.com/watch?v=JF-UMgdkph4

HW REVIEW CONSTANTS AND LAWS... THE QUIZZES WERE NOT AS GOOD AS THEY SHOULD HAVE BEEN!

=Monday, April 23:= CP Check on STP constants and R values (21 points) This will also be on the quiz next class along with the 5 gas law equations!!! Solid properties Page 10 Crystalline vs Amorphous Lab activity page 11

See board notes: Don't forget to study for quiz next class!!! These notes are for CP too!

= = =Friday, April 20: Joe B, Nate C, Annie O,= GHP Solid properties Page 10 Crystalline vs Amorphous Lab activity page 11

See board notes: Don't forget to study for quiz next class!!!

= = =Thursday, April 19: Avery P, Naiya W, Aaliyah S, Kayden D, Hailey S= CP Returned tests. Start gases chapters 13 and 14. New packets passed out!

STP Conditions and R Values: Check on MOnday 4/23 STP Conditions, R Values, and FIVE gas law: QUUUUIIIZ on 4/25

See board notes for info on check and quiz:

Example of blank versions: This is what the check and quiz will look like!!

We also worked on some Boyle's Law Problems on page 16. HW is page 4 # 24 and 25 = = =Wednesday, April 18: Lydia L, Jacquline W, Riley W, Nate C, Angelina N= GHP Return tests. Start gases chapters 13 and 14 SOLIDS, LIQUIDS, and GASES Chapter 13 and 14 packet passed out!

Chapter 13 is solid, liquid, and gas properties. Most of these you know already. Chapter 14 consists of GAS stuff and laws Gas Laws, STP conditions, and the R Constant will be in a quiz on April 24. Standard Temp is 273K Standard Pressure is 101.3kpa, 1 atm, or 760mmHg or Torr

Here are the board notes and things to memorize!! = = =Tuesday, April 17: Anthony D, Dan H,= CP Chapter 12 TEST. This will be the first grade of the fourth marking period. = = =Monday, April 16: Erica L, Abby H, Avery G, Brena N, Jacqueline W, Riley W, Nate C, Dylan B, Mackenzie D= GHP Chapter 12 test. This will be the first grade for the 4th marking period! = = =Friday, April 13: Jarrett M,= CP Return quiz from last class.

Review for test next class

Packet pages: 14, 15, 17, 18 are best review for test.

Test format: 6 matching: actual yield, theoretical yield, percent yield, excess reagent, limiting reagent, mass (can neither be created nor destroyed), 5 multiple choice Problems: 3 mole map 6 LR ER TY %Y mixed = = =Thursday, April 12: Lydia L, Riley W, Ava P, Koby S, Kylie H= GHP Return quiz from last class.

Review for test next class

Packet pages: 14, 15, 17, 18 are best review for test.

Test format: 6 matching: actual yield, theoretical yield, percent yield, excess reagent, limiting reagent, mass (can neither be created nor destroyed), 5 multiple choice Problems: 3 mole map 6 LR ER TY %Y mixed = = =Wednesday, April 11: period 3-4 and 6-7 all present, pd 8:9= Carter (Your mass of chalk and filter paper was 1.68g) CP One period: chapter quiz on mole map, limiting reagent, excess reagent, and percent yield Second period: complete questions and calculations for lab

To be turned in before the end of class! One paper will be graded randomly from each group. All members of each group must complete and turn in data and question sheet staples together Calculations 1-3 and questions 4 are mandatory. Other questions are bonus!!

In questions #4, they are asking you to decide if the LR would switch from your original numbers. If you double sodium carbonate to approximately 1.00g (use double of your measured quantity), and calcium nitrate remains the same.... does that change the amount of product you can make. If the result of theoretical product is bigger than your original t.y. result calculation from number 2 for calcium nitrate, you have a new limiting reagent!!

If you are absent, you will not receive a group grade. Lab will be due for you the next time you return to class!!!

Here is what was on the board today along with suggested homework to complete before next class:

Next class review Tuesday, April 17 will be the Chapter 12 test!!!!! Test format: 6 matching: actual yield, theoretical yield, percent yield, excess reagent, limiting reagent, mass (can neither be created nor destroyed), 5 multiple choice Problems: 3 mole map 6 LR ER TY %Y mixed

If you were absent and could not complete the lab, you'll just have to wait until Friday to do a make-up with me!

= = =Tuesday, April 10: Ahmed M, Shefalee R, Annie O= GHP Return %Y checks from last class Quiz on mole map, limiting reagent, excess reagent, and percent yield (50 points)

Return group chalk labs. Complete pages in packet to review for test on Monday, April 16.

Review next class: Test format: 6 matching: actual yield, theoretical yield, percent yield, excess reagent, limiting reagent, mass (can neither be created nor destroyed), 5 multiple choice Problems: 3 mole map 6 LR ER TY %Y mixed = = =Monday, April 9: Carter C, Naiya W, Phoebe B, Hailey S, Avery S= CP Making Chalk Lab: Limiting Reagent Lab Experiment One period: complete lab and collect data Not due for homework. We will finish these IN CLASS next time after the big quiz.

Here are the board notes and answer to the HW questions from last class:

Page 18 is good review for you quiz next class.

If you were absent you will have to do the makeup lab or I will give you an alternate assignment.

= = =Friday, April 6: Alex W, Deep P, Erica L, ( Abby C, Koby S, Julia F, Olivia left early)= GHP Making Chalk Lab: Limiting Reagent Lab Experiment One period: complete lab and collect data Second period: complete questions and calculations.

To be turned in before the end of class! One paper will be graded randomly from each group. All members must complete and turn in data and question sheet. Calculations 1-3 and questions 4. Other questions are bonus!! = = =Thursday, April 5: Cavan G, Josiah F, Avery P, Kayden D, Avery S, Andrew L= CP Return checks from last class Review problems on page 11 and do problems #4 and 6 on page 18. Short check on limiting reagent and % yield.

HW assignment is to complete the multipart problem that was written on the board. STUDY YOUR VOCABULARY, without knowing the vocabulary you can't start math in the word problems.

BIG REVIEW QUIZ will be on Wednesday of next week. This will be the last grade of the marking period. We may complete a lab on Monday, April 9. Wear appropriate footwear! = = =Wednesday, April 4: Lydia L, Justin Q, Ted R= GHP Return Checks from last class. Review of page 13 problem 3 with additional review of %Y. New check on LR and %Y.

Monster example problem: see notes for chemical equation and all work!! If you begin with 225g of phosphorus trichloride and 123g of water, what is the maximum amount (in g) of phosphorous acid that can form? What is the limiting reagent? What is the excess reagent? How much excess reagent is left over? If you collected 123g of phosphorous acid in the lab, what is the % yield of the reaction? How much limiting reagent is left?

Board notes, HW, and quiz info:

LAB NEXT CLASS! Do not wear flip flops!!

= = =Tuesday, APRRRRRIIIIIIILLLLLLL 3: Skylar M, Andrew L, Avery S= CP Check on mole map and problems in packet up to page 10!!

Percent Yield Notes:

% Y =( Actual Yield / Theoretical Yield )x100 %Y= (what you have/what you should have gotten) x 100

Actual yield is usually given to you in the problem... or actually measured in the lab Theoretical yield comes from the limiting reagent... USUALLY determined through dimensional analysis.... NOOOOT from collected experimental value

HW is page 10, 11, and 13 in the packet. Check next class on Limiting Reagent and % Yield. QUIZ on mole map, limiting reagent, excess reagent, and % Yield will be on MONDAY!! This is the majority of the chapter!!!!

= = =Monday, April 2: SNOW DAY=

=Thursday, March 29: Annie W, Jacob S, Ashlyn F, Ava S, Katie F, Julia F, Kira,= GHP Hand in for extra credit a hard copy of your lab at the start of class! OR share Email: gougoustamosm@parklandsd.org Google: gougoustamosm@parklandsd.net

Check on mole map and problems in packet up to page 10!!

Percent Yield Notes: % Y =( Actual Yield / Theoretical Yield )x100 %Y= (what you have/what you should have gotten) x 100

Actual yield is usually given to you in the problem... or actually measured in the lab Theoretical yield comes from the limiting reagent... USUALLY determined through dimensional analysis.... NOOOOT from collected experimental value

HW is page 10, 11, and 13 in the packet. Check next class on Limiting Reagent and % Yield.

=Wednesday, March 28: Skylar M, Aaliyah S, Abduhl M, Josiah F= CP final questions regarding the lab conclusions, if you would like a bit of extra time to revise your final copy, you may share or email by 11:59 PM on Thursday!

Email: gougoustamosm@parklandsd.org Google: gougoustamosm@parklandsd.net These will take me a VERY LONG time to grade. Please be patient!!

Here are the rubric categories: 40 points 0-2.5 points Calculations done upon entering class on due date 0-2.5 points Calculations show formulas used and work matching formulas in a clear and easy to follow process 0-2.5points Calculations have correct units, compound/element formulas as part of unit, and significant digits 0-2.5 points Directions followed in lab procedure and written portion of lab 0-5 points Answers are provided for all questions. 0-2.5 points Expanded hydrate definition including background of experiment and predicted theoretical yield, including rationale for changing and actual changes. Outside sources may be used here 0-10 points expanded trial 1,2 expectations and actual reasons for differences in experimental and theoretical % water. Multiple reasons for differences included, outside sources can also be referenced here 0-10 points all errors of the experiment are discussed. Multiple reasons are included. Suggestions to fix these errors are provided. Evolution from original conclusion shows changes and rationale for changes. Outside sources can be referenced 0-2.5 points other ways of drying/heating to remove water in chemicals are discussed and sources are listed. EVOLUTION: would these other ways work with the hydrate from the lab? why or why not? You are not REQUIRED to change your last answer of real world application, but can do so if you choose.

Start of Chapter 12 expanding on the mole road map of chapter 10 NEW PACKETS WERE DISTRIBUTED

Board notes and homework: 25 (ish) point check next class on using an equation to relate all parts of map A to map B = = =Tuesday, March 27: Cora H, Nandini K, Abby C, Angelina N, Kira K, Katie F= GHP Labs should have been shared or emailed to me by the start of class today... However after glancing though them, I don't see what I expect... These can be revised until Thursday. If you are absent they must be shared electronically!! If you are here on Thursday, I will give you one extra point for printing out a physical copy for me to grade!! Email: gougoustamosm@parklandsd.org Google: gougoustamosm@parklandsd.net These will take me a VERY LONG time to grade. Please be patient!!

Here are the rubric categories: 40 points 0-2.5 points Calculations done upon entering class on due date 0-2.5 points Calculations show formulas used and work matching formulas in a clear and easy to follow process 0-2.5points Calculations have correct units, compound/element formulas as part of unit, and significant digits 0-2.5 points Directions followed in lab procedure and written portion of lab 0-5 points Answers are provided for all questions. 0-2.5 points Expanded hydrate definition including background of experiment and predicted theoretical yield, including rationale for changing and actual changes. Outside sources may be used here 0-10 points expanded trial 1,2 expectations and actual reasons for differences in experimental and theoretical % water. Multiple reasons for differences included, outside sources can also be referenced here 0-10 points all errors of the experiment are discussed. Multiple reasons are included. Suggestions to fix these errors are provided. Evolution from original conclusion shows changes and rationale for changes. Outside sources can be referenced 0-2.5 points other ways of drying/heating to remove water in chemicals are discussed and sources are listed. EVOLUTION: would these other ways work with the hydrate from the lab? why or why not? You are not REQUIRED to change your last answer of real world application, but can do so if you choose.

Continue with chapter 12... expanding on the mole road map of chapter 12.

Board notes and homework: 25 (ish) point check next class on using an equation to relate all parts of map A to map B

= = =Monday, March 26: Skylar M, Aliyah S, Rosa E= CP LAB ACTIVITY MUST BE SHARED WITH ME VIA EMAIL OR GOOGLE BY THURSDAY AT 11:59PM There was enough time given in class to have this due on Wednesday. JUST to be sure all people had enough time to contact partners to share, I would extend one extra day to Thursday, so you can ask you FINISHING UP questions in class on Wednesday. Because we do not meet on Thursday, you must share with me OUTSIDE OF CLASS TIME!!! Email: gougoustamosm@parklandsd.org Google: gougoustamosm@parklandsd.net

Normally conclusions in lab reports are 3 paragraphs. Background info, definitions, vocab, and methods are discussed in the first paragraph. Actual number data and comparison to predicted results along with percent errors are discussed in paragraph 2 along with reasons for the differences from experimental to predicted values. In paragraph 3, ways to improve the experiments and connections to other applications are discussed.

You should have completed the calculations before entering class.

Write a conclusion to a lab report answering these questions in paragraph form. Questions do not have to be answered in the order listed below.

DO NOT WRITE A QUESTIONS OUT IN PARAGRAPHS. What is a hydrate? Explain the heating process that took place (materials used) Why do you need to use low and slow heat? What is the theoretical % water in CuSO 4 -5H 2 0? What are your TWO experimental values for % water? Also list the % error for each trial. Did you expect trial 1 or trial 2 to be closer to the theoretical value based on your observations during your procedure? WHY OR WHY NOT? (Discuss the differences in your trials such as crucible size, heat intensity, heat time, ring stand set up, color changes observed at varying times, etc) What are 3 possible errors in this experiment? How can you fix them? (Can be continued from last question) RESEARCH other wayS to remove water from compounds. INCLUDE THE LINK TO YOUR SOURCE (S) List one real world application of the information you learned today about a heating or cooking process (not specifically related to chemicals).

AFTER you have completed your INDIVIDUAL conclusion, compare and contrast your conclusion with another member of the class. DO NOT COMPARE AND CONTRAST ACTUAL NUMBERS, but instead the other content in your conclusion such as hydrate explanation, similarities/differences in expectations, why there are differences from trial to trial (error in experiment explanation), research responses (which is better? why? faster, cheaper easier, etc), did you have the same real world application? if yes, who's explanation of this application is better? Why?

To be turned in next class: 1. data chart and calculations (These can be hand written) Include your partners name for each trial! 2. Individual Conclusion 3. Collaborative Conclusion- this discusses the changes you would have made to your individual conclusion and why you would have made changes include your collaborative partner (s). Limit - 3 collaborative partners You must copy and paste your individual conclusion into a new document or directly under your work to initially show 2 copies of the same thing. To show changes and explanations, use bold font after original sentence showing changes and why you would change.

Example: Original conclusions: A hydrate has water in it. The theoretical value for % water is ### %. The experimental value for trial 1 is ####. The experimental value for trial 2 is ####. Possible explanations for differences between theoretical and trial 1 values are...

After collaboration: A hydrate has water in it. **After viewing Jeff and Sam's paper, I realized this is not a good definition of a hydrate. Sam's definition was formal from a scientific source. Jeff's was more informal, but more informative and descriptive. I would adapt my first sentence to say: A hydrate is a chemical that can hold water without having water as part of it's chemical composition. The water can be easily removed by physical heating without changing the chemical compound formula.** The theoretical value for % water is ### %. **Everyone should have the same theoretical percent water as this info does NOT come from the experiment, but the periodic table.** The experimental value for trial 1 is ####. The experimental value for trial 2 is ####. Possible explanations for differences between theoretical and trial 1 values are... **Sam and I were partners and have similar reasons for our differences. Jeff was not our partner and explained different reasons for having higher rather than lower % water lost. I did not think to discuss crucible size in my response. I would add "Crucible size can influence result, in my trial one, crucible size was smaller, making overheating more of a possibility.**

IF YOU DID NOT COMPLETE ANY TRIALS OR TWO TRIALS YOU MUST DO THE MAKEUP LAB!! HERE IS A WORD DOC:
(Loren F, Ruth B, Avery P, Jarrett M, Lauryn N)

=If you did complete both trials but were not here today... you can either do the make up lab or contact two members of your class to complete the assignment described above. You will have to write your original conclusion and compare and contrast with two class members. You do not get an extension past Monday for either choice. Documents can be shared through email or google docs....= (Aliyah S, Rosa E) email: gougoustamosm@parklandsd.org google: gougoustamosm@parklandsd.net

=Friday, March 23: Cora H, Ava S, Katie F= GHP You should have completed the calculations before entering class.

Write a conclusion to a lab report answering these questions in paragraph form. Questions do not have to be answered in the order listed below. Lab info and general information usually come first, followed by expected and actual results with reasons relating the two. Last you should have conclusions, like what works best and why, and how to make improvements.

DO NOT WRITE A QUESTIONS OUT IN PARAGRAPHS. What is a hydrate? What is the theoretical % water in CuSO 4 -5H 2 0? What are your TWO experimental values for % water? Also list the % error for each trial. Did you expect trial 1 or trial 2 to be closer to the theoretical value based on your observations during your procedure? WHY OR WHY NOT? (Discuss the differences in your trials such as crucible size, heat intensity, heat time, ring stand set up, color changes observed at varying times, etc) What are 3 possible errors in this experiment? How can you fix them? (Can be continued from last question) RESEARCH other wayS to remove water from compounds. INCLUDE THE LINK TO YOUR SOURCE (S) List one real world application of the information you learned today about a heating or cooking process (not specifically related to chemicals).

AFTER you have completed your INDIVIDUAL conclusion, compare and contrast your conclusion with another member of the class. DO NOT COMPARE AND CONTRAST ACTUAL NUMBERS, but instead the other content in your conclusion such as hydrate explanation, similarities/differences in expectations, why there are differences from trial to trial (error in experiment explanation), research responses (which is better? why? faster, cheaper easier, etc), did you have the same real world application? if yes, who's explanation of this application is better? Why?

To be turned in next class: 1. data chart and calculations (These can be hand written) Include your partners name for each trial! 2. Individual Conclusion 3. Collaborative Conclusion- this discusses the changes you would have made to your individual conclusion and why you would have made changes include your collaborative partner (s). Limit - 3 collaborative partners You must copy and paste your individual conclusion into a new document or directly under your work to initially show 2 copies of the same thing. To show changes and explanations, use bold font after original sentence showing changes and why you would change.

Example: Original conclusions: A hydrate has water in it. The theoretical value for % water is ### %. The experimental value for trial 1 is ####. The experimental value for trial 2 is ####. Possible explanations for differences between theoretical and trial 1 values are...

After collaboration: A hydrate has water in it. **After viewing Jeff and Sam's paper, I realized this is not a good definition of a hydrate. Sam's definition was formal from a scientific source. Jeff's was more informal, but more informative and descriptive. I would adapt my first sentence to say: A hydrate is a chemical that can hold water without having water as part of it's chemical composition. The water can be easily removed by physical heating without changing the chemical compound formula.** The theoretical value for % water is ### %. **Everyone should have the same theoretical percent water as this info does NOT come from the experiment, but the periodic table.** The experimental value for trial 1 is ####. The experimental value for trial 2 is ####. Possible explanations for differences between theoretical and trial 1 values are... **Sam and I were partners and have similar reasons for our differences. Jeff was not our partner and explained different reasons for having higher rather than lower % water lost. I did not think to discuss crucible size in my response. I would add "Crucible size can influence result, in my trial one, crucible size was smaller, making overheating more of a possibility.**

IF YOU DID NOT COMPLETE ANY TRIALS OR TWO TRIALS YOU MUST DO THE MAKEUP LAB!! HERE IS A WORD DOC:


= = =Tuesday, March 20: Jarrett M, Lauren N, Skyler M, Loren F, Ruth B= CP Tests and checks were returned today too! Hydrate Lab: Trial 2 with a different partner at a different set-up with a different crucible size or shape. Think about the differences from trial one to trial two. Look around at other groups. Keep in mind: Why can't the heat be too high? What benefits does low heat for longer periods of time have? Think about cooking. As you are waiting during heat and cool process, think about how you may be able to make this process better or more successful.

HW: Complete lab calculations

If this is not complete upon entering class next time, you will lose all points for the calculation portion of the final product.

= = =Monday, March 19: Cora H, Ava S, Logan S, Abriana T= GHP Hydrate Lab: Trial 2 with a different partner at a different set-up with a different crucible size or shape. Think about the differences from trial one to trial two. Look around at other groups. Keep in mind: Why can't the heat be too high? What benefits does low heat for longer periods of time have? Think about cooking. As you are waiting during heat and cool process, think about how you may be able to make this process better or more successful.

HW: Complete lab calculations

Start to write down some of the answers to these questions: We will work on writing individual conclusion to this lab next class on computers. What is a hydrate? What is the theoretical % water in CuSO4-5H20? What are your TWO experimental values for % water. Did you expect trial 1 or trial 2 to be closer to the theoretical value based on your observations during your procedure? WHY OR WHY NOT? (Discuss the differences in your trials such as crucible size, heat intensity, ring stand set up, color changes observed at varying times, etc) What are 3 possible errors in this experiment? How can you fix them? (Can be continued from last question) RESEARCH other wayS to remove water from hydrates. INCLUDE THE LINK TO YOUR SOURCE (S) List one real world application of the information you learned today about a heating or cooking process (not specifically related to chemicals). = = =Friday, March 16: Kira K, Novaley S, Skylar M, Avery P, Loren F, Abdul M, Jakob W, (James M no lab period 9 missing)= CP Review check on writing and balancing equations. This particular check covers only non-metals, so you need knowledge of greek-prefixes!! (15 points)

Hydrate Lab: Before beginning, take a walk around and write down or draw pictures of the equipment. Note differences you see from one set up to another. This can be used in your conclusions as to why you may have obtained good or bad results in comparison to your peers. While you are heating and cooling, also look at other lab groups to see if they are doing anything different. Why can't the heat be too high? What benefits does low heat for longer periods of time have? Think about cooking. As you are waiting during heat and cool process, think about how you may be able to make this process better or more successful.

Perform lab and collect data.

Look at error analysis. What did you get? What should you have gotten? We will do calculations and discuss this next class after completing a second trial. If you know the starting mass of the compound with the water, and the ending mass of the compound without the water... you know the mass of the water. Can you figure out an empirical formula?

Best 3 groups will get some bonus points. Bonus points if nothing breaks during your double period!

=Thursday, March 15: Annie W, Deep P, Ahmed M, Robby R, Lydia L, Jaqueline W, Ava S, Autumn O, Alex V= =PD1-2, PD6-7 PD8-9 bonus day 1= GHP Review check on writing and balancing equations. This particular check covers only non-metals, so you need knowledge of greek-prefixes!!

Hydrate Lab: Before beginning, take a walk around and write down or draw pictures of the equipment. Note differences you see from one set up to another. This can be used in your conclusions as to why you may have obtained good or bad results in comparison to your peers. While you are heating and cooling, also look at other lab groups to see if they are doing anything different. Why can't the heat be too high? What benefits does low heat for longer periods of time have? Think about cooking. As you are waiting during heat and cool process, think about how you may be able to make this process better or more successful.

Perform lab and collect data.

Look at error analysis. What did you get? What should you have gotten? We will do calculations and discuss this next class after completing a second trial. If you know the starting mass of the compound with the water, and the ending mass of the compound without the water... you know the mass of the water. Can you figure out an empirical formula?

Best 3 groups will get some bonus points. Bonus points if nothing breaks during your double period!

HW: Study your ions and make sure you have page 1 in the packet complete! For additional practice you may move on to page 2. = = =Wednesday, March 14: Mrs. G Out, Avery P, Jon E, Skylar M, Novaley S, Jakob W, Derrick H, Naiya W= CP Draw the new mole map located on the board! The only new step is the MOLE to MOLE step in the middle. The bottom with particles looks a little different but is used in the same way and with the same conversion factors from last chapter!!

Copy down the practice quiz and complete it. Review the nomenclature packet and your knowledge of naming molecular compounds with greek-prefixes. Review balancing in the chapter 11 packet. In this chapter we will need to write and balance chemical equations for the MOLE to MOLE step on the map.

Next class you will have a review check on writing and balancing equations.

With remaining time, Watch: Making Things Faster = = =Tuesday, March 13: Annie W, Nate C= GHP Intro chapter check: writing and balancing equations review!!!! Return Test Chapter 10

Start chapter 12: Get new packets Here is board notes and HW/CHECK info:

Check next class: writing and balancing equations to get mole to mole ratios in new mole map!! Study greek prefixes

Lab pushed to next class due to lack of equipment. Equip should be free by Thursday! = = = = =Monday, March 12: Mycah C, Avery P, Novaley S, Cat M, Jakob M= CP Chapter 10 test HW Read through hydrate lab procedure (Last 2 pages in packet) DRESS APPROPRIATELY FOR LAB NEXT CLASS OR SIT OUT AND DO ALTERNATE ACTIVITY!! = = =Friday, March 9: No school for students (TEACHER INSERVICE)= = = =Thursday, March 8: Brena N, Cora H, Abby C, Mackenzie D, Dylan B= GHP Chapter 10 Test Read through Hydrate lab directions... Last 2 pages of packet!!

Lab next class!! NO FLIP FLOPS! = = =Wednesday, March 7: SNOW DAY= = = =Tuesday, March 6: Novaley S, Lauren N= CP Returned quizzes today if there was time!! (PD 8-9 took quiz from friday and check from today) Check on empirical and molecular formula (22 points) Review for test: page 36 Kahoot: Maybe.... it's not mine, but we can play someone else's!! Test next class: Monday March 5 TEST FORMAT: Not sure about point value yet: Test will be worth between 130-160ish points 10 multiple choice: no work needed (2-3 points each) 6-10 Calculation problems: (78-140 points) Know the mole road map and all conversion factors needed to travel between units. Know the general formula for percent and how to manipulate it to solve for both total and part. Be able to calculate the percent composition of a compound given a chemical formula. Be able to determine the emperical and molceular formulas of a compound by using the song and comparison of molar masses. (approx 25-50 points) = = =Monday, March 5: Mrs. G OUT= GHP Chapter 10 Test POSTPONED to Wednesday. Work on pages in the packet for review and check you answers using the wiki!

HW Read through hydrate lab procedure (Last 2 pages in packet) DRESS APPROPRIATELY FOR LAB NEXT CLASS OR SIT OUT AND DO ALTERNATE ACTIVITY!! Dress appropriately for lab on Monday March 12!! NO FLIP FLOPS

On Wednesday March 14: about ONE WEEK AWAY... you will have a CHECK to begin the new chapter. You need to write and balance chemical equations. Review the chapter 11 packet for balancing, and the naming packet to write compound formulas. The intro check will use molecular compounds only (Greek prefix stuff and HONClBrIF) = = =Friday, March 2: Pd 3-4: Alyssa G pd 6-7: pd 8-9= CP Quiz on % problems Review of empirical and molecular formula Check on empirical and molecular formula Tuesday, Test thursday Review also on Tuesday (we'll complete page 36 in class)

We went over one emperical/molecular formula problem and practiced drawing the mole road map 2x. If you make this 3 more times, for a total of 5... On test day, you may turn it in for 3 extra credit points on test!! If you complete it 8 times, you can have 5 points extra credit. CRITERIA: One neat and readable mole map with correct equal statements needed between each step must take up approximately one page of paper. 2 drawing would fill one page, front and back. I do not want to see smushed and illegible numbers, units, or words!!! This is meant to be completed twice today and ONCE every day (5 points) or every other day (3 points) by test day. If you do all 8 in one day and don't revisit this drawing, you may get extra credit, but you won't be learning and retaining as much as if you would have followed the directions!!!

Test format: TEST FORMAT: Not sure about point value yet: Test will be worth between 130-160ish points 10 multiple choice: no work needed (2-3 points each) 6-10 Calculation problems: (78-140 points) Know the mole road map and all conversion factors needed to travel between units. Know the general formula for percent and how to manipulate it to solve for both total and part. Be able to calculate the percent composition of a compound given a chemical formula. Be able to determine the emperical and molceular formulas of a compound by using the song and comparison of molar masses. (approx 25-50 points) = = =Thursday, MARCH 1: pd 1-2: Abby Hi, pd 6-7:= =GHP= review emp and molecular formula with a problem on page 35 or 36

Review for test: page 36 Kahoot: Maybe.... it's not mine, but we can play someone else's!! Test next class: Monday March 5 TEST FORMAT: Not sure about point value yet: Test will be worth between 130-160ish points 10 multiple choice: no work needed (2-3 points each) 6-10 Calculation problems: (78-140 points) Know the mole road map and all conversion factors needed to travel between units. Know the general formula for percent and how to manipulate it to solve for both total and part. Be able to calculate the percent composition of a compound given a chemical formula. Be able to determine the emperical and molceular formulas of a compound by using the song and comparison of molar masses. (approx 25-50 points) = = =Wednesday, February 28: pd 3/4 all present, pd 6/7 Andrew L, Avery P, pd 8/9 Rosa E, Kayden D= CP % Composition review pages 31 and 32

Emperical and Molecular Formula Notes slides up to slides 26-35. Page 34 and 35 for HW check on this tuesday

Quiz next class on percent comp and all types of percent word problems like pages 31 and 32. Emp/Molecular formula check on Tuesday march 6 Test Review on Tuesday March 6, Test March 8 Lab for chapter 10 March 13

Test format: TEST FORMAT: Not sure about point value yet: Test will be worth between 130-160ish points 10 multiple choice: no work needed (2-3 points each) 6-10 Calculation problems: (78-140 points) Know the mole road map and all conversion factors needed to travel between units. Know the general formula for percent and how to manipulate it to solve for both total and part. Be able to calculate the percent composition of a compound given a chemical formula. Be able to determine the emperical and molceular formulas of a compound by using the song and comparison of molar masses. (approx 25-50 points) = = =Tuesday, February 27: Pd 1/2 Alex W, Pd 6/7 Matt M, Cora H and 8/9 Olivia H, Nate M, Mackenzie D, Katie F = GHP Share your projects by the end of the period if you haven't already or turn in you make-up labs if you were absent!!!

Return Labs and quizzes. You have a bit of time to look over these and check the answer keys in the back of the room. Email me if you have questions!!

Copy 2 boards of notes from slides 32-35 in packet. Try your best on the molecular formulas which must be the same or whole number relationships bigger than the empirical formulas. Ionic compounds cannot have molecular formulas- empirical only!!

HW: Pages 34,35, 36. We will work on page 36 as test review in class on Thursday

Ch 10 Test Monday March 5 Test format: TEST FORMAT: Not sure about point value yet: Test will be worth between 130-160ish points 10 multiple choice: no work needed (2-3 points each) 6-10 Calculation problems: (78-140 points) Know the mole road map and all conversion factors needed to travel between units. Know the general formula for percent and how to manipulate it to solve for both total and part. Be able to calculate the percent composition of a compound given a chemical formula. Be able to determine the emperical and molceular formulas of a compound by using the song and comparison of molar masses. (approx 25-50 points) = = =Monday, February 26: Period 3-4 all present, period 6-7:Andrew L ,period 8-9: all present= CP Projects are due. Hopefully you have emailed or shared these with me. gougoustamosm@parklandsd.org

Collect make-up labs from absent students or students that took make-up quizzes.(Andrew L you still owe me an assignment lab or project) Return quizzes and labs.

add L/Mole conversions to the mix. We are not doing any practice with these in class, but try page 27 if you'd like some practice using this conversion factor 22.4L x = 1 mol x. Suggested extra L to Mole practice: Complete page 24, 25, and 27 ODDS only. You can do evens if you need more work!

We covered page 28 and 29 up to slide 25. HW is to complete pages 31, 32, (33 bottom for advanced extra practice) Quiz Friday 3/2 on all types of Percent problems!! We will finish the chapter next class. Emperical/Molecular formula check will be on Tuesday 3/6. Review for chapter also 3/6 Chapter 10 test Thursday 3/8



= = =Friday Feb 23: Bus fire= = = =Thursday, February 22: Brena N, Erica L, Grace S, Abby C, Koby S, Ava S= GHP Review some problems on page 28 Chapter 10 quiz on mole map and %comp emperical formula board work from pages 29 and 30

HW: Page 29 slide 30 Pae 30 slide 31 = = =Wednesday, Feb 21: MRS G OUT Jakob W, Sydni E= CP Work on labs or lab project If you do lab, it is due by the end of class. If you do lab project it is due Friday at the start of class!!

Option 1: Using data gathered from last class.. follow the directions and show all calculations for molar mass and use correct format when converting from grams to moles to particles to atoms.... DUE AT THE END OF CLASS TODAY... If this is not in the hands of the sub, you are doing the project unless you are taking a make up quiz... ONLY MAKE UP STUDENTS CAN CHOOSE TO DO LAB CALCS OR PROJECT

Last page of packet... make-up student data for line A if absent last Thursday: NaCl: 7.22g CaCO3: 9.11g H20: 1.234g

Option 2: Create a presentation (7-10 minutes) on how molar mass and dimensional analysis is needed in one field/area of interest. You must include in your presentation ONE slide minimally showing calculations of molar mass and dimensional analysis used to create a product. This will be played for the class. You can also choose to concentrate on one tangible item, like a phone, magnet, shampoo, etc Want to work in a group? Sure 7 minutes of talking is required per person!! slide requirement is 5 slides per person!!

Rubric Categories: 1. time requirement 7-10 minutes 2. slides (minimum of 5) 3. voice component (you can use voicethread, powerpoint, keynote, prezi, knovio, canva, or other platforms) 4. molar mass and dimensional analysis slide with CORRECT calculations 5. Why knowing the molar mass/chemical/physical properties are important in the manufacturing or production of the product... you may also include importance of the product to the field/area of study... cost effectiveness... what would happen if the calculations or ingredients to a product were adjusted... Basically, how is what we are studying now important to what you chose??

Turn in lab calculations today! HW: try page 27 with Liter conversion factors. Finish your projects if you chose project. Email it to me or turn it in on a flash drive by Friday at the start of class! = = =Tuesday, February 20: pd 1/2: Jeff R, pd 6/7: Abby C, Abby H, pd 8/9: Savannah M, Dan R= GHP Work on lab or lab project Gather data for atoms/particles/moles in a teaspoon. Option 1: Using data gathered from last class.. follow the directions and show all calculations for molar mass and use correct format when converting from grams to moles to particles to atoms....

Option 2: Create a presentation (8-10 minutes) on how molar mass and dimensional analysis is needed in one field/area of interest. You must include in your presentation ONE slide minimally showing calculations of molar mass and dimensional analysis used to create a product. This will be played for the class.

Rubric Categories: 1. time requirement 7-10 minutes 2. slides (minimum of 5) 3. voice component (you can use voicethread, powerpoint, keynote, prezi, knovio, canva, or other platforms) 4. molar mass and dimensional analysis slide with CORRECT calcuations 5. Why knowing the molar mass/chemical/physical properties are important in the manufacturing or production of the product... you may also include importance of the product to the field/area of study

Quiz next class: HW: page 27, 31, 32, 33 to quiz practice for the most recent info added. (page 26 for extra mole map practice)

Take a lot at the board notes for today to see final due dates and directions for upcoming classes: = = =Thursday, February 15: pd 3/4 Andrew M, Carter C, Anthony D (came late to get lab data) Pd 6/7: Dan H, pd 8/9: Austin B, Naiya W, Sasha S= CP Quiz on Mole map

collect lab data and introduce project: Gather data for atoms/particles/moles in a teaspoon.

For Wednesday of next week: DECIDE WHAT OPTION YOU ARE DOING BEFORE YOU ENTER CLASS Option 1: Using data gathered from last class.. follow the directions and show all calculations for molar mass and use correct format when converting from grams to moles to particles to atoms.... DUE AT THE END OF CLASS WEDNESDAY... If this is not in the hands of the sub, you are doing the project!!

Option 2: Create a presentation (7-10 minutes) on how molar mass and dimensional analysis is needed in one field/area of interest. You must include in your presentation ONE slide minimally showing calculations of molar mass and dimensional analysis used to create a product. This will be played for the class. Want to work in a group? Sure 7 minutes of talking is required per person!! slide requirement is 5 slides per person!! Rubric Categories: 1. time requirement 7-10 minutes 2. slides (minimum of 5) 3. voice component (you can use voicethread, powerpoint, keynote, prezi, knovio, canva, or other platforms) 4. molar mass and dimensional analysis slide with CORRECT calculations 5. Why knowing the molar mass/chemical/physical properties are important in the manufacturing or production of the product... you may also include importance of the product to the field/area of study = = =Wednesday, February 14 <3: Katie F (pd 8-9)= GHP Return Checks from last class. Cover problems on page 24 and page 27. Page 27 introduces the 22.4L x = 1 mole x, mole conversion factor!!

add L/Mole conversions to the mix. Suggested: Complete page 24, 25, and 27 ODDS only. You can do evens if you need more work! We covered page 28 up to slide 21.

Homework you should ALL do: page 27 (exploring all the roads in the mole map), Page 22 Practice with % composition of a compound. Next class: Lab or lab project

QUIZ THURSDAY on EVERYTHING we have completed to this date. The quiz will also include % composition problems like the bottom of page 22. Please review these if you are absent next class. The only thing you need to complete any percent problems is the formula %=(part/total)x100

=Tuesday, February 13: Jada S, period 8/9 Austin B, Melena V= CP Return checks from last class. If you didn't do so great on the check.... think about the amount of homework you complete If you aren't doing homework, you can't become familiar with these conversions!!!!

We are going to continue to add new unfamiliar conversion factors... However, the process of Dimensional analysis remains the same.

MOLAR MASS CONVERSION FACTOR comes from the periodic table!!

Molar mass: We will always use 2 decimal places for molar masses and record them in units of grams/mole. GRAMS/MOLE is the equal statement you have already memorized.... 1 mole x = g X (from the periodic table)

Look at page 17 and 18: Complete page 19 notes: see pdf in above section chapter 10 key.... scroll down to page 19 We did some examples on pages 21 and 24. Same process... just one more step to travel on the mole road map. GRAMS come from the periodic table!!

took a 2 question check on molar mass calculations! format is important! please pay attention to examples!

HW pages 20, 21, and 22 ODD only. You can complete evens if you need extra practice. Quiz next time like page 24! Page 24 is the best practice for the quiz! Need more? look at page 25 too!! Study your ions!! = = =Monday, February 12: Shefalee R, Katie F= GHP No review!! Check: 4 problems like pages 15 and 16 homework.

Molar mass: We will always use 2 decimal places for molar masses and record them in units of grams/mole. GRAMS/MOLE is the equal statement you have already memorized.... 1 mole x = g X (from the periodic table)

Look at page 17 and 18:

We did some examples from page 19 and 21 before taking a small check on molar mass calculations.

Complete page 19 notes: see pdf in above section chapter 10 key.... scroll down to page 19

HW page23. Need more? 20, 21, and 22 ODD only. You can complete evens if you need extra practice. Check next class on molar mass and grams/mole conversions like pages 22 and 23. There will be some molar mass calculations where you have to write the formula before calculating the mass. Study your IONS! = = =Friday, February 9: pd 3/4 Jarrett M, pd 6/7 Andrew L, pd 8/9 Avery S, Loren F, Kayden D= CP Check #2 on MC/FU/ATOM Go over HW page 15 Work in class on page 16

Check #1DA with mole equal statement MC/FU/ATOM and 1mc or fu = atoms like page 15 and 16 (4 problems/14points)

LAB NEXT CLASS or Thursday, dress appropriately