\nLabs 3 and 4: Density Lab
\nLab 3-Measurements
\nPre-lab questions
\no Work with significant figures
\no Be able to convert from one unit to another
\nLab
\no Determine density of water using linear measurements
\no Determine density of water using liquid measurement
\nPost-lab questions
\no Discuss accuracy and precision
\nLab 4-Density
\nPre-lab questions
\no Discuss possible changes to density of a substance
\no Discuss hazards of the lab
\no Determine the density of a substance for identification
\nLab
\no Compare density of substances using a density gradient column
\no Determine the density of washers and identify the material
\nPost-lab questions
\no Discuss the washers material
\no Discuss the density gradient column
\nScoring Guide ? 100 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n9 Lab 3- Pre-lab questions
\n18 Lab 3- Data tables
\n14 Lab 3- Calculations
\n9 Lab 3- Post-lab questions.
\n10 Lab 4- Pre-lab questions
\n16 Lab 4- Data tables
\n24 Lab 4- Post-lab questions
\nJournal: An Introduction to Chemistry
\nFunding Research
\no Basic or Applied
\no Support of research whether basic and applied
\no Format
\nHow I Collect and Process Data
\no Identify data
\no Explain how to use the data to form information
\no Explain how to combine information to form knowledge
\nNo Two Watches
\no Record data
\no Analyze data
\no Observation
\nExperience with Safety
\no Description of what was going on
\no Explanation of why safety is important
\no Explanation of precautions
\nScoring Guide ? 80 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n20 Comments on Research
\n20 Processing data
\n20 Comparison of Two watches
\n20 Explanation of safety
\nChemistry All Around
\nAssignment: Properties
\nStatue
\no Choose 6 physical properties and assign as
\n? Extensive
\n? Intensive
\no Choose one of the above properties and support why assigned specific type
\nWooden Ball
\no Choose 6 physical properties and assign as
\n? Extensive
\n? Intensive
\no Choose one of the above properties and support why assigned specific type
\nEraser
\no Choose 6 physical properties and assign as
\n? Extensive
\n? Intensive
\no Choose one of the above properties and support why assigned specific type
\nScoring Guide ? 45 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n15 Statue
\n15 Wooden Ball
\n15 Eraser
\nJournal: Seltzer in Water
\nIdentify chemical and physical reactions
\nUse observations to support types of reactions
\nScoring Guide ? 20 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n10 Identify reactions
\n10 Support type of reaction with observations
\nLab 6: Chemical and Physical Changes Lab
\nPre-lab
\no Define chemical and physical properties and give examples
\no Explain sublimation
\nLab
\no Use aspirin to make solutions
\no React one solution with sodium bicarbonate
\no React the solution with sodium bicarbonate with citric acid
\nPost-lab questions
\no Identify examples as chemical or physical changes
\no Discuss the result from the lab
\nScoring Guide ? 100 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n15 Pre-lab questions
\n35 Chart
\n50 Post-lab questions 5 points each
\nExploratory Activity: Chromatography
\nObserve first marker
\nObserve second marker
\nNote difference and causes
\nTheorize reasons for differences
\nNote if there are similar color components in the two markers
\nScoring Guide ? 25 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n5 Observation of first marker
\n5 Observations of second marker
\n5 Differences
\n5 Theories
\n5 Similar colors
\nLab 5: Mixture Separation Lab
\nPre-lab
\no Discuss homogeneous and heterogeneous mixtures
\no Discuss the separation of salt and sand
\nLab
\no Separate aspirin from solution
\no Determine mass of aspirin
\no Find percent recovery
\no Make observations of separation
\nPost-lab
\no Discuss the characteristics of aspirin used in lab
\no Discuss the reason for rinsing the aspirin crystals with cold water
\no Explain the percent recovery
\nScoring Guide ? 100 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n10 Pre-lab questions
\n21 Data and calculations
\n15 Chart
\n54 Post-lab questions
\nAtomic Structure
\nJournal: Probability Activity
\n1- Describe the arrangements of the dots
\n2- Draw what you observe (you can print this form and draw the picture and scan in the form to
\nsubmit, save as pdf)
\n3- Identify where the most drops concentrate
\n4- Predict where the next drop will fall and support your prediction
\n5- Discuss what percent of the drops hit he center of the dime
\n6- Express the amount of drops within the largest circle but outside the dime region as a percent
\n7- Predict the percent drops in the dime region compared to outside this region if your eyes were
\nclosed
\n8- Describe other observations that you found interesting
\nScoring Guide ? 20 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n2 1 – Description
\n2 2 – Drawing
\n2 3 – Identification
\n2 4 – Prediction
\n3 5 – Discussion
\n3 6 – Expression
\n3 7 – Prediction
\n3 8 – Description
\nWebQuest: Dividing the Indivisible
\nHistory of the Subatomic Particles
\no Electron
\n? Description of electron
\n? Identify the discover of the electron
\n? Describe how it was discovered
\n? How the model was changed by this discovery
\n? Identify Discovery date
\no Nucleus
\n? Description of nucleus
\n? Identify the discover of the nucleus
\n? Describe how it was discovered
\n? How the model was changed by this discovery
\n? Identify Discovery date
\no Proton
\n? Description of proton
\n? Identify the discover of the proton
\n? Describe how it was discovered
\n? How the model was changed by this discovery
\n? Identify Discovery date
\no Neutron
\n? Description of neutron
\n? Identify the discover of the neutron
\n? Describe how it was discovered
\n? How the model was changed by this discovery
\n? Identify Discovery date
\nScoring Guide ? 25 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n6 Electron
\n6 Nucleus
\n6 Proton
\n6 Neutron
\n1 Filling in all answers
\nJournal: Electron Orbitals (Clouds)
\n1- Reflect on Probability Activity and describe what the final target look like
\n2 ?Describe how you think electron orbits look like from the choices below and draw how you think it
\nwould look in the appropriate box. (Save your journal file and print, it then draw the diagram for this
\npart and scan into your computer and save as pdf)
\no The path of a planet around the Sun
\no The Clouds in the sky
\no A bunch of dots whose density decreases further way from the center of the bunch
\n3- Reflect on the idea that there are still uncertainties in science
\no Express how you feel about this
\no Discuss how you handle other uncertainties
\nScoring Guide ? 20 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n2 1-Reflection
\n2 2-Identification of how an electron orbit looks
\n8 2a-Drawing of your choice
\n6 3a-Expression of feels
\n2 3b-How to handle uncertainties
\nLab 10 Light Spectrum Lab
\nPre-lab
\no Explain diffraction grating
\no Identify a jewel using color to determine wavelength
\no Calculate wavelength given diffraction lines distance and distances from spots appearance
\nLab
\no Make observations and draw spectrums a CD and flashlight and a CD and laser pointer
\no Make observations and draw results of a laser pointer shone through a diffraction grating of
\n500lines\/mm
\no Make observations of flashlight shone through diffraction grating of 1000 lines\/mm
\no Calculate the wavelength of the laser pointer
\nPost-lab
\no Explain the spectra differences between the laser light and the flashlight when shown on the CD
\no Discuss the results of the laser pointer and flashlight shown through the diffraction grating
\no Explain any errors for the wavelength of the laser pointer light being different than the wavelength
\nfor red light
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n12 Pre-lab questions
\n16 Observations, data and calculations
\n4 Chart
\n18 Post-lab questions
\nLab 10 Electron Configuration Lab
\nPre-lab
\no Discuss electron configuration and light emitted
\nLab
\no Heat lithium chloride, sodium chloride, potassium chloride, calcium chloride, and charcoal to
\ndetermine the color observed
\nPost-lab
\no Write electron configurations for the metal in the salts in the lab
\no Using the color determine the wavelength of each metal
\no Explain why a salt produces a specific color
\no Explain why sodium chloride and activated charcoal produces the same color of light
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n4 Pre-lab questions
\n10 Lab Data table
\n36 Post-lab questions
\nPeriodic Table
\nJournal: Super Heavy Elements
\nDescribe what a heavy element is
\nDescribe what a super heavy elements is compared to a heavy element
\nExplain how new elements are discovered
\nDescribe some of the properties of artificial element
\nDiscuss what the island of stability and island of instability are
\nSupport why this research is important
\nApply how these elements can be use practically
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n6 Description
\n7 Description
\n7 Explanation
\n7 Description
\n7 Discussion
\n8 Support
\n8 Application
\nWebQuest: Get to Know the Neighborhood
\nPart 1 The IUPAC Periodic Table
\nPart 2 Properties of Elements
\no Properties of halogens
\no Biological roles of selected element
\no Interesting information of selected elements
\nPart 3 Your Own Personal Element
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n7 The IUPAC Periodic Table
\n30 Properties of elements
\n13 Personal Element information
\nWebQuest: Origin of Elements Names
\nChoose 6 elements and complete the following to show the origin of their names
\no Element name and symbol
\no Brief Description of Discovery
\no Origin of Name
\nScoring Guide ? 35 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n12 Element name and symbol (2\/element)
\n12 Brief History (2\/element)
\n11 Origin of Name
\nJournal: Dot Structure of Atoms and Simple ions
\nIdentify the correct symbol for the atom or ion
\nArrange the dots correctly around the symbol including charge if applicable
\nScoring Guide ? 20 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n10 Correct symbol (2\/atom\/ion)
\n10 Correct dot structure arrangement (2\/atom\/ion)
\nProject: Ions for Your Health
\nBeneficial 3 ions
\no Name
\no Location
\no Role
\no Ions that interact, if any
\no Commonly found
\no How enters the body
\nToxic 2 ions
\no Name
\no Found in body
\no Why toxic
\no Commonly found in nature
\no How it gets ends up in the body
\no Who to treat negative effects.
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n30 Beneficial element discussion (10\/ion)
\n20 Toxic (10\/ion)
\nJournal: Practical Periodic Trends
\nScenario 1 Replacement of Silicon
\no New Element
\no Why chosen
\no Disadvantage
\nScenario 2 Replacement of Sodium Hydroxide
\no New compound
\no Why chosen
\no Disadvantage
\nScenario 3 Replacement of Neon
\no New compound
\no Why chosen
\no Disadvantage
\nScoring Guide ? 25 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n7 Silicon replacement
\n7 Sodium hydroxide replacement
\n7 Neon replacement
\n4 Follow format
\nElements Form Compounds
\nJournal: Tension Activity
\nObservation as water is added on penny
\no Drawing of water on penny
\no Liquid 2 on penny
\no Liquid 3 on penny
\nSimilarity and differences of various liquids on penny explained
\no New compound
\no Why chosen
\no Disadvantage
\nProperties of penny
\nHow this property of water allows
\no Bugs to walk on water
\no Paper clip to stay on top of water
\no Water beads on newly waxed car
\nExamples of liquids that do not have these properties
\nOther interesting observations
\nScoring Guide ? 30 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n6 Observations of water on penny
\n6 Similarities and difference of 3 liquids
\n5 Penny properties
\n5 How property allows bugs and paper clip to stay
\non top of water and bead on wax
\n4 Examples of nonwater liquids
\n4 Other observations
\nWriting Assignment: Ionic Compounds in Action
\n4 Ionic compound correctly identifying the follow
\no Provide the formula, scientific name, and common name (if applicable)
\no Identify the fundamental particles by name and formula
\no Describe how and where the compound is used
\no Identify at least two properties of the compound that make it well-suited for its use
\no Explain how the properties you list are related to the bonding within the compound
\nFollow the format of the assignment for one of the following
\no Written Report
\no Tri-fold brochure
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n8 Formula, scientific and common name
\n8 Fundamental particles
\n8 How and when used
\n8 Two properties for usefulness
\n8 Properties relate to bonding
\n10 Follow the assigned format
\nLab 12 Ionic and Covalent Bonds Lab
\nPre-lab
\no Define ionic and covalent bonds
\no Discuss the conductivity of sugar and salt and their type of bond
\nLab
\no Observe the results on a screw in a solution of salt water and sugar water when an electrical current
\nis passed through the screw
\no Observe the results of heating salt and sugar
\nPost-lab
\no Explain why distilled water is used
\no Explain the results of the sugar solution in an electrical current
\no Explain the results of the salt solution in an electrical current
\no Explain the differences seen in the heating of salt and sugar
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n12 Pre-lab questions
\n16 Lab data tables
\n22 Post-lab questions
\nLab 11 Molecular Models Lab
\nPre-lab
\no Identify the central atom and number of regions of electron density in BeCl2, BH3, and CBr4.
\nLab
\no Using magnets observe the repulsion and attraction and determine the how close they can be
\nbrought together
\no Identify the shape and bond angle of different bond shape
\nPost-lab
\no Explain how the molecular shape description fit the geometry in the introduction
\no Predict the shape and bond angles of BeCl2 , BH3, CBr4
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n8 Pre-lab questions
\n31 Lab Data charts
\n11 Post-lab questions
\nLab 13 Polar Bonding Lab
\nPre-lab
\no Discuss the differences between polar bonds and non-polar bonds
\no Explain the characteristics of a polar bond
\no Give examples of polar and non-polar bonds
\no Give the ?general? rule for the use of polar and non-polar solvents
\nLab
\no Observe the ink picked up by ?slime? and ?Silly Putty?
\no Use chromatography to observe the movement of the inks on filter paper.
\nPost-lab
\no Explain whether ?slime? is polar or non-polar
\no Explain whether ?Silly Putty? is polar or non-polar
\no Explain the classification of the inks used
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n5 Pre-lab questions
\n33 Lab data tables and questions
\n12 Post-lab questions
\nChemical Reactions and the Mole
\nLab 17 Avogadro?s Number Lab
\nPre-lab
\no Determine grams\/mole of water
\no Determine molecules\/mole of water
\no Determine mole in 1 gram of water
\no Determine molecules in 1 gram of water
\nLab
\no Prepare a solution of dishwashing soap
\no Calibrate the dropper in 2 mL
\no Determine drops\/mL
\no Place cinnamon in a petri dish
\no Drop a single drop of dishwashing solution to form a clear circle
\no Measure the circle in cm
\no Calculate the surface area formed
\no Using the equation provided find the number of molecules for the top layer
\no Calculate the concentration (grams\/mL) of sodium stearate
\no Calculate the moles of sodium stearate using the equation provided
\no Calculate Avogadro?s number of sodium stearate
\nPost-lab
\no Explain the causes for a different answer for Avogadro?s number in the lab than the
\n6.023 X 1023molecules\/mole
\no Determine moles of CH4 given 0.298 g
\no Determine moles in 1 X 109 molecules of H2O2
\no Determine mass in grams of H2O2 in 1 X 109 molecules
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n8 Pre-lab questions
\n4 Lab Data charts
\n15 Lab Calculations
\n23 Post-lab questions
\nLab 14 Chemical Reactions I Lab
\nPre-lab
\no Identify the chemical that makes up teeth
\no Explain how plaque hurts teeth
\no Explain what fluoride does for dental health
\no Give 2 solubility rules for this lab
\nLab
\no Observe the reaction of two rinses with Ca(C2H3O2)2
\nPost-lab
\no Discuss whether the mouth rinses have fluoride
\no Explain which mouth rinses will fight cavities and why
\no Discuss is potassium nitrate could be used to test for fluoride in mouth rinses
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n20 Pre-lab questions
\n12 Lab Data
\n18 Post-lab questions
\nLab 15 Chemical Reactions II Lab
\nPre-lab
\no Identify the type of reaction for 6 different reactions
\no Balance 5 reactions
\nLab
\no Do 5 reactions to explain the pre-reaction substances and the post-reaction substances
\nPost-lab
\no Write the balanced chemical reaction for using propane (C3H8)
\no Balance and identify 4 reactions
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n22 Pre-lab questions
\n10 Lab Chart
\n18 Post-lab questions
\nLab 19 Stoichiometry Lab
\nPre-lab
\no Define a limiting reagent
\no Find the percent yield for a reaction between CaCl2 and K2CO3
\nLab
\no Do 3 trials of a reaction between CaCl2 and K2CO3
\no Find the original and final masses of each substance
\no Determine the limiting reagent for each trial
\no Find the theoretical yields of each trial
\no Find the percent yield of each trial
\no Compare the theoretical and actual yields for each trial
\nPost-lab
\no Compare the results of each trial using the grams of CaCO3
\no Discuss the results of each trial.
\no Predict what would happen if 6.0 grams of CaCl2 were used with no change in K2CO3
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n5 Pre-lab questions
\n25 Lab Data charts
\n15 Calculations
\n5 Post-lab questions
\nSolid Liquid and Gases
\nAssignment: Keeping an Eye on Particles
\nObserve the two containers of water (one hot the other cold) as food dye is added
\n? Observe at moment add food dye
\n? Observe five minutes after adding food dye
\no Describe behavior of food coloring in each glass
\no Compare and contrast the similarities and differences
\no Explain the differences in behavior
\nScoring Guide ? 20 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n7 Description of behavior
\n6 Compare and contrast
\n7 Explain behavior
\nWebQuest: Solids, Liquids and Gases
\nPart I: Observation of Oxygen in Virtual Container
\no Relate your observations to the kinetic molecular theory
\no Identify three types of motion seen by the gas molecules
\no Describe what is happening in the 3 different phases for 6 different conditions of the gas
\nPart II: Two substance at the same temperature but in different phases
\no Identify the temperature in the correct units
\no Compare Argon behavior and water behavior at the same temperature
\no Relate the difference in behavior to the different types of intermolecular attraction of Ar and H2O.
\nPart III: How does adding or removing heat change the particles motion of a substance?
\no Describe the observed motion of the particles at three assigned temperature
\no Identify the statement that best describes the change in particle motion that occurs when heat is
\ngradually removed from a substance.
\nScoring Guide ? 25 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n15 Part I
\n5 Part II
\n5 Part III
\nAssignment: Gas Law in Action
\nThe presentation includes the following parts
\no Description of the changes that occur in each step of the process in terms of the pressure,
\nvolume, temperature, and moles of gas present
\no Identify which variables are constant, and which are changing
\no Identification of the gas law or gas laws that apply to the process
\no Creation and solution to a sample calculation using realistic values of pressure, temperature,
\namount of gas, and volume
\nOrganization is in correct form
\nUnderstanding of the process is correct and clearly expressed
\nThe assignment is in tri fold pamphlet or slide presentation
\nThe presentation has correct mechanics in its format
\nScoring Guide ? 100 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n12 Description of changes
\n13 Identification of constants and variables
\n12 Identification of appropriate gas law
\n13 Correct set up and solution to a gas law problem
\n10 Organization
\n20 Understanding
\n10 Presentation format
\n10 Mechanics
\nLab 20 Ideal Gas Law Lab
\nPre-lab
\no Discuss what is in yeast that aids in decomposition of H2O2
\no Define the symbols used for the ideal gas law
\no Find moles of O2 in the decomposition of H2O2 when given the temperature, pressure, and
\nvolume
\no Find the theoretical yield of O2 when H2O2 decomposes
\nLab
\no Find volume of O2 in a reaction between H2O2 and carrot juice
\no Measure the time it takes the reaction to occur
\no Determine the Kelvin temperature once Celsius is known
\no Determine the barometric pressure in atmospheres
\no Convert the volume from mL to L
\no Rearrange the ideal gas law to find moles (n)
\no Find moles of O2 found in the experiment
\no Find the theoretical yield of O2 when decomposing H2O2
\no Find the percent of H2O2
\no Determine the reaction rate of the experiment
\nPost-lab
\no Discuss the difference in percent of H2O2 found and the actual 3%
\no Discuss what would happen if the amount of catalyst would affect the decomposition of H2O2
\nScoring Guide ? 75 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n12 Pre-lab questions
\n24 Lab Data charts
\n32 Calculations
\n7 Post-lab questions
\nJournal: Optical Glass
\nAnswer the discussion questions
\no Define ?glass?
\no Explain how optical glass is different from other kinds of glass
\no Explain why rapid cooling is needed to form glass
\no Explain why lenses are made from amorphous solids
\nScoring Guide ? 20 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n5 What is glass
\n5 Differences in glass
\n5 Explanation of reason
\n5 Why amorphous solid
\nDrawing Assignment: Picture Perfect Particles
\nDraw two of the three given conditions on a molecular level identifying the solid, liquid and vapor phases.
\no A rolling boil
\n? Include the picture with labels for what is happening on the molecular level
\n? Give a brief explanation of what is happening in your own words
\no Ice and water
\n? Include the picture with labels for what is happening on the molecular level
\n? Give a brief explanation of what is happening in your own words
\no Sublimation
\n? Include the picture with labels for what is happening on the molecular level
\n? Give a brief explanation of what is happening in your own words
\nScoring Guide ? 30 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n15 First Choice
\n15 Second Choice
\nWater and Solution Chemistry
\nExploration: Take it to the Limit.
\nPart I Solubility of Strontium Phosphate
\no Identify the correct formula for Strontium Phosphate
\n? Discussion why the cation and anions have an have an unequal ratio
\n? Explain why not all solution particles are shown in the simulation
\n? Determine whether or not the solution is saturated and support your answer.
\no Discuss what is occurring when more salt is added to the solution
\n? Bring up to around 60 total strontium ion and describe on a macro level
\n? Bring up to 100 to 150 total strontium ions and explain what is happening
\nPart II Copper Iodide solution
\no Determine the number of copper ions needed to reach saturation for copper
\no Compare the solubility of copper iodide with strontium phosphate
\nScoring Guide ? 20 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n16 Part I
\n4 Part II
\nLab 23 Acids and Bases Lab
\nPre-lab
\no Define a neutralization reaction
\no Give the pH of hydrochloric acid
\no Give the pH of sodium hydroxide
\nLab
\no Using purple grape juice as the indicator for two reactions
\no Test 7 household products to determine their pH using litmus paper and pH paper
\nPost-lab
\no Discuss the changes in the color of grape juice with the addition of acid and base
\no Explain the return to original color of the grape juice after the addition of sodium bicarbonate
\nand citric acid
\no Name two acids and two bases used often everyday
\nScoring Guide ? 75 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n12 Pre-lab questions
\n26 Lab Data charts
\n25 Comparisons of hypothesized pH and actual pH
\n12 Post-lab questions
\nLab 24 Titration Lab
\nPre-lab
\no Explain the difference between equivalence point and end-point
\no Explain what happens in a reaction between an acid and base when no indicator is added
\no Determine the end-point of a reaction between ?Smarties? and Na2CO3
\nLab
\no Do two trials of titration using purple grape juice as the indicator
\no Do two trials of titration with ?SweeTarts? and two trials using ?Smarties?
\no Determine the amount of Na2CO3 needed in each trial
\no Determine the volume of the Na2CO3needed to titrate only the candy
\no Write a balanced equation for the reaction with SweeTarts
\no Find moles of candy used
\no Find the moles per gram of acid found in the candy
\no Determine the moles per gram for each of the candy trials
\nPost-lab
\no Determine which candy required more base per gram
\no Determine which candy had more acid per gram
\no Explain what would happen if air was left in the burette
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n3 Pre-lab questions
\n28 Lab Data charts
\n16 Calculations
\n3 Post-lab questions
\nLab16 Metals and Oxidation Lab
\nPre-lab
\no Give the oxidation state of each element in the reaction:
\no Give the element oxidized and the element reduced in the equation above
\no Give the order of reactivity for Ni, Au, Fe, Ca, Zn, Al
\nLab
\no Observe the reaction of Zn and the reaction of Fe in solution with a solution
\no Determine which metal reacted more violently by observing the bubbles produced
\nPost-lab
\no Determine the gas produced in the experiment
\no Determine the order of reactivity between Fe and Zn
\no Determine if the reaction would occur and why
\no Explain how acid rain would affect iron rusting
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n21 Pre-lab questions
\n10 Lab data tables and questions
\n19 Post-lab questions
\nChemical Thermodynamics and Equilibrium
\nLab 8 Chemical Processes Lab
\nPre-lab
\no Define enthalpy
\no Explain the relationship between enthalpy and classification as endothermic or exothermic
\no Identify the reaction of CaCl2 and water as endothermic or exothermic
\nLab
\no React a cold pack and measure the change in temperature every 30 seconds up to 30
\nseconds
\no React a hand warmer and measure the change in temperature every 30 seconds for 300
\nseconds
\no Graph the results of the reactions (temperature on the – axis and time on the -axis)
\no Calculate the final change in temperature for each reaction
\nPost-lab
\no Identify which pack is endothermic and which is exothermic
\no Determine which reaction had the greater change in enthalpy
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n3 Pre-lab questions
\n29 Lab data tables and graphs
\n6 Calculations
\n12 Post-lab questions
\nLab 7 Heat and Calorimetry Lab
\nPre-lab
\no Define food calorie
\no Determine the calories in a gram of a cookie
\nLab
\no Burn Cheetos, marshmallow, and 2 other food samples measuring the temperature of the
\nwater
\no Determine the mass of water using density and volume
\no Determine the calories of each food sample
\nPost-lab
\no Compare each sample with the amount of calories on the label
\no Explain the primary source of error for the experiment
\no Explain the reason for burning the food
\no Explain changes to the lab that would allow for more accuracy
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n2 Pre-lab questions
\n24 Lab data tables
\n12 Calculations
\n12 Post-lab questions
\nLab 21 Reaction Rate Lab
\nPre-lab
\no Name 5 things that can affect the rate of reaction
\no Explain why it is easier to sweeten hot tea than cold tea with ice
\no Explain what is the primary factor than determines the increase or decrease of reaction rate
\nLab
\no Using different solutions of CaCO3 determine the length of time it takes to react
\no Calculate the grams\/second that reacted for each solution
\nPost-lab
\no Explain the variations made in the experiment
\no Explain the biggest factor to influence the reaction
\no Explain which reaction was the slowest
\no Explain why marble statues take a long time to degrade in acid rain
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n6 Pre-lab questions
\n20 Lab data tables
\n10 Calculations
\n14 Post-lab questions
\nLab 22 Catalysts Lab
\nPre-lab
\no Define catalyst
\no Explain how a reaction is affected when more and more catalyst is added
\no Write the balanced equation for the decomposition of hydrogen peroxide
\no What gas causes the bubbles
\no Explain if the metals in a catalytic converter on a car are homogeneous or heterogeneous
\ncatalysts
\nLab
\no React hydrogen peroxide with 4 substances
\no Make observations using different amounts of yeast solution (1mL, 5mL, and 10mL)
\nPost-lab
\no Classify each catalyst used as homogeneous or heterogeneous
\no Explain which catalyst caused the reaction to take place the fastest
\no Explain which catalyst was easiest removed and give the type of catalyst
\no Explain which amount of yeast solution is best
\nScoring Guide ? 75 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n20 Pre-lab questions
\n36 Lab data tables
\n19 Post-lab questions
\nNuclear Chemistry
\nAssignment: M &M Decay
\nChart and Data table
\no Record your data in the table that includes
\n? Cumulative time elapsed
\n? Number of candies remaining
\n? Percent of original candies remaining
\no Graph of Percent vs. time elapsed
\nExplanation of results
\no Describe why the graph looks the way it does and how it relates to radioactive decay
\nEraser
\no Identify the correct half-life for this activity.
\nScoring Guide ? 25 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n10 Cart and Data
\n8 Explanation of Results
\n7 Half-life calculations
\nWriting Assignment: Background Radiation
\nAnswer the following questions to provide information on background radiation in a newspaper column
\no What is background radiation?
\no What are the major sources of background radiation?
\no How is background radiation measured?
\no What are two elements that produce background radiation on earth and what do their decay
\nequations look like?
\no What dangers does background radiation pose to humans?
\no Do certain areas of the country have higher levels of background radiation than others? If so,
\nidentify these areas and compare the background radiation levels.
\nShow your understanding
\no Stating concepts clearly showing relationships
\no All claims are supported and is logical, accurate and relevant
\nOrganization of assignment
\no Newspaper article format
\no Engaging article
\no Correct format with proper spelling and grammar
\nScoring Guide ? 50Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n25 Question answered
\n15 Understanding
\n10 Organization
\nAssignment: Origin of the Elements
\nPart I Answer the questions below
\no How does a star glow?
\no What types of elements are found in stars?
\no What is a supernova?
\no Why does it take so much heat and pressure to create helium and other elements?
\nPart II: Write balanced equations for the formation of five elements whose atomic numbers are between
\nHelium (2) and Iron (26)
\nShow your understanding
\no Stating concepts clearly showing relationships
\no All claims are supported and are logical, accurate and relevant
\nPresented in one for the formats below
\no As a web page directed towards Middle School students
\no A slideshow for a museum that has an exhibition on the origins of the universe
\no A video for a museum that has an exhibition on the origins of the universe.
\nCorrect format with proper spelling and grammar
\nScoring Guide ? 50 Points Possible
\nPoints Points
\nReceived Possible
\n8 Part I Answer all four questions
\n15 Part II Balanced equations
\n15 Show a good understanding with proper support
\n7 Clearly presented for target audience
\n5 Format
\nWebQuest: Fission or Fizzle
\nPart I: One Nucleus,
\no After hitting the U-235 with a neutron
\n? Describe what happens
\n? How the nucleus changes
\n? Products of the reaction
\no How does the energy change after the two daughter nuclei are formed
\nPart II Change Reaction
\no Describe how the results 100 U-235 nuclei differ from one nucleus
\n? By amount of energy
\n? Type of reaction (chain reaction or not)
\no Describe your observation of reaction step by step including
\n? Products of each nuclei hit
\n? Number of neutrons needed for an individual reaction
\n? Do all neutrons hit nuclei?
\no Observe what happens with 100 U-238 nuclei
\n? Describe the products
\n? Compare U-238 with U-235
\n? How are they different in relations to stability?
\no Observation of mixture of two isotopes
\n? Complete data table with ratios of isotopes and their completion of reaction.
\n? What is the trend with increasing U-238 present in the isotope mix?
\n? What ratio would you suggest for the most efficient ratio for a nuclear reactor?
\nScoring Guide ? 25 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n5 Part I
\n20 Part II
\nJournal: Prove It!
\nDescribe: Conservation of Mass
\nWhat steps would you use to prove conservation of mass
\nHow does the reaction support conservation of mass?
\nScoring Guide ? 20 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n6 Description
\n7 Steps
\n7 Proof of conservation
\nPractice: Conservation of Mass-Energy
\nProblem 1
\no Energy equivalents in Joules.
\nProblem 2
\no Mass per square meter
\nProblem 3
\no Total change in mass in kg
\nProblem 4
\no What is the mass defect in amu
\no Mass defect in kg
\no Energy equivalent in kilojoules
\nProblem 5
\no Equivalent mass from energy released
\nScoring Guide ? 25 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n4 Problem 1
\n4 Problem 2
\n4 Problem 3
\n9 Problem 4
\n4 Problem 5
\nJournal: Radon Under the Radar
\nExplain: How Radon is formed
\nDescribe: Location on Earth
\nDiscuss: Why radon is a health concern
\nCompare: Radon exposure to smoking as a cause in lung cancer
\nScoring Guide ? 20 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n5 Explanation
\n5 Description
\n5 Discussion
\n5 Comparison
\nWriting Assignment: Position Essay on Nuclear Power
\nSupport your position by using the following reasons
\no Safety
\no Energy Efficiency
\no Cost
\nShow your understanding
\no Stating concepts clearly showing relationships
\no All claims are supported and are logical, accurate and relevant
\nPresented as a letter to the editor
\no The essay is engaging and has carefully chosen examples with correct word choices
\no Clearly identify the topic you are addressing
\no Concludes with a concise summary statement
\nCorrect format with proper spelling and grammar
\nScoring Guide ? 50 Points Possible
\nPoints
\nReceived
\nPoints
\nPossible
\n20 Including all three issues
\n15 Show a good understanding with proper support
\n10 Clearly written for the general public
\n5 Form<\/p>\n","protected":false},"excerpt":{"rendered":"
Labs 3 and 4: Density Lab Lab 3-Measurements Pre-lab questions o Work with significant figures o Be able to convert from one unit to another Lab o Determine density of water using linear measurements o Determine density of water using Read More …<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-946","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/946","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/comments?post=946"}],"version-history":[{"count":0,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/946\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/media?parent=946"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/categories?post=946"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/tags?post=946"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}