Tuesday, June 12, 2007
Monday, June 11, 2007
June 11, 2007
Today in class we had only half a class because of the provincial exam. So we had class time to work on our Acids and Bases projects which are due tomorrow Tuesday June 12, 2007 or on our labs that were done on Friday which are also due tomorrow. If we were done both of these things we got to work on our exam review.
The next scribe is Jhun.
The next scribe is Jhun.
Wednesday, June 6, 2007
Monday, June 4, 2007
June 4, 2007
Today in class, we went over the Acids and Bases Study Guide. If you weren't here today, the answers to the review is on the previous blog.
DONT FORGET THERE'S A TEST TOMORROW SO STUDY, STUDY, STUDY !!!
The next scribe is Jhun.
DONT FORGET THERE'S A TEST TOMORROW SO STUDY, STUDY, STUDY !!!
The next scribe is Jhun.
Sunday, June 3, 2007
June 1, 2007 Scribe
hello everyone...
Today in class Mrs. Kozoriz handed out a sheet, "Titration Graphs"
The answers are on the previous blog if you missed any of them.
Friday's class was pretty much a work period for those who needed to finish the lab and work on the acid and base study guide...
For those who missed friday's class..
FRIDAY WAS THE LAST DAY TO HAND IN THE LAB...
aaaannnnd do the review which we will be going over on monday....
DONT FORGET.....TEST ON TUESDAY!!!!!
kayyy is our next scribe
Today in class Mrs. Kozoriz handed out a sheet, "Titration Graphs"
The answers are on the previous blog if you missed any of them.
Friday's class was pretty much a work period for those who needed to finish the lab and work on the acid and base study guide...
For those who missed friday's class..
FRIDAY WAS THE LAST DAY TO HAND IN THE LAB...
aaaannnnd do the review which we will be going over on monday....
DONT FORGET.....TEST ON TUESDAY!!!!!
kayyy is our next scribe
Friday, June 1, 2007
Wednesday, May 30, 2007
Wednesday, May 30, 2007
Today's class was comprised of a lab, "Determining the Percent of Acetic Acid in Vinegar." By determining the certain data from the two titrations, we'll figure out the percentage. I'm not too sure how right now, but probably tomorrow. Oh, don't forget to do the Pre-lab, I'm pretty sure we have to do it. For those who weren't present, the lab was quite easy. That's all i guess. (okay this isn't the "best" post, but I tried)
Jennie to scribe for Thursday
Jennie to scribe for Thursday
Monday, May 28, 2007
Monday: Finally Ms. K is here.
the topic for the day is about Acid and Base Dissociation Constant.
Acid Dissociation Constant:
- strong acids/base dissociate completely :. do not establish equilibrium
- if Ka > 1 = strong acid
- weak acids/base - establish equilibrium
- The equilibrium law: Ka= [H3O+][A-] / [HA]
-the Ka reflects the equilibrium that exists for as acid
Kb=[B+][OH-] / [BOH]
-the larger the Ka/Kb, the stronger the acid/base.
-the smaller the Ka/Kb, the weaker the acid/base.
that's about it.
note: June 1, due date of research project
: )
the topic for the day is about Acid and Base Dissociation Constant.
Acid Dissociation Constant:
- strong acids/base dissociate completely :. do not establish equilibrium
- if Ka > 1 = strong acid
- weak acids/base - establish equilibrium
- The equilibrium law: Ka= [H3O+][A-] / [HA]
-the Ka reflects the equilibrium that exists for as acid
Kb=[B+][OH-] / [BOH]
-the larger the Ka/Kb, the stronger the acid/base.
-the smaller the Ka/Kb, the weaker the acid/base.
that's about it.
note: June 1, due date of research project
: )
Tuesday, May 29, 2007
Scribe Post.
Okay, today we went over the work sheet called Ionization Equations and Constants, that was given to us on Monday, the answers are as follows:
1.If they have more than one Hydrogen, there will be more ionization equations.
2.The Ka decreased as you go down the list
3.HCO3- is weaker because its Ka is smaller than H2PO4-.
4. phosphorous <-> H+ + H2PO3-, phosphorous - 1H <-> H + HPO3, phosphorous - 2H <-> H + PO3.
5.
a) Ka=[H][HCl]/[H2CO3]
b) Ka=[H+][HCOO-]/[HCOOH]
6. because it's a 1 to 1 ratio.
also we are to do questions 6 to 15 by tomorrow.
next scribe is "romina".
1.If they have more than one Hydrogen, there will be more ionization equations.
2.The Ka decreased as you go down the list
3.HCO3- is weaker because its Ka is smaller than H2PO4-.
4. phosphorous <-> H+ + H2PO3-, phosphorous - 1H <-> H + HPO3, phosphorous - 2H <-> H + PO3.
5.
a) Ka=[H][HCl]/[H2CO3]
b) Ka=[H+][HCOO-]/[HCOOH]
6. because it's a 1 to 1 ratio.
also we are to do questions 6 to 15 by tomorrow.
next scribe is "romina".
Monday, May 28, 2007
Wednesday, May 23, 2007
May 23, 2007
Okay, so today for class, we had a sub ... Mr. Newman. Yeah, all we basically did was review that "mini-booklet" Ms. Kozoriz gave to us about a week ago. I'm not sure what it's called, but it had the information about Arrhenius and Bronsted-Lowry and their definitions of acids and bases.
We also went over the Kw problems that was assigned to us last Thursday I think?
Yeeah, thats pretty much it, and I think we're having Mr. Newman again as a sub since he kept saying "tomorrow I'm going to go over ..." yeah but I'm not sure.
Anyway, the next scribe can be SERGIO.
We also went over the Kw problems that was assigned to us last Thursday I think?
Yeeah, thats pretty much it, and I think we're having Mr. Newman again as a sub since he kept saying "tomorrow I'm going to go over ..." yeah but I'm not sure.
Anyway, the next scribe can be SERGIO.
Tuesday, May 22, 2007
May 22 LAB
well hello there fellow chemistry people. im here to scribe on todays class..
k so today we did an awesome lab...it was very colorful and fun :) haha. but yeea. the lab showed us the pH level of acids and bases...i think. but yeea then Ms.K handed out a booklet .."GR 12 chem acids and bases" - read it over and yeea that was all for todays class... next scribe will be...kayyy
k so today we did an awesome lab...it was very colorful and fun :) haha. but yeea. the lab showed us the pH level of acids and bases...i think. but yeea then Ms.K handed out a booklet .."GR 12 chem acids and bases" - read it over and yeea that was all for todays class... next scribe will be...kayyy
Monday, May 21, 2007
May 16th
I can't remember exactly what we did last thursday..all I can remeber is that Ms.K gave us our test papers back and corrected it and did some questions about Acid and Bases..Oh and the job fair,I got a free pen yay!..sorry for the last post...the next scribe is BOOT5
Thursday, May 17, 2007
Wednesday, May 16, 2007
Tuesday, May 15, 2007
Acids and bases
Today was a test day so we really didn't do much so I won't have much to say during this post. As many of you will know the next section seems to be on acids and bases. Some points which can be found in the text are the pH concept which includes the method of finding the pH of acid and base solutions by way of calculations. Another set of information you might need to know will be the names of the researchers/scientist who contributed their theories into the research of acids and bases. Actually that might be all at the moment so really all I can say is to remind everyone to get pages 431 to 452 read and to get the question done.
The next to scribe today will be vehcsur.
The next to scribe today will be vehcsur.
Monday, May 14, 2007
Solubility Problems...
Uhhmm today it was supposed to be jennie who will scribe,but she skip...opppsss... haha so i decided to scribe today...
well we didn't do that much we just
answered the Solubility Equilibria Assignment No. 3 and it's pretty much straightforward..we did this one over the past few days...
and also Ms K. gave us a hand out and it's all about using solubility Product Constants,it is all about the Ksp of each compounds.There`s the Compound and its Ksp.So for those of you who were absent today,guess what!
we will be having our quiz tomorrow and don`t forget to review o.k.!!!!see yah the next scribe would be phoebe..something,it's sean
well we didn't do that much we just
answered the Solubility Equilibria Assignment No. 3 and it's pretty much straightforward..we did this one over the past few days...
and also Ms K. gave us a hand out and it's all about using solubility Product Constants,it is all about the Ksp of each compounds.There`s the Compound and its Ksp.So for those of you who were absent today,guess what!
we will be having our quiz tomorrow and don`t forget to review o.k.!!!!see yah the next scribe would be phoebe..something,it's sean
Saturday, May 12, 2007
May 10: Thursday's Scribe
On Thursday, we had a work class, and we had to finish our labs and answer the 4 questions from the yellow booklet.
and that's about it ;)
and that's about it ;)
Friday, May 11, 2007
SOLUBILITY & COMMON IONS!
Today class we went over the rest of the Chemical Equilibrium booklet that Ms. K handed out last weeek, started from page 3. We did the examples 4 and 5 for "Solubility" and examples 1, 2, and 3 for "Common Ions"! So for those who weren't in class, Ms. K had posted the steps of the solutions in the slide show below. It's pretty much about finding the Ksp and the concentrations of each ion, but in different cases, where we might have initial concentration for one of the ion. And if you have any questions, or dont understand the steps, please ask Ms. K?!?! Other than that, the test has moved to Tuesday, which is yay for those who are lazy to study in the weekend! And that's about it. Homework will be Assignment # 3, question from 1-3!
And the next scribe will be keith!!
Tuesday, May 8, 2007
Sunday, May 6, 2007
Equilibium Review Day
Friday's class was mostly about reviewing for Monday's test. We started by correcting some of the questions for Chapter 18- Chemical Equilibrium. Then we went over the questions from Worksheet 20- Determining Equilibrium. Near the end of class we reviewed for tomorrow's test. Remember everyone the two factors needed for equilibrium are: a closed system and constant temperature. This is a certain question that is worth four marks. Yea free marks! Alright, everyone study hard and good luck!! =D
The next scribe is... jess.
The next scribe is... jess.
Friday, May 4, 2007
Thursday, May 3, 2007
The Haber process
To recap on what we've done today for those who might or might not remember as usual we went over the corrections for the equilibrium worksheets, this includes the reactant or product concentration graph and the state of dynamic sheet. That being said there really isn't much more to do then to give a summary on the "Haber Process". During the late nineteenth century it seemed that both North America and Europe begun to run out of edible crop and found that their soil just wasn't cutting it, so what could be done, simple (or not depending on your knowledge on farming) by adding to the soil a nitrogen-based fertilizers. Now for those who might not know plants have a tendency to use nitrate to promote protein formations and other plant benefiting functions. This was a good idea, however nitrogen was used in development of explosives, and with all the fighting going on a lot needed to be used . That's about when a German professor named Fritz Haber found a way to oxidize ammonia created from nitrogen to make nitrates and nitrites required for the production of nitrate fertilizer. The process went more or less as followed, he took nitrogen gas and hydrogen gas placed them in a closed container with a iron oxide catalyst, raised the temperature to 500 Celsius with a pressure of 40 MPa, the end result is a product yielding about 40% ammonia. That's about the general description of the Haber process created by Fritz Haber, that's Fritz Haber and for reference sake Le Chatelier, have those memorized? That's all I have to say so read this or the sheet, which ever is clearer and keep them in mind.
Today's daily reminders include- Review pages have them done! (or not)
Test on Monday. (doubt anyone will forget though)
I'm feeling a bit tired so I'll chose crystal as the next scribe being at the top of the list.(not that I have much of a selection).
Today's daily reminders include- Review pages have them done! (or not)
Test on Monday. (doubt anyone will forget though)
I'm feeling a bit tired so I'll chose crystal as the next scribe being at the top of the list.(not that I have much of a selection).
Wednesday, May 2, 2007
May 02, 2007
What we did in class today:
[+] Corrected Chapter 19 Worksheet
[+] Chemical Kinetics Test was given back
[+] Worksheet on Concentration vs. Time Graph
was handed out
[+] Chapter 18 Chemical Equilibrium
Worksheet was given to work on
We didn't really do much lesson today, but the
Concentration vs. Time Graph was explained.
* However, here are some things that we should remember!
- When the system is initially at equilibrium & a stress is added, after an instantaneous change, the system will allow to reestablish equilibrium.
- When reaction is at equilibrium, the concentration of both reactant and product are constant.
- When more reactant is added, the concentration of the reactant increases immediately. As the reactant is consumed in the reaction, its concentration decreases to a constant value. Therefore, more product is formed and the concentration of the product increases to a new constant value, which reestablish a new equilibrium position.
- When a reactant is removed, the concentration of the reactant decreases immediately. As more reactant is being produced its concentration increases to a new constant value. Therefore, the product can no longer be form at the same rate, so the concentration of the product decreases to a new constant value, which reestablish a new equilibrium position.
- Also remember that when adding a catalyst, it does not speed up the reaction, but stays unchanged.
Tomorrow's scribe is Sean.
[+] Corrected Chapter 19 Worksheet
[+] Chemical Kinetics Test was given back
[+] Worksheet on Concentration vs. Time Graph
was handed out
[+] Chapter 18 Chemical Equilibrium
Worksheet was given to work on
We didn't really do much lesson today, but the
Concentration vs. Time Graph was explained.
* However, here are some things that we should remember!
- When the system is initially at equilibrium & a stress is added, after an instantaneous change, the system will allow to reestablish equilibrium.
- When reaction is at equilibrium, the concentration of both reactant and product are constant.
- When more reactant is added, the concentration of the reactant increases immediately. As the reactant is consumed in the reaction, its concentration decreases to a constant value. Therefore, more product is formed and the concentration of the product increases to a new constant value, which reestablish a new equilibrium position.
- When a reactant is removed, the concentration of the reactant decreases immediately. As more reactant is being produced its concentration increases to a new constant value. Therefore, the product can no longer be form at the same rate, so the concentration of the product decreases to a new constant value, which reestablish a new equilibrium position.
- Also remember that when adding a catalyst, it does not speed up the reaction, but stays unchanged.
Tomorrow's scribe is Sean.
Tuesday, May 1, 2007
Disrupting Equilibrium Systems
In this morning in grade 12 chemistry class we have done an interesting lab. The main purpose of the lab is to describe Le Chatelier's principle the effect that applying various types of stress will have on the position of equilibrium.These stresses include changes in such factors as concentrations of reactants or products, temperature of the system for reactions involving gases,pressure. This lab is due tomorrow.
Crystal is the scribe for tomorrow
Crystal is the scribe for tomorrow
THURSDAY'S SCRIBE
Hey guys excuse the late scribe, no net for me. On Thursday, most of you know we had somewhat of a review. In the beginning we were all "reminded" of what equilibrium was. IT IS WHEN THE RATE OF THE FORWARD REACTION = THE RATE OF THE REVERSE REACTION.
Necessities Include;
- must be a closed system
- applies only to a gas and aqueous reactions
- reversible
- dynamic
- rates are equal
That same day, we received a handout on Le Chatelier's Principle. remember he stated that "WHEN A SYSTEM IS SUBJECTED TO STRESS, THE SYSTEM WILL ADJUST SO AS TO RELIEVE THE STRESS." Also, there were various "rules" to follow to figure out if the product or reactant was favoured. Some factors included changing concentration, pressure changes and temperature changes. Don't forget what we were reminded several times, "TEMPERATURE IS THE ONLY FACTOR WHICH WILL CHANGE THE VALUE OF KC" Also, something tricky, adding a catalyst to a system, lowers the activation energy of both the forward and reverse reaction equally thus it will not effect the equilibrium position. Although, if it wasn't at equilibrium the catalyst would make the system reach equilibrium much faster.
Necessities Include;
- must be a closed system
- applies only to a gas and aqueous reactions
- reversible
- dynamic
- rates are equal
That same day, we received a handout on Le Chatelier's Principle. remember he stated that "WHEN A SYSTEM IS SUBJECTED TO STRESS, THE SYSTEM WILL ADJUST SO AS TO RELIEVE THE STRESS." Also, there were various "rules" to follow to figure out if the product or reactant was favoured. Some factors included changing concentration, pressure changes and temperature changes. Don't forget what we were reminded several times, "TEMPERATURE IS THE ONLY FACTOR WHICH WILL CHANGE THE VALUE OF KC" Also, something tricky, adding a catalyst to a system, lowers the activation energy of both the forward and reverse reaction equally thus it will not effect the equilibrium position. Although, if it wasn't at equilibrium the catalyst would make the system reach equilibrium much faster.
Monday, April 30, 2007
Chemistry
today in chemistry class we started by watching a cool video explaining Le Chatelier's Principle, he states that when a system is at equilibrium and subjected to a stress, the system will adjust to relieve the stress but changing concentrations by adding or removing products or reactants to the reaction, changing the pressure of gaseous reactants and products and changing the temperature will affect the outcome of the equilibrium and therefore will have to first determine what needs to happen for the reaction to get back to equilibrium.
Change in concentrations example:
A + B <--> C
- if you add more A, the equilibrium shifts to the right producing more C
- if you add more B, the equilibrium shifts to the right producing more C
- if you add more C, the equilibrium shifts to the left producing more A & B
Change in pressure
A + B <--> C
- an increase in pressure will cause a shift to the right, producing more C (product)
Change in temperature
A + B <--> C
- the shift caused by a change in temperature depends whether the reaction is exothermic or endothermic
- increasing the temperature will cause a shift to the left using the excess heat and an increase in forward reaction would produce even more heat because it is exothermic reaction.
Thus conclude me scribe post aaaaaaaarrrrrrr....
have you guys seen a blue folder with killer whales? waaaaahhh please give it to me if you find it because all my chem. stuff are in there waaaaaaaahhhhhhhhhh......KEER i choose you to be the next scribe
ruschev
Change in concentrations example:
A + B <--> C
- if you add more A, the equilibrium shifts to the right producing more C
- if you add more B, the equilibrium shifts to the right producing more C
- if you add more C, the equilibrium shifts to the left producing more A & B
Change in pressure
A + B <--> C
- an increase in pressure will cause a shift to the right, producing more C (product)
Change in temperature
A + B <--> C
- the shift caused by a change in temperature depends whether the reaction is exothermic or endothermic
- increasing the temperature will cause a shift to the left using the excess heat and an increase in forward reaction would produce even more heat because it is exothermic reaction.
Thus conclude me scribe post aaaaaaaarrrrrrr....
have you guys seen a blue folder with killer whales? waaaaahhh please give it to me if you find it because all my chem. stuff are in there waaaaaaaahhhhhhhhhh......KEER i choose you to be the next scribe
ruschev
Wednesday, April 25, 2007
April 25, 2007
Soooo im today's scribe :) buahahah no one will ever know who i am... ?!?! or will they?! k whatever. i really dont care. but it was funny when he tried to figure out who i was :) sneaky lil me. okay anyways. back to chemistry...
Ms K handed our 4 & 5 questions back and we went over them since some had trouble...(me). haha. k yeea anyways. The steps are on the previous blog Ms K had posted up for us.
We then went over the homework assigned yesterday in the yellow booklet questions 1-6. So if you weren't able to keep up or you either didn't do them. I think you should go over the slide and copy BUT understand what is going on as well :))
Another thing we did today was something new. whoo hoo!
Reaction Quotient = Q or we know it as TRIAL Kc
reaction quotient helps us figure out whether or not the reaction is favoured (forward or reversed) in order for equilibrium to happen.
Previous slide will help you understand a lil more on what is favoured between Q and K.
There is also an example in the white booklet which will also help you understand this concept of Reaction Quotient. It's quite easy once you read over and do the work assigned
BTW: there's homework :) YAY! Lesson 3 Homework Assignment 6-10.
next scribe i will choose will be...ROMINA
Ms K handed our 4 & 5 questions back and we went over them since some had trouble...(me). haha. k yeea anyways. The steps are on the previous blog Ms K had posted up for us.
We then went over the homework assigned yesterday in the yellow booklet questions 1-6. So if you weren't able to keep up or you either didn't do them. I think you should go over the slide and copy BUT understand what is going on as well :))
Another thing we did today was something new. whoo hoo!
Reaction Quotient = Q or we know it as TRIAL Kc
reaction quotient helps us figure out whether or not the reaction is favoured (forward or reversed) in order for equilibrium to happen.
Previous slide will help you understand a lil more on what is favoured between Q and K.
There is also an example in the white booklet which will also help you understand this concept of Reaction Quotient. It's quite easy once you read over and do the work assigned
BTW: there's homework :) YAY! Lesson 3 Homework Assignment 6-10.
next scribe i will choose will be...ROMINA
Tuesday, April 24, 2007
Scribe post
Today all we did was attend a assembly that was reminder to all grade 12's to graduate. We were assigned 1-6 in the yellow booklet under Chem Equilibrium assignment. And a reminder to the people that skipped the class, Hand in Equilibrium lab & 4 and 5 from Lesson 3.
The next scribe is BOOT5.................
The next scribe is BOOT5.................
Monday, April 23, 2007
Blog: Monday, April 23, 2007.
What we did Monday, April 23, 2007.
REMINDER: "Grade 12 Chemistry: Chemical Equilibrium Experiment" is due.
- We started off the class by reading from the "Grade 12 Chemistry: Chemical Equilibrium" booklet. Page 11 - Page 13.
Page 11, "Calculating Equilibrium Concentration."
If the equilibrium constant is given, the concentration of one of the reactants or products can be calculated if the other values are given as well.
Examples & Solutions are given.
- Then we practiced with problems provided in our yellow booklets labeled "Equilibrium Project Assignment."
Page 4, Lesson 3 Homework Assignment.
We answered #1 - #3 in class.
Answers to #1, refer to page 3 & 4 on Ms. Kozoriz's "Monday ICE Problems."
Answers to #2, refer to page 5 & 6 on Ms. Kozoriz's "Monday ICE Problems."
Answers to #3, refer to page 7 & 8 on Ms. Kozoriz's "Monday ICE Problems."
Finish "Lesson 3 Homework Assignment," #4 & #5
That's the end of what we did in class.
The next scribe is: Allen.
An Analogy for Equilibrium Reaction
Today in class we did a lab regarding the chemical equilibrium and formed an analogy for an equilibrium reaction. Our objective was to illustrate the experimental conditions necessary to have a system of experimental equilibrium, the effect of applying stress to a system in equilibrium, and to illustrate graphically the changes which lead to the establishment of equilibrium.
In order to find our objective, we used materials such as two 25ml graduated cylinders, colored water, and two different diameter drinking straws. We filled the first beaker with 25ml of water and left the other one empty and proceeded to transfer waters to and from each cylinder using their designated straws until we established an equilibrium. We added 5ml to the first beaker, then repeated the experiment.
We plotted the values on a chart which we then graphed.
tank u hab a nice dey!
-jhunD
In order to find our objective, we used materials such as two 25ml graduated cylinders, colored water, and two different diameter drinking straws. We filled the first beaker with 25ml of water and left the other one empty and proceeded to transfer waters to and from each cylinder using their designated straws until we established an equilibrium. We added 5ml to the first beaker, then repeated the experiment.
We plotted the values on a chart which we then graphed.
tank u hab a nice dey!
-jhunD
Thursday, April 19, 2007
Wednesday 18 ,2007 ( TEST)
Hello guys . We had Kinetics Test today so nothing much to tell about. After we handed in the test, Ms. K gave to us a new Unit booklet about Chemical Equilibrium . SO yah , that's all for today scribe . The next scribe will be jhun.
Tuesday, April 17, 2007
Test Preparations
Today in class we went over the Reaction Rates review sheets that we were given. We were also given pages in the textbook to read in order to aid us in our test preparations, pg 395-409 in the Chemistry text book.
Next scribe is Beautiful Soul.
Next scribe is Beautiful Soul.
Monday, April 16, 2007
Last topic in Kinetics
Ms. K discussed our last topic in Kinetics and she gave us a hand out of our review sheet.
Rate law
It is an expression which relates the rate of a reaction to the concentration of the reactants.It helps us to calculate the rate of a reaction with the given concentrations of reactants.
A--->products
Rate=-ΔA/Δt
*rate of consumption a is directly proportional to its concentration,the faster a is consumed the lower its concentration.
formula: Rate=k[A]x
where in:
k is the constant of proportionality
A is the concentration of A
x is the power,called the order of the reaction
*rate constant can only be determined experimentally
*the rate constant is specific for each reaction at a specific temperature,since its value depends upon the size, speed and types of molecules in the reaction
*TEMPERATURE is the only factor that affects the rate constant
REACTION ORDER
The order of reaction indicates how concentration of reactants affects the rate of reaction.
In a first order reaction, if the concentration of A were doubled, the rate would be doubled.If the concentration were tripled,the rate would be tripled.
Ex.
rate= k[A]2[B]3 then the overall order is 5
CALCULATING RATE ORDERS
The rate law can only be determined experimentally.Even the rate of formation of the products and the rate of consumption of reactants is related to their stoichiometry,the law cannot usually be determined from the molar coefficent.
RATE LAW AND STOICHIOMETRY
(base it on your copy,not that hard eniweys)
RATE LAW AND REACTION MECHANISM
(even this one we did this one already)
***Reminder: We will be having our test on wednesday and don't forget to answer the review sheet ok??!!!.
the next scribe would be sergio
Rate law
It is an expression which relates the rate of a reaction to the concentration of the reactants.It helps us to calculate the rate of a reaction with the given concentrations of reactants.
A--->products
Rate=-ΔA/Δt
*rate of consumption a is directly proportional to its concentration,the faster a is consumed the lower its concentration.
formula: Rate=k[A]x
where in:
k is the constant of proportionality
A is the concentration of A
x is the power,called the order of the reaction
*rate constant can only be determined experimentally
*the rate constant is specific for each reaction at a specific temperature,since its value depends upon the size, speed and types of molecules in the reaction
*TEMPERATURE is the only factor that affects the rate constant
REACTION ORDER
The order of reaction indicates how concentration of reactants affects the rate of reaction.
In a first order reaction, if the concentration of A were doubled, the rate would be doubled.If the concentration were tripled,the rate would be tripled.
Ex.
rate= k[A]2[B]3 then the overall order is 5
CALCULATING RATE ORDERS
The rate law can only be determined experimentally.Even the rate of formation of the products and the rate of consumption of reactants is related to their stoichiometry,the law cannot usually be determined from the molar coefficent.
RATE LAW AND STOICHIOMETRY
(base it on your copy,not that hard eniweys)
RATE LAW AND REACTION MECHANISM
(even this one we did this one already)
***Reminder: We will be having our test on wednesday and don't forget to answer the review sheet ok??!!!.
the next scribe would be sergio
Sunday, April 15, 2007
Kinetics Assignment #4
Friday, April 13, 2007
Ms. K was not around and we have a substitute, Ms. McQueen. We just went over the Kinetics assignment # 4 and she gave us some hand outs on RATE LAW.
So for those who missed class and wasn't able to get the answer to the Kinetics assignment #4, here you go:
1. 2H2O2 ----> 2H2O + O2
2. (a) 2P + Q + S ----> R + T + W
(b) Slow
(c) Both P & Q are present in the rate limiting step and since S is not in the rate limiting step it does not affect the rate of of the net reaction. Only the reactants in the rate-
limiting step will significantly affect the rate of the reaction.
3. (a) The RDS is step 1 : C6H6 + NO2+ ----> C6H6NO2+
Because it's the slow reaction.
(b) C6H6 + NO2+ ----> C6H6NO2+ + H+
(c) H2SO4 is introduced in step 2 and is unchanged at the end of the reaction. H2SO4 is most likely a catalyst sine it speeds up the reaction but is unchanged at the end of the reaction
(d)
Step 1 Ea 1 Increase (longest)
Step 2 Ea 2 Decrease (smallest)
Step 3 Ea (small)
4. (a) The rate Increase
(b) p + 3Q ----> Z + Y
(c) The RDS is Step 2: A + 2Q ----> X + Y because it has the lowest rate of reaction.
so thats about it. see you all monday.....
next scribe is forgHa_baybhie
Ms. K was not around and we have a substitute, Ms. McQueen. We just went over the Kinetics assignment # 4 and she gave us some hand outs on RATE LAW.
So for those who missed class and wasn't able to get the answer to the Kinetics assignment #4, here you go:
1. 2H2O2 ----> 2H2O + O2
 | |
2. (a) 2P + Q + S ----> R + T + W
(b) Slow
(c) Both P & Q are present in the rate limiting step and since S is not in the rate limiting step it does not affect the rate of of the net reaction. Only the reactants in the rate-
limiting step will significantly affect the rate of the reaction.
3. (a) The RDS is step 1 : C6H6 + NO2+ ----> C6H6NO2+
Because it's the slow reaction.
(b) C6H6 + NO2+ ----> C6H6NO2+ + H+
(c) H2SO4 is introduced in step 2 and is unchanged at the end of the reaction. H2SO4 is most likely a catalyst sine it speeds up the reaction but is unchanged at the end of the reaction
(d)
Step 1 Ea 1 Increase (longest)
Step 2 Ea 2 Decrease (smallest)
Step 3 Ea (small)
4. (a) The rate Increase
(b) p + 3Q ----> Z + Y
(c) The RDS is Step 2: A + 2Q ----> X + Y because it has the lowest rate of reaction.
so thats about it. see you all monday.....
next scribe is forgHa_baybhie
Thursday, April 12, 2007
Collision Theory and Reaction Mechanism
Hello everyOne, soRry if this blog is late...
What we did in class this morning is that Ms. K helped us to answer all the questions on the sheets the she gave to us. about potential energy diagrams and factors affecting rate. Just look at the slideshow for the answers that you didnt get..
*It sticks to my mind that the addition of CATALYST increase the rate and the activation energy become lower, like what happened to the experiment of ms. K last wednesday.
Then, she gave a new sheet about Collision and Reaction Mechanism and its glad that she explained it very clear... Like theres some new terms that we need to remember, like the
->BIMOLECULAR it means that its a combining of two particles.
->SIMPLE REACTION is the reaction which place in one elementary step.
->COMPLEX REACTION is the reaction which take place in more than one step..
Hint: all Complex Reaction contain at least one reaction intermediate.
->REACTION INTERMEDIATES products of one reaction that immediately become reactants in another reaction.
->MECHANISM is the steps in which a reaction occurs.
->RDS or RATE DETERMINING STEP the step with the slowest rate.
Ms. K also left us an assignment, just to remind you guys its assignment #4.
I didnt wrote too much because all the details is in the slideshow, just look at it.
Thenkzz...
The next scribe would be phoebes3...
What we did in class this morning is that Ms. K helped us to answer all the questions on the sheets the she gave to us. about potential energy diagrams and factors affecting rate. Just look at the slideshow for the answers that you didnt get..
*It sticks to my mind that the addition of CATALYST increase the rate and the activation energy become lower, like what happened to the experiment of ms. K last wednesday.
Then, she gave a new sheet about Collision and Reaction Mechanism and its glad that she explained it very clear... Like theres some new terms that we need to remember, like the
->BIMOLECULAR it means that its a combining of two particles.
->SIMPLE REACTION is the reaction which place in one elementary step.
->COMPLEX REACTION is the reaction which take place in more than one step..
Hint: all Complex Reaction contain at least one reaction intermediate.
->REACTION INTERMEDIATES products of one reaction that immediately become reactants in another reaction.
->MECHANISM is the steps in which a reaction occurs.
->RDS or RATE DETERMINING STEP the step with the slowest rate.
Ms. K also left us an assignment, just to remind you guys its assignment #4.
I didnt wrote too much because all the details is in the slideshow, just look at it.
Thenkzz...
The next scribe would be phoebes3...
Tuesday, April 10, 2007
April 10, 2007
Okay, so today in class we were given a hand out "Chemical Kinetics - Reaction Coordinate Diagrams" it basically defines the meaning of both Exothermic and Endothermic reactions.
Exothermic Reaction - In an exothermic reaction, the products possess less energy than the reactants. Also, during an exothermic reaction, heat is lost from the system and the change in heat is a negative value.
Endothermic Reaction - In an endothermic reaction, the product possess more potential energy than the reactants. This energy is absorbed from the surroundings, which increases the systems energy content. Which leads us to having a positive number when changing of heat.
Okay, now for the assignments. Just last week, we were given a yellow booklet which consisted of Kinetic Assignments 1 through 5. We were given a few minutes in class to complete assignment 2 numbers 1-3. Afterwards, we went over them.
Answers to Kinetics Assignment #2
1a. Activation Energy: 25kJ
b. Hproduct - Hreactant
35kJ - 20 kJ = +15kJ
c. This is an endothermic reaction
2a. Activation Energy: -150kJ
b. 25kJ - 100kJ = -75kJ
c. This is an exothermic reaction
d. Reverse reaction: 250kJ - 25kJ = +225kJ
3a. Activation Energy: 10kJ
b. 15kJ - 35kJ = -20kJ
c. This is an exothermic reaction
d. Reverse reaction: 45kJ - 15 kJ = +30kJ
Thats pretty much all we've done so far in the booklet.
Kay, so she also gave us a hand out of reaction rates. So just work on it.
Other then that, if you haven't completed the Kinetics Assignment (graphing) given out yesterday in class, please have it done as soon as possible.
Okay, so that's all for now. The next blogger will be yhO-eE
Exothermic Reaction - In an exothermic reaction, the products possess less energy than the reactants. Also, during an exothermic reaction, heat is lost from the system and the change in heat is a negative value.
Endothermic Reaction - In an endothermic reaction, the product possess more potential energy than the reactants. This energy is absorbed from the surroundings, which increases the systems energy content. Which leads us to having a positive number when changing of heat.
Okay, now for the assignments. Just last week, we were given a yellow booklet which consisted of Kinetic Assignments 1 through 5. We were given a few minutes in class to complete assignment 2 numbers 1-3. Afterwards, we went over them.
Answers to Kinetics Assignment #2
1a. Activation Energy: 25kJ
b. Hproduct - Hreactant
35kJ - 20 kJ = +15kJ
c. This is an endothermic reaction
2a. Activation Energy: -150kJ
b. 25kJ - 100kJ = -75kJ
c. This is an exothermic reaction
d. Reverse reaction: 250kJ - 25kJ = +225kJ
3a. Activation Energy: 10kJ
b. 15kJ - 35kJ = -20kJ
c. This is an exothermic reaction
d. Reverse reaction: 45kJ - 15 kJ = +30kJ
Thats pretty much all we've done so far in the booklet.
Kay, so she also gave us a hand out of reaction rates. So just work on it.
Other then that, if you haven't completed the Kinetics Assignment (graphing) given out yesterday in class, please have it done as soon as possible.
Okay, so that's all for now. The next blogger will be yhO-eE
Monday, April 9, 2007
Kinetics
Today we went over the Kinetics Assignment #1; and then we had to do another assignment in class.
the answers for the yellow booklet assignment are:
1.a) -2.6 g/min
b)-2 g/min
2.a)-0.000013 mol/Ls
b)-0.00006 mol/Ls
c)since it's 1:1 ratio it's the same for both of them, which is 0.10 mol/Ls for CO & CH4
3.a){basically you take the mass of beaker and contents which is given and subtract it from the first one, that's why the first square would be 0.00 and so on....}
b)0.248 g/min
c)i>0.0077 g/min
ii> -0.02167 g/min
4. for NO2=0.2 mol/Ls
for O2= 1 mol/Ls
5.a) 0.1125 mol/Ls O2
b) 0.135 mol/Ls H2O
c) 0.09 mol/Ls NO
****
Don't forget to finish the homework(assignment #1)
the next scribe is kayyy
the answers for the yellow booklet assignment are:
1.a) -2.6 g/min
b)-2 g/min
2.a)-0.000013 mol/Ls
b)-0.00006 mol/Ls
c)since it's 1:1 ratio it's the same for both of them, which is 0.10 mol/Ls for CO & CH4
3.a){basically you take the mass of beaker and contents which is given and subtract it from the first one, that's why the first square would be 0.00 and so on....}
b)0.248 g/min
c)i>0.0077 g/min
ii> -0.02167 g/min
4. for NO2=0.2 mol/Ls
for O2= 1 mol/Ls
5.a) 0.1125 mol/Ls O2
b) 0.135 mol/Ls H2O
c) 0.09 mol/Ls NO
****
Don't forget to finish the homework(assignment #1)
the next scribe is kayyy
Sunday, April 8, 2007
CHEMICAL KINETICS
Today we spend the time going over the answers of the homework(pg.424-425;Q's.17-23), and the answers should be on the blog.
Then we had a new lesson; and here are the sheets:
This is Kinetis Assignment #1 which is homework:
Thursday, April 5, 2007
Wednesday' class: Lab continuation
Today in chem we did another lab this time it was about how temperature affected the rate of reactions. This lab did not go so well but i knew already that the temperature does affect the rate of reactions, i think that the temperature makes everything move after therefore making reactions occur faster. Catalysts affect the rate of reaction by lowering the activation energy level and increasing the rate of reaction.
Zahra was kind enough to scribe for Thursday's class.
Zahra was kind enough to scribe for Thursday's class.
Tuesday, April 3, 2007
The Scribe.. <- =D...
Well Today in class we a lab... On the Nature of Reactants..
We did part one and part two
In part one we tested the reactiblilty of certain substances in different solutions... And the time that it took for reactions to occur within those reactions...
In part two we tested on how the surface area of a substance changes the reaction rate of solutions..
It took the whole class... But we continue on with the lab tomorrow...
The End. =D
The next scribe is... gear321.
We did part one and part two
In part one we tested the reactiblilty of certain substances in different solutions... And the time that it took for reactions to occur within those reactions...
In part two we tested on how the surface area of a substance changes the reaction rate of solutions..
It took the whole class... But we continue on with the lab tomorrow...
The End. =D
The next scribe is... gear321.
Monday, April 2, 2007
First day back from spring break
Today, our lovely chemistry teacher handed out our fire works assignments AND our tests. i hope you guys all passed with flying colors. anyways we went on reviewing the kinetics assignment that was given to us on friday of last last week. after than we were given a textbook assignment that's due on wednesday or thursday. oh and a wordsearch for fun. that is all the next scribe is ree-shard
Friday, March 23, 2007
Thursday, March 22, 2007
On Tuesday we spent time going over the work sheets, or test review- and here are the answers.
Section 6.3
1. Atomic radii cannot be measured directly because the electron cloud surrounding the nucleus does not have a clearly defined
c. Outer edge
2. Which diagram best represents the group and period trends in atomic radii in the periodic table?
c. diagram c
3. The general trend in the radius of an atom moving down a group is partially accounted for by the
d. Shielding of the outer electrons by inner electrons.
4. A------ is an atom, or bonded group of atoms, that has a positive or negative charge.
b. Ion
5. An atom becomes negatively charged by
a. Gaining an electron
6. Which diagram best represents the relationship between the diameter of a sodium atom and the diameter of a positive sodium ion?
a. Diagram a
7. What is ionization energy?
Energy required to remove an electron from a gaseous form
8. Explain why an atom with a high ionization-energy value is not likely to form a positive ion?
A high ionization-energy value indicates that the atom has a strong hold on it’s electron and is not likely to lost an outer electron and form a positive ion
9. What is the period trend in the first ionization energies? Why?
The 1st ionization energies generally increases as you move left to right across a period. The increased nuclear change of each successive element produces and increased hold on the valence electrons.
10. What is the group trend in the first ionization energies? Why?
The 1st ionization energies generally decrease as you move down a group because atomic size increases down a graph, the valence electrons are far then from the nucleus and there for less strongly attached to the nucleus as a result, less energy is required to remove the valence electron.
11. State the Octet rule.
Atoms tend to gain, lose, or share electron to a quire a full set of eight valence electron.
12. What does the electro negativity of an element indicate?
Its atom’s ability to attract electron in a chemical bond
13. What are the period and group trends in electronegativities?
Increases left to right across a period and decreased as you move down a group.
Answers for the work sheets
Section 9.5
The tendency of an atom to attract highest electronegativity electrons
2.Which element has the? What is the numerical value? What are the name and group number of the chemical family that has the highest overall electronegativity?
Fluorine; F; 3.98; halogens; group 7A
3. Which element has the lowest electronegativity? What is the numerical value? What are the name and group number of the chemical family that has the lowest overall electronegativity
Francine; 0.7; alkaline metals; group 1A
4. What general tend in electronegativity do you note going down a group? Across a period?
Decreasing – increasing
5. How are the electronegativity values used to determine the type of bond that exists between two atoms?
Electrons are subtracted.
6. Ionic compounds are usually soluble in polar substances- True
7. In a covalent molecular compound, the attraction between molecules tends to be strong- False
8. Unequal sharing of electrons between two bonded atoms always indicates
c. A polar covalent bond
9. When electronegativity of two bonded atoms differ greatly, the bond is
d. ionic
10. What is the electronegativity difference that usually is the dividing line between covalent and ionic bonds
b. 1.7
11. The Symbol δ is placed next to which of the following
a. The less electronegativity atom in a polar covalent bond
12. A nonpolar covalent bond is one in which
c. Electrons are shared equally.
13. Molecules containing only polar covalent bonds
b. May or May not be polar
14. What factor other than electronegativity determines whether a molecule as a whole is polar or not?
b. its geometry
15. Which of the following correctly describes the compound water, H2O?
d. Polar overall, which polar covalent bonds
16. Which of the following correctly describes the compound carbon tetrachloride, CCl4?
a. Nonpolar overall, with polar covalent bonds
17. A molecule of ammonia, NH3, is
d. polar because there is an electronegativity difference and the molecule is trigonal pyramidal.
Wednesday, March 21, 2007
Surprise, Surprise, Missing Scribe
Well since no one scribed for Tuesday and it's Wednesday... I'll scribe for Tuesday and Wednesday...
Well Tuesday was a fairly straightforward day.... I woke up in the morning... Panicked because I had a math test... Found out I did miserable on another math test... Then... Ohh Chemistry..
Well On Tuesday. WE HAD A SUB!!! (I scribe on sub days) <--- Hahaha
Mr. Bennet was his name I think.. He pretty much talked the entire period on the review sheets that we did.. It was like another day in wonderland.. Hah. We finished the Chapter 5 review. Then we went over the Chapter 6 review and then the Chapter 9 review. We went over every question and eventually were let out by the end of class for lunch =)
ON WEDNESDAY!!!
We had a Test.. (And another sub) What fun.. Well to be honest it was pretty straight forward on what we learned this unit. Nothing really surprising. Can't really spoil anything.. sigh..
Tomorrow we start CHEMICAL KINETICS.. Cant wait!!! ( I HOPE YOUR THERE MRS. K)
BTW... SECOND FUNCTION ROCKS MY SOCKS!!!!! <--- Had to say that =)
Well Tuesday was a fairly straightforward day.... I woke up in the morning... Panicked because I had a math test... Found out I did miserable on another math test... Then... Ohh Chemistry..
Well On Tuesday. WE HAD A SUB!!! (I scribe on sub days) <--- Hahaha
Mr. Bennet was his name I think.. He pretty much talked the entire period on the review sheets that we did.. It was like another day in wonderland.. Hah. We finished the Chapter 5 review. Then we went over the Chapter 6 review and then the Chapter 9 review. We went over every question and eventually were let out by the end of class for lunch =)
ON WEDNESDAY!!!
We had a Test.. (And another sub) What fun.. Well to be honest it was pretty straight forward on what we learned this unit. Nothing really surprising. Can't really spoil anything.. sigh..
Tomorrow we start CHEMICAL KINETICS.. Cant wait!!! ( I HOPE YOUR THERE MRS. K)
BTW... SECOND FUNCTION ROCKS MY SOCKS!!!!! <--- Had to say that =)
Monday, March 19, 2007
March 19, 2007
Okay so today in class, we went over a few sheets that were given to us before the weekend. First of all, we went over the Atomic Worksheet: Trends in the Periodic table. We basically just answered the questions, and as for number 1 & 6, we drew it out on the smart board. We also went over the worksheet based on Using the Periodic Table (Chapter 6). And finally, we went over a few of the answers for Electrons in Atoms. We didn't quite finish, but we got up to the fourth page.
But anyway, just a reminder ... there is a test on Wednesday, so get ready and start studying!
But anyway, just a reminder ... there is a test on Wednesday, so get ready and start studying!
Friday, March 16, 2007
Periodic table trends and handout explanation
Sean here sorry for the late post, took me a while to figure out my password, anyway for thoses who missed what was done today we discussed the electronegativity of elements or if you will their ability to attract electrons by way of chemical bonding. I suggest you take out out your table of electronegativity, that would be that sheet package you got earlier in the year. As you can see fluorine has a electronegativity of 4.10 making it the most electronegative element on the table, if you do not see this you might have the wrong sheet. For those who missed today/yesterday's class take out one of the blank periodic tables received today, each element will have a subshell as seen in the electron configuration sheet (the one with the arrows in the boxes) this being said every element in groups I and II will have subshell on the outside with the exception of hydrogen and helium who are labeled as 2S. So if you want you can colour in the S, D,P and F sections, for instance as said before I and II should be labeled as S so fill in those columns along with 3 to 12 as D , 13 to 18 as P and finally the lanthanides and actinides (the bottom ones) as F, the colours you have to use won't matter as long as you can distinguish between them. Now for the second blank sheet you will need to point out a series of things. Now as we move from left to right on the electronegativites table we find that obviously the electronegativity is increasing so on the blank table draw an arrow pointing right and label it as eletronegativity increasing, the eletronegativity also decreases as you go down a group so you can label that. Now we go onto ionization energy AKA the energy needed for a element to take an electron from a gaseous atom. I won't go into a deep discussion about this so remember high ionization energy equal low possibility to form a positive ion and a low one means it will lose its outer electron with ease, so left to right on the table again draw a arrow pointing right and write ionization energy increases, this goes like the electronegativity going down a group, so arrow down ionization decreases. This same increase goes for the negative ions also, so left to right increase in ions you get the point anyhow lastly we go to atomic radius, now what would this be, atomic radius is the distance between the atoms nucleus to its outer most stable orbital. The atomic radius can be found by cutting the distance between the nuclei with the nuclei of a similar atom in half. You might not be able to find the distance of two nuclei yourself, apparently it takes equipment which is just out of the common student's hands to find said distance. Atomic radius is similar to ionic radius in the sense of distance between two things hence the radius part but ionic radius is the distance between cations and anions in crystal ions. Back to the table draw two arrows going down a group, one with atomic radius increasing and ionic radius increasing. Thus the table is pretty much done.
Reminder: test on wednesday
review: Do it, I guarantee it will not bite.
The scriber in line out of a random pick will be ...kayyy, due to user names of course it's random, good luck with the scribe and for those who haven't scribed the wait to be picked is worse than the actual scribe.
Reminder: test on wednesday
review: Do it, I guarantee it will not bite.
The scriber in line out of a random pick will be ...kayyy, due to user names of course it's random, good luck with the scribe and for those who haven't scribed the wait to be picked is worse than the actual scribe.
Thursday, March 15, 2007
My notes of atomic structure
Hi ms K.
i'm very impressive by the ways you taught the electrons configuration through music which's incretible exprience ihave never heard before. what i'm interested to know is that
Electrons configurations
1. show electrons in an element and their energy level and sublevel.
For example Nitrogen (atomic number 7)
1s2 2s2 2p3 the main principle of aufbau in electrons configuration is to fill with the lowest energy state. In order to represent an atom's electron configuration you should consider two convenient methods. one method is known as an orbital diagram. It includes a box for each of the atom's orbitals.An empty box represents an unoccupied orbital, a box containing a single up arrow represents an orbital with one electron, and a box containing both up and down arrows represents a filled orbital.
Reminder: Test on Atomic Structure is Tuesday, March 20.
Reminder: Finish activity sheet-Ch.5 Study Guide for tomorrow
The next scribe will be Sean
i'm very impressive by the ways you taught the electrons configuration through music which's incretible exprience ihave never heard before. what i'm interested to know is that
Electrons configurations
1. show electrons in an element and their energy level and sublevel.
For example Nitrogen (atomic number 7)
1s2 2s2 2p3 the main principle of aufbau in electrons configuration is to fill with the lowest energy state. In order to represent an atom's electron configuration you should consider two convenient methods. one method is known as an orbital diagram. It includes a box for each of the atom's orbitals.An empty box represents an unoccupied orbital, a box containing a single up arrow represents an orbital with one electron, and a box containing both up and down arrows represents a filled orbital.
Reminder: Test on Atomic Structure is Tuesday, March 20.
Reminder: Finish activity sheet-Ch.5 Study Guide for tomorrow
The next scribe will be Sean
Orbital Diagrams/Electron Configurations
in class yesterday we went over the quantum mechanical model. we discused how it is similar and how it is different from the Bohr model. we also went over contributors to the Q.M.M. like G.P Thomson. We corrected the activity sheet on Q.M.M.
we looked at something new about how to do electron configuration, the arrangement of electrons. we looked at the three principles, aufbau principle, Hund's rule and Pauli exclusion principle. Check the handouts for more information on this topic.
we looked at something new about how to do electron configuration, the arrangement of electrons. we looked at the three principles, aufbau principle, Hund's rule and Pauli exclusion principle. Check the handouts for more information on this topic.
Wednesday, March 14, 2007
Scribe Post
Yesterday, we were asked to complete two worksheets, that were given by the SUB. The two questions were 1 through 8 on the back of the "The Bohr Model of Hydrogen Atom", and to complete the worksheet called "Quantum Mechanical Model of the Atom Worksheet" the answers are in the worksheet with the Smart people on it, but we were not given information about 2 of the Smart people, Wolfgang Pauli and Werner Heisenberg. So i didn't hand in the worksheets, though they were due by the end of the class. So I feel that i should tell the right answers for the 2 Wolfgang Pauli: Only 1 electron in each energy level state is allowed, and Werner Heisenberg: Suggested the dual nature of matter (wave/particle). He placed a fundamental limitation on how precisely we can know both the location and the momentum of any object. Sorry This is late, and Eddie knows he is scribe next anyways.
Monday, March 12, 2007
Atomic Structure
hello...
Note: the atomic emission spectrum of an element is the set of frequencies of the electromagnetic waves emitted by atoms of the element. it is different from visible spectrum because visible spectrum is a continuous range of colours while in atomic emission spectrum consists of several individual lines of colour.Each element's atomic emission spectrum is unique and can be used to determine if that element is part of an unknown compound.
at the beginning of class, we looked at the atomic emission spectrum of the noble gasses. I was having trouble seeing the spectrum and only saw few of them...
starting from left to right...
for hydrogen, I saw red, blue and purple
Argon = red, orange, yellow, green, blue and purple
Iodine = red yellow green
Helium = red, orange, yellow, green
for the last two elements we did........i didn't saw any spectrum......hope you got 'em ^_^
after that "mini-light" show, we corrected our homework that was given out last Friday "Atomic Structure Assignment 1"
here are the questions and answers (front side)
1. define the terms wavelenght and frequency.
- wavelenght is the distance between two crest - frequency is the number of cycles that pass a point in 1 second.
2. arrange the following types of electromagnetic radiation in order of increasing wave lenght: Ultraviolet waves, microwaves, radio waves and X rays.
- X rays, Ultraviolet waves, microwaves and radio waves
3. state which type of electromagnetic energy--ultraviolet light or infrared light--has the a) shorter wave lenght b) higher frequency c) lower energy
- a) ultraviolet light b) ultraviolet light c) infrared light
4. describe the difference between a continuous spectrum and a line spectrum.
- continuous spectrum is a pattern of colours - line spectrum is a pattern of single line
5. hydrogen's emission spectrum has 4 lines on it. what does each line represent?
- it represent an electron falling 1 energy level to the next energy level
6. what is a line spectrum and how is it produced?
- line spectrum = pattern of single line, produced when light consists of only a few distinct wavelengths pass through a spectroscope
7. describe how spectroscopy can be used to identify a gas.
- used to identify ions in a solution, specific ions give off a characteristic colour by passing the light from flam tests.
8. write a paragraph that explains the chemistry behind a fireworks display, include the ground state, excited state, Bohr model of atom, flame test.
- DUE THIS WEDNESDAY!!
(back side)
2. which part of the electromagnetic spectrum do the atomic emission spectra show?
- the visible spectrum
3. would the atomic emission spectrum for each sample change if you repeated the procedure?
- No, because each element has its own atomic emission spectrum and all elements has different spectrum
4. what does each line in an atomic emission spectrum represent?
- it represent the energy of electrons
I choose you....................ALLEN to be the next scribe!
vehcsur out..........
Note: the atomic emission spectrum of an element is the set of frequencies of the electromagnetic waves emitted by atoms of the element. it is different from visible spectrum because visible spectrum is a continuous range of colours while in atomic emission spectrum consists of several individual lines of colour.Each element's atomic emission spectrum is unique and can be used to determine if that element is part of an unknown compound.
at the beginning of class, we looked at the atomic emission spectrum of the noble gasses. I was having trouble seeing the spectrum and only saw few of them...
starting from left to right...
for hydrogen, I saw red, blue and purple
Argon = red, orange, yellow, green, blue and purple
Iodine = red yellow green
Helium = red, orange, yellow, green
for the last two elements we did........i didn't saw any spectrum......hope you got 'em ^_^
after that "mini-light" show, we corrected our homework that was given out last Friday "Atomic Structure Assignment 1"
here are the questions and answers (front side)
1. define the terms wavelenght and frequency.
- wavelenght is the distance between two crest - frequency is the number of cycles that pass a point in 1 second.
2. arrange the following types of electromagnetic radiation in order of increasing wave lenght: Ultraviolet waves, microwaves, radio waves and X rays.
- X rays, Ultraviolet waves, microwaves and radio waves
3. state which type of electromagnetic energy--ultraviolet light or infrared light--has the a) shorter wave lenght b) higher frequency c) lower energy
- a) ultraviolet light b) ultraviolet light c) infrared light
4. describe the difference between a continuous spectrum and a line spectrum.
- continuous spectrum is a pattern of colours - line spectrum is a pattern of single line
5. hydrogen's emission spectrum has 4 lines on it. what does each line represent?
- it represent an electron falling 1 energy level to the next energy level
6. what is a line spectrum and how is it produced?
- line spectrum = pattern of single line, produced when light consists of only a few distinct wavelengths pass through a spectroscope
7. describe how spectroscopy can be used to identify a gas.
- used to identify ions in a solution, specific ions give off a characteristic colour by passing the light from flam tests.
8. write a paragraph that explains the chemistry behind a fireworks display, include the ground state, excited state, Bohr model of atom, flame test.
- DUE THIS WEDNESDAY!!
(back side)
2. which part of the electromagnetic spectrum do the atomic emission spectra show?
- the visible spectrum
3. would the atomic emission spectrum for each sample change if you repeated the procedure?
- No, because each element has its own atomic emission spectrum and all elements has different spectrum
4. what does each line in an atomic emission spectrum represent?
- it represent the energy of electrons
I choose you....................ALLEN to be the next scribe!
vehcsur out..........
MIssing: Blog for March 06, 2007
Sorry it took so long!
But you know what they say, "It's better late than never."
So, just a recap on March 06, 2007:
The "Oxidation-Reduction Compare and Contrast Frame" sheet and the "Redox Reactions" sheet were corrected and handed back.
Here are the corrections:
"Oxidation-Reduction Compare and Contrast Frame"
Oxidation
Historical Definition:
Any reaction that involved a reactant combining with oxygen was an oxidation reaction.
Example:
Burning substances - oxygen present.
Rusting / Corrosion - oxygen reacts with metal.
Present Definition:
A process by which a substance had given up their electrons.
Example:
Al(s) --------> Al3+(aq) + 3e-
Mnemonic Device:
O - Oxidation
I - Is
L - Losing
or
L - Losing
E - Electrons
O - Oxidation
When Balancing a Redox Reaction:
One substance is oxidized and it is also the reducing agent.
Its oxidation number increases.
Reduction
Historical Definition:
When oxygen is removed by a compound to produce a metal.
Example:
2Fe2O3(s) + 3C(s) ------> 4Fe(s) + 3CO2(g)
Present Definition:
A process in which a substance gains electrons.
Example:
Al3+(aq)+ 3e--------> Al(s)
Mnemonic Device:
R - Reduction
I - Is
G - Gaining
or
G - Gaining
E - Electrons
R - Reduction
When Balancing a Redox Reaction:
One substance is reducedand it is also the oxidizing agent.
It's oxidation number decreases.
"Redox Reactions"
1. Redox reactions are characterized by: d. transfer of electrons.
2. If a calcium atom loses two electron, it becomes: c. oxidized.
3. In a redox reaction, an oxidizing agent is: d. reduced.
4. An oxidation reaction occurs: a. at the same time a reduction reaction occurs.
5. Consider the equation Ca(s) + O2(g) ------> 2CaO(s). In this reaction, calcium is oxidized because it: c. loses electrons.
6. The number of electron lost by an element when it forms ions is the element's: b. oxidation number.
7. A loss of electrons is: a. oxidation.
8. Redox reactions can involve: d. ions, molecules, or uncharged atoms.
9. - 15. Redox Reactions
Equation:
#16
Oxidized: Cd
Reduced: Ni2+
OA: NiO2
RA: Cd
#17
Oxidized: Fe
Reduced: Cu
OA: SO4
RA: Fe
#18
Oxidized: Sb
Reduced: I
OA: I2
RA: Sb
#19
Oxidized: S
Reduced: O
OA: O2
RA: Cu2S
#20
Oxidized: Pb
Reduced: Pb+4
OA: PbO2
RA: Pb
#21
Oxidized: N-3
Reduced: N+5
OA: NH4NO3
RA: NH4NO3
#22
Oxidized: C
Reduced: Fe
OA: Fe2O3
RA: CO
FINALLY!
Ms. Kozoriz had written down steps on "Balancing Redox"
1. Assign oxidation numbers to each element.
2. Identify and write oxidation half reaction and reduction half reaction.
3. Balance in terms of electron numbers and atoms.
4. Add H2O and H to balance acidic reaction.
5. Do a change check for both half reactions.
6. Multiply through so electron number is the same in the reduction and oxidation half reaction.
7. Add both half reactions cancelling electrons and any other substances.
8. Do a final change check!
* Sorry again it took so long but we all know brilliance takes time =P.
By: Jennie
But you know what they say, "It's better late than never."
So, just a recap on March 06, 2007:
The "Oxidation-Reduction Compare and Contrast Frame" sheet and the "Redox Reactions" sheet were corrected and handed back.
Here are the corrections:
"Oxidation-Reduction Compare and Contrast Frame"
Oxidation
Historical Definition:
Any reaction that involved a reactant combining with oxygen was an oxidation reaction.
Example:
Burning substances - oxygen present.
Rusting / Corrosion - oxygen reacts with metal.
Present Definition:
A process by which a substance had given up their electrons.
Example:
Al(s) --------> Al3+(aq) + 3e-
Mnemonic Device:
O - Oxidation
I - Is
L - Losing
or
L - Losing
E - Electrons
O - Oxidation
When Balancing a Redox Reaction:
One substance is oxidized and it is also the reducing agent.
Its oxidation number increases.
Reduction
Historical Definition:
When oxygen is removed by a compound to produce a metal.
Example:
2Fe2O3(s) + 3C(s) ------> 4Fe(s) + 3CO2(g)
Present Definition:
A process in which a substance gains electrons.
Example:
Al3+(aq)+ 3e--------> Al(s)
Mnemonic Device:
R - Reduction
I - Is
G - Gaining
or
G - Gaining
E - Electrons
R - Reduction
When Balancing a Redox Reaction:
One substance is reducedand it is also the oxidizing agent.
It's oxidation number decreases.
"Redox Reactions"
1. Redox reactions are characterized by: d. transfer of electrons.
2. If a calcium atom loses two electron, it becomes: c. oxidized.
3. In a redox reaction, an oxidizing agent is: d. reduced.
4. An oxidation reaction occurs: a. at the same time a reduction reaction occurs.
5. Consider the equation Ca(s) + O2(g) ------> 2CaO(s). In this reaction, calcium is oxidized because it: c. loses electrons.
6. The number of electron lost by an element when it forms ions is the element's: b. oxidation number.
7. A loss of electrons is: a. oxidation.
8. Redox reactions can involve: d. ions, molecules, or uncharged atoms.
9. - 15. Redox Reactions
Equation:
#16
Oxidized: Cd
Reduced: Ni2+
OA: NiO2
RA: Cd
#17
Oxidized: Fe
Reduced: Cu
OA: SO4
RA: Fe
#18
Oxidized: Sb
Reduced: I
OA: I2
RA: Sb
#19
Oxidized: S
Reduced: O
OA: O2
RA: Cu2S
#20
Oxidized: Pb
Reduced: Pb+4
OA: PbO2
RA: Pb
#21
Oxidized: N-3
Reduced: N+5
OA: NH4NO3
RA: NH4NO3
#22
Oxidized: C
Reduced: Fe
OA: Fe2O3
RA: CO
FINALLY!
Ms. Kozoriz had written down steps on "Balancing Redox"
1. Assign oxidation numbers to each element.
2. Identify and write oxidation half reaction and reduction half reaction.
3. Balance in terms of electron numbers and atoms.
4. Add H2O and H to balance acidic reaction.
5. Do a change check for both half reactions.
6. Multiply through so electron number is the same in the reduction and oxidation half reaction.
7. Add both half reactions cancelling electrons and any other substances.
8. Do a final change check!
* Sorry again it took so long but we all know brilliance takes time =P.
By: Jennie
Sunday, March 11, 2007
The test was handed back on Friday. We also started the Atomic Structure Unit; worksheets were handed-out.
Electromagnetic Energy - Light Energy
Light Energy is a form of energy that is transferred by radiation and is thought to move in the forms of waves.
Frequency - cycles per unit in time. (eg. in lightwave - the # of cycles pass a point in one second)
Wavelength is the distance between the crest or troughs. The wavelength of visible light is mostly measured in nanometres.
___________________________________________
Line Spectrum is a spectrum in which energy is concentrated at particular wavelengths; produced by excited atoms and ions as they fall back to a lower energy level.
Continuous Spectrum is when all the wavelengths of lights are represented. Line Spectrum on the other hand, is a distinct of coloured lines rather than a rainbow. In an element, the line spectrum is unique in each ones; no two elements have the same atomic emission spectrum. It's like a fingerprint.
___________________________________________
I hope these helped you with the Assignment. =)
___________________________________________
Oh yeah. Next Scribe will be Ruschev.
Friday, March 9, 2007
Wednesday, March 7, 2007
20. Oxidation-Reduction Reactions Worksheet
March 7, 2007
Today we went over the oxidation-reduction worksheet which she handed out yesterday for homework. We did these questions on the white board and Ms.K did some on the smart board.
annnnnd tomorrow is our "brief" test...so study, study, study! thats all no notes just the worksheet.
Today we went over the oxidation-reduction worksheet which she handed out yesterday for homework. We did these questions on the white board and Ms.K did some on the smart board.
annnnnd tomorrow is our "brief" test...so study, study, study! thats all no notes just the worksheet.
Tuesday, March 6, 2007
Missing Scribe For Friday March 2 (sorry)
Well, on Friday, we received worksheets. We had an option to either hand it in on Friday or Monday, but now it would be too late. Well the sheet that was handed in was a review, to check if you know what oxidation and reduction was. The other was about Balancing Equations using a different method, if a redox reaction occured. Here is a guide to interpreting that sheet:
Firstly, find the oxidation numbers, but remembering to use the "Rules for Determining Oxidation Numbers."
Lets use Ag2S + Al -> Al2S3 + Ag
Ag: is reduced because it is gaining one electron. +1 to 0 (more negative number)
S: remains the same, so it isn't oxidized.
Al: is oxidized because it is losing three electrons. 0 to +3 (more positive number)
Multiply the subscripts with the number of electrons lost or gained.
Therefore:
Ag2S: 2(because you have two Ag atoms) X 1 electron (number of electrons that was gained)
Al: 1(because you only have one Al atom) X 3 electrons (number of electrons that was lost)
Now we have to balance. So that we have the same number of electorns gained and lost. We find their lowest common multiple...Hm...2 and 3, 6 goes into both, so lets multiply both to get 6:
Ag2S: 2 electrons X 3 = 6
S: 3 electrons X 2 = 6
Use what you multipled there as your coeffcients: so 3 for Ag2S and 2 for S:
3Ag2S + 2Al -> Al2S3 + Ag
Note: Check both sides are balanced, you may need to balance the rest of the equation. For this case, since you have 6Ag on the reactant side, then you need a 6 in front of the Ag in the end product side. That is all.
Therefore, your answer should be:
3Ag2S + 2Al -> Al2S3 + 6Ag
Firstly, find the oxidation numbers, but remembering to use the "Rules for Determining Oxidation Numbers."
Lets use Ag2S + Al -> Al2S3 + Ag
Ag: is reduced because it is gaining one electron. +1 to 0 (more negative number)
S: remains the same, so it isn't oxidized.
Al: is oxidized because it is losing three electrons. 0 to +3 (more positive number)
Multiply the subscripts with the number of electrons lost or gained.
Therefore:
Ag2S: 2(because you have two Ag atoms) X 1 electron (number of electrons that was gained)
Al: 1(because you only have one Al atom) X 3 electrons (number of electrons that was lost)
Now we have to balance. So that we have the same number of electorns gained and lost. We find their lowest common multiple...Hm...2 and 3, 6 goes into both, so lets multiply both to get 6:
Ag2S: 2 electrons X 3 = 6
S: 3 electrons X 2 = 6
Use what you multipled there as your coeffcients: so 3 for Ag2S and 2 for S:
3Ag2S + 2Al -> Al2S3 + Ag
Note: Check both sides are balanced, you may need to balance the rest of the equation. For this case, since you have 6Ag on the reactant side, then you need a 6 in front of the Ag in the end product side. That is all.
Therefore, your answer should be:
3Ag2S + 2Al -> Al2S3 + 6Ag
Monday, March 5, 2007
Saturday, March 3, 2007
Scribe - feb 28
All we did on wednesday was that we went over the "oxidation and Reduction" hand out that Ms K gave us last week. We went over assigning oxidation numbers and then we had time to work on identifying the reducing agents and oxidizing agents.
here's an example:
FeBr2 + Br2 ----> FeBr3
Fe+2Br-12 + Br02 ----> Fe+3Br-1 3 ' identifying the oxidation numbers
Fe loses one electron therefore it is oxidized
Br gains one electron therefore being reduced
FeBr is the reducing agent
Br2 is the oxidizing agent
Tip:
if one has gained an electron then it's reduced
if one has lossed an electron then it is oxidized
an agent is found on the left side of the arrow ( ----> )
remember that our test tube mystery lab is due on monday
here's an example:
FeBr2 + Br2 ----> FeBr3
Fe+2Br-12 + Br02 ----> Fe+3Br-1 3 ' identifying the oxidation numbers
Fe loses one electron therefore it is oxidized
Br gains one electron therefore being reduced
FeBr is the reducing agent
Br2 is the oxidizing agent
Tip:
if one has gained an electron then it's reduced
if one has lossed an electron then it is oxidized
an agent is found on the left side of the arrow ( ----> )
remember that our test tube mystery lab is due on monday
Friday, March 2, 2007
The Scribe List
This is The Scribe List. Every possible scribe in our class is listed here. This list will be updated every day. If you see someone's name crossed off on this list then you CANNOT choose them as the scribe for the next class.
This post can be quickly accessed from the [Links] list over there on the right hand sidebar. Check here before you choose a scribe for tomorrow's class when it is your turn to do so.
This post can be quickly accessed from the [Links] list over there on the right hand sidebar. Check here before you choose a scribe for tomorrow's class when it is your turn to do so.
| crystal | yhO-eE Jefferson gear321 z.aAhmad | Ree-SharD Beautiful Soul jennie_s keer |
Wednesday, February 28, 2007
Scribe Post
Sorry everyone I didn't realize that I was the scribe for Tuesdays class.
Today was the last day to work on the Test Tube Mystery Lab.
I will complete this scribe later on.
The scribe for Wednesday's class is Jefferson :)
Today was the last day to work on the Test Tube Mystery Lab.
I will complete this scribe later on.
The scribe for Wednesday's class is Jefferson :)
Monday, February 26, 2007
Test Tube Mystery Lab
Hi guys, I'm the scribe for today's class since i wasn't there on Friday. We started to work on the test tube mystery lab, which we have to identify the 12 unknown solutions that are given in the hand-out we got last week from Ms. K. It tells us what we have to do before starting the lab, what materials we need for the lab and from what we have learned from the past 2, 3 weeks, we should know how to observe it. We also can go on the net to find out or get more information for the lab. Each group only have to hand in one lab write-up explaining how you determined the identity of each test tube, also include the observations (any precipitates formed) with the net ionic equations. Anyways we'll also have tomorrow to finish the lab. Goodluck everyone! :)
The next scribe will be crystal.
The next scribe will be crystal.
Feb23: Oxidation and Reduction
hello, last friday we learned about oxidation and reduction.
previously we learned that there are 5 type of reactions but on friday we learned that there are only two different families of chemical reactions:
1-those that don't have exchange of electrons-->non-redox reactions
2-those that do have exchange of electrons-->redox reactions
*when a substance lost/gave up its electrons it's an oxidation reaction:
Al(s) --> Al3+ + 3 electrons
*when a substance gains electrons it's called a reduction reaction:
Al3+ + 3 electrons --> Al(s)
to remember those key points we could use:
Oxidation
Is
Losing
Reduction
Is
Gaining
(OIL RIG)
or:
Losing
Electrons
Oxidation
Gaining
Electrons
Reduction
(Leo Ger)
also an important point is that Oxidation and reduction always occur at the same time, so that the number of electrons gained in a reaction is always equal to the electrons lost.
:. to keep track of the loss and gain of electrons in a reaction we use Oxidation States(imaginary charge an atom would have if both the electrons in an electron pain belonged to the most electronegative element of that pair)
Oxidation numbers are positive and negative numbers that are related to an atom's oxidation state.
the most important part of the lesson was knowing the 9 rules applying to the concept.
DUH RULES:
1-The oxidation number of an atom in an uncombined element is zero.
ex. O2
2-the SUM of the oxidation numbers of the elements in any neutral molecule is zero.
ex. MgCl2
+2 + (-1 x 2)= 0
3-the sum of the oxidation numbers of the elements in any ion is equal to the charge on the ion.
ex. NO3-1
+5 + (-2 x 3) = -1
4-in compounds the oxidation number of many elements corresponds to their position on the periodic table.
a)elements in Group 1A are always {+1}
ex. H , Li, Na, K, Rb, Cs, Fr
b)the alkaline earth metals are always {+2}
ex. Be , Mg, Ca, Sr, Br, Ra
c)aluminum is always {+3} and zinc is always {+2}
d)halogens are almost always {-1}
ex. F , Cl, Br, I, At
e)Hydrogen always has an oxidation number of {+1} when it's combined with non metals.
ex. HCl
f)oxygen has an oxidation number of {-2} in most compounds (exception:in peroxides where it is -1, ex. H2O2 (hydrogen peroxide)
ex. SO2 S is +4 and O is -2
i guess that's all!
i think we have a scribe for today, so i won't pick.
previously we learned that there are 5 type of reactions but on friday we learned that there are only two different families of chemical reactions:
1-those that don't have exchange of electrons-->non-redox reactions
2-those that do have exchange of electrons-->redox reactions
*when a substance lost/gave up its electrons it's an oxidation reaction:
Al(s) --> Al3+ + 3 electrons
*when a substance gains electrons it's called a reduction reaction:
Al3+ + 3 electrons --> Al(s)
to remember those key points we could use:
Oxidation
Is
Losing
Reduction
Is
Gaining
(OIL RIG)
or:
Losing
Electrons
Oxidation
Gaining
Electrons
Reduction
(Leo Ger)
also an important point is that Oxidation and reduction always occur at the same time, so that the number of electrons gained in a reaction is always equal to the electrons lost.
:. to keep track of the loss and gain of electrons in a reaction we use Oxidation States(imaginary charge an atom would have if both the electrons in an electron pain belonged to the most electronegative element of that pair)
Oxidation numbers are positive and negative numbers that are related to an atom's oxidation state.
the most important part of the lesson was knowing the 9 rules applying to the concept.
DUH RULES:
1-The oxidation number of an atom in an uncombined element is zero.
ex. O2
2-the SUM of the oxidation numbers of the elements in any neutral molecule is zero.
ex. MgCl2
+2 + (-1 x 2)= 0
3-the sum of the oxidation numbers of the elements in any ion is equal to the charge on the ion.
ex. NO3-1
+5 + (-2 x 3) = -1
4-in compounds the oxidation number of many elements corresponds to their position on the periodic table.
a)elements in Group 1A are always {+1}
ex. H , Li, Na, K, Rb, Cs, Fr
b)the alkaline earth metals are always {+2}
ex. Be , Mg, Ca, Sr, Br, Ra
c)aluminum is always {+3} and zinc is always {+2}
d)halogens are almost always {-1}
ex. F , Cl, Br, I, At
e)Hydrogen always has an oxidation number of {+1} when it's combined with non metals.
ex. HCl
f)oxygen has an oxidation number of {-2} in most compounds (exception:in peroxides where it is -1, ex. H2O2 (hydrogen peroxide)
ex. SO2 S is +4 and O is -2
i guess that's all!
i think we have a scribe for today, so i won't pick.
Thursday, February 22, 2007
Test Results...
Well im scribe today!!i hate doing This...ahh....well um Ms. K gave the test results awhile ago and it was 38 marks but at least i got a good mark...well um the question that most of us got the wrong answer was question number 8. and the question was ...You have two solutions.One is Green and the other is pink.When you mix the solutions together,a precipitate forms.the remaining solution is pink.Suggest two compounds that could give you these results.
And the answer for this question was
NiCl2 + Mn(OH)2 -----Ni(OH)2(s) + MnCl2
in which Nickel hyrdoxide gives you a precipitate and Manganese Chloride gives you the pink solution
And on Monday and Tuesday we will be doing some test about identifying compounds
and we will be observing and doing some stuff like...
1.Colour of the solutions(don't forget to put some o)
2.Odour(again)-waft vapours to your nose,don't smell it directly
3.flame test on tuesday
4. solubility of ions-ppt. forms
hydroxides-white ppt.
5.Litmus paper-if blue to red then it is acid and if it is red to blue,it is base
*reminder:don't contaminate your solutions and use only one pippette in each solutions..
keikei
the next scribe will be Jess
Wednesday, February 21, 2007
TEST DAY!!!
hi everyone,
today was our very first test for chemistry 12. Hooray!!!!!
how was the test?
how was the test?
If you didn't bother to look and answer Ms. Kozoriz's hand outs, then you'll probably have had a hard time with the test.
the contents of the test is pretty much everything that we did in the previous week.
In my own opinion it was ok.
But I did have a problem with the mole part that is worth 4 marks, i think i got that one wrong.
I hope ms. K would be generous to at least give 1 mark for effort on trying to solve the problem.
so good luck to us all. and i hope everyone did well for this exam.
i really don't know what else to say.....
special date: FEB 26-27: get ready to name 12 chemicals.
question: are we suppose to pass a written report/research on the Test Tube Mystery Lab?
our next scribe is forgHa_baybhie
I hope ms. K would be generous to at least give 1 mark for effort on trying to solve the problem.
so good luck to us all. and i hope everyone did well for this exam.
i really don't know what else to say.....
special date: FEB 26-27: get ready to name 12 chemicals.
question: are we suppose to pass a written report/research on the Test Tube Mystery Lab?
our next scribe is forgHa_baybhie
Tuesday, February 20, 2007
Neutralization, Titration, and Concentration
Well, I' m a scribe for today...
Actually, I'm a lil' bit confused about the formula that Ms. K gave to us...
Well, Before we continue our Titration Lab from yesterday, Ms. K. explained and gave some examples for us about Neutralization,Titration, and Concentration. She gave us a sheet that is really helpful, because it has a lot of information and this sheet explained the step by step...
Here's the notes that i've got...
Step #1: Balance equation: H2so4(aq) + Na OH(aq) -> Na2 SO4 + H2O
= H2SO4 + 2Na OH(aq) -> Na2 SO4 + 2H2O
Step #2: The formula is: n=CxV
0.0054mol H2SO4 x 2 mol NaOH Then, cancel both sulfuric acid, then do the calculation.
1 mol H2SO4
Step #3: The formula is C=n/V
0.0108 mol = C= 0.360 mol/L
0.0300L
After Ms.K. explained about this, she let us continue our Titration Lab. and reminded us about our TEST tomorrow....
So folks.... Don't forget about the First TEST tomorrow!!!
Good Luck to all of us!!!
I think it's phoebes3' s turn!!! Good daY!!!
Actually, I'm a lil' bit confused about the formula that Ms. K gave to us...
Well, Before we continue our Titration Lab from yesterday, Ms. K. explained and gave some examples for us about Neutralization,Titration, and Concentration. She gave us a sheet that is really helpful, because it has a lot of information and this sheet explained the step by step...
Here's the notes that i've got...
Step #1: Balance equation: H2so4(aq) + Na OH(aq) -> Na2 SO4 + H2O
= H2SO4 + 2Na OH(aq) -> Na2 SO4 + 2H2O
Step #2: The formula is: n=CxV
0.0054mol H2SO4 x 2 mol NaOH Then, cancel both sulfuric acid, then do the calculation.
1 mol H2SO4
Step #3: The formula is C=n/V
0.0108 mol = C= 0.360 mol/L
0.0300L
After Ms.K. explained about this, she let us continue our Titration Lab. and reminded us about our TEST tomorrow....
So folks.... Don't forget about the First TEST tomorrow!!!
Good Luck to all of us!!!
I think it's phoebes3' s turn!!! Good daY!!!
Monday, February 19, 2007
Neutralization Reaction
Ew... I'm scribe today. Um.... This note seemed very short. Here we go....
First of all, We were talk about how to names the Acids . Here's the notes :
Salt Name (s)* Acid Names
HBr Hydrogen Bromide Hydrobromic Acid
HI Hydrogen Iodide Hydroiodic Acid
HF Hydrogen Fluoride Hydrofluoric Acid
H2S Hydrogen Sulfide Hydrosulfuric Acid
* s : solid
- Root Acid _Ternary:
HIO4 Periodic Acid
HIO3 Iodic Acid
HIO2/ Iodus Acid
HIO Hypoiodous Acid
HI Hydroiodic Acid
Next , Ms. K explained and gave an some examples for us about Neutralization Reaction. I liked the sheets we got :) . After that, we went through the questions 1 to 5 in Neutralization Reaction WorkSheet. Most of them were balanced equation and naming the Acid.(^_^ It's pretty COol....).
Finally, we were doing Titration Lab and we'll continue tomorrow . So , yah....that's all the information for today.
- One more important thing . We will have a test on Wednesday,21 /2007 . YOU GUYS. ....DON'T FORGET <^_^>. Good luck to everyone (*)
I think Rhiyo will be Tuesday's scribe ^.^ . Have Fun.
First of all, We were talk about how to names the Acids . Here's the notes :
Salt Name (s)* Acid Names
HBr Hydrogen Bromide Hydrobromic Acid
HI Hydrogen Iodide Hydroiodic Acid
HF Hydrogen Fluoride Hydrofluoric Acid
H2S Hydrogen Sulfide Hydrosulfuric Acid
* s : solid
- Root Acid _Ternary:
HIO4 Periodic Acid
HIO3 Iodic Acid
HIO2/ Iodus Acid
HIO Hypoiodous Acid
HI Hydroiodic Acid
Next , Ms. K explained and gave an some examples for us about Neutralization Reaction. I liked the sheets we got :) . After that, we went through the questions 1 to 5 in Neutralization Reaction WorkSheet. Most of them were balanced equation and naming the Acid.(^_^ It's pretty COol....).
Finally, we were doing Titration Lab and we'll continue tomorrow . So , yah....that's all the information for today.
- One more important thing . We will have a test on Wednesday,21 /2007 . YOU GUYS. ....DON'T FORGET <^_^>. Good luck to everyone (*)
I think Rhiyo will be Tuesday's scribe ^.^ . Have Fun.
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