Daniel Davis: October 2008 Archives

Students were engaged as to the naming of binary compounds, including using Roman Numerals to show the oxidation numbers of metals in groups 3-12 and under the stair-step of the Periodic Table.
Students were strongly encouraged to study naming rules (including using prefixes for covalent bonded nonmetals, changing ionically bonded nonmetals names to -ide, and using roman numerals for transition metals) and oxidation numbers.
As some educational specialists have labeled the disconcerting lack of comprehension as "permission to forget," I have revoked that permission.

PSif55.bmp

Did you miss or forget to turn in the flame test lab? Most of the questions can be answered without actually performing the laboratory procedure. The colors of the metals can easily be found on the internet, and instead of identifying an unknown that you do not posess, change question #1 to read, "How could you identify an unknown metal that is burned?"

All the other questions should be answered normally.

Flame Test Lab--evelyn's plus mine edited Oct 08.doc

More bonding, using the electron-dot diagrams to show the transfer of electrons (ionic) or sharing of electrons (covalent).

CHif38.bmp
CHif39.bmp

More bonding rules were addressed, and students were asked to predict whether or not a compound was ionic, covalent, or possessed a polyatomic ion.

CHif40.bmp

A worksheet to demonstrate advanced formula-writing skills using parentheses to denote the participation of a polyatomic ion.

A
PSif57.bmp

A worksheet to demonstrate the "criss-cross" method of writing formulae: Oxidation numbers are turned into subscripts, multiples are reduced.

PSif54.bmp

Ions (ionic bonding) and the sharing of electrons (covalent bonding) were introduced as a means of chemical bonding. Also covered was metallic bonding, featuring metals in groups 3-12.

The students were reminded of  Polyatomic Ions, and how to spot them in a chemical formula.
They were asked to spot the polyatomic ions and count the number of atoms per formula in the worksheet below:

PSif51.bmp

After checking the homework and explaining how subscripts outside of parentheses marks in  molecular formula modifies the polyatomic ion inside the parentheses, the students were introduced to the naming conventions of binary compounds, compounds involving two participating ions or polyatomic ions.

The concepts of Ionic and Covalent bonding were reviewed, and drawing these bonds using the electron-dot diagrams was explained. The students were shown how to predict chemical formulae based on the oxidation numbers of the participating elements.

For homework, the students were to complete this last review of the properties of the Periodic Table: CHif36.bmp

The three major kinds of bonding (ionic, covalent, and metallic) were discussed, including rules for identifying such bonds.

Polar and nonpolar covalent bonds were introduced and the guidline "Like dissolves like." was explained.

Polyatomic Ions were covered, including how to spot them and how they affect a molecule when they are attached chemically.

Students were asked to work on the following sheet,

PSif50.bmp

and they were asked to circle the polyatomic ion in the molecules featuring polyatomic ions.

The Unit 2 Performance Assessment was given out, and the lab groups were assigned the various parts of the Periodic Table for their publication. The timeline was discussed, and students were allowed to work with their lab partners for the class period.

Students on extended absences will make a publication on Hydrogen, as explained in the file below.

UNIT2PA.doc

A worksheet for the formation of Ions and how atoms gain or lose electrons to become stable.

Make me an Ion WS.xls

A worksheet on the families of the Periodic Table and other labels for representative elements.

Families on the PT.xls

A worksheet for the trends of the Periodic Table, due Monday.

Trends of the Periodic Table.xls

Students explored the various properties that change gradually across the Periodic Table, including Atomic Radius, Ionic Radius, Ionization Energy, and Electronegativity.

We completed a study of reactivity of the elements on the Periodic Table by comparing the reactivity of pairs of elements. That worksheet is available below:
PSif47.bmp

Students were asked to define five (5) words for tomorrow:

1. Ion
2. Ionic Bond
3. Covalent Bond
4. Metallic Bond
5. Polyatomic Ion

Students were assigned the following questions from the textbook as a pre-reading excercise for Chapter 6:

p. 181, # 2, 5, 7

p. 186, #10, 13, 14

p. 189, # 16, 17, 18, 19

p. 194, # 20, 22

Students were asked to research any radioactive isotope. They were asked to find what the radioisotope was used for, how much was used, and the half-life of their radioisotope.

They were asked to begin writing a paper on the isotope, including a graph and a table going through seven (7) half-lifes. The idea is to see how much of an isotope is needed now compared to how much had to be around seven (7) half-lifes ago.

Here's a sample of what a Radioactive Isotope Sample paper would look like. Any section can be "beefed up" or "fleshed out".

RadIsoSm.doc

The SI System2.ppt

Matter2.ppt

Chemical BondingSR.ppt

AtomsSR.ppt

Flame Test Lab--evelyn's plus mine edited Oct 08.doc

Aufbau1.xls

RadioactiveDecaySeries.xls

We completed an activity where the students rolled a die to predict the type of radiation a particular element underwent. While in nature radioactive metals usually follow a proscribed method of nuclear decay, this allowed the students to calculate the differences in mass and atomic number from alpha and beta radioactive decay.

Today, we completed the Metal Ions Flame Tests lab due to time constrictions. The students observed minimal parts of the visible spectrum due to the movement of electrons from an excited state (due to heat energy) to their ground state. Answers to questions should be turned in tomorrow.

The students were given a 10-question take-home quiz to be turned in tomorrow. All answers and work (if applicable) were to be shown on the take home quiz. This represents 10% of their overall Unit 2 Test Grade.

The multiple-choice part of the Unit 2 Test will be given tomorrow in H122, during normal class time.

For all students

A useful tool...

 

Matter

Pure Substances

Elements

Symbols

Compounds

Mixtures

Homogeneous Mixtures

Heterogeneous Mixtures

Colloids

Suspensions

Atomic Structure

Protons

Atomic Number

Neutrons

Atomic Mass

Mass Number

Electrons

Chemical Properties

Quarks

Periodic Table of the Elements

Groups

Periods

Metals

Nonmetals

Metalloids

Isotopes

Radioactivitiy

Alpha Particles

Beta Particles

Gamma Rays

Nuclear Instability

Half Life

Decay Series

Fission

Nuclear Chain Reactions

Fusion

We reviewed Unit 2 and the topics associated (see).

A plan was established for the week:

• Homework 1, due tomorrow, and corrections
• P. 564, # 1, 2, 3, 4, 5, 6, 7, 8
• P. 532, # 1, 2, 3, 6, 7, 9
• Homework 2, due 1st thing Wednesday
• pp. 530-531, # 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
• pp. 562-563, # 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 26
• UNIT 2 TEST on Thursday

We reviewed the notation methods of electron configuration based on the element's location in the s, p, d, or f blocks and introduced the idea of basing the electron confiuration on the previous period's noble gas.

The aufbau diagram was introduced, and electron placement according to the Pauli Exclusion Principle and Hund's Rule followed. There will be several examples of these problems worked on tomorrow.

We finished with a description of valence electrons, and how they are used in chemical bonding. We will use electron-dot diagrams (Lewis dot structures) to symbolize our valence electrons in the s and p orbitals.

Students traced a decay series for U-238 and the half-lives associated with each decay. A comparison of fission and fusion was introduced.

The concepts of quantum numbers based on levels attained in Hydrogen spectra were discussed, as well as the many following theories of electron configuration. The students were introduced to writing electron configurations as a function of the atoms' s, p, d, and f orbitals.

Haley Lindley correctly expounded on the erroneous statement from Sting, and we then explored radioactive decay systems and introduced the concept of radioisotopic half-life.

The students took a not-so-surprise quiz over wave parts and phenomena. We then discussed the many facets of being a good student.

Homework was reviewed and their Spectroscopy labs were answered. A brief introduction of Bohr-model mechanics followed.

Students were surprised today with a POP quiz covering the last several days' topics. The scores should be available in a couple of days.

They were then asked to read pp. 544-545 to learn about the half-life of radioisotopes. For homework, they were to evaluate the line from the Sting song that says, "... and deadly for twelve-thousand years is Carbon-14,".

The class differentiante between atoms before and after nuclear reactions. Identifying the cause of nuclear instability, students then compared and contrasted the name, mass, identity, and danger associated with the three kinds of radioactive particles: Alpha, beta, and gamma.

Recognizing the change in mass amonst the three kinds of radioactive particles will allow our students to discern the kinds of changes that radioactive nuclei will undergo.

Students compared chemical changes and nuclear changes and the parts of the atom involved with each type of reaction.

The students gathered data on the various spectra on a diverse selection of light sources: Excited gas tubes and different kinds of light bulbs. They were asked to draw the spectral lines correlating to each source to show the relationship between the number, arrangement and excitement level of the electrons.

A wonderful example of the different elements' spectra is located here. Java is required to see the demonstrations.

Students are asked to extrapolate from their readings and class materials to successfully answer the questions on the back of their data sheets; these answers are to be turned in tomorrow, 7 October 2008.

To-day we reinforced the concepts of quantum energy and photonic energy, and we differentiated between the sources of Continuous, Emission, and Absorption spectra and how they help us identify individual elements.

Homework was assigned for Monday:

p. 140, # 1, 2, 3

p. 143 # 5, 6, 7

p. 145 # 9, 11, 13, 14

Please join me Friday, October 3rd, from 5pm until 9pm at Chattahoochee High School for this event featuring foods from over 90 restaurants and four local bands. Tickets are $15 at the school and $20 at the door.

I look forward to seeing you there...

Article

Students drew Bohr models of atoms and related their electron configuration to their location on the Periodic Table of the Elements.

The basis for Oxidation Numbers and the classifications as metal, nonmetal, and metalloid were reviewed.

We introduced isotopes, atoms with the same number of protons and different numbers of electrons. This is a critical concept for the study of radiation. Students were asked to draw the isotopes Carbon-14 and Carbon-12 on a printed sheet for homework.

Today we began correlating the relationship between quanta of energy and the arrangement of electrons around the nuclei of various atoms.

After the students turned in their "Parts of the Atom" worksheet, we finished our exploration of the Periodic Table of the Elements.

We then worked on how to classically draw a model of an atom; its nucleus in the center surrounded by energy levels or shells of electrons.

After the students submitted thier "Beanium" laboratory report, we began our exploration of wave functions and the relationship between energy, the types of electromagnetic radiation, and how EM radiation emitted from an atom gives us insights to the properties of the atom.