Our latest chemistry endeavors have been focused on investigating oxidation-reduction (redox) reactions.  In doing such, students have used the insights gathered in class to prepare a lab to analyze the reaction between copper and silver nitrate.  

Day 1 of experimentation began last Friday, and the guiding questions for the activities are available below.  

Yesterday we picked up where we left off, making additional observations and preparing for our final findings.  The second day's procedure, as well as reporting prompts for the lab analysis, are provided below.

For our last day, we will obtain our actual mass of silver recovered and compare it to our theoretical calculation.  

Congratulations to students for completing the CAHSEE this week!

We are spending the remaining of the week wrapping up some experimentation and reviewing math and chemistry concepts.

To finalize our first lab - Crystallizations of Common Ionic Compounds, students are to reflect in their lab notebooks according to the following prompts.  These reflections are due by Friday, February 8.

Continuing where we left off last week, we are now learning how to translate chemical reactions.  Given a chemical equation, students should be able balance it and translate it into written form.  Likewise, when provided a written or dictated chemical reaction, students should be able to translate it into a balanced chemical equation.  

Below is a worksheet for practice and reinforcement in these essential skills.  The worksheet is due by Wednesday Feb. 6th by the beginning of class.

We have continued our understanding of covalent compounds, now investigating how cations with multiple oxidation states combine with anions.  In addition, we have also begun to take a look at covalent compounds.  In addition to nomenclature, we began a discussion of common properties that apply to ionic and covalent compounds.  To reinforce our understanding, students are to complete the following worksheet, which is due this Wednesday January 30.

This week we continued our investigation of ionic compounds.  We performed two experiments, Crystallization of Common Ionic Compounds and Hot Ice: Preparation of a Supersaturated Solution.  As students write up their findings from these experiments, they will be prompted to make connections to the content that we are covering.  

Below is a worksheet and reference sheet to help students build their understanding of ionic compounds.  The worksheet is due on Monday January 28th at the beginning of class.  

After completing the timeline, we studied our modern understanding of the atom.  To practice our understanding, students were given a worksheet that is due next Monday November 5th.  Below is a copy of the worksheet.

This week we started to learn about the atom, and students are researching how we arrived at our current atomic model.  The research for the timeline should include:

• the key players/scientists
  
• what their contributions were 
  
• what, if any, model of the atom did they propose
  
• what, if any, notable experiments did they perform (ex. Ernest Rutherford's Gold Foil Experiment).
  

Below is a copy of the assignment.  Students can choose to compile their findings in anyway of their choosing.  We will present and go over our timelines on Monday October 29th.  

Today we began to take a look at the periodic table.  We discussed its history, the significance to its organization, and how to use it to find relevant information for our work.  

In addition to our discussion, each student was given a packet to complete and two elements to detail.  From those two elements, students are expected to choose one and reply to this post with information regarding the following:

• It's discovery and history.
  
• Significant properties
  

              shared with elements in the same family
              shared with elements in the same group (could be identical to family)
              unique individual properties

• Interesting and/or historical and current uses
  
• Any surprising facts

The packet is due by Wednesday October 17th.  Students are expected to post their findings for their element research as a reply to this blog entry by Thursday October 18th.  Below is another copy of the assignment if needed.
Please contact me if there is need for clarity or assistance.

Today we completed the laboratory exercise that we began last Thursday.  Last week we worked in class to collect data, and today we practiced techniques to analyze what we gathered.  

If needed, below is a copy of the lab.  Although we worked in groups, be sure to turn in an individual lab report by tomorrow (Tuesday October 8th).  

In addition to turning in a written lab from your group work, reflect on your experience and respond to the following prompts below by replying to this post.  

1. What did you learn, or find significant, from this lab experience? 
2. How might this lab experience help you in future learning?
3. This type of laboratory work is sometimes referred to as pre-scripted, or cookbook-like. Why do you think it is called this? 
4. What type of science work would you describe as not being pre-scripted, or cookbook-like?
5. Later in our course, you will get the opportunity to design your own experiment.  What do you think will be necessary to do this?

 Well-constructed responses are expected.  Take some time to reflect on each of the prompts, and try to be thoughtful and careful in preparing your responses (organize your ideas and check for spelling and grammar).  I look forward to reading your insights!

Also, you have been assigned a partner from the other half of our team.  Reply briefly to their post, either by adding your thoughts, or commenting on one of their responses.  Below is the list of student pairings.  

Yesterday we watched a video in which Stephen Colbert interviewed astrophysicist Neil deGrasse Tyson about science and it's relationship with our society and culture.  Here is the video: