For this unit, students are learning about how compounds form, the systems we use to name them, and an introduction to the types of reactions that occur when compounds are combined or broken down.  Below are the materials that students will use to dive into these concepts.

In this unit, students will learn about the Periodic Table and how to use it in our chemistry work.  The unit begins by bridging what we've learned about atoms and then progresses on to understanding how it can be used as a tool to predict how molecules form.  The lab experiments for this unit are designed to give students an initial exposure to ions and their properties in preparation for Unit 6 next week.  

Below are the materials for this unit.

Recently, students have suggested adding an additional part to our curriculum that is more laboratory, or hands-on based.  In response, there is a new layer of work that students can choose to do that is supplementary to the work that is designed for each unit.  

For each unit, there will be an option for students to perform an experiment that covers the topics associated with the unit, which can substitute for other activities that normally would be required.  The level to which an independent experiment covers unit work depends on the scope of content involved.  In many cases, I will suggest an experiment that can be performed, but students also have the option to prepare a proposal for one of their choosing.  Each proposal will have to go through an approval process.  The details for planning an experiment, gaining approval, and reporting the results are provided below.

Here's where things start to get really interesting.  Our study of the atom requires students to grasp some fairly abstract concepts, including atomic structure and electron configuration.  Although these seem complicated, there is a system to it, and once learned, provide a foundation to move on to greater understandings.  Below is the work for the week, designed to help students become familiar with the atom and the systems we use to describe its structure.

For each activity, write up a separate page according to the following criteria.


Activity I - Densities of solids

• List the objects that you tested (at least 3) and the densities that you found.
  
• Describe the method you used to determine the densities of these objects.
  
• Discuss your understanding for the densities of solids.
  
• What did you think about this activity?  Is there anything that you think would make it more engaging?
  

Activity II - Densities of liquids

• What densities did you determine for the different liquids?  List them.
  
• Describe your attempt to layer the liquids?  How did you determine the order that they should be layered?
  
• Provide a picture, or an illustration, that represents the layers that you created.
  
• Discuss your understanding for the densities of liquids?
  
• What did you think about this activity?  Is there anything that could make it more engaging?
  

Activity III - Densities of gases

• What did you determine the density of He to be?
  
• Describe, in detail, your method of figuring out what the density of He is.
  
• Remember to include any necessary calculations and reasoning that you used and walk me through your problem solving.
  
• Good Luck! - Oh yeah, tell me what your thoughts were about this exercise.
  

This week's work will be a unit extension - a continuation of our study of measurement to develop familiarity using common laboratory equipment and our ability to analyze data.  As opposed to last week, the work involved with this extension will be more laboratory skill based.

The focus topic for the week is density, or the amount of mass of a substance per given volume.  There are four exercises that students can choose from, including three mini-labs and one full lab.  Below are the materials.

There will be ample open time throughout the week for students to manage their work.  I would urge students to begin by evaluating all missing work from previous units and planning accordingly to use this week as an opportunity to catch up.  The Measurement Lab (from Unit 3) is a prerequisite to the lab work for this week, meaning that it must be completed before undertaking the activities above. 

This week we are moving away from the more abstract, conceptual areas of chemistry and getting into the computations.  Our studies will begin with developing a familiarity of the units we typically use in science and then proceed into some analytical techniques.  Below are handouts for the work in this unit.

Today we continued our investigation into the phases of matter by looking at the difference between a substance in its solid and gaseous phase. 

The link below is for the handout we used to guide our testing.

For the write-up, include the following criteria:

Share your findings in a 1-page minimum, single spaced, typed report.  Include the following sections and address the prompts associated with each.


I.  Introduction:  Why did we do this experimentation?  What were we trying to learn?  Provide details for any complex concepts or terms.

II.  Methods:  What did you do?  Include details about the experimentation as described by the handout as well as any supplemental experimentation that your group decided to do.

III.  Data and Analysis:

1.  What did you notice when you placed a piece of dry ice into water?
2.  What simple ratio did you find?
3.  What information did you gather from other experiments or testing?

IV.  What did you learn?  What does that simple ratio tell you about the difference in distances between molecules in solids and gases?

You only need to supply a paragraph or two for each Part to address these questions.  It does not have to be a huge report - just try to make it clear and concise.  Good Luck!  I look forward to reading your responses.

Today we had our first day of experimentation in class.  It was an exciting day, and I was impressed with the level and variety of testing that students used to investigate the substance known as "Oobleck".

The purpose of the testing was to investigate the substance and determine if it is a liquid or a solid.  Our guiding learning goals were:

1.  Develop a deeper understanding of matter and how it can be described, particularly in relation to the differences between solids and liquids.

2.  To gain experience in using the processes of scientific investigation.

The original lab handout that describes the investigation is below.

Lab write-up criteria:

Share your findings in a 1-page minimum, single spaced, typed report.  Include the following sections and address the prompts associated with each.

I.  Introduction: Briefly describe what the experiment was about, or the purpose to the work.  What were you trying to accomplish in this lab (Is Oobleck a solid or liquid?)  Include any information that is necessary to understand the work that was done. (Define major terms, such as Oobleck, the various states of matter, etc.) 

II.  Methods:  Describe how you investigated, including what you did and how you did it.  

III.  Data and Analysis:  Write your findings from the investigation.  What did you learn from each type of test that was performed?  What does the data, or information you gathered suggest, or tell you about what you were testing.

IV.  Conclusion: Based off of your findings and analysis, what conclusion(s) can you draw about what you were trying to accomplish.  Did you gather enough information to make a definitive judgement about whether Oobleck is a solid or liquid?   Why do you think it behaves the way it does?  Can you try to use what you know about molecules in solids and liquids to propose a theory to it's behavior?

To turn in this report, either print out a hard copy and put it in the class bin, or send me a digital copy and fill out a turn in form in the class bin.  

It was a great first week!  Students performed superbly in demonstrating their laboratory safety knowledge, and I am confident that we will have fun and safe semester of experimentation.

For our second week, and second unit, we will shift our focus to matter and its various phases.  Our week ahead will follow the rough schedule listed below:

Tuesday - class discussion; open work time if available
Wednesday - open work time
Thursday - Lab 1; open work time if available
Friday - Lab 2; open work time if available

Below are materials related to our work, including notes, details about the work we will do, and worksheets.  Please feel free to contact me about any concerns or questions.