Hello everyone!
Today, Mrs. K went over the test review sheets that we got the other day, June 02, 2009.
The answers for most of it are posted here on the blog so if you were not in class today, make sure to view the slide entitled Electrochemistry Review. These answers are for the following sections: Section 21.1 Electrochemical Cells Part A-D pp. 543-544; Section 21.2 Half-cells and Cell Potentials Part A-D pp. 545-546; and Section 21 Electrochemistry Vocabulary Review p. 552.
For Section 21.2 Practice Problems on page 549, we went over it as a class. We were assigned in pairs to each answer questions on the board. Unfortunately, I was not able to write down any of the answers (I didn't know I was scribing today. Otherwise, I would've!).
But that was pretty much it for the entire period. It was basically just a review/study period for our "sweet little test" tomorrow according to Mrs. K!
Well, that's it for today. Make sure to study for tomorrow's test. Good luck everyone!
Thursday, June 4, 2009
Wed. June 3rd update
Mrs.K posted the assignment 4 worksheet that we corrected together, after we finished with that we were told to work on assignment 4 question 5 and hand it in at the end of class for marks, so whoever missed class they missed out on marks. She also handed back the lab (activity of metals) which we apparently all bombed. We also got the review for electrochemical cells which we are going to go over on thursday, aka today. So i think that i covered everything we did in class so the next scribe will be ......... Ryan (not me) Rara.
Wednesday, June 3, 2009
Tuesday, June 2, 2009
Tuesday, May 26, 2009
Friday, May 22, 2009
Friday May 22nd
All we did today was go over chapter 19 study guide. We had approximately twenty minutes to work on it in class, and then Mrs. k went over it. The study guide is composed of acid and bases questions, which is basically the review for our upcoming test.
For people who are looking for the study guide answers do not worry, Mrs k will upload soon enough on the blog .
Test on Monday 25, so use your weekend wisely and hopefully you'll ace the test.
Next scribe is.... is ..... Yassir
For people who are looking for the study guide answers do not worry, Mrs k will upload soon enough on the blog .
Test on Monday 25, so use your weekend wisely and hopefully you'll ace the test.
Next scribe is.... is ..... Yassir
Thursday, May 21, 2009
ACID AND BASES
HEY EVERYONE!
PROPERTIES OF ACIDS
Corrosive ('burns' your skin)
Sour taste (e.g. lemons, vinegar)
Contains hydrogen ions (H+) when dissolved in water
Has a pH less than 7
Turns blue litmus paper to a red colour
Reacts with bases to form salt and water
Reacts with metals to form hydrogen gas
Reacts with carbonates to form carbon dioxide, water and a salt
EXAMPLES OF ACIDS
Hydrochloric acid (HCl) in gastric juice
Sulphuric acid (H2SO4)
Nitric acid (HNO3)
Carbonic acid in softdrink (H2CO3)
Uric acid in urine
Ascorbic acid (Vitamin C) in fruit
Citric acid in oranges and lemons
Acetic acid in vinegar
Tannic acid (in tea and wine)
Tartaric acid (in grapes)
PROPERTIES OF BASES
Corrosive ('burns' your skin)
Soapy feel
Has a pH more than 7
Turns red litmus paper to a blue colour
Many alkalis (soluble bases) contain hydroxyl ions (OH-)
Reacts with acids to form salt and water
EXAMPLES OF BASES
Sodium hydroxide (NaOH) or caustic soda
Calcium hydroxide ( Ca(OH)2 ) or limewater
Ammonium hydroxide (NH4OH) or ammonia water
Magnesium hydroxide ( Mg(OH)2 ) or milk of magnesia
Many bleaches, soaps, toothpastes and cleaning agents
PROPERTIES OF ACIDS
Corrosive ('burns' your skin)
Sour taste (e.g. lemons, vinegar)
Contains hydrogen ions (H+) when dissolved in water
Has a pH less than 7
Turns blue litmus paper to a red colour
Reacts with bases to form salt and water
Reacts with metals to form hydrogen gas
Reacts with carbonates to form carbon dioxide, water and a salt
EXAMPLES OF ACIDS
Hydrochloric acid (HCl) in gastric juice
Sulphuric acid (H2SO4)
Nitric acid (HNO3)
Carbonic acid in softdrink (H2CO3)
Uric acid in urine
Ascorbic acid (Vitamin C) in fruit
Citric acid in oranges and lemons
Acetic acid in vinegar
Tannic acid (in tea and wine)
Tartaric acid (in grapes)
PROPERTIES OF BASES
Corrosive ('burns' your skin)
Soapy feel
Has a pH more than 7
Turns red litmus paper to a blue colour
Many alkalis (soluble bases) contain hydroxyl ions (OH-)
Reacts with acids to form salt and water
EXAMPLES OF BASES
Sodium hydroxide (NaOH) or caustic soda
Calcium hydroxide ( Ca(OH)2 ) or limewater
Ammonium hydroxide (NH4OH) or ammonia water
Magnesium hydroxide ( Mg(OH)2 ) or milk of magnesia
Many bleaches, soaps, toothpastes and cleaning agents
Acid and Base Assignment of Titration
hey everyone,
in today's class we Mrs.K went over the assignment that she handed yesterday and after we finished correcting this assignment. Mrs.K handed out study guide for Acid and Bases,which means that we have test on Monday if we make it. for those of us who want to get (A+) you have to study every hard my friend. I am sorry if I didn't blog enough information to the blog, because I forgot my binder.Good luck everybody.
next scribber is Yonas.
Wednesday, May 13, 2009
wednesday may 13
Hi, this is Robel. My first time blogging and i'll try to make it as exciting as possible. As usual Mrs. k began teaching the second we got into class. She went over questions Acid-Base work sheet 4 numbers 1 -4. She did several examples of percent dissociation. And finally she told us to do questions 5 - 15 for people who want to get an "A" on the next week's test.
Next scribe is Ahmed
Next scribe is Ahmed
pH and pOH
Today, we learned more about the pH and pOH.
pH can be defined as the negative logarithm of the hydronium ion concentration, or
pH=-log[H3O]
pOH can be defined as the negative logarithm of the hydroxide ion concentration, or
pH=-log[OH]
remember: pH + pOH = 14.
to learn more about the calculations with pH and pOH, ms. K went over Acid-Base Assignment #6 , numbers 1-4. The answers for these problems are posted below this post.
After going over the calculations for this problems, ms. K handed us RELATIVE STRENGTHS OF ACIDS and ACID DISSOCIATION CONSTANT. On the second worksheet we learned the difference between Ka and Kb.
Ka is the acid dissociation constant or ionization constant. The larger the Ka, the stronger the acid and therefore there's more product and thats there's greater dissociation. The smaller the Ka, the less the product and therefore weaker acid.
Kb is the base dissociation constant. It reflects the strength of a base. the higher the base, the higher the value of Kb will be.
We also went over how to CALCULATE THE DISSOCIATION CONSTANT. Its almost the same as how to calculate the equilibrium constant, by setting up an ic table. Also, Ka and Kb has no units, just like Kc.
LAB IS DUE TODAY.
the next scribe is LARLYN:))
pH can be defined as the negative logarithm of the hydronium ion concentration, or
pH=-log[H3O]
pOH can be defined as the negative logarithm of the hydroxide ion concentration, or
pH=-log[OH]
remember: pH + pOH = 14.
to learn more about the calculations with pH and pOH, ms. K went over Acid-Base Assignment #6 , numbers 1-4. The answers for these problems are posted below this post.
After going over the calculations for this problems, ms. K handed us RELATIVE STRENGTHS OF ACIDS and ACID DISSOCIATION CONSTANT. On the second worksheet we learned the difference between Ka and Kb.
Ka is the acid dissociation constant or ionization constant. The larger the Ka, the stronger the acid and therefore there's more product and thats there's greater dissociation. The smaller the Ka, the less the product and therefore weaker acid.
Kb is the base dissociation constant. It reflects the strength of a base. the higher the base, the higher the value of Kb will be.
We also went over how to CALCULATE THE DISSOCIATION CONSTANT. Its almost the same as how to calculate the equilibrium constant, by setting up an ic table. Also, Ka and Kb has no units, just like Kc.
LAB IS DUE TODAY.
the next scribe is LARLYN:))
Tuesday, May 12, 2009
Monday, May 11, 2009
Indicators and pH Lab
Today, we learned/recalled that we can determine the acidity or alkalinity of an aqueous solution by different indicators.
1. The pH meter - It is an electronic device that shows a numerical value of how acidic or basic a solution is. It is accurate and fast, but is also relatively expensive.
2. The Indicator Paper - It is an ordinary filter paper that changes colour when the concentration of hydrogen ions reach a certain level.
3. The Indicator Solutions - The different indicator solutions change colour at a specific pH.
We also had a lab today. It is the prettiest lab that we did and will do, as Mrs. Kozoriz noted. (And yes, it really turned out beautiful!) We placed 10 drops of distilled water in column numbers 2-11 and added either HCl or NaOH to the rows. And then, using the indicator solutions that were provided to us, we witnessed the transformation of colours in each of the wells of our well plates.
After the fun, we had four questions to answer:
1. What is the significance of the colour changes in each row?
2. Which would be a good indicator for general use?
3. Which would be a good indicator for a HCl/NaOH titration?
4. Which would be a poor indicator for a HCl/NaOH titration? Why?
Labs are due tomorrow! I choose Marie as the next scribe :)
1. The pH meter - It is an electronic device that shows a numerical value of how acidic or basic a solution is. It is accurate and fast, but is also relatively expensive.
2. The Indicator Paper - It is an ordinary filter paper that changes colour when the concentration of hydrogen ions reach a certain level.
3. The Indicator Solutions - The different indicator solutions change colour at a specific pH.
We also had a lab today. It is the prettiest lab that we did and will do, as Mrs. Kozoriz noted. (And yes, it really turned out beautiful!) We placed 10 drops of distilled water in column numbers 2-11 and added either HCl or NaOH to the rows. And then, using the indicator solutions that were provided to us, we witnessed the transformation of colours in each of the wells of our well plates.
After the fun, we had four questions to answer:
1. What is the significance of the colour changes in each row?
2. Which would be a good indicator for general use?
3. Which would be a good indicator for a HCl/NaOH titration?
4. Which would be a poor indicator for a HCl/NaOH titration? Why?
Labs are due tomorrow! I choose Marie as the next scribe :)
Thursday, May 7, 2009
Wednesday, May 6, 2009
May 5 - Tony Nguyen
Seeing how no one is posting for yesterday, I'm taking advantage of it by saying we had a mini test worth 20 marks based on chemical equlibria that I totally bombed. We also had to read one page from our newly handed out Acids and Bases booklet.
That's about it!
That's about it!
Friday, May 1, 2009
Thursday, April 30, 2009
04.30.09
Today in class Ms.K went over questions 2 a), b), and 4 (as shown below) from Solubility Equilibria Assignment #1. We were then told to complete and hand in questions 2 c) and d). Later on Ms.K told us we also had to finish questions 5, 6, 7, and 8 for tomorrow and she also added that our test on this unit will be on tuesday next week.
Next scribe is Megan.
Next scribe is Megan.
Wednesday, April 29, 2009
April 29, 2009
Hi~o(*∩_∩*)o~
......
The next scribe is... Ashley
^.^
In today's class, we proved the answers of question #3. b) c) d)
And then we went over the example 4 by Calculating Solubility Product in the white sheet..
And the example 5 by Determining Ion Concentrations from Ksp
......
The next scribe is... Ashley
^.^
Tuesday, April 28, 2009
Chemistry Chemical Equlibrium...
hello....
ahm,,, today in class Mrs. read over the first 3 pages of our new topic
1 page
2nd page
3rd page
Then after Mrs. K read those 3 pages we were assign to do no. 1 and 3 from the assignment sheet..
Here are the questions:
ans.
For question # 3 we only corrected letter a, so the rest of it are homework :D
ans.
I'm sorry if I can't post the test correction
but don't worry because it's in Mrs. K slide show :D
kkk... see yah all tomorrow...
next scribe is Yicong
good nyt 2 all of u :D
ahm,,, today in class Mrs. read over the first 3 pages of our new topic
1 page
2nd page
3rd page
Then after Mrs. K read those 3 pages we were assign to do no. 1 and 3 from the assignment sheet..
Here are the questions:
ans.
For question # 3 we only corrected letter a, so the rest of it are homework :D
ans.
I'm sorry if I can't post the test correction
but don't worry because it's in Mrs. K slide show :D
kkk... see yah all tomorrow...
next scribe is Yicong
good nyt 2 all of u :D
Sunday, April 26, 2009
Chemical Equilibrium
Hi! I'm your scribe for Thursday's class
I'm really sorry for the delay of this blog post, I totally forgot it but anyways I hope its not too late...here it is....
Ms. K went over the Chapter 18 Study guide..
Page1
Page2
page3
Page4
If the words in the scan isn't that clear just check Ms. K 's slide post... Tomorrow, Monday is our test... don't forget to review... Hope you all had a great long weekend... Good luck on our test tomorrow..^_^
Next scribe will be RaminaR18 ^_^....
Thursday, April 23, 2009
Wednesday, April 22, 2009
disrupting equilibrium systems
hello everyone!
ehh. this is Venice blogging today or tonight i guess for yesterday cause i missed it. 8-)
Yesterday we did a lab called disrupting equilibrium systems. the purpose of the lab was to let us observe for ourselves what Le Chatelier's principle means.
for those who dont know..
Chatelier's principle: if stress is applied to a system in a dynamic equilibrium, the system changes to relieve the stress.
so during this lab we made and mixed a bunch of solutions. we were to record our observations of colour for the before reactions and the colour for the after reactions.
YUPP.
and i cant think anymore. im to sleepy. late night rehearsals are killing me. is this good enough ms. k? roflolalalalala. ok goodnight.
ehh. this is Venice blogging today or tonight i guess for yesterday cause i missed it. 8-)
Yesterday we did a lab called disrupting equilibrium systems. the purpose of the lab was to let us observe for ourselves what Le Chatelier's principle means.
for those who dont know..
Chatelier's principle: if stress is applied to a system in a dynamic equilibrium, the system changes to relieve the stress.
so during this lab we made and mixed a bunch of solutions. we were to record our observations of colour for the before reactions and the colour for the after reactions.
YUPP.
and i cant think anymore. im to sleepy. late night rehearsals are killing me. is this good enough ms. k? roflolalalalala. ok goodnight.
April 22,2009
In today's class:
A.) Ms.K gave us 20 minutes or more to finish the questions from our Lab Sheet
B.) We went over the Questions 1-2 from Lesson 4 assignment (yellow sheets)
C.) Received Handouts
-Concentration versus time Graph
-Chapter 18 study guide (answer pages 1 to 3)
The following were the answers from Lesson 4 assignment:
1.For the reaction
PCl3(g) + Cl2(g) PCl5(g) ΔH = –92.5 kJ
predict the effect on the position of the equilibrium that results from
a) increasing the total pressure by decreasing volume. shift right
b) injecting more Cl2 gas without changing the volume. shift right
c) increasing the temperature. shift left (increasing the temperature tends to favour the endothermic reaction)
d) increasing the volume of the container. shift left
e) adding a catalyst. Adding a catalyst does not affect the equilibrium position
2.For the reaction
CH4(g) + H2O(g) + 49.3 kJ CO(g) + 3 H2(g)
predict the effect on the position of the equilibrium that results from
a) increasing temperature. shifts right (Increasing temperature favours the endothermic reaction)
b) decreasing temperature. shift to the left
c) decreasing the pressure.shifts equilibrium to the right
d) decreasing the volume of the container.shifting equilibrium to the left
e) adding a solid drying agent such as CaCl2 which reacts with H2O(g). shift towards the left
That's what we all did for today's class....
next scribe is Larlyn.....*_*
A.) Ms.K gave us 20 minutes or more to finish the questions from our Lab Sheet
B.) We went over the Questions 1-2 from Lesson 4 assignment (yellow sheets)
C.) Received Handouts
-Concentration versus time Graph
-Chapter 18 study guide (answer pages 1 to 3)
The following were the answers from Lesson 4 assignment:
1.For the reaction
PCl3(g) + Cl2(g) PCl5(g) ΔH = –92.5 kJ
predict the effect on the position of the equilibrium that results from
a) increasing the total pressure by decreasing volume. shift right
b) injecting more Cl2 gas without changing the volume. shift right
c) increasing the temperature. shift left (increasing the temperature tends to favour the endothermic reaction)
d) increasing the volume of the container. shift left
e) adding a catalyst. Adding a catalyst does not affect the equilibrium position
2.For the reaction
CH4(g) + H2O(g) + 49.3 kJ CO(g) + 3 H2(g)
predict the effect on the position of the equilibrium that results from
a) increasing temperature. shifts right (Increasing temperature favours the endothermic reaction)
b) decreasing temperature. shift to the left
c) decreasing the pressure.shifts equilibrium to the right
d) decreasing the volume of the container.shifting equilibrium to the left
e) adding a solid drying agent such as CaCl2 which reacts with H2O(g). shift towards the left
That's what we all did for today's class....
next scribe is Larlyn.....*_*
Saturday, April 18, 2009
Friday, April 17, 2008
Ms.Kozoriz wasn't in class that day, and so we had a sub, and it was Mrs.Karras(I think that was her). And she said we had to finished the lab, An Analogy for an Equilibrium Reaction, and also in the yellow worksheet that Ms.Kozoriz gave us, Lesson 3, we have to do questions 4-8 oAnd pretty much that happen in class. So my scribe is very short but yeah.
Next scribe is Albert
Next scribe is Albert
Thursday, April 16, 2009
Equilibrium Lab
Today's class was spent doing a lab. The sheet is called An Analogy for an Equilibrium Reaction. The purpose of the lab was to help familiarize us with a system in equilibrium and how certain conditions effect that system. We were allowed to share data but everyone must hand in their own lab.
The experiment:
First we had to transfer water from one cylinder to another by using straws then record the change in volume in each cylinder. This was repeated for three transfers until the data remained the same. Once this happened we had to had an additional 5ml to ONE of the cylinders (A) then repeated until we reached the point where three transfers gave the same data.
For the data a chart is required to record the number of transfers, volume of cylinder A, and volume of cylinder B. Next we had to plot the data on graph paper and answer the questions that followed. I'm not sure if the due date was set yet.
Tomorrow's scribe will be rawra=).
The experiment:
First we had to transfer water from one cylinder to another by using straws then record the change in volume in each cylinder. This was repeated for three transfers until the data remained the same. Once this happened we had to had an additional 5ml to ONE of the cylinders (A) then repeated until we reached the point where three transfers gave the same data.
For the data a chart is required to record the number of transfers, volume of cylinder A, and volume of cylinder B. Next we had to plot the data on graph paper and answer the questions that followed. I'm not sure if the due date was set yet.
Tomorrow's scribe will be rawra=).
Wednesday, April 15, 2009
Niwatori's Corner (Equilibrium Constant!)
O hayao gozaimasu
Niwatori-san with Chemistry once again round 2 but this time I'm elaborating my text in order to make the premise more understanding.
Bear with me if you don't understand.... (I'll do my best for ya guys and gals)
Currently in class we were learning about the Equilibrium Constant in the form of small K and big K. There are slight differences to the small K constant and the big K constant.
Well before I get into detail over the K constants there are a few definitions worth checking over
these consist of:
** Note that most of the info is in the handout Grade 12 CHEMISTRY : CHEMICAL EQUALIBRIUM the 1st page has Defining Equilibrium right below the title above.**
Dynamic Equilibrium - This is the state where the forward process is equal to the reverse process. The system is not actually stopping but always moving constantly showing a constant opposition.
Physical Equilibrium - A reversible physical process is where the rate of forward is equal to the rate of reverse.
**** Keep note the only time a reversible reaction can be in equalibrium is in a closed system**** "closed systems keep particles in and other particles to stay out. A form of consistency is shown between the particles eg. vapor vs condensation
****Equilibriums by the way look/seem unmoving but they actually are in motion****
Equilibrium law and Equilibrium Constant - Known as the Law of mass action/Equilibrium law by Cato Goldberg and Peter Waage in 1864. The Equilibrium law is suggested to be a ratio between the concentrations of the products to the reactants.
A value is then given from the ratios and this numerical value is the Equilibrium Constant
(Ok enough of the definitions now onto some real work! *raises sleeves up to shoulder length*)
****Keep note if Kc/Equalibrium constant what the value is equal to; this value determines either the reactants/products being favored in which
this is as follows: Kc = 1 reactants & products neither favored
Kc = more than 1; products concentration greater and is favored
Kc = less than 1; reactants concentration greater and is favored
I'll just head onto showing you how to get Equalibrium Concentrations since that part was from yesturday and it seems like we should note it
(Getting the Kc should be no problem but if you don't remember just ask around!)
We have info:
Set up an ICE table (ICE is abbriviated in to Intial concentration(I), Delta"change in" Concentrations(C) and equilibruim concentrations (E)
for example we are given 2 reactants with equal moles
I 2.00 2.00 0
C -x -x +2x
E 2 - x 2 - x 2x
Ill get into detail with this if you want later time is of an essense
Niwatori-san signing off--->
Next Scribe is miss Kayla! =D
*passes baton and then skoots away*
Niwatori-san with Chemistry once again round 2 but this time I'm elaborating my text in order to make the premise more understanding.
Bear with me if you don't understand.... (I'll do my best for ya guys and gals)
Currently in class we were learning about the Equilibrium Constant in the form of small K and big K. There are slight differences to the small K constant and the big K constant.
Well before I get into detail over the K constants there are a few definitions worth checking over
these consist of:
** Note that most of the info is in the handout Grade 12 CHEMISTRY : CHEMICAL EQUALIBRIUM the 1st page has Defining Equilibrium right below the title above.**
Dynamic Equilibrium - This is the state where the forward process is equal to the reverse process. The system is not actually stopping but always moving constantly showing a constant opposition.
Physical Equilibrium - A reversible physical process is where the rate of forward is equal to the rate of reverse.
**** Keep note the only time a reversible reaction can be in equalibrium is in a closed system**** "closed systems keep particles in and other particles to stay out. A form of consistency is shown between the particles eg. vapor vs condensation
****Equilibriums by the way look/seem unmoving but they actually are in motion****
Equilibrium law and Equilibrium Constant - Known as the Law of mass action/Equilibrium law by Cato Goldberg and Peter Waage in 1864. The Equilibrium law is suggested to be a ratio between the concentrations of the products to the reactants.
A value is then given from the ratios and this numerical value is the Equilibrium Constant
(Ok enough of the definitions now onto some real work! *raises sleeves up to shoulder length*)
****Keep note if Kc/Equalibrium constant what the value is equal to; this value determines either the reactants/products being favored in which
this is as follows: Kc = 1 reactants & products neither favored
Kc = more than 1; products concentration greater and is favored
Kc = less than 1; reactants concentration greater and is favored
I'll just head onto showing you how to get Equalibrium Concentrations since that part was from yesturday and it seems like we should note it
(Getting the Kc should be no problem but if you don't remember just ask around!)
We have info:
Set up an ICE table (ICE is abbriviated in to Intial concentration(I), Delta"change in" Concentrations(C) and equilibruim concentrations (E)
for example we are given 2 reactants with equal moles
I 2.00 2.00 0
C -x -x +2x
E 2 - x 2 - x 2x
Ill get into detail with this if you want later time is of an essense
Niwatori-san signing off--->
Next Scribe is miss Kayla! =D
*passes baton and then skoots away*
Tuesday, April 14, 2009
April 12 Blog
Seeing how Moffatt didn't blog, I'll take do it for him. We went through a little booklet called Grade 12 CHEMISTRY: CHEMICAL EQUILIBRIUM. (ASK MRS. KOZORIZ FOR THIS HANDOUT) We also had a booklet that has assignments. This booklet is called Equilibrium Project Assignment. We had to have question 1 done on the assignment. That is pretty much it.
Wednesday, April 8, 2009
Monday, April 6, 2009
Monday April 6, 2009
Today's class began with Mrs.k presenting to us several potential energy diagram on the smart board. She then went over question from the handout that was given on Friday(Reaction rates). The answers will be uploaded by Mrs.k, so no worries. we were assigned to do question 4 and b(Factors affecting rate)
Some of us worked on chemical kinetics assignment # 1, which was due today. The assignment was handed out on Thursday, the same day the hypnotist show took place. For people that were present at the hypnotist show, i believe Mrs.k is giving you more time to work on it.
i guess that's it
next scribe is robel
Some of us worked on chemical kinetics assignment # 1, which was due today. The assignment was handed out on Thursday, the same day the hypnotist show took place. For people that were present at the hypnotist show, i believe Mrs.k is giving you more time to work on it.
i guess that's it
next scribe is robel
Sunday, April 5, 2009
SCRIBE
Hi guys.. its me Aldrin scribing for our laaaaaasst friday class, just before spring break.:(
First thing, I'm terribly sorry for doing this scribe soooo late. I'm sure i have a reason, hopefuly:).
Here is last Friday's Scribe!!
at the start of the class Mrs' K gave us two new handouts regarding "CHEMICAL KINETICS" .
She read us through it and we learned how to differentiate an EXOTHERMIC to an ENDOTHERMIC reaction. specially using a reaction coordinate diagram.
** In an Exothermic reaction, the products possess less energy than the reactants.
During the reaction, heat is lost from the system and [HEAT(delta H) is a negative value]
**In an Endothermic reaction, the products possess more potential energy than the reactants.
This energy is absorbed from the surroundings, increasing the systems energy content.
[HEAT(delta H) is a positive value]
we also learn about ACTIVATION ENERGY(EA) - minimum amount of energy required for colliding particles to produce a chemical reaction.
after that, we answer a couple of questions regarding it.
Kinetics Assignment #2 ( 1-3)
*just remember to label the diagram properly
*locate the activation energy
and the HEAT change - whether absorbed or release
*exothermic(change in heat is a negative value)
endothermic(change in heat is a positive value)
well thats all for my scribe..
again, i'm really sorry for a very late post.
Yonas to scribe for Monday.
see you guys tomorrow. have a good night everyone!!
First thing, I'm terribly sorry for doing this scribe soooo late. I'm sure i have a reason, hopefuly:).
Here is last Friday's Scribe!!
at the start of the class Mrs' K gave us two new handouts regarding "CHEMICAL KINETICS" .
She read us through it and we learned how to differentiate an EXOTHERMIC to an ENDOTHERMIC reaction. specially using a reaction coordinate diagram.
** In an Exothermic reaction, the products possess less energy than the reactants.
During the reaction, heat is lost from the system and [HEAT(delta H) is a negative value]
**In an Endothermic reaction, the products possess more potential energy than the reactants.
This energy is absorbed from the surroundings, increasing the systems energy content.
[HEAT(delta H) is a positive value]
we also learn about ACTIVATION ENERGY(EA) - minimum amount of energy required for colliding particles to produce a chemical reaction.
after that, we answer a couple of questions regarding it.
Kinetics Assignment #2 ( 1-3)
*just remember to label the diagram properly
*locate the activation energy
and the HEAT change - whether absorbed or release
*exothermic(change in heat is a negative value)
endothermic(change in heat is a positive value)
well thats all for my scribe..
again, i'm really sorry for a very late post.
Yonas to scribe for Monday.
see you guys tomorrow. have a good night everyone!!
Friday, March 27, 2009
CALCULATING AVERAGE RATE and STOICHIOMETRY
Last Wednesday we learned about Calculating the Average Rate and reaction Stoichiometry.
The following is an example of calculating the average rate of a substance:
ALDRIN to scribe for Friday
AVERAGE RATE & CALCULATING AVERAGE RATE
The numerical value for the rate of a reaction can be determined by examining the change in the amount of a substance at a particular time, or over a period of time.
The average rate for a reaction is given by the following equation:
The following is an example of calculating the average rate of a substance:
What is the average rate over the entire 27 seconds?
Rate = X ÷ T
Rate = (Final concentration of X) - (initial concentration of X)
______________________________________
final time - initial time
______________________________________
final time - initial time
Rate = (1 mol/L - 0.0 mol/L)/(27 s - 0 s)
Rate = 1 mol/L ÷ 27 s
Rate = .037 mol/Ls
RATE AND STOICHIOMETRY
Rate of creation of products or disappearance of reactants can be predicted from reaction stoichiometry.
We'll use 2NO2 ---> 2NO + O2 as an example
The rate of decomposition of NO2, is equal to the production of NO. The ratio is 1:1. This shows that as one molecule of NO2 is decomposed, one molecule of NO is produced.
The rate of production of Oxygen is half that of the NO. The ratio is 2:1. The rate production of NO should be twice that of the oxygen.
Therefore,
On the same day Mrs. Kozoriz handed out some worksheets and here are the answers for Questions 1 - 3
Ask Mrs. Kozoriz for the work sheets if you missed Wednesday's class.
ALDRIN to scribe for Friday
Tuesday, March 24, 2009
Tuesday, March 24,2009
Hi classmates
This is Yassir scribing for Today's class.... This will be a short scribe because it was just a work period. We had to finish the FACTORS AFFECTING THE RATE OF A REACTION-STUDENT EXPERIMENT from the lab. And if you haven't done the lab today was the chance. Lab is due tomorrow.
If i forget to say anything else please go to Ms.k, because i don't remember anything else except lab,that's only what i remember.
NEXT SCRIBE is BooM
This is Yassir scribing for Today's class.... This will be a short scribe because it was just a work period. We had to finish the FACTORS AFFECTING THE RATE OF A REACTION-STUDENT EXPERIMENT from the lab. And if you haven't done the lab today was the chance. Lab is due tomorrow.
If i forget to say anything else please go to Ms.k, because i don't remember anything else except lab,that's only what i remember.
NEXT SCRIBE is BooM
Monday, March 23, 2009
Niwatori-san's Corner (Kinetics intro)
In the past class before the Chemistry lab in which labeled "Factors Affecting the Rate of a Reaction"
We were introduced to the Kinetics unit.
A handout was handed out to display terms we should know.
Such terms included:
Rate
Rate is the speed in a chemical reaction of the reactants amount of products made.
This is usually observed experimentally by a certain chemical property.
The measurement of Rate can be varied depending how and what is being measured for the chemical reaction.
Here's a definition briefing of the terms that can be used to measure rate.
Temperature
Temperature is labeled (ºC/min)
While the reaction is on going the temperature increases. If heat is produced at a fast rate then the a higher rate for the chemical reaction will occur.
Pressure
Measured in (kPa/s or mmHg/s)
The more GASEOUS CARBON made in a chemical reaction the more the pressure increases giving an increase in rate.
Mass
In the form (g of C/min)
In a chemical reaction, with more reactants being used up and converted to gas; resulting in a loss of reactants/increase in mass of the product
Other
Other forms that rate can be label are colour change, pH change, change in conductivity, and etcetra etcetra over period of time. All are a change over time since the rate is determined during the experiment is undergo
-Quoting the text handout-
"Rate is usually described in terms of change in concentration of reactant or product over time." =)
Rate can be found from this formula in question :
RATE = change in concentration
change in time
And that concludes that class haeng un (korean for good luck) in your future studies
Niwatori-san signing off Yassir to scribe for Tuesday's class
"Close encounters are the best for finding a solution/comfort without and casualty"
-Niwatori-san-
We were introduced to the Kinetics unit.
A handout was handed out to display terms we should know.
Such terms included:
Rate
Rate is the speed in a chemical reaction of the reactants amount of products made.
This is usually observed experimentally by a certain chemical property.
The measurement of Rate can be varied depending how and what is being measured for the chemical reaction.
Here's a definition briefing of the terms that can be used to measure rate.
Temperature
Temperature is labeled (ºC/min)
While the reaction is on going the temperature increases. If heat is produced at a fast rate then the a higher rate for the chemical reaction will occur.
Pressure
Measured in (kPa/s or mmHg/s)
The more GASEOUS CARBON made in a chemical reaction the more the pressure increases giving an increase in rate.
Mass
In the form (g of C/min)
In a chemical reaction, with more reactants being used up and converted to gas; resulting in a loss of reactants/increase in mass of the product
Other
Other forms that rate can be label are colour change, pH change, change in conductivity, and etcetra etcetra over period of time. All are a change over time since the rate is determined during the experiment is undergo
-Quoting the text handout-
"Rate is usually described in terms of change in concentration of reactant or product over time." =)
Rate can be found from this formula in question :
RATE = change in concentration
change in time
And that concludes that class haeng un (korean for good luck) in your future studies
Niwatori-san signing off Yassir to scribe for Tuesday's class
"Close encounters are the best for finding a solution/comfort without and casualty"
-Niwatori-san-
Tuesday, March 17, 2009
Monday, March 16, 2009
In regards to the test tomorrow.
Well I speak for the majority of the class when I say I am lost in this unit.
Lately substitutes have been filling in but to no prevail have I learned anything because everything was just written on the board and was assumed that I knew what was being wrote.
So I'm asking on behalf of the class if Mrs. Kozoriz postpones the test till let's say, Thursday or Friday because we need some INSANE review.
Oh and get well soon Mrs. Kozoriz.
Lately substitutes have been filling in but to no prevail have I learned anything because everything was just written on the board and was assumed that I knew what was being wrote.
So I'm asking on behalf of the class if Mrs. Kozoriz postpones the test till let's say, Thursday or Friday because we need some INSANE review.
Oh and get well soon Mrs. Kozoriz.
Thursday, March 12, 2009
Patterns in Electron Configuration
Today's class
Ms.K hand out some worksheet today's class. one of them was pattern in electron configuration. One of the many patterns contained in the periodic table is that of electron configuration. In this activity, you will identify these patterns. Later, you will use these patterns to determine the order in which electrons fill the orbitals of an atom.
Valence electrons
Valence electrons are electrons that are in the highest principal energy level of an atom. Each of the group 1A elements has one electron in its highest energy level; each elements has one valence electron.This is no coincidence. The group 1A elements have similar chemical properties because they all have the same number of valence electron configuration of s1. Like wise, each group 2A elements has a valence electron configuration of s2. Tomorrow's scribe is Yonas
Ms.K hand out some worksheet today's class. one of them was pattern in electron configuration. One of the many patterns contained in the periodic table is that of electron configuration. In this activity, you will identify these patterns. Later, you will use these patterns to determine the order in which electrons fill the orbitals of an atom.
Valence electrons
Valence electrons are electrons that are in the highest principal energy level of an atom. Each of the group 1A elements has one electron in its highest energy level; each elements has one valence electron.This is no coincidence. The group 1A elements have similar chemical properties because they all have the same number of valence electron configuration of s1. Like wise, each group 2A elements has a valence electron configuration of s2. Tomorrow's scribe is Yonas
Tuesday, March 10, 2009
03/10/09
TODAY'S CLASS:
Ms. K read through the GR 12 CHEMISTRY Atomic Structure: ELECTRON CONFIGURATIONS handout.
Introduced in the handout was electron configuration, being the arrangement of electrons in an atom. Atom's always want to be in their lowest-energy system possible, to remain most stable. The three rules/principles of how orbitals are filled are:
a) The Aufbau principle
- which states that each electron fills the lowest energy orbital available. For example, the aufbau diagram shows how the energy increases from 1s, 2s, 2p,3s,3p and so on.
b) The Pauli exclusion principle
- which states that a maximum of two electrons may occupy an orbital, but only if the electrons have opposite spins. The opposite spins are represented by two arrows, one pointing up, and the other pointing down.
c) Hund's rule
- which states that single electrons with the same spin must sit in each equal orbital before electrons with opposite spins can fill the same orbitals.
We also learned how to use a sublevel diagram, which will help when remembering how to fill orbitals. It is on page 2 of the handout, or uploaded below.
We were then assigned the 'Problems on Electron Configurations' on the back page.
I hope I blogged properly! Have a good night. Yonas, you can scribe
Ms. K read through the GR 12 CHEMISTRY Atomic Structure: ELECTRON CONFIGURATIONS handout.
Introduced in the handout was electron configuration, being the arrangement of electrons in an atom. Atom's always want to be in their lowest-energy system possible, to remain most stable. The three rules/principles of how orbitals are filled are:
a) The Aufbau principle
- which states that each electron fills the lowest energy orbital available. For example, the aufbau diagram shows how the energy increases from 1s, 2s, 2p,3s,3p and so on.
b) The Pauli exclusion principle
- which states that a maximum of two electrons may occupy an orbital, but only if the electrons have opposite spins. The opposite spins are represented by two arrows, one pointing up, and the other pointing down.
c) Hund's rule
- which states that single electrons with the same spin must sit in each equal orbital before electrons with opposite spins can fill the same orbitals.
We also learned how to use a sublevel diagram, which will help when remembering how to fill orbitals. It is on page 2 of the handout, or uploaded below.
We were then assigned the 'Problems on Electron Configurations' on the back page.
I hope I blogged properly! Have a good night. Yonas, you can scribe
Monday, March 9, 2009
QMM
TODAYS CLASS
Ms. K went over the answers for the sheets that were handed out sometime last week wich were:
-Atomic Structure Assignment 1 (front and back questions)
-Quantum Mechanical Model of the Atom Worksheet
-The Bohr Model of the Hydrogen Atom
The answers are on the slide show somewhere below.
NOTES
The Bohr Model of the Hydrogen Atom sheet
- An electron that occupies a higher level is said to be an excited state.
- If the electron found in the lowest possible energy level, is said to be in its ground state.
Atomic Orbitals sheet
KNOW THE SHAPES
- s orbitals give spherical clouds
- p orbitals give Dumbbell-shaped clouds
HAND OUTS
The Quantum Mechanical Model of the Atom
- note: QMM - Mathematical
Electron Configuration Polka
- a lame but educational song
Election Congfigurations
- note: 2 e- with opposite spins is written as [up arrow, down arrow][up arrow, up arrow]
**Pick up these hand outs tomorrow of you were away today!
**Hand in the paragraph for question 8 on Atomic Structure Assignment 1 sheet tomorrow!
- Venice
NEXT SCRIBE: m;
Ms. K went over the answers for the sheets that were handed out sometime last week wich were:
-Atomic Structure Assignment 1 (front and back questions)
-Quantum Mechanical Model of the Atom Worksheet
-The Bohr Model of the Hydrogen Atom
The answers are on the slide show somewhere below.
NOTES
The Bohr Model of the Hydrogen Atom sheet
- An electron that occupies a higher level is said to be an excited state.
- If the electron found in the lowest possible energy level, is said to be in its ground state.
Atomic Orbitals sheet
KNOW THE SHAPES
- s orbitals give spherical clouds
- p orbitals give Dumbbell-shaped clouds
HAND OUTS
The Quantum Mechanical Model of the Atom
- note: QMM - Mathematical
Electron Configuration Polka
- a lame but educational song
Election Congfigurations
- note: 2 e- with opposite spins is written as [up arrow, down arrow]
**Pick up these hand outs tomorrow of you were away today!
**Hand in the paragraph for question 8 on Atomic Structure Assignment 1 sheet tomorrow!
- Venice
NEXT SCRIBE: m;
Friday, March 6, 2009
March 06, 2009
Hello everyone.
Today at the beginning of class, Ms K showed us a slide show about the Bohr model of the atom.
I was going to post the slide show here for everyone to see but unfortunately, even with Ms K's help, there was no way.
But no worries, it turns out that one of the hand outs that we got today pretty much has all the information in the slide. This particular sheet is called "The Bohr Model of the Atom." Other than that, we got 5 other hand outs TO READ (and maybe try to work on some of them):
Lastly, Ms K gave us the rest of the period to work on the worksheet that we got yesterday, "Grade 12 Atomic Structure Assignment 1." We were told to work on both sides of the sheet but only QUESTION #8 (paragraph) is to be handed in for homework on Monday.
And I believe that's it for today.
Have a nice weekend everyone.
*The next scribe will be... BENN10
Today at the beginning of class, Ms K showed us a slide show about the Bohr model of the atom.
I was going to post the slide show here for everyone to see but unfortunately, even with Ms K's help, there was no way.
But no worries, it turns out that one of the hand outs that we got today pretty much has all the information in the slide. This particular sheet is called "The Bohr Model of the Atom." Other than that, we got 5 other hand outs TO READ (and maybe try to work on some of them):
- The Bohr Model of the Hydrogen Atom
- Modern Atomic Theory--Energy Levels
- Development of the Quantum Mechanical Model of the Atom
- Summary: Development of Quantum Theory
- Quantum Mechanical Model of the Atom Worksheet
Lastly, Ms K gave us the rest of the period to work on the worksheet that we got yesterday, "Grade 12 Atomic Structure Assignment 1." We were told to work on both sides of the sheet but only QUESTION #8 (paragraph) is to be handed in for homework on Monday.
And I believe that's it for today.
Have a nice weekend everyone.
*The next scribe will be... BENN10
Thursday, March 5, 2009
March 05, 2009
Aight so like, today, we went into class, and then the first thing we did, I think, was like.... I forgot, but anywho, we got our tests back for the redox test thingy majiggy. Anyways, after we went over the test, we started the spectrum unit thingy. Apparently, there are a bunch of atoms that have like, certain colors and stuff... And something about the number 590 and 600 etc. We got a sheet teaching us how to make dangerous explosives (fireworks) and some more sheets and stuff about the spectrum and colors and elements and their colors and stuff.
So then like, we did this other thingy, where misses teacher dude had like, this machine that makes things glow. We got these wicked sick glasses, temporarily, and used them to look at the machine which made electrons fly around inside the gas tubes, causing the atoms to get 'excited' and emit a light (chemiluminecense I believe it is called). So first we did like, Hydrogen. Hydrogen had a really cool colour thingy to it, and with the glasses you can see three lines, Red, Blue, Teal, coming from the farther away side of the atom-exciter-machine to the inwards direction (that DOES make sense). And then we looked at Helium, which was Red Orange Green and Blue, and then Iodine, which was, like, pretty much the colour of the rainbow... (ROYGBiV).
Okay so then umm... misses teacher dude decided to try some more but they didn't work. So that was a fail.
So the uhh...... sheets we got from misses teacher dude were this one sheet, about atomic structure assignment 1..... that's what it's called.... and then another sheet, which looks like a chart for spectral lines of elements, and then yet another sheet, which we were to try and fill out while looking at the atom-exciter-machine, and yet another sheet titled : The Electromagnetic Spectrum, and then a Booklet regarding The Electromagnetic Spectrum of doom (this booklet contains instructions and ingredients for making a home-made fireworks thingy). And no, we will not be doing a lab with the fireworks thing. (Dang)
And then we basically like, did stuff...... like work on that first assignment sheet, which we were supposed to read a textbook for answers I think? I don't know.
Anyways I'm done scribing.
The next scribe will be .... itscaaandy
Theeeeeeee eeeeeeend.
So then like, we did this other thingy, where misses teacher dude had like, this machine that makes things glow. We got these wicked sick glasses, temporarily, and used them to look at the machine which made electrons fly around inside the gas tubes, causing the atoms to get 'excited' and emit a light (chemiluminecense I believe it is called). So first we did like, Hydrogen. Hydrogen had a really cool colour thingy to it, and with the glasses you can see three lines, Red, Blue, Teal, coming from the farther away side of the atom-exciter-machine to the inwards direction (that DOES make sense). And then we looked at Helium, which was Red Orange Green and Blue, and then Iodine, which was, like, pretty much the colour of the rainbow... (ROYGBiV).
Okay so then umm... misses teacher dude decided to try some more but they didn't work. So that was a fail.
So the uhh...... sheets we got from misses teacher dude were this one sheet, about atomic structure assignment 1..... that's what it's called.... and then another sheet, which looks like a chart for spectral lines of elements, and then yet another sheet, which we were to try and fill out while looking at the atom-exciter-machine, and yet another sheet titled : The Electromagnetic Spectrum, and then a Booklet regarding The Electromagnetic Spectrum of doom (this booklet contains instructions and ingredients for making a home-made fireworks thingy). And no, we will not be doing a lab with the fireworks thing. (Dang)
And then we basically like, did stuff...... like work on that first assignment sheet, which we were supposed to read a textbook for answers I think? I don't know.
Anyways I'm done scribing.
The next scribe will be .... itscaaandy
Theeeeeeee eeeeeeend.
Tuesday, March 3, 2009
Redox Again
Hey everybody it's night hawk here writing today's blog, the date is March 3 2009 and today we basically reviewed on how to balance Redox equations in Acidic an Basic solutions. Furthermore Ms K also assigned us page 499 questions #22 A-C in a big book as a review for our test. This basically sums up what we did today I hope everyone does a good job on the test tomorrow, well this is Night hawk signing out peace.
Monday, March 2, 2009
03/02/09
Today at the beginning of class Ms.K went over the answers for the Redox Reactions Worksheet. After that we worked on Section 20.3 Balancing Redox Equations Questions 2. a-d ;HalfrxnmethodView more presentations from ekozoriz.
Today we learned that to balance a redox reactions you need to;
1. Write the oxidation numbers
2. Split the equation into two parts; oxidation and reduction
3. Add electrons to the correct sides of the equations
4. For acidic reactions add H2O and then H+ as needed
5. For basic reactions ad H2O then H+ and then OH- as needed
6. Make electrons from both reactions the same by multiplying the whole reaction
7. Add the two reactions together
8. Check that oxidation
After we finished that Ms.K assigned us Section 20.3 Balancing Redox Equations Question 3. a-f for homework and it should be done for tomorrow.
Today we learned that to balance a redox reactions you need to;
1. Write the oxidation numbers
2. Split the equation into two parts; oxidation and reduction
3. Add electrons to the correct sides of the equations
4. For acidic reactions add H2O and then H+ as needed
5. For basic reactions ad H2O then H+ and then OH- as needed
6. Make electrons from both reactions the same by multiplying the whole reaction
7. Add the two reactions together
8. Check that oxidation
After we finished that Ms.K assigned us Section 20.3 Balancing Redox Equations Question 3. a-f for homework and it should be done for tomorrow.
Saturday, February 28, 2009
Thursday, 02.26.09
In the beginning of the class, Ms. K showed us an animation about redox. To review this animation, click here:)...
After the animation, Ms. K went over Section 20.2 of OXIDATION-REDUCTION REACTIONS worksheet that the sub gave us. If you missed the class or simply wants to see the answers again, check the slideshow below.
Ms. K then started a new lesson about BALANCING USING OXIDATION METHOD. (note. this lesson is not on the yellow booklet).
To balance using the oxidationnmethod, we have to follow these steps:
STEP 1. DETERMINE THE OXIDATION NUMBERS.
STEP 2. DETERMINE THE NUMBER OF ELECTRONS TRANSFERRED PER ATOM/ION FROM THE CHANGED IN THE OXIDATION #s.
STEP 3. DETERMINE THE # OF ELECTRONS TRANSFERRED PER MOLE FROM THE SUBSCRIPT IN THE CHEMICAL FORMULA.
STEP 4. MAKE THE # OF ELECTRONS LOSS = # OF ELECTRONS GAINED BY FINDING THE SIMPLE COEFFICIENTS TO BALANCE THE # OF ELECTRONS TRANSFERRED.
STEP 5. BALANCE THE EQUATION AS YOU NORMALLY WOULD.
To see examples for each of these steps, pls see Ms. K's slideshow below....
We then answered SECTION 20.3 , # 1 question. Ms. K went over the answers for letters A to D, and can also be found in the slide show below...
IMPORTANT
TEST will be on TUESDAY. If you missed the class, dont forget to ask Ms K for the review worksheet she gave us, STUDY GUIDE, REDOX REACTIONS.
Thats it for this day..merci:) HAVE A NICE LOONG WEEKEND ^_ _ _ _^
the next scribe is...ASHLEY:)
After the animation, Ms. K went over Section 20.2 of OXIDATION-REDUCTION REACTIONS worksheet that the sub gave us. If you missed the class or simply wants to see the answers again, check the slideshow below.
Ms. K then started a new lesson about BALANCING USING OXIDATION METHOD. (note. this lesson is not on the yellow booklet).
To balance using the oxidationnmethod, we have to follow these steps:
STEP 1. DETERMINE THE OXIDATION NUMBERS.
STEP 2. DETERMINE THE NUMBER OF ELECTRONS TRANSFERRED PER ATOM/ION FROM THE CHANGED IN THE OXIDATION #s.
STEP 3. DETERMINE THE # OF ELECTRONS TRANSFERRED PER MOLE FROM THE SUBSCRIPT IN THE CHEMICAL FORMULA.
STEP 4. MAKE THE # OF ELECTRONS LOSS = # OF ELECTRONS GAINED BY FINDING THE SIMPLE COEFFICIENTS TO BALANCE THE # OF ELECTRONS TRANSFERRED.
STEP 5. BALANCE THE EQUATION AS YOU NORMALLY WOULD.
To see examples for each of these steps, pls see Ms. K's slideshow below....
We then answered SECTION 20.3 , # 1 question. Ms. K went over the answers for letters A to D, and can also be found in the slide show below...
IMPORTANT
TEST will be on TUESDAY. If you missed the class, dont forget to ask Ms K for the review worksheet she gave us, STUDY GUIDE, REDOX REACTIONS.
Thats it for this day..merci:) HAVE A NICE LOONG WEEKEND ^_ _ _ _^
the next scribe is...ASHLEY:)
Thursday, February 26, 2009
Wednesday, February 25, 2009
Redox Continued
February 25, 2009
Finally I've joined this darned blog but yeah. Moffatt picked me to scribe today knowingly I had other stuff to do like sleep. Anyways, here's the following things we've done in class.
1. We were shown an experiment between Aluminum paper and an acid. As shown in class, the Aluminum broke down into a red-ish color from it's original silver color prior to being placed into the acid.
2. Corrected page 14 in our yellow "Grade 12 Chemistry Aqueous Reaction" booklet.
I honestly would have put the answers down but I didn't accomplish to copy them in class. Sorry about that.
3. Lastly, we were assigned Section 20.2 (1-4) on the handout sheet "Oxidation - Reduction Reactions" given out last week by Ms. Hall. ( I think )
Anyways, I have no idea who to pick to scribe for tomorrow but we'll see what comes up.
- Tony
Finally I've joined this darned blog but yeah. Moffatt picked me to scribe today knowingly I had other stuff to do like sleep. Anyways, here's the following things we've done in class.
1. We were shown an experiment between Aluminum paper and an acid. As shown in class, the Aluminum broke down into a red-ish color from it's original silver color prior to being placed into the acid.
2. Corrected page 14 in our yellow "Grade 12 Chemistry Aqueous Reaction" booklet.
I honestly would have put the answers down but I didn't accomplish to copy them in class. Sorry about that.
3. Lastly, we were assigned Section 20.2 (1-4) on the handout sheet "Oxidation - Reduction Reactions" given out last week by Ms. Hall. ( I think )
Anyways, I have no idea who to pick to scribe for tomorrow but we'll see what comes up.
- Tony
Wednesday, February 25th
At the beginning of class, Mrs. K handed our titration lab back. When doing labs, she reminded us to do what has been asked, like stating the purpose of the lab, the qualitative observations of the substances involved, and the calculations of how we got our answers.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
We also reviewed what a Redox Reaction is and the definition of an Oxidation Reaction and a Reduction Reaction.
A Redox Reaction is a reaction wherein oxidation and reduction occur at the same time.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Next up, Ms. K showed us an experiment involving a Redox Reaction where:
The aluminum lost electrons and the copper gained electrons.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
For the remainder of the class, we worked on the questions in the booklet and the worksheet as practice for determining the oxidation number of atoms; and indicating the element reduced, the element oxidized, the oxidizing agent, and the reducing agent.
The next scribe will be MARIE :)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
We also reviewed what a Redox Reaction is and the definition of an Oxidation Reaction and a Reduction Reaction.
A Redox Reaction is a reaction wherein oxidation and reduction occur at the same time.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Next up, Ms. K showed us an experiment involving a Redox Reaction where:
- She added copper (II) chloride to a beaker of water.
- Because of that, the water turned blue-green.
- She got a piece of crumpled aluminum foil and placed it inside the beaker.
- After a few minutes, the aluminum started to have a dark orange colour and it little by little dissolved away.
The aluminum lost electrons and the copper gained electrons.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
For the remainder of the class, we worked on the questions in the booklet and the worksheet as practice for determining the oxidation number of atoms; and indicating the element reduced, the element oxidized, the oxidizing agent, and the reducing agent.
- An oxidized element increases its oxidation number because it loses electrons.
- A reduced element decreases its oxidation number because it gains electrons.
- An oxidizing agent is a chemical compound contains the atom that gains electrons in a redox reaction.
- A reducing agent is a chemical compound that contains the atom that loses electrons in a redox reaction.
The next scribe will be MARIE :)
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