Unit 2 - Periodic Trends

We are well into Unit 2 with Periodic Trends!

In Period 4,6,7 we plotted trends for seven properties in 3-D using drinking straws! Then we analyzed the trends we observed.

We also reconstructed our own periodic table based on electron configurations and ionization behavior.

Unit 1 Wrap Up

It was great to meet so many of your families at Open House! We finished Unit 1 - Atomic Structure last week. In periods 1 and 3 we played Chemistry Baseball to review our Unit 1 Objectives!

Remember that test retakes can be done in room 120 - you must show your GOLD ticket to retake.

Speaking of gold, here's are some shots of our "marbles" lab where we modeled Rutherford's Gold-Foil Experiment to estimate the diameter of a marble by the percentage of "hits" and "misses"!

Welcome Back! Introducing the Black Box...

Welcome back to school, chemists!

I know I had a great summer working on some curriculum projects and spending time with my family.

In chemistry we are diving right in to scientific experimentation and the nature of the atom. We did a class activity where we explored what was inside of a "Black Box" through indirect experimentation. We did this to model the process that scientists go through when trying to discover the nature of things that are too small to see, touch, and otherwise observe directly.

In period 3 we first tried pouring 99 mL of water into the Black Box and were very surprised when only about 85 mL of a bluish-green, odorless liquid came out!

We then tried adding 99 mL of vinegar into the Black Box and were even more surprised when 88 mL of a brighter green, vinegar-smelling liquid came out!

What do YOU think is inside the Black Box? Below are some of our drawings of what we think might be inside.

Factors Affecting Rates of Dissolution

Today we performed a small inquiry experiment to determine which factors affect the rates of dissolution. Students had to design their own procedure to test how surface area, solvent temperature, and stirring affected how much sugar dissolved in water.

The students did a great job with setting up their experimental constants such as the amount of water, amount of sugar, and method of stirring.

Be sure to ask the chemists what they discovered!

Egg in a Flask

In 8th period we put a boiled egg in a flask!

Can you explain how we got the egg into the flask?

Can you explain how we got the egg out again?

Ask your chemist!

(Thanks to this web page for the great sequential picture!)

Scan this and answer in the comments!

5 + 5 + 5 = 500

One of my chemists shared this puzzle with me:

How can you make 5 + 5 + 5 = 550 using the symbols | _ / \.

Can you figure it out?