-Writing a Laboratory Report must include the following:
-NOTE: Please always use this pattern for all lab reports.

a) Title,

b) Purpose (indicating why you are doing the lab),

c) Hypothesis (an educated guess as to what will occur during the lab),

d) Materials & Equipment (just the actual items used -- not necessarily the ones listed in the lab itself),

e) Procedure (an accurate, concise description of steps needed to complete the lab work),

f) Data (information collected during a lab, often organized into a data table), and

g) Conclusions (reasoning as to why things happened the way they did during the lab).

-NOTE: You may find p.841 "How to Write a Laboratory Report" found in the Physical Science textbook helpful to look at as well.

School begins:

-Seating Charts (if all information is available)
-1st Day Information from class website
-Ch 1 p.5-18 (Sections 1) powerpoint (branches of chemistry)
-p.7 #1-3 Check off in class
-p.18 #1-4 Check off in class
-Read Ch 1 (sections 1& 2) p.5-18 (know all bold print terms and branches of chemistry on page 6)

-Have your parent(s) sign the lab safety agreement to turn in the next class period.

Collegedale Academy Laboratory Safety Agreement

-p.789 Safety Quiz (in class if time available) in groups of two people #1-14 (Cooperative Groups--PAIR SHARE)

-Density Lab -- Determine the identity of three pieces of metal based on their density.
p.59 #1-15 
-Review Ch 2 
-use Cooperative Groups (PAIR SHARE) to review Ch 2

Review Ch 2:

-Scientific Method (p.29-31)
-system,

-hypothesis,

-model,

-theory is a generalization that explains a body of known facts or phenomena, it is also a believable explanation of a body of observed natural phenomena
-scientific concepts are validated testing hyphotheses

-quantitative (p.29),

-qualitative,
-data is organized, analyzed and classified in order to determine relationships among information

-quantity,

-measurement standards,

-Table 2-1 SI base units

-Table 2-2 SI prefixes

-weight,

-mass is a measure of a quantity of matter

-derived units,

-volume, density, (be familiar with units used to measure various quantities),

-be able to do density calculations,
-when determining density the temperature must be specified (density varies with changes in temperature)

-be able to convert from one unit to another unit using SI prefixes in Table 2-2,

-1L = 1dm3 = 1000 mL = 1000 cm3,

-be able to convert from Celsius to Kelvin (add 273.15 to Celsius to get the Kelvin equivalent),

-precision and accuracy,
-poor precision may result from human error and limitations of the measuring instruments

-be able to determine the # of significant figures in a measurement and do calculations correctly with significant figures,

-be able to round numbers correctly,

-be able to express numbers in scientific notation,

-be able to round numbers correctly in scientific notation as well,

-two variables are inversely proportional when their product has a constant value
-two variables are directly proportional when they are divided they produce a constant
-direct and inverse proportion (be able to recognize their graphs).
-be able to determine the most appropriate unit for measuring something (choose a unit that does not require a very small or very large number).

p.87 #17-28
-use cooperative learning (10:5 Kagan--PAIRS CHECK)
-Study for a quiz over p.81-85 problem solving.

Review Ch 3

Ch 3 Review (Read Ch 3 carefully & study chapter summary p.86) NOTE: -Make sure you can apply these ideas.
- Law of Conservation of Mass (p.66),
- law of definite proportions (was explained by Dalton's atomic theory) (66),
-law of multiple proportions (66),
- Dalton's atomic theory has been expanded and modified, in the late 1800's many experiments were performed by passing electric current through gases at low pressures (70),
- know how a cathode ray tube works (know the parts and how the electric current travels from cathode to anode from a high energy power source) 70, -Rutherford's gold foil experiment ,
-several questions about Rutherford--know thoroughly (72),
- nuclear forces (74),
- the electron cloud occupies most of the volume of an atom, atom (70),
- isotopes (76),
- atomic number (75),
- know table 3-2 p.76 about the three isotopes of hydrogen,
- know Table 3-3 three isotopes of hydrogen (77),
- atoms of the same element all have the same atomic number,
- atomic mass unit (78),
- average atomic mass (79),
- a single atom of an isotope does not have an average atomic mass,
- be able to determine the number of protons, neutrons and electrons for atoms (p.77 table 3-3, sample problem 3-1, p.78 Practice #1-3,
- Avogadro's # (6.022 x 10 to the 23rd) p.81,
- molar mass (81),
- mole (81),
- know figure 3-11 and be able to convert from atoms, moles, or grams to any other unit--several questions about this topic (82),
- Dalton is credited with being the first to think of the atomic theory,
- the electron was discovered using the cathode ray tube,
- Millikan's experiments measured the charge on the electron,
- Rutherford concluded that the nucleus (dense core) must be positively charged since a few of the positively charged particles (alpha particles) bounced back,
- protons and neutrons have about the same mass,
- the electron is about 1/2000th (or more accurately 1/1837th) the mass of a proton or hydrogen atom,
- the nucleus is composed of protons and neutrons,
- atoms are electrically neutral because they have the same number of electrons (-) and protons (+),
- isotopes of the same element have different masses due to the differing numbers of neutrons,
- the radius of an atom is extends to the outer edge of the region occupied by the electrons (called the electron cloud),
- tritium is the radioactive isotope of hydrogen with a mass of 3,
- deuterium is an isotope of hydrogen with a mass of 2 and,
- protium, the most common form of hydrogen (protium), has a mass of 1,
- be able to determine the mass number, atomic number and the number of protons and neutrons in an atom

2) Purpose (indicating why you are doing the lab),

3) Hypothesis (an educated guess as to what will occur during the lab),

4) Materials & Equipment (just the actual items used -- not necessarily the ones listed in the lab itself),

5) Procedure (an accurate, concise description of steps needed to complete the lab work),

6) Data (information collected during a lab, often organized into a data table), and

7) Conclusions (reasoning as to why things happened the way they did during the lab).

-NOTE: You may find p.841 "How to Write a Laboratory Report" found in the

-Video #7 "The Periodic Table"
-(take notes--numbered, point form--about 10 ideas from the video)
-Extra Credit (15pts) is being offered for making and submitting a high quality poster for the National Chemisty Week 2008 Poster Contest. Click on 2008 overview for detailed information.
-

-Mendeleev arranged elements in the periodic table according to the elements chemical and physical properties.
-Mendeleev left spaces for elements that had not yet been discovered.
-Mosley arranged the periodic table according to increasing atomic number.
-Mendeleev arranged the periodic table according to increasing atomic mass.
-The periodic table is the single most useful source of information about the elements.
-The periodic table allows properties of elements to be determined before they are discovered.
-Know the location of: a) lanthanides, b) actinides, c) alkali metals, d) alkaline earth metals, e) halogens, f) noble gases, g) metals, h) nonmetals, i) metalloids--the elements along the zig-zag line in the periodic table (NOTE: be able to determine to which category an element belongs).
-Know the block (s,p,d,f) to which each of the groups belong.
-Be able to determine the number of elements in a period.
-The discovery of the noble gases changed the periodic table by adding a new group (18).
-The length of a period is determined by the sublevels being filled with electrons.
-Hydrogen is placed separately from the other elements because it has many unique properties.
-The atomic radius is determined by measuring 1/2 the distance between two adjacent nuclei.
-The periodic law = physical and chemical properties of elements are periodic functions of their atomic numbers.
-Elements in a given group have similar properties.
-Know what a period and group are in the periodic table.
-Elements with the s and p orbitals filled are noble gases.
-Outermost electrons are located in the s and p orbitals.
-Be able to determine the noble gas configuration (and notation) of any element.
-The most characteristic property of the noble gasses is that they are mainly unreactive.
-Alkali metals are more reactive than the alkaline earth metals.
-Alkali metals are found in nature in compounds (they are also found in the s block).
-Alkali metals are soft, silvery active metals with one electron in the s orbital.
-Be familiar with s, p, d, and f blocks of the periodic table.
-Know the periodic trends for: a) atomic radii, b) ionization energy, c) electron affinity, d) electronegativity
-Alkaline earth metals are less reactive than the alkali metals.
-When an electron is added to a neutral atom, energy is either released or absorbed.
-Know about exothermic (A + e- => A- + energy) and endothermic (A + energy + e- => A-) processes associated with electron affinity.
-Electron affinity is the energy change that occurs when an electron is acquired by a neutral atom.
-Ionization energy is the energy required to remove and electron from an atom.
-Electronegativity is the ability of an atom in a chemical compound to attract electrons.
-Atomic radius is ½ the distance between nuclei of identical atoms that are bonded together.
-Negative ions are called anions.
-Anions are larger than the neutral atoms from which they are formed.
-Positive ions are called cations.
-Cations are smaller than the neutral atoms from which they are formed.
-Valence electrons are available to be lost, gained, or shared when atoms form molecules.
-use Cooperative Groups, PAIR SHARE, to review Ch 5 

MATERIALS

Pastry for two pie crusts
Sugar
Cinnamon
Butter
Cream of tarter (potassium bitartrate)
Crackers (round, snack crackers)
Large Pot
Pie pan

PROCEDURE

Turn on oven at 450 degrees F
Bring 500 ml of water to a boil in a pot (approx. 2 cups)
Mix 1.5 cups of sugar with 1.5 teaspoons of cream of tartar.
Add this mixture to the boiling water.
Add 25 whole crackers, one at a time, to the water.
Boil for 3 min. but do not stir.
Pour this mixture into a pastry-lined pie pan.
Sprinkle with cinnamon.
Dot lightly with butter.
Cover with a pastry top. Pierce the top several times with a knife to allow steam to escape.
Bake at 450 degrees F for 30 minutes, or until done.

Chapter 6 Review

Rock salt forces the ice surrounding the can of ice cream mix to melt. The "brine solution" or liquid that forms in the wooden bucket absorbs heat from the mix and gradually lowers the temperature of the mix until it begins to freeze. If there were no salt added to the ice, it would melt at 32 degrees Fahrenheit and eventually the ice water and mix would come to equilibrium at 32 degrees. The ice cream mix, however, does not begin to freeze until its temperature falls below 27 degrees. Therefore, in order to freeze the mix, we need a salt concentration, or a ratio of 5 cups of ice to 1 cups of salt. At this concentration, our brine temperature should remain constant at 8 to 12 degrees F. This will give the rapid cooling and freezing that is essential to making smooth creamy ice cream.

More detailed information provided by David Winer, Bethesda, Maryland For ice to melt into liquid water it must absorb a lot of heat energy. In an ice cream maker this heat needed to melt the ice comes from the mix, and so the mix chills. If the ice were not combined with salt, the mix’s cooling would be slow and would stop when the mix reached the temperature of melting freshwater ice-- at 32 degrees. But salt makes ice melt faster, and drops the temperature to that of freezing salt water. The heat used to melt the ice is drawn much faster from the surroundings, which in this case consist of the melted ice AND the ice cream mix. Since the surroundings lose large quantities of heat to the ice, they cool rapidly and continue to cool until they reach the freezing temperature of melting saltwater ice. This temperature is below the cream mixture's freezing point.

Dairy Ice Cream Lab: Things to Bring:
- List the names of all group members. Indicate who is responsible for each item being brought to the ice cream lab. Make a second copy of this sheet to leave with Mr. Heilman.
_______________________Ice cream maker (4 quart size) NOTE: All ingredients must be adjusted when a 2 quart or 6 quart ice cream maker is used.

_______________________Salt, rock (4lbs)

_______________________Can opener

_______________________Plastic spoons & bowls (enough for your lab group)

_______________________Serving spoon, large (for stirring ingredients and serving ice cream)

_______________________One gallon milk (skim, 2% or whole)

_______________________Sweetened condensed milk, 2 cans (14 ounce size) NOTE: Don't bring cans that are several years old--they are usually bad.

_______________________Pudding, Instant (your choice of flavor), 2 packages (5.1 ounce size)

_______________________Toppings (Pecans, Mixed Nuts, M&M’s, Oreo cookie crumbs, etc.)

-Iced is provided by the ice maker in the gymnasium office (no one needs to bring ice).

Vegan Ice Cream Lab: Things to Bring:
- List the names of all group members. Indicate who is responsible for each item being brought to the ice cream lab. Make a second copy of this sheet to leave with Mr. Heilman.
_______________________Ice cream maker (4 quart size) NOTE: All ingredients must be adjusted when a 2 quart or 6 quart ice cream maker is used.

_______________________Salt, rock (4lbs)

_______________________Can opener

_______________________Plastic spoons & bowls (enough for your lab group)

_______________________Serving spoon, large (for stirring ingredients and serving ice cream)

_______________________Silk Soymilk Vanilla, 1/2 gallon

_______________________Silk Creamer (Plain or French Vanilla) 1 quart

_______________________Vanilla (2-4 tsp depending on taste)

_______________________Honey (4-8 ounces depending on how sweet you like your ice cream)

_______________________Pudding, Instant (your choice of flavor), 2 packages of Jell-o Instant 5.1 oz size (yes, its vegan)

_______________________Toppings (Pecans, Mixed Nuts, M&M’s, Oreo cookie crumbs, etc.)

-Iced is provided by the ice maker in the gymnasium office (no one needs to bring ice).

Vegan Ice Cream (recipe courtesy of Arlen Byrd, Jan 2003)

List the names of all group members. Indicate who is responsible for each item being brought to the ice cream lab. Make a second copy to leave with Mr. Heilman.
__________________Soy milk—1/2 to 1 gallon, (liquid or powder) of your choice

__________________2 Tablespoons vanilla

__________________2-4 Cups frozen fruit blended (strawberry, peach, etc)

__________________1/2 to 1 cup sugar (white) per quart of ice cream made (depending on how sweet you want your ice cream)

__________________2 cups frozen bananas (or dairy free instant vanilla pudding)

__________________Blender

__________________Ice cream maker

__________________Rock salt (4 pounds)

__________________Toppings (nuts, cookie crumbs, candy, etc)

__________________Plastic spoons & bowls (enough for lab group)

__________________Serving spoon, large (for stirring and serving ice cream, sanitation)

Iced is provided by the ice maker in the gymnasium office (no one needs to bring ice).

The Chemistry of Ice Cream

Finding Science in Ice Cream - An Experiment for Secondary School Classrooms For further information about Finding Science in Ice Cream: Professor Douglas Goff, Ph.D. Department of Food Science University of Guelph Guelph , Ontario N1G 2W1 tel: (519)824-4120 ext. 3878 fax: (519)824-6631 e-mail: dgoff@uoguelph.ca This page was designed as a supplement to a classroom experiment for school teachers on ice cream making. Details of ice cream ingredients, manufacturing, structure, and many other aspects can be found on my main site at: http://foodsci.uoguelph.ca/dairyedu/icecream.html As the hot weather approaches and students minds begin to drift from the rigors of the school classroom or laboratory, a fun afternoon might be spent making ice cream and in so doing, introducing several aspects of the science and technology "behind the scenes".

The concept of melting ice with salt is not new to anyone in this latitude. Indeed, our roads, driveways, and sidewalks are kept bare in the winter by such a process. As salt is applied to ice, a concentrated brine solution forms on the ice, which has a very low freezing point. The freezing point of a 20% solution of salt is -16.6oC. As a result, more ice melts to dilute this solution, until the freezing point of the solution matches the outside temperature (equilibrium is established). The same phenomenon is occuring in the brine solution in the ice cream freezer. As the salt continues to dissolve more ice melts to accommodate this concentrated salt solution with its very low melting point. At the same time, both the heat of solution of the dissolving salt, and the latent heat of fusion of the melting ice are adsorbed from the ice itself, thereby lowering the temperature of the salt, ice and brine mixture. The temperature of this mixture can be controlled by the amount and ratio of salt and ice present. As examples, consider the following data: a 2% NaCl (salt) solution has a freezing point of -1.4oC, 5% salt conc. = -3.5oC, 10% salt = -7.4oC, 15% salt = -11.7oC and 20% salt = -16.6oC. The lowest temperature which can be achieved with a sodium chloride brine is -20oC, at a concentration of 23% salt. Higher concentrations result in salt crystallization. This brine, in turn, is adsorbing heat from the freezing ice cream inside the can, and thus ice and salt need to be continually added to keep the ice temperature low enough to freeze the ice cream. (Bear in mind that the freezing temperature of the ice cream is depressed below 0o due to the presence of dissolved sugars.) This process is a lesson in heat transfer in itself!

Test Ch 6 
-p.234 Define Vocabulary -- all three sections (please # terms).

-Staff Development, PM
-Video #11 "The Mole" (take notes--numbered, point form--about 15 ideas from the video)
-Pies must be brought to Mr. Heilman on Monday Nov 24 or Tuesday am
before school begins Nov 25 to receive extra credit for chemistry

SAME AS MONDAY
NOON DISMISSAL
PLEASE BEGIN TO STUDY FOR THE CHEMISTRY FINAL EXAM NOW!!!!!
-Begin studying for the chemistry final exam (below is a tentative exam review).

Chemistry Final Exam Review

The following is a summary of the concepts over which you will be tested on the exam:
1.  Density (mass, volume) problems
2.  Be able to convert from one metric unit to another (know Table 2-2 p.35)
3.  Be able to convert from Celsius to Kelvin or Kelvin to Celsius
4.  Precision and accuracy
5.  Significant figures (know Table 2-5 and be able to apply to problems)
6.  Be able to determine # of protons, neutrons, and electrons (when provided mass # and atomic #)
7.  Convert from moles to grams and grams to moles (grams to particles and particles to grams).
8.  Determine the number of particles if provided moles or grams of a substance. 
9.  Periodic law (the physical and chemical properties of the elements are functions of their atomic numbers)
10.  Periods and groups (know what they are)
11.  Elements within a group have similar properties 
12.  Metalloids 
13.  Electron configurations 
14.  Ionization energy 
15.  Cations and anions 
16.  Know periodic trend for atomic radius
17.  Chemical bond (ionic, covalent, polar covalent, NOTE: know p.162 Fig 6-2 be able to determine the type of bond based on the % ionic character 0.3 & 1.7)
18.  Valence electrons 
19.  Atoms become more stable (move toward lower potential energy) when they are combined (bonded).
20.  Ionic and covalent bonds 
21.  Nonpolar covalent bonds, polar covalent bonds
22.  Molecule
23.  Bond energy 
24.  Octet (octet rule)  (NOTE:  Noble gases satisfy the noble gas rule without forming compounds) 
25.  Determine the molar mass of compounds
26. Electronegativity
27. Electron affinity
28. Octet rule
29. Quantitative and qualitative observations
30. Scientific notation
31. Halogen, noble gas, alkali metal, alkaline earth metal
32. Know the properties of each group in #31
33. s,p,d,f levels
34. Metals, non-metals, metalloids
35. Ionic character
36. Covalent character
36. Polar covalent

THANKSGIVING VACATION

Chemistry Final Exam Review

The following is a summary of the concepts over which you will be tested on the exam:
1.  Density (mass, volume) problems
2.  Be able to convert from one metric unit to another (know Table 2-2 p.35)
3.  Be able to convert from Celsius to Kelvin or Kelvin to Celsius
4.  Precision and accuracy
5.  Significant figures (know Table 2-5 and be able to apply to problems)
6.  Be able to determine # of protons, neutrons, and electrons (when provided mass # and atomic #)
7.  Convert from moles to grams and grams to moles (grams to particles and particles to grams).
8.  Determine the number of particles if provided moles or grams of a substance. 
9.  Periodic law (the physical and chemical properties of the elements are functions of their atomic numbers)
10.  Periods and groups (know what they are)
11.  Elements within a group have similar properties 
12.  Metalloids 
13.  Electron configurations 
14.  Ionization energy 
15.  Cations and anions 
16.  Know periodic trend for atomic radius
17.  Chemical bond (ionic, covalent, polar covalent, NOTE: know p.162 Fig 6-2 be able to determine the type of bond based on the % ionic character 0.3 & 1.7)
18.  Valence electrons 
19.  Atoms become more stable (move toward lower potential energy) when they are combined (bonded).
20.  Ionic and covalent bonds 
21.  Nonpolar covalent bonds, polar covalent bonds
22.  Molecule
23.  Bond energy 
24.  Octet (octet rule)  (NOTE:  Noble gases satisfy the noble gas rule without forming compounds) 
25.  Determine the molar mass of compounds
26. Electronegativity
27. Electron affinity
28. Octet rule
29. Quantitative and qualitative observations
30. Scientific notation
31. Halogen, noble gas, alkali metal, alkaline earth metal
32. Know the properties of each group in #31
33. s,p,d,f levels
34. Metals, non-metals, metalloids
35. Ionic character
36. Covalent character
36. Polar covalent

Semester Exams