This is the Blog for my 2nd period Block "B", Chemistry Class for the 2017-18 school year at George Washington High School. We meet every other school day starting 9/6/2017.

2-15-18: Short class due to half day schedule. I checked the HW. We reviewed #7 & 8 on text page 180. We are ready for a quiz on chapter 5 during our next class.

2-13-18: We reviewed the practice problem on page 180 to help review and prepare for the upcoming quiz. I did not yet check the HW.

2-9-18: I checked and reviewed the HW. Students are required to complete the back of the second worksheet titled, "Formulas with Polyatomic Ions". We will have a quiz covering chapter 5 on Tuesday. Key terms for Chapter 6 will be due Thursday.

2-7-18: We learned how to name and write formulas for compounds containing polyatomic ions. We reviewed some of the work from 2/1 as a refresher. Students are required to complete CRWS 5.3 #32-51 for HW. We went over several of these as examples.

2-5-18: We had reduced attendance, Students were permitted time to make up missing assignments. I demonstrated the Carbide cannon, explaining the two chemical reactions (formation of acetylene from calcium carbide then the combustion of calcium carbide with oxygen). We watched the movie Interstellar (2014) up to 59:00.

2-1-18: Students received a two-sided worksheet covering names and formulas for binary and polyatomic ionic compounds. We over the sheet from Dr. Abraham then discussed how to use the ionic formula table on the yellow periodic table reference sheet to solve the problems distributed today. Students received credit toward grade for completing #1-20 on the "Writing Binary Formulas" side of the distributed worksheet.

1-30-18: Students received credit for the HW. We reviewed these problems and created the ion formula table used to determine electron neutrality. We discussed the polyatomic ions of Mercury and Oxygen; Mercury (1) and Peroxide. A supplemental sheet on ion formulas provided by Dr. Abraham was distributed for further practice on determining names for simple ion compound formulas.

1-26-18: Students were asked to continue to solve problems #1-8 on CRWS 5.3. For HW to finish #9-31

1-24-18: Students took the midterm exam.

1-22-18: We reviewed materials for the midterm and began World of Chemistry video #8 "Chemical Bonds". A worksheet was distributed for the video to be collected for grade once the video completes. We got to question #3 on the worksheet.

1-18-18: We continued CRWS 5.1, completing it. Then we began discussions of the properties of ionic compounds (5.2).

1-16-18: We discussed this past weekend's PPPL lecture and I offered a way to see the lecture from a computer at home using the remote viewing link and tweet link to ask the speaker questions. I showed the video "Star Power" at :http://www.pppl.gov/star%20power The Midterm exam, covering the material from the beginning of the course will be Wednesday 1/24.

1-11-18: Our Google Classroom class code is: "evyk4z". We continued reviewing CRWS 5.1 and got up to #15.

1-9-18: We reviewed CRWS 5.1 #1-10. Students are to finish to #16 for HW. I demonstrated the bead test with borax on nichrome wire and on copper wire. I showed the melting and softening properties of glass. We reviewed key terms for the chapter and the concept of electron neutrality. We studied the electron-neutral formulas of sodium borate and various other cation/anion combinations.

1-3-18: We discussed interim grades and scheduling through the end of the term. I played a selection from the Voyager Golden Record set and we discussed the Voyager mission. Students received the CRWS pack for chapter 5 and the yellow periodic table we will use for the remainder of the course. We examined the common ion table on text page 831 that was copied onto the back of the yellow periodic table. I checked key terms for chapter 5 as credit toward grade. Students are required for HW to define, as key term #10 the term "Simple Ion".

12-21-17: We continued the "Free Range Chemistry" Video to #17 "Iron in Nature". I demonstrated the Ammonia fountain.

12-19-17: Students took the chapter 4 exam. Two extra credit questions were offered as an additional letter grade on the exam. We began watching "Free Range Chemistry" and got to #4 (fuel gas from coal). A worksheet was handed out with this video. Key terms for chapter 5 are due after the holiday break.

12-15-17: We reviewed CRWS 4.3 and students received credit for completing it. We also played a game of Kahoot covering trends on the periodic table. The chapter 4 exam will be Tuesday.

12-13-17: We reviewed the Periodic Table groups names and some properties of these groups. We watched two short newsreels about the Hydrogen-filled Hindenburg explosion. Students took a quiz on the group names and locations in the table. Students also received a word search puzzle and blank periodic table to fill in for extra credit as a way to become more familiar with the elements and groups on the table. The extra credit is due anytime before the holiday break.

12-11-17: We reviewed CRWS 4.2 and discussed problems involving ionization energy (5th ionization of carbon vs. Ne, Cs vs, Li, and Sb vs I). We reviewed some of the exam questions for chapter 4 and its format. We also discussed some of the scoring for recent graded work.

12-7-17: We discussed ionization energy, specifically why this property increase for carbon's fisrt through fourth ionization energy and why the fifth ionization energy of carbon is so much greater. We examined the formation of several ionic carbons and predicted the formation of anions and cations based on an element's position in the table.

12-5-17: A shorter period due to the town hall meeting. Students were asked to complete the table on the back of the package (Name groups A-K). We reviewed this work in class and I will check this work for completion next class for grade. I demonstrated the Calcium water reaction after showing the grey earthy salt formed on the surface of the calcium metal.

12-1-17: A guest teacher covered my classes today because I was at Drexel University, my alma mater, participating in a school trip. Students were given a constructed response paper on Dobereiner's triads and the history of the periodic table. They were required to complete and submit this paper for credit toward grade then continue with the CRWS pack for chapter 4.

11-29-17: We completed the video and I collected the WS for grade. We completed the material covering CRWS 4.1 and discussed details on the contributions of Dobereiner, Newlands, De Chancourtois, Mendeleev, Moseley, and Seaborg. Students are to complete CRWS 4.1 and 4.2 for homework. Next class I will check these sheets for completion and we will review them.

11-27-17: We completed the material covering CRWS 4.1 and discussed details on the contributions of Dobereiner, Newlands, De Chancourtois, Mendeleev, Moseley, and Seaborg. We also discussed the Manhatten project. Students are to complete CRWS 4.1 and 4.2 for homework. Next class I will check these sheets for completion and we will review them.

11-21-17: Students are asked to solve CRWS 4.1 #1-10. We discussed historical contributions to the format of the periodic table by Dobereiner, Newlands, Mendeleev, Moseley, and Seaborg. We also discussed the work De Chancourtois.

11-17-17: We reviewed the grades for the video sheet. Students received CRWS pack for chapter 4 and we discussed 4.1 #1. New seats were assigned and we had a talk about maximizing grades and reducing disruptions in the classroom.

11-15-17: Key terms for chapter 4 were checked for grade. We discussed for pre-video questions for the World of Chemistry #7, the Period Table. Students received a worksheet for the video and two grades on this video during class: 1 on the pre-video questions and one for the worksheet submitted at the end of class with answers to the questions covered by the video up to 16:50. On Friday we shall have new seats to better support the classroom as a place of learning.

11-13-17: We began chapter 4. Students were given a sheet, "Getting to know the periodic table" and completed in in class. We reviewed the sheet and had various opening discussions about the chapter. Key terms were not checked as originally scheduled but will be checked Wednesday.

11-8-17: We took the chapter 3 exam today. Key terms for chapter 4 are due Monday Wednesday when we begin chapter 4. Students who did not have Dalton's 5 principles memorized for the exam will have to submit them by end of day tomorrow. If you missed the exam, the last day you can take it is Monday in order to have it count on your printed report card grade. The exam grade can be entered after Monday into term one but will not count toward the first printed report card grade.

11-3-17: We finished a review of for the chapter 3 exam which will contain Dalton's 5 principles (memorize or write 5 x), parts of the atoms, atomic theory timeline, the electromagnetic spectrum, and electron configuration. Students will be permitted to use their reference sheet for the exam. We also completed the Bill Nye Greatest discovery video and students submitted the video worksheet for credit toward grade.

Due to behavioral issues that seemed to resonate with most of the class, I had all present students take 20 minutes to write what it means to be: respectful, responsible, motivated, prepared, and involved and give three examples each of behavior they observed (or did) that violate those norms. This essay is a 20 point assignment for those present. We will spend some time discussing the essays at a later date.

11-1-17: We had a shorter period due to the town hall meeting. Students wrote electron configuration notation for elements 1-18 and indicated which ones were valence and inert electrons using page 3 of the 10-26-17 packet. The chapter 3 exam will be Monday (Moved to Wednesday).

10-30-17: Students were asked to solve P. 99 #5-6. We also drew electron configuration diagrams for these two problems. We reviewed these and the three electron configuration rules. Students then participated with a partner performing the electron configuration penny activity. Credit toward grade was given for completion of this activity. Students were asked to study the electron configuration diagrams for the first 18 atoms provided in the package delivered 10-26-17. As an alternative assignment for those who missed class, students must write the three electron configuration rules *Aufbau, Pauli, and Hund's) in simple language (copied from a classmate's notes) and then write the electron configurations notation and create a diagram, like that on text page 98, for the atoms of Iron and Oxygen.

10-26-17: Students received Ch 3 pack #2 on electron configuration. We learned about inert and valence electrons. Students practiced Bohr diagrams for Mg and Zr. Students received credit toward grade for filling in the highest energy level electron configuration of all elements in the table (page 2 of the pack). Class was shortened by a fire drill.

10-24-17: We completed the atomic theory timeline and observed the spectra of several elemental gases using spectrophotometers. I also demonstrated wave behavior and the use of models to predict and compile data on atomic models. We discussed "Mole day" and I offered extra credit by completing "Assignment/EC" link #31.

10-20-17: We continued the Bill Nye Video up to "The electron", 23:45. I demonstrated flame colors of various salt solutions and introduced electron configuration notation and diagrams.

10-18-17: Students received credit toward grade for marking up the pink periodic table with S, P, D, and F labels for each row and each block of the table, including a table of properties for those electrons. We also reviewed CRWS 3.3 #1-12 and watched "What the Heck is Light".

10-16-17: Students completed an activity on names and symbols of isotopes (1/2 sheet); handed in as credit toward grade. We examined the University of Colorado phet simulation on nuclear fission to examine the behavior of uranium-235, 236, 238, and 239). We continued the Bill Nye video to 19:29, the start of "Electricity Transforms Chemicals".

10-12-17: Students received credit toward grade for completing an activity wherein they wrote names and symbols for common elements. We watched a few Tom Lehrer videos and examined a cold war, civil defense, era geiger counter. We started watching Bill Nye's Greatest Discoveries in Chemistry. A worksheet was distributed to be submitted at the completion of the video.

10-11-17: No class due to SAT/PSAT testing.

10-10-17: Students created a table of subatomic parts and their properties (name, location, Mass in AMU, and charge). I passed out the "Pink Periodic table. I checked the HW for grade. We watched several Periodic Table Song listing elements (Tom Lehrer - The Elements and "In order"). We went over names and symbols of isotopes solving CRWS 3.2 #19.

10-6-17: Students received the CRWS pack for chapter 3 and were asked to write Dalton's 5 principles from text page 78 to memorize for the next exam. We began to discuss Atomic Theory and history. For extra credit, students can play little alchemy and create 200 elements in that game.
We discussed the proposed Aquaponics projects and students wrote a personal reflection on this project and whether they would want to be involved in an afterschool club as credit toward a grade. This writing was handed in as an exit ticket (See reference link #127 to watch a short video).

Students took a pre-learning assessment on atoms and the periodic table. This is a credit/no credit assignment that only requires a student to read and answer the questions as best they can to receive credit. The score does not matter, only the submission of the assessment. When retaken in the spring, it will be possible to demonstrate that major course learning objectives were achieved. Students then created a table of properties for subatomic parts of the atoms (protons, neutrons, and electrons). 23 key term definitions for chapter 3 are due Tuesday.

10-4-17: Students sat for the Unit one exam after we reviewed how to check assignment and grades on-line.

10-2-17: We had a shorter period due to the Dee-1 concert. We reviewed temperature scale conversions and the concept of Absolute Zero. Students will have their unit 1 exam next time we meet. It will cover chapters 1 & 2.

9-28-17: I was out for a funeral so, students were given a work to do from the book (P.9: Review question #5, P.14: Practice problems #1, 2, and 3, P. 19: #1, P.28: #3, 4, and 9, P.35 #1-10), then submit.

9-26-17: We reviewed the calculation of density (e.g. P.19#12), conversions within the metric system and the Factor unit method. Students were provided with the three-page, stapled "Math Pack". Students received credit toward grade for completion of the Metric Measurement Conversions worksheet.

9-20-17: We had a shorter period due to the town hall meeting. I checked the HW as credit toward grade (the density bar graph). We then studied some samples of dry ice, solid carbon dioxide (CO2). We saw its sublimation to gas and how it dissolves in water to make an acid (as demonstrated by a colored indicator). Some students recognized its odor as that in carbonated beverages. We also created a bomb (behind a safety shield, of course) using a closed water bottle, pressurized by the CO2 gas. I also showed the sublimation and deposition of iodine.

9-18-17: We reviewed the density equation and measured the density of various metal cylinders, comparing the measured values to the published ones in the book and online. For HW, students were asked to create a bar graph of the liquid and solid densities of the materials found in Figure 4 on page 17 of the text.

9-14-17: Students were were asked to complete CRWS 1.2 #1-5 which discussed in class. We began to discuss and measure the density of solids, distinguishing between aluminum, brass, and steel by way of example. We began to discuss sources of error, accuracy and precision.

9-12-17: I distributed the publisher's concept review worksheet (abbreviated "CRWS" from this point forward) covering chapter 1 and students were asked to solve section 1 #1-23 which we reviewed in class. I checked HW, the list of 23 key term definitions for chapter 1, numbered and underlined (or highlighted). Students were asked to create a graphic organizer like that on page 381 and to identify each of the exo and endothermic physical changes on that sheet. I demonstrated a physical change with the sublimation of iodine and a chemical change with calcium carbide and water forming acetylene, then acetylene burning with oxygen.

9-8-17: Students submitted their HW for a grade. They received a sheet on reading skills, "Getting to know your textbook" which asks questions about the textbook and conclude with a key term definition list for the chapters. Key Terms for chapter 1 are due as a homework grade. We heard a chapter 1 chemistry rap by student "Chris Osama" and I read my "chemistry" acrostic and an "ode to the periodic table" to inspire student writing. I demonstrated the Methane Mamba and students were asked to consider the equipment and procedure to perform this demonstration safely. As an exit ticket, for grade they submitted and Methane Mamba Mini Report with the following sections: 1 - Title, 2- Equipment list (with assembly drawing), 3 - Step by Step procedures, 4 - Observations, 5 - Safety precautions (Safety First). Those who missed the demonstration can complete Item 30 from the Assignments/EC link on the left.


9-6-17: First day of class. I hope you felt welcome and enthused about the subject. Students received a hard copy print of the syllabus to keep in their notebook and were assigned seats. Note: The syllabus is available in digital format as item #1 on the tab titled "Assignments /EC" on the left. Your homework tonight is to Complete the two-part prompt handed out in class.