Table of Contents

Quarter 1

Divider

Periodic Table Activity

Periodic Table Activity Problems

Conversions Handout

Conversions Problems

Significant Figures Handout

Significant Figures Problems

Constructing A Model Lab Report

Mole Concept Handout

Mole Concept Problems

Mole Concept Lab Report

Atomic Theories Handout

Atomic Theories Model Drawings

Quarter 2

Divider

Orbitals Drawing

Orbital, Electron Configuration, and

Noble Gas Notation Problems

Designing Your Own Periodic Table

Lab

Modeling Atoms, Ions, and Isotopes

Problems Sheet

Lewis Structures

Molecular Geometry Sheet

Molecular Geometry Problem Sheet

Quarter 3

Divider

Naming Ionic Compounds Worksheet

Naming Covalent Compounds

Worksheet

Naming Chemical Compounds

Worksheet

Translate Sentence Into Word And

Formula Equations

Translate Formula Equation Into A

Sentence

Translate Sentence Into Balanced

Chemical Equation

Synthesis Reactions

Decomposition Reactions

Single Replacement Reactions

Double Replacement

Stoichiometry Handout

Stoichiometry Problems Type 1

Stoichiometry Problems Type 2

Stoichiometry Problems Type 3

Stoichiometry Problems Type 4

Boyle’s Law Problems

Charles’ Law Problems

Gay-Lussac’s Law

Combined Gas Law Problems

Quarter 4

Divider

Elasticity of Gases Handout Worksheet

Crystal Systems Worksheet

Phase Diagram Of Water

Changes Of State Drawing

Rate Of Dissolutions Lab

Mass of Solute Added vs. mass of

Solute Dissolved

Mass of Sugar Added vs. mass of Sugar

Dissolved

Calculating Molarity Problems Type 1

Calculating Molarity Problems Type 2

Calculating Molarity Problems Type 3

pH Lab

Identifying Acids And Bases

Organic Compounds

Reflection Essay

Quarter 2

I. Title: Designing Your Own Periodic Table II. Purpose: To design your own periodic table using information similar to that available to

Mendeleev: III. Materials: 1. Periodic table; 2. Index cards IV. Procedure: From p. 127

a. Write down info available for each element on separate index cards. Appropriate info includes:

a) Atomic mass b) States of matter c) Density d) Other readily observate properties

b. Do not write name of element on card but keep a separate key V. Data: Part A: Index cards and key

Part B: Initial attempt at organizing elements

1 2 13 14 15 16 17 18

1 L

2 B C D

3 M N O G E

4 I

5 A

6 H

7 F K J

Part C: Actual order of elements. Draw same table as above.

1 2 13 14 15 16 17 18

1 L

2 B C D

3 M N O G

4 E I A

5 H

6 F K

7 J

IV. Discussion: Answer discussion questions on p. 127

1. a. Because people back then were able to weigh substances but atomic number was established after the periodic table was made.

b. No

2. Eight groups, Seven Periods.

3. All missing elements in group 1 except the topmost element are soft and react with oxygen. All missing elements in group 2 are silvery, good heat conductors, and are ductile and malleable. All missing elements in group 13 are soft and have low melting points. The group 14 missing elements are not very similar but all tend to form covalent compounds. Group 15 missing elements are solid at room temp except Nitrogen and most exist in two or more allotropic forms. Missing group 16 elements exist in several allotropic forms and occur in compounds and in pure form. The group 17 elements are reactive non-metals. The rest of the group 18 elements are stable gasses.

Quarter 3

Quarter 4

The crystal systems are all similar in that they all have the basic cubic shape aside from

the hexagonal system. The tetrahedral and orthorhombic systems are larger versions of the cube

and the rhombohedral, monoclinic, and triclinic are all warped versions of the cube. The angles

of the cubic, tetragonal, and orthorhombic systems are similar, the rhombohedral and monoclinic

are similar, and the triclinic and the hexagonal are not similar with themselves or any other

systems.

I. Title: Rate of Dissolutions

II. Purpose: To examine different factors that affect the rate at which salt dissolves in water.

III. Materials: 1). Sea salt; 2). Table salt; 3). Beaker; 4). Water; 5). Balance; 6). Thermometer; 7).

Spoon; 8). Hotplate.

IV. Procedure:

A. Effect of Temperature

The higher the temperature the easier it was for the salt to dissolve.

B. Effect of Surface Area

The greater the surface area the harder it was for the salt to dissolve.

C. Effect of Agitation

The more agitation there is the faster the salt particles dissolve.

V. Data:

Manipulated Variables Dissolving time

Temperature 20 degrees

Celsius: 40%

dissolved in 1

min, 28 sec.

50 degrees

Celsius: 70%

dissolved in 38

sec.

70 degrees

Celsius: 85%

dissolved in 17

sec.

Surface Area Coarse salt: 10% dissolved

in 3 min.

Fine salt: 40% dissolved in

1 min, 28 sec.

Agitation Without agitation: 40%

dissolved in 1 min, 28 sec.

With agitation: 100%

dissolved in 12 sec.

VI. Analyze and conclude:

1). What were the manipulated and responding variable(s) in the experiment?

The manipulated variables were temperature, surface area, agitation. The

responding variable was the dissolving time.

2). What variables were controlled?

The amount of water and the amount of salt.

3). What did you learn about how different factors affect the rate of dissolution?

That higher temperature means faster dissolution rate, more agitation means faster

dissolution rate, and more surface area means slower dissolution rate.

I. Title: pH

II. Purpose: to test the pH of various substances and to use it to determine whether a substance

is an acid or base

III. Materials: 1). pH paper; 2). Various substances

IV. Procedures: 1). Tear pH paper from roll; 2). Dip pH paper in substance; 3). Determine by

color change whether substance is basic or acidic; 4). Record findings.

V. Data:

A. Substances (11)

Substance pH Acid Base Strong or weak

oil 5 X Weak

Sprite 5 X Weak

Pine sol 5 X Weak

Laundry Detergent 8 X Weak

½ Tea, ½ Lemonade 4 X Weak

Hand Sanitizer 6 X Weak

Cranberry Juice 2 X Strong

Water 7

Milk 7

Blueberry Lemonade 4 X Weak

Coca-cola 4 X Weak

B. Chemicals (10)

Substance pH Acid Base Strong or Weak

HCl 1 X Strong

NaOH 10 X Strong

Alcohol 6 X Weak

KCr2 9 X Weak

KOH 11 X Strong

KCr 8 X Weak

Pb (NO3)3 4 X Weak

NaCl 6 X Weak

NaI 6 X Weak

Fe (NO3)3 1 X Strong

VI. Analyze and Conclude:

1) How many substances were acids/bases?

There were 14 acids and 5 bases.

2) Were there any strong acids or bases? If so identify them.

The strong acids were cranberry juice, hydrochloric acid, and Fe (NO3)3, and the

strong bases were NaOH and KOH.

3) What did you learn from this lab?

I learned firstly about pH paper and how it is used. It is a very easy and efficient

way to determine the acidic and basic properties of substance usually in liquid

form. To see the acid and base levels of regularly used substances was partially

helpful in their nutritional value using water as a model for a healthy liquid. I had

never done or seen this done before so it was a fun experience for me.

Reflection Essay

Our first chemistry assignment was a basic activity on the table of elements. We

identified the different types of elements: metals, nonmetals, and metalloids, their subcategories:

alkali, alkaline earth and transition metals, and the families of elements: boron, carbon, nitrogen,

oxygen, and halogen groups as well as noble gases. We also learned the different blocks of the

periodic table: “s”, “p”, and “d” blocks. We then learned about conversions and how to use them

to understand and reenact the real life elemental changes or the progression from quantity and

unit given to quantity and unit sought to solve for. After this we looked at significant figures

whose rules determine whether zeros and additional numbers are included in the final answer. In

our Constructing a Model lab report we examined unknown objects in sealed containers without

seeing or touching them to learn how to make assumptions about them. In our Mole Concept

lesson we learned how to combine substances and determine their weight by adding one mol

(6.022x1023

atoms) of each substance together. The mass in mols differs between elements

because of their amount of protons, neutrons, and electrons. The atomic theories info taught us

about the scientific assumptions from Democritus in 300 B.C. to Neils Bohr in 1920 C.E., and

through the modern quantum model.

The first assignment in quarter 2 was to examine the atomic orbitals and figure problems

on the orbital, electron configuration, and noble gas notations. Then using only elemental

properties like molar mass and melting/boiling point, we made our own periodic table of

elements. We modeled atoms according to their electron placement and used Lewis Structures to

visualize the outer electron configuration of combined molecules. Our last project involved

determining and sketching the structure of basic compounds and chemicals.

In quarter 3 we first solved problems to name ionic and covalent compounds converting

them from the name to the formula and vice versa. We also turned chemical equations into

sentences and vice versa. After this we worked on balancing the chemical equations so that the

mass of the first side equaled the sum of the masses of the second side. The other reactions we

worked on were synthesis, decomposition, double replacement, and single replacement reactions.

Then we solved stoichiometry problems which is “the process of relating quantities of reactants

and products in a chemical reaction to one another.” The next problem solving we performed

was on Boyle’s Law (P1V1 = P2V2) which involved finding the pressure and volume using its

previous pressure and volume state, while Gay-Lussac’s Law (P1/T1 = P2/T2) used pressure and

temperature. Also, Charles’ Law (V1/T1 = V2/T2) consisted of the same problem type structure

using volume and temperature, while the Combined Gas Law (V1P1/T1 = V2P2/T2) used volume,

pressure, and temperature.

The quarter 4 introduction was on the Gas Laws along with their compressibility and

elasticity. We then tested different levels of gases with different containers. Continuing, we

modeled and examined the different crystal systems, sketched them and observed and recorded

the similarities and differences between them all. Our next assignment was to draw the phase

diagram of H2O in its three different states, showing what the requirements are for the substance

to change state and then drew the states represented by photos. Our next was a class lab where

we tested the dissolution rate of salt/sugar in water given the temperature of the water, the size of

the salt/sugar particles etc. and drew graphs showing their dissolution capacity (MOST FUN ).

We then calculated molarity of compounds by solving problems. Our next lab was also very

enjoying; we tested the base/acid level of 11 liquids like Coca-cola, laundry detergent, etc. and

10 more chemicals. Our next project was to determine the Arrhenius, Bronsted-Lowry, and

Lewis Bases/Acids in balanced chemical equations as well as the acids, bases, conjugate acids,

and conjugate bases of these equations. Our last project involved determining the structural

formula from the name and vice versa of organic compounds. This was a fun course and very

rewarding overall and I loved every minute of it. I will definitely take an advancement of this

course sometime in college. I look forward to being in your class next year. Thank you!

-- Louis Raiger --