A few comments about our two electrolysis experiments:

Here's what I want you to understand-->>>

First of all, doing the experiment gives you hands-on experience in observing chemical reactions.  It is important to follow directions carefully, including what's in the diagram, so that you get your setup just right.  Then it is important to be patient, not everything is an explosion, or has an immediately visible reaction.  Sometimes no reaction is what is happening, and sometimes a slow reaction is what you have to observe --patience and attention to detail!

• In these experiments, the main idea is that transferring electrons changes the chemical and physical properties of that atom, DRAMATICALLY!  
• In the first lab, the chloride ion [Cl-] lost an electron, combined with another Cl-, and bubbled up as chlorine gas. Likewise, the H+ atoms gained an electron, combined to form H2 and bubbled up as a gas.
•  In yesterday's demonstration, the copper (II) ion, which was dissolved in the blue solution, gained two electrons and became the regular metallic copper that we are used to seeing on a penny. We did not observe it, but the sulfate ion [SO4^{2- ] lost two electrons, combined with hydrogen, and became sulfuric acid.}
• It took energy (from the battery) to make these reactions happen.
• A chemical reactions is when compounds break apart and recombine to form different combinations of atoms. 
• I also wanted you to see examples of chemical equations look like, just to get used to them:
• 2H⁺  +  2e^-       H₂       (hydrogen gas  forms at the (-)cathode).
  2Cl^-  -  2e^-       Cl₂        (chlorine gas forms at the (+)anode).
•  2NaCl_(aq)  +   2H₂O_(l)      2Na⁺_(aq)  +   2OH^-_(aq)  +   Cl_2(g)+   H_2(g)
• Matter is not created or destroyed-- The Law of the Conservation of Matter-- means that if we consider matter at the atomic level, the small particles are not created or destroyed. We can trace these atoms and molecules through a system. The same atoms present at the beginning are there at the end, just in different combinations.

NOMENCLATURE FOR COVALENT BONDING

Worksheet # 3 from this
http://www.npsd.k12.nj.us/cms/lib04/NJ01001216/Centricity/Domain/474/Ch%209%20WS%20Ionic%20Tranisition%20Covalent%20Nomenclature%20Packet.pdf

and the answers:

http://www.spboe.org/cms/lib3/NJ01001778/Centricity/Domain/729/Nomenclature%20Packet%20Key.pdf

For INSTRUCTIONS, SEE YOUR TEXTBOOK, p. 592-593  and/or watch this:

Memorize the PREFIXES 

optional, but interesting, no notes necessary.

ELECTROLYSIS!!!!!!!!!!!!!!!!

Fun class today; thank you.  I'm guessing, however, that there was  not enough time to write down your observations, so let's start with that, for homework. Just jot down notes (be descriptive) on the original directions from class, next to figure 2, and answer the questions that I have highlighted

here's some videos: 

actually, that "POP' was just hydrogen

brine is actually salt water

Now for some reason, I can't upload this from youtube, so go here:

Electrolysis of Brine (NaCl solution)

Draw this diagram in your science journal.

Print this: Nomenclature Packet   Print pages 1-2   [skip 3rd page]
PAGE ONE- review (like the last worksheet) PAGE TWO - like what we did in class with the metals that can have more than one kind of charge.  See textbook section 3 for a reminder, or watch this video: https://www.youtube.com/watch?v=_w6-4fRQt1Y. Here is the periodic table with oxidation numbers to help: Periodic table of IONS  You should print this out and put it on the other side of your binder cover, or somewhere you can easily find it.
nomenclature - ANSWERS


last note, was that you, Jillian, who said there were mistakes on last class' answer sheet?  Right you are!  We'll review this stuff on Thursday.

Binomial Nomenclature!

This was once Lily's favorite word. :)  Along with "geofluvial morphology" -- thank you Mrs. Ripple!

First of all, REVIEW chapter so far...and read the first part of section 3, pages 587-590. Highlight the important bits, and work the problems in the blue boxes. There's a worksheet from your packet of textbook worksheets on section 3 reinforcement (something about the cross-over method?) that you should do,

Writing Ionic Formulas:  The Movie

And then do the worksheet from class!  here's the worksheet, in case you missed it

Answers here:   Easy-Peasy 123z  scroll down to page 2.  Mrs Grammar Nazi wants you to notice that YOU DO NOT CAPITALIZE the names of ionic compounds, unless it begins the sentence.

Lastly, Movie II - What Is a Polyatomic Ion?

Coming Soon - Electrolysis!

Breaking Bonds

Have a Wonderful Weekend!

Drawing the Lewis Dot Structure of a Molecule...

First, a review of bonding...

And now the Lewis Structures of a Molecule...Watch this video and take notes on the five steps.

Following these 5 steps, work through the handout from class, starting with F and proceeding to the next page, and doing the first two rows on the backside.  Anything else is extra credit.  If you are stuck, type in "Lewis dots for co2", for example, in the search box at the top of the youtube page, and Dr. B will walk you through the steps.   [****ELECTRONEGATIVITY: the ability to attract electrons to itself***]


Check your answers here:  front side         back side

Keep your science notebpook up to date, and your binder organized!  Don't throw away handouts; review all your chapter notes/highlights each homework period.  This will only take a few minutes and will pay off HUGHLY.

Bonding Time

bonding videos: take notes in your science journals!

 

Last video: Khan Academy 13 minutes

https://www.khanacademy.org/science/chemistry/atomic-structure-and-properties/periodic-table-trends-bonding/v/ionic-covalent-and-metallic-bonds

Take notes.

Now read your text book (again): Chapter 19, section 2 Types of Bonds and highlight the parts you understand  are important to remember for a test. Pictures, too.

worksheet page 30,  (from worksheet packet) 

and if you have not yet done so, pages 20, 27, 28

Those of you who did not do the Gizmos from last blog, do those this weekend!  It is just as important to find a way to do the homework, as it is to do the homework.

My name is Bond, chemical bond...

I grew up with the Brady Bunch, I don't suppose you've heard of them?  Well, here's the theme song, but for Ionic Bonds...

and it gets even better!!!...

looks more like a dogion to me.

There are two sections, do the IonicBonds on Tuesday and the Covalent Bonds on Wednesday. 

Get out the Worksheets from ExploreLearning.com and go to Explorelearning.com

username: jbchem

password: jb

class code: PCGQFRMXDK

click "enroll in a class" located in upper right corner after you login.

When that's all taken care of, go to "My Homepage" where you will find the two Gizmos listed. --

Ionic Bonds

Covalent Bonds

 Print out both vocabulary pages

follow directions on the Student Exploration Worksheet (the handouts from class) for each Gizmo, answer the questions carefully, fill out the worksheets, and  do the Assessment Questions which are located under the Lesson Info tab.  If you did not get the worksheets in class, you can print them out from the site: under Lesson Info tab, choose the Student Exploration Sheet

Try to figure this out on your own, but if you get stuck, don't give up, text /call me at 415 858-4191 and I will get back to you, or try my home  415 892-8540.

Lastly, if you did not yet re-read Chapter 19, sections 1 and 2, and highlight the most important parts,  [I sent an email about this to your moms last week to do during break] do that before next class.  We will start with this on Thursday, and hopefully you will have underlined what I underlined. (kinda like a quiz!) If you have time,  do these worksheets (packet from class):

 pages 20, 27, and 28. (they are not quite in order)

Andrea & Mabel: you will each need a textbook, a 1" binder, and a composition notebook (to be used as a science journal)  And actually, I just ordered a textbook for Andrea, it should be here in a week or so.  Call me if you have any questions, and also Andrea could you send me your phone/email, please.  

FINAL NOTE:  I expect each student to set aside about 2 hours for homework between Monday and Thursday.  If it takes more than 3, let me know.