Atoms and More!!!!!

Hey there, sorry that i am posting this so late, band practice went a bit overboard......




Lauren couldn't do the blog tonight so I'll be subbing in for her. Today in class we tried to get the Homecoming Genie to come out, unfortunately he did not come out. Mr. Lieberman claims that the Genie was crying because of our lack of spirit......so tomorrow EVERYONE needs to wear blue and gold, COME ON AND LETS SHOW OUR SPIRIT!!!!!!!!!!
For those of you who weren't here in class or listening here are the equations for the Oleic Acid Lab problems.......

For the first question you would take the volume you got for the single drop of methanol and the oleic acid drop (aka .005) and multiply them together to get the volume of Oleic Acid per drop of solution.


For the second question the Surface Area of a circle is Pi (3.14159) radius squared.....


For the fourth question you would cross multiply the height (found in question 3) over the width equals 18/3 so the problem would look something like this..... h/w=18/3 and then you would cross multiply to get your answer.


For the fifth question you would multiply the length by the width by the height to get the volume.

For the sixth question you would just multiply the density by the volume to get the mass.


And finally the seventh question, the theoretical amount is given to you now you just have to do the work...... Actual (what you got) minus the theoretical over the theoretical times 100.


The other two questions don't need equations. Also this lab is due TOMORROW!!!!!! Some other things that are due tomorrow: The Rutherford Simulation lab, and the Chem think-isotopes (click on the Atom then click on Isotopes, remember to read the tutorial before answering the questions!!!!!!) Here is some home work that is not due tomorrow but was assigned.....The Web Assigns (they are now posted on the web assign website), and the Atomic Structure work sheet. I couldn't figure out a way to put the link in the post so I'll just give you the instructions......1st sign on to the moodle website 2nd go to Chem Honors 173 metacourse then click on the Unit 2 worksheet link and look of the pdf. file of the Atomic Structure worksheet.



Also in class today we took notes on the Atomic Structure.....
http://www.slideshare.net/gbsliebs2002/atomic-structure (sorry the thing wouldn't let me upload the file....and yes I tried both the embed code and the url).....geeze the blog won't let me upload a lot of things......



Oh the next scribe will be........Nirali P.!!!!!!!!!!!! Good luck to you!!!

P.S WEAR BLUE AND GOLD!!!!!!!!!!!!!!!!!!!!!!!!!

Oleic Acid Lab/ Niels Bohr model

Today, Wednesday, the hump day of the week, we started an experiment called the Oleic Acid Lab. If you need the lab you can find it here. We also went over some notes on Niels Bohr and his atomic model. He concluded from his experiments and the experiments of other scientists of the time that the electrons orbits around the nucleus in set orbits. If you are interested in learning more on Niels Bohr click here. He was influential throughout the 40s and 50s with his work on the Manhattan Project. Now on to the lab. The Oleic Lab had to do with Determining the width, mass, and length of an oleic molecule. Here are some pictures of the experiment.

This is an example of a good circle that most people got with the oleic acid.

This is...well...not such a good example. It just looks like someone spit in it. :(

Mr. Lieberman also went over the Rutherford Experiment with us. He told us how to calculate the are of the circles:

circle area = (# of dots inside the circle divided by # of dots total) x total area of the paper

That will give you the area of all six circles together, so don't forget to divide that by six. Then the are of the squares inside the circle follows the same equation except its the # of dots inside the square divided by the total # of dots inside the circles. Mr. Lieberman also told us that everyone should have at least one dot inside the square. If you don't have one inside the square, add one.

Homework is the Rutherford Experiment and the Oleic Acid Lab which are both due Friday

Thank you everyone. This is Conor signing out. Next scribe is Lauren C.

The Rutherford Experiment

The first thing we did in class today was check to see if the homecoming genie would come out. Although the class was full of school spirit, the homecoming genie stayed in the lamp. After that we started to go over the notes. Here is a link to the notes: http://www.slideshare.net/gbsliebs2002/atomic-history-day-2-1

After we finished discussing the notes we started a basic simulation of the Rutherford experiment. We had a little ball and we bounced it on a sheet of photo-detector paper that was cover with foil. The little ball represnted an alpha particle, the photo-detector paper represnted where each alpha particle bounced and the foil represented the gold foil from the original Rutherford experiment. Every time the ball hit the paper it would leave a small black dot.

After the simulation we had to calculate the area of the paper (21.5cm.*28.0cm.) then we had to calculate the area of the circles and the area of the small squares inside the circles without measuring anything. Area of a circle formula: pr². Then we had to find the percent error based on the true area of each circle. The true area of each circle was 50.26

The homework is to finish the Rutherford simulation, finish the pre-lab for the oleic acid lab and 2 assignments on chemthink. the homework is due on friday.

The next scribe will be Connor H.

Just Another Exciting Day in 7th period Chem....

Today was just another exciting day of seventh period chem with D-Liebs. We kicked off class today with an ever so exciting discussion on the one and only...............HOMECOMING GENIE!!!!!!! Today being the first day of homecoming week at GBS, Mr.Lieberman told us the story of the homecoming genie. He showed us the bottle in which the homecoming genie is in. Liebs told us how the homecoming genie only comes out if the school is filled with homecoming spirit. Mr.Lieberman then opened the bottle and.................nothing happened. In a desperation move to get the genie out of the bottle, Chris and Artie proceeded to sing the fight song!.......FAIL. Artie didnt even know the words. The only one with spirit in the room today was Erika G. Nice job Erika! Tomorrow we are definitely getting the genie out of the bottle because like Mr.Lieberman said, homecoming is nothing without the homecoming genie. So, WEAR GREEN AND SILVER TOMORROW FOR SLYTHERIN (our class house for tomorrow)!

(look like this, we will for sure get the genie out)

After the talk on the homecoming genie, we got down to business. It was time for chemistry. First, we talked about alchemy. Alchemists were scientists hired by kings and queens to make immortality potions, turn random metals into gold, and other scientific things. Alchemists were the first people to record data like, data about elements, lab apparatus's, procedures, and experimental technique. After alchemists, we talked about Robert Boyle. Robert Boyle stated that a substance was an element unless it could be broken down into two or more simpler substances. Robert Boyle transitioned from some of the weird science of the alchemists, to some of the chemistry we use today. After Boyle, we talked about Dalton. Dalton was a religious school teacher/ principle at 13/ genius. Dalton said that atoms do indeed exist and they are indivisible and indestructible. Dalton provided the first atomic model backed by data/evidence. Later, this guy named Thompson disproved Daltons model by conducting this experiment...

This experiment showed that atoms do have negatively charged particles called electrons because electrons are the reason the beam was attracted to the positively charged magnet. He then proceeded to make an atomic model according to his findings. This model was called the "plum pudding" model. No, i dont know what he was thinking with the name.... So yeah that is where we left off today in 7th period chemistry with d-liebs.

Notes From Today

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Your homework for today is.....

1) DRESS GREEN and SILVER tomorrow!!!

2) Watch our 2-0 BEARS beat the cheese-heads of Greenbay on Monday Night Football today!!!! GO BEARS!!!!!

The next scribe will be......MATT BROWN

What's in the Box?

Due to the many absentees from class today, we have a special guest blogger...none other than the undisputed champion of GBS honors chemistry...Mr. L!
The first part of class was spent discussing the test that was taken on Thursday (9/23). If you were not here, please feel free to come in and see you test. Just let me know what time would be best for you.
The rest of class was spent as an introduction to the next unit. See the moodle site for the unit objectives and calendar.
Mr. Lieberman first showed us his "think tube"...amazing, but how does it work.

the answers

That does not look like a black box!

We then worked on the black box activity. The students were asked to figure out the "maze" that was inside the "obstertainer" by using the marble that was inside. The only rule was that we could not open the "boxes". The students used many different techniques to visualize what was inside the "boxes", but still came out frustrated because they wanted to know the right answers. After about 5 minutes of playing, we came back to the front of the room and discussed how this relates to the model of the atom. The point was made that, we believe that atoms exist and so do the parts inside (protons, neutrons, electrons) but we can not observe them directly. Lab data and experimentation has to be used in order to draw conclusions about what cannot be seen. From this we can start to build models of matter. So what is the process of discovering the insides of atoms. The evolution of the atom starts with the ancient Greeks as they were the first to use the idea of the atom. This concept came from the philosopher Democritus It was noted that the greek model of matter was not very good because now data was used to support it.

Atomic history day #1

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This is as far as we got and the discussion will continue on Monday. Please make sure that the WebAssign reading sheet is completed for Monday.
Have a great weekend! The next scribe will be Amar B.

Sugary Beverages

Today in Chemistry, Mr. Lieberman quickly explained what to do for Part B of the Beverage Density Lab. Part B is nearly identical to Part A except now we were using actual sodas and other juices to caluculate density. By using a pipet to prcisely measure 5ml of our drinks, we then recieved the mass. The Volume was stil 5.00 ml, so once we got the mass, the density could be easily figured out. For those of you that still don't know how to find density, use this formula (D=M/V).

Once all of this was completed, Mr. Lieberman reviewed how to calculate your error %. Refer to Tom M's blog below to get that formula. We must also use our graphs in order to estimate the sugar concentration of our beverages and then use the formula, (Grams of sugar/Volume * Density)*100, in order to recieve the sugar concentration in our beverages.

This should be all the information necessary to complete the lab, which is due tomorrow. Tomorrow is a review day and it's late arrival!

Amar B. is the next scribe, enjoy sleeping in everybody!

Percent Error

Today was a pretty relaxed day in 7th period chemistry. We started out class by turning in our Penny Density Lab. After that, Mr. Lieberman went over question 6 in the post lab, which was finding the percent error in our experiment. The equation to find the percent error is:

You are probably going to need to know this equation so memorize it! Also, Mr. Lieberman stressed the point that even if our data is wrong, as long as our data supports our answer, it is okay. After going over the Penny Lab, we started on Part A of the Beverage Density Lab. In this lab, we were looking for the percent sugar content in several different beverages. We started off this lab by going

over Pre-Lab question 3 on how to calculate the sugar content. To find the

sugar content percent, you first have to multiply the given volume (355 mL) by

the given density (1.043 g/mL) which comes out to be 370 g. Next, you divide

the sugar mass (49 g) by the total mass (370 g) to get the percent sugar content in the beverage. After explaining the Pre-Lab,Mr. Lieberman took us through

the procedure of our Lab and then we got started. Also, in the lab, we changed the volume of 10.00 mL to 5.00 mL when measuring the substances. That

basically sums up what we did today in class, and now here is an awesome

density song.

The homework for tonight is to create a graph for our lab tomorrow and our

test is on Thursday.

The next Scribe is... Joe R.

Density!

Friday turned out to be an interesting day. We started class by going to the Math Lab to make our first graph for the Density Lab we had done on Thursday. If you need help making the graphs go to Moodle. On this Mr.Lieberman said he would make a Screen Cast on how to make the graphs. After we printed out our graphs we went back to the classroom to start our new notes on density. Below our the notes we did:

Density

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The first part was density. Density is the amount of mass is in a certain amount of space. To get a better understanding of density. Mr.Lieberman did a demo for us. For his demo, he filled to beakers with unknown liquids. In each beaker, he dropped an ice cube in it. In beaker left, the ice floated to the top of the liquid. In beaker right, the ice cube dropped to the bottom. From this we could conclude that liquid left was denser than liquid right. We knew this because in liquid left the ice cube was less dense than the liquid while in liquid right the ice cube was more dense than the liquid. From that we were able to come to that conclusion. We later found out that liquid left was water and liquid right was alcohol. Not just any type of alcohol but the kind that is used to clean cuts.Before we could move on Amar B asked a question that lead to another demo. he asked that if the alcohol and water were put together, would the ice cube stay in the middle. The first time Mr. Lieberman tried to do the experiment noting really happened. This is because the alcohol that was used contained water in it. For this reason the two liquids mixed together. However Mr. Lieberman was able to find alcohol that was stronger and he started over. This time when the two liquids were out together they did not mix. Though, it was hard to see so blue dye was added to the liquids. The dye mixed in with the alcohol. Now that the dye was in it was easy to see the separation of the alcohol and water. Next the ice cube was dropped in. The ice cube moved a little but settled at the middle right between the alcohol and the water.

The final thing we did in class was learn how to calculate density. Density equals mass/volume. To remember this more easily, Mr. Lieberman showed us the Density Mass Volume Triangle. With this triangle you can cover up the part you're trying to find and see what you need to do to find that. For ex. If I covered up the V in the triangle I would be able to see that to find V(Volume) I would have to do mass/density. We finished up doing some sample problems. These problems can be found in our density notes.
This has been AnnMarie C. The next scribe is Tom M.

Pennies

Today started off with Mr. Lieberman discussing the War of 1812, mainly Francis Scott Key. After that we went over the quiz and learned that neither JK Rowling nor Stephanie Meyer is the best selling author in the history of the world, and it is in fact Agatha Christie. I had my money on Mao Zedong. After the quiz Liebs introduced our next lab: DENSITY OF PENNIES. (The data for this lab can also be found here). The lab seems to be comparing the mass and volume of pre 1982 pennies with post 1982 pennies.

In case your interested, I found this cool chart on the changes of the penny. (Sorry Mr. Lieberman if this is supposed to be a secret)

Years	Material
1793–1857	100% copper
1857–1864	88% copper, 12% nickel (also known as NS-12)
1864–1942 1946–1962	bronze (95% copper, 5% tin and zinc)
1943	zinc-coated steel (also known as steel penny)
1944–1946	brass (95% copper, 5% zinc)
1974	Experimental aluminum variety
1962–1982	brass (95% copper, 5% zinc)
1982–present*	97.5% zinc core, 2.5% copper plating

Sorry for the lateness I had a busy day/night

The next scribe post is AnnMarie C.

The qUizzz

Today was a surprisingly quiet day in 7th period chemistry. It could have been the fact that everyone was still mad at Mr. Lieberman for his remarks towards Chris and me (Artie) last wednesday. It also could have been the quiz we took. If you haven't taken the quiz yet, the answers are on the moodle. No just kidding. I guess I got a pretty easy day to do the scribe post so there's not much I could do that's cool, so I guess I'll put in a picture of a ruler.

Yea I thought that was pretty cool.

The homework for tonight is to get started on the book problems.

The next scribe is the one and only, MATT B. (Trevor's long lost brother)

Stay classy period 7

Measurements and Sig Figs

We started the day off today with going over the previous night's metric system HW, answer's to which can be found HERE. All the types of measurements that we're on this sheet, and the ones on the chart of which Stephanie so kindly posted, will be on the quiz tomorow!

We went on to do a little out-of-lab me

asuring. We went over the fact that when measuring, you assume measurements to the last mark you can see, and then estimate the next decimal point. i.e.

We'd measure this fish to be 8 cm but then we would estimate for one more decimal point and measure it to be 8.1 cm. (You are allowed to estimate the next digit to be 0)

The same goes for measuring liquids but its important to remember to measure liquids under the meniscus!

We also learned recapped and extended on significant figures. Although slightly confusing at first, significant figures are not too difficult, Just follow to the rules! (slide 8)

With adding and subtracting measurements the result has the same amount of decimal places as the least accurate measurement. With multiplication and division the product has the same amount of Sig figs as the least accurate measurement.

To represent numbers in chemistry we use Scientific Notation. This is very important and is represented in the above notes. (slide 10)

For tomorow:

-Study for Quiz!

-Do the significant figures worksheet, it will help you for the quiz.

Thank you, Altonji out.

Arthur B.will have it next

Precision, Accuracy and Measurements

Today we began by turning in our "What Chemical Reaction Labs."  We received our quizzes back and went over the problems.  Then Takashi, Chris, and Rachel played a game of darts.  The whole point of the game was to understand precision and accuracy.


Precision measures the reproducibility of your value.  In other terms precision means: how often can you get the intended outcome.  For example, in labs we want our results to be reproducible (the results should be the same each time).


Accuracy is the extent to which a measurement approaches the true value.  It is how close you are to the theoretical target (in this case the bulls eye).


We went over and took notes on precision, accuracy, and measurements.  In class we will be using the SI system which is based on the metric system.  Mass in grams (g), length in meters (m), and volume in liters (L) are the base units.  You will need to know how to convert different units.  The metric system is based on factors of 10 so it shouldn't be too complicated but if you need help here is a chart that may be useful. 

Factor	Prefix	Abbreviation
10 6	mega	M
103	kilo	k
10-1	deci	d
10-2	centi	c
10-3	milli	m
10-6	micro	µ
10-9	nano	n
10-12	pico	p

In the next class we will finish up our notes and cover temperature, significant figures, and scientific notation.  The homework is:
-Webassign 1.3 (due tomorrow if not already finished)
-Metrics worksheet 
-Study for quiz on Wednesday (Measurements, conversions)


The next scribe will be Chris A.  


Good luck!

Chemical Reaction Lab

At the beginning of yesterday's class we turned in our separating mixtures lab. Then we proceeded to our lab desks to complete our chemical reaction lab. We had started Part A yesterday, but I'll give a brief summary of part A just to review. We used a Bearal-pipet to fill 6 rows of the well plate with HCl. We were to record both temperature of the HCl and the initial appearance in our data table. This was helpful because after the experiment was over, we could look compare the before and after data.

PART A:

• The first well we tested was A1. Groups were to put a piece of blue litmus paper in the HCl and record their initial observations, including appearance and temperature change. Next, we added 1 mL of sodium hydroxide solution and noted any temperature change. We waited a minute and tested the solution again with a piece of litmus paper. This was to test the pH of HCl, and to see if the pH would change because of the sodium hydroxide solution.
• Next, well A2. Groups added solid sodium bicarbonate to the HCl, and were to observe all changes including temperature. Once the reaction had settled down, groups were to add 2 more portions of sodium bicarbonate.
• For well A3 groups were to use a Beral-type pipet to add 1 mL of silver nitrate solution. Again, we used the date table to record observations.
• For well A4, groups added a small piece of mossy zinc to the HCl and recorded observations.
• For well A5, groups were to use the forceps to add one piece of aluminum to well A5, and accord observations in the data table.
• Lastly, well A6. In A6 we added one piece of magnesium ribbon, and recorded our observations.
• After part A was completed, groups were to remove unreacted metals from well A4-A6 and rinse the metals with water and throw away.
• Picture shows the general setup for the wells.

This is the data that I collected for the temperature/appearance changes in Part A.

(sorry if you cant read it)

PART B:

• Part B was pretty similar to part A, except with cupric chloride instead of HCl.
• To start off, we added 1 mL of cupric chloride to well B1-B6.
• Next we placed various items into each well and recorded all observations.
• For well B1-one piece of aluminum shot was added, B2-aluminum foil, B3-zinc, B4-1 mL ammonium hydroxide solution, B5-1 mL sodium carbonate solution, B6- 1 mL silver nitrate solution.
• After that, we used forcepes to remove any pieces of unreacted metals from well A4-A6, rinse the metals with water, and dispose.
• Picture on right shows how some of the metals corroded because of the cupric chloride

Here is my data table for Part B. Sorry again if you can't read it.

PART C:

• In Part C we used a graduated cylinder to add 10 mL of cupric chloride into a flask.
• Next, we rinsed the graduated cylinder and added 3 mL of silver nitrate solution to a small test tube.
• After that, we placed the test tube in the flask, capped the flask with a rubber stopper, and recorded the mass.
• We inverted the flask several times so the contents of the flask and test tube would mix. We measured the mass again and recorded it.
• The two masses should be the same.

Here are some things you might want to take a look at:

• Chemical reaction lab, incase you forgot it/lost it
• Chemical reaction data: 
• Mr Lieberman's notes:

Tonight's homework:

1. Study for tomorrows quiz (previous webassigns, chemthink, worksheets, notes, labs etc.)
2. Complete the lab

The next scribe is Stephanie K.

-Rachel M

Turn and face the change

Today we continued our discussion on changes. In the previous lab (separating mixtures) we exclusively looked at physical changes. In today's lab we will look at chemical changes.
First we discussed the differences between physical and chemical changes/properties. Here are the notes from class

Physical properties

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Some key points from the lecture

Does this really need an explanation?

• The difference between a change and a property is a matter of symantics. We will not be asked to distinguish between the two.
• Physical or Chemical properties are characteristic properties that can be used to identify an unknown substance. All you have to do is look them up.
• People often get confused with phase changes. Boiling, melting, etc are physical changes because they do not change the make up of the substance.
• Chemical changes take the original substance and make a new substance(s). The example that was given was gasoline burning in oxygen to form carbon dioxide (CO2) and water (H2O) 

After the lecture on physical/chemical changes, we went over the pre-lab for the chemical reaction lab. We specifically went over the first question about the signs of a chemical reaction

• light emission
• temperature change
• bubbles 
• precipitate formation
• color change

After the pre-lab discussion, we started the lab but had barely enough time to to finish part A. Rachel M will be the next scribe and she will talk about the lab