The nail in a jar lab

The lab we did over the past 3 days has been to find the product of a reaction of iron and copper chloride. To start this we had to mass a baby food jar, acquire around 4g of copper chloride (put it into the baby food jar with water to mix it), and put a iron nail in the jar. after letting this sit for one day we took out the nail and washed out the jar while leaving the produced copper inside of the jar. After letting this sit for the weekend we to the dried pure copper and got the mass of it and the nail. Using the mass of the nail we found out if the reaction made iron(II) chloride or iron(III) chloride. Most of the reactions made iron(III) chloride.

More Stoichiometry

Its still fun to say. Besides that though we can also use stoic. to tell which reactant (if there is multiple) is the limiting factor and which one will have excess in the equation. This will help us get the proper yield and understand how the reaction works. The limiting factor wil only be needed to be found if the problem gives you more than one reactants mass. If the equation gives 2 or more masses then you must do the standard Stoic. equation on both reactants to find the same product. Whichever reactant yields the least amount of product is the limiting factor and gives the theoretical yield. This forces the other reactant to be the excess. To find the amount of excess used in the reaction you must take the proven theoretical yield and find the mass used of the excess by using the standard stoic. equation on the product.

intro to Stoichiometry

Stoichiometry is fun to say. Also the main idea so far into this unit is to find out the mass of a product by using the B.C.E and mass of one of the reactants. To do this one must take the reactants usable mass and multiplying it by 1mol/reactants mass X moles of reactant/moles of product X product mass/1mol. this equation will give you the theoretical yield of the desired product.

Stoichiometry

Its fun to say...

acid-base ractions

THESE REACTIONS FORM WATER!!!!!!!!!!!!!!! Just in case you were wondering. An acid-base reaction consists of an acid and a base. Which produce water as the driving force behind the reaction. Also there is a high likelihood of production of salts. These reactions are most easily figured out by looking at the type of acid/base used in the reaction. This will tell you some important information on the products of the reaction. One of the big factors is if the base/acid is strong or weak. In any case if the reactants are strong then they will "Disappear"from the reaction. If a reactant is weak then it will also appear in the products.

Double-replacement reactions

Double replacement reactions consist of two separate compounds trading anions with each other. Now I know its not that simple. There is a driving force of the production of a solid in these reactions. The main concern when figuring out these reactions is telling if a solid actually forms. To know this we have to memorize the solubility rules. These rule tell whether or not the compound that forms is aqueous or not.

Redox reactions Part 2

The third and fourth chemical reactions are Single replacement and Combustion reactions. Single replacement reactions are when an external metal and a metal anion switch places to form a compound and a single metal as products. For example, A+BC -> AC+B. The driving force, because it is a redox reaction, is the transfer of electrons. A Combustion reaction is when a compound/element reacts with oxygen to form water and carbon dioxide. For example, (compound) + O2 -> H2O + CO2. If the combustion reaction is using a hydrocarbon (compound with hydrogen carbon and sometimes oxygen), then to balance it you should use the CHO method. Which consists of starting by balancing Carbon then Hydrogen and then Oxygen.

Redox Reactions

Decomposition and synthesis reactions. The Driving force of a redox reaction is the transfer of electrons. Two different ways the electrons can be transferred are decomposition and synthesis reactions. Decomposition is when a single compound is split apart in to separate products. The second way is a synthesis reaction. Opposite from a decomposition, a synthesis reaction is when two compounds/atoms form together to make a single compounded product. Both of these are redox reactions.

Chemical reactions lab

Today we did a lab to test how certain elements would react with certain liquids. The elements were Lead, copper, calcium, magnesium, Zinc, and Tin. We had to place one of each of the metals into a well plate and then put a couple drops of water on each metal. We also did this with Hydrochloric acid, copper sulfate, and silver nitrate. Each liquid was put onto a fresh piece of metal that had not been reacted with. The most reacted liquid was Silver Nitrate which reacted with all but one metal. The results were quite interesting in that multiple different compounds of varying color formed.

The Hydrate Lab

The previous lab we were supposed to do was the hydrate lab. The lab was quite simple, take the saturated hydrate, de-saturate it and then figure out the chemical formula for the original compound. The lab worked well for everyone who did it, but about half of the class still failed the prelab quiz. The quiz was comprised of two parts: a and b. A was answering the question of what does LD50 mean and B was finding x in a hydrate equation. I personally messed up on the hydrate equation while my partner did the LD50 part. It has been assumed that the larges part of the mistakes is on the math portion. The groups that did get it done did so flawlessly and got to use the Bunsen burners.

Chemical composition

Chemical composition is the lesson to find out how to get products from equations. Many of the different types of chemicals cannot react with each other so it is important to know if something can or cannot react

the chloride lab

Conglagerations to everyone in the class for making it into the lab today. This lab was making a chloride by putting zinc and HCl in a beaker and heating them up. This heating drove off the hydrogen and left the zinc and chlorine to bond. We as the "Chemists" had to figure out the formula of the compound after the reaction. Using math we recently learned in class. The math is used when you have the weight of a known element or compound and then there is a reaction. Then one must find what the resulting compound/elements formula is. The lab itself was pretty simple and quite easy to perform. I had a fun time doing it but I wish the end result could be time travel next time.

Recent notes

I like the amount of math that is now involved in our class. Its something i can work with a lot better than a bunch of memorized facts. Also the math is just addition and some simple multiplication and division. The road map is useful in that it makes the pathways clearer when doing the math. The main problem i am going to have with this section is the compound naming. Now i know how to study but it is not something that i really enjoy doing. This section also consists of no labs which will make it that much easier to get more stuff done and focus on the blog and taking notes.

Measurement quiz and other stuff

The quiz we took recently on Monday was seemingly easy. From my personal experience this means that I most likely failed it. Every thing that was on the quiz seemed to be simple math problems. I feel like I missed something because of this. Yesterday we went over dimensional analysis notes. I felt that I knew everything in the slides already. This was caused by the amount I have had to relearn this information. BTW if you ever come across a conversion from hours to seconds its 3600 seconds in 1 hour. that comes across everywhere in sciences and math. i was very annoyed in physics last year when I had to convert hours to seconds by multiplying by 60 twice every time. I can only suggest you remember this and also that 2.54 centimeters in 1 inch.

Moles/"Party"

So we made moles... To tell the truth this was not my favorite project. Mostly due to the lack of sewing skills I have. On the other hand, this was a good simple project which was not as stress inducing as the others. My favorite mole was probably the lovely Mole Dancer. She was a gorgeous woman with a touching backstory of how she had to feed her children. And how the rest of her money went to aniMOLE shelters around town. Plus she spins soooo... yeah. Also we had a lovely party today to celebrate Mol day. A big group of students brought in food and everyone had a good time. Everyone who was there that is. There was a field trip so about half the class was gone, which made the party a little bit more dull. As per usual, Eric brought cookies and I still refuse to fall into his trap. I know hes going to do something horrible to them one day. Like put in raisins instead of chocolate chips. I strongly encourage the idea that if you give an Eric an idea, then he will destroy the world.

Sig. Fig. (like the plant)

Significant Digits is the proper showing of the accuracy of a measurement or created number. For the rest of our chemistry lives we will be required to use proper sig fig in our classwork. To Use proper sig fig in addition/subtraction you must use the amount of digits past the decimal place of the number with the least amount past the decimal place. So if number 1 is 92.385 and number 2 is 26.02496 and to add these numbers would result with 3 digits past the decimal place. If you are multiplying then you must use the lowest variable of significant digits of the numbers you are multiplying. So if you were to multiply 123.456 and 98.7 then your result would only require 3 sig figs to be in proper notation.

The Aspirin Lab

Yesterday we finally had a winner. It was for all the marbles and they took home the gold. Every other group in the class failed the prelab quiz for the aspirin lab. which is a lab to make aspirin out of salicilic acid and acetic anhydride. These aspirin are to be used throughout the year in multiple other labs. If the whole class missed the prelab quiz then we would have all gotten a 0 on the aspirin lab. Luckily we had a group come in clutch and save the day. Thank you guys so much.

The mol (mole)

I am confused as to how to make this mole. What type of mole should I make? Dracumol, Barack obamole? What do I stuff it with? Sand, Bodily organs, cotton balls? How big should my mole be? A microwave, a cup, 2x4?? I would like more specifications on how to make this mole. This is only because I don't want to waste a bunch of time making something over the top. Or not putting enough effort into it and getting a bad grade. Is this a project where I need to get my glue out or my Sottering iron? If there is a limit to moleing then I would like to know where the average limit of moleing is. Many would consider a mole as a pesky rodent our parents whine about ruining the lawn. If you want one of those I can get you them. Since you know now my predicament, I dare ask the question... how do I mole?

Science test

Yesterday we had a test which seemed quite easy. At least to me this shows how we incorporate what we learn In class to our other activities. This ends up reinforcing the connection of lesson to objective. I hardly feel like I need to study due to the fact that we reuse the lesson at the right time. The tests themselves have been organized so that the sets of information that we learned. This is useful in that we rethink of the information in clumps and theses clumps are organized in the test.

The beanium lab

I believe this lab was a good example of the isotopes and average atomic mass, but I was not able to participate much because of the fact that my partner did everything before I could even start. Now I know this sounds bad but my partner is really smart and helpful. Because he did this I was actually more interested in the lab. When thinking back on the lab I understand how everything relates to the notes we have been doing. We used the Equations we learned previously in class and implemented the equations we learned.

The black circle things

The lab we did yesterday after class made little to no sense. The basis of it was taking two blacked out petri dishes and having a shape in them. In this shape there is a ball that we can move around and we try to find out the shape in the dishes. Somehow this relates to chemistry, if it does then it was a deep learning experience. Though it was a confusing relationship with the lesson I still quite enjoyed it because it made no sense and we had to figure it out. I'll give it a Preahdeths Revenge out of Gallahorn.

the test (pre-test)

Lets just say that I am glad it was a pretest. I did not understand a single thing on that piece of paper except for where to put my name. Not naming names, but i'm fairly sure about 90% of the class guessed on the answers. If this were by chance a real graded test then my grade would be 6 ft under along with me. The only person who understands anything is the teacher sees my tears on it when she grades it.

Reflections about learning

Our learning experience so far has been educational (not a joke). The teaching methods our teacher has shown to us are a beneficial stratagem. we learn the basics of a section in a lively class discussion and then re-use this information to reemphasize its importance . Also the information is not too much to deal with at any given point, which makes it easy to keep track of. So far the information we have learned has been in a good environment and I enjoy learning it due to the attitude of our teacher and class environment. I believe this will be an very good class.

Reflection on nomenclature

Nomenclature reflection

This is the first subject to be learnt in our class. Through the teachers help and other means I now understand how to name a portion of compounds based on their names. Understanding these compounds will help me in the future of this class by one, introducing me to new compounds and the procedure of this class, and two, doing this in an easy unit to not over stress me to harshly and scare me from the class. This section can be divided by groups. the main one being the type of nomenclature. Which is type 1,2,3, nomenclature. all three of these groups are similar and simple. the main challenge is just remembering the distinctions between them.

Introduction

Hello random person who has acquainted themselves with the world of blogs and my specific blog in this world. I am Jack Duggan and I like stuff. Most of this stuff will not be stated on this blog for this blog is required of a class known to be chemistry. The scientific investigation used in this class and the foundry of the world itself will be posted on this blog. A couple posts a week will be made and they will most likely be abut stuff. Not my stuff. Class stuff. This class stuff might be useful to the unknowing blog walker, but that is their decision to make. If you so happen to recover yourself to this blog I will humbly ask you to be kind to other "bloggies" and to me, for I am not choosing to do this. I am being required to by the leader of this class (known to be chemistry) to create this blog. Which I will humbly do and not complain. Though it may seem as though I shall do this on occasion.

PLATYPUS

I like platypus'