UNIT 6

      For the past couple of weeks in Accelerated Chemistry, we went over a few new topics that really seemed to come naturally to me and most of my classmates. These topics are: balancing chemical equations, learning the different types of reactions, and deciphering the activity series to explain any sort of chemical reaction.
      The first main topic, learning how to accurately balance chemical equations, came fairly natural to me. After figuring out the three different types of solids (Ionic, Molecular, and) and writing a correct formula, you need to count up the number of each individual molecules. Once this is figured out, numbers need to be added (sometimes) in front of the element or compound, multiplying each atom by the said number. This is used frequently to make sure the particle count is even on both sides. Once this is true, the equation is balanced, and you are free to go on your merry own way.
      Secondly, we worked with identifying reaction types, as follows.

1.Synthesis or Combination
When two or more elements or compounds combine to create 1 new compound as a product.
EX: Cu+S --> CuS
2.Decomposition
When one compound splits to create 2 or more elements.
EX: 2H20 --> 2H2+O2
3.Single Replacement
Starting with one element and one compound, either the metals or nonmetals switch places over the reactant sign.
EX: 2Al+3CuCl2 --> 2AlCl3+3Cu
4.Double Replacement
Starting with two compounds, either the metals or nonmetals switch places over the reactant sign.
EX: 2KI+Pb(NO3)2 --> 2KNO3+PbI
5.Combustion
A hydrocarbon plus oxygen creates carbon dioxide and water vapor
EX: C2H5OH+3O2 --> 2CO2+3H2O

This picture shows copper wire in a silver nitrate solution after one day. The slight blue color is coming from the formation of Copper nitrate, and the abnormal growth on the wire is Silver in a solid form, implying that a single replacement has occurred.

      Lastly, we were given a chance to experience the activity series. Long story short, it is a list of all of the metals and nonmetals going from highest activity at the top, being most combustible, to the lowest activity at the bottom, being the least reactive. We did a few experiments and were able to somewhat predict beforehand if a reaction was going to occur or not.

Overall, I learn a good amount in this unit, and it has definitely strengthened my knowledge for balancing and writing equations overall, since I have learned a little about this subject in my past chemistry class experiments. I had a good time with the countless number of simple experiments, which was a great way to start out my day. Thanks Mr. G!

Accel. Chem. Post 3

        UNIT 5

For this unit, Unit 5, as well as the whole first half of the year in this Accelerated Chemistry Class, I have learned an incredible amount. In this short period of time, we traveled all across the globe of chemistry too subjects such as relative mass, Avogadro's number, Avogadro's formula, and even as far as moles? Eventually we got to subjects like Molar mass and calculations using the magical number 6.02x10^23 and empirical formulas.

Relative Mass   
        In this sectioned, I learned the ratio of masses when comparing different substances to another. For example, we measured one dozen popcorn kernels, one dozen grains of rice, and one dozen beans. What was then completed is stated as follows: In any sort of large mass measurement, we are now able to figure out how many pieces of the one substance is inside a large container- this applies to atoms too, where the amounts of invisible atoms can be counted to precise accuracy. For example, if I had a glass beaker with Helium inside, I would be able to tell how many atoms of helium are inside that beaker.

Moles
        No, these aren't the standard everyday hole-digging, lawn raising pests, this is actually a very important number to all of chemistry. 1 Mole is equal to 6.02x10^23 molecules of any substance. For example, 1 mole of moles would weigh about equal to our moon. One mole of grains of rice is larger than all of the world's crop at any given time. Yeah, it's a big number. The reason that it is so important is the fact where it can be used to figure out how many atoms or molecules are located in a certain substance.
        In one very important lab, we determined how many pieces of chalk would be needed to contain 1.25x10^24 molecules. To do this, my lab group and I weighed out I piece of CaCO3 (shown below) to figure out the mass in grams. Then we determined the Molar Mass of chalk by adding up the appropriate element masses on the periodic table and equated them into a series of proportions. (molar mass (g)/6.02x10^23 molecules=X(g)/1.25x10^24 molecules) We determined that around 7.67 pieces of chalk were needed for that said amount.

       We also completed a similar lab in this unit that allowed us to find the number of water molecules in an average's person's mouthful of water. (In this case, it was Pat's.) To find this out, we filled up a cup with a good amount of water, weighed it (minus the beaker of course) and had Pat fill his mouth to the brim (which kinda got messy, but oh well...). We then weighed the water after and subtracted the final amount from the initial to get the amount in grams, and then we set up a formula to figure the amount of molecules in his mouthful. All in all, they were successful labs to drive home the subject of Avogadro's Number...

       Lastly, we Worked on Empirical and Molecular Formulas. The empirical formula allows for the finding of the parts of a compound to be discovered, for example, when we dissolved Zn in HCl overnight, evaporated the water, and found out how much Zn Chloride was produced.

        I feel very strong in my ability to calculate and figure out chemical formula and empirical equations, and there is a possibility I have a little more understanding in this topic than some of my classmates. I was not very talkative this unit, and could stand to be, but I will definitely try to strengthen my confidence in answering questions and raising my hand. Overall, I completed everything on time, and soaked it all up consistently, so I can only resort to one thing right now. You get another A for teaching this unit, Mr. G....