Tag Archives: Science 10

Class of: 23-Feb-2016.

Today we began an Organic Debate project.

Learning Objectives:

• Students will be able to apply their knowledge of chemistry and independent research to create an informed opinion on the benefits and disadvantages of organic foods.

The debate will take place Friday, 4 March!

You will need to hand in your research and be prepared to talk about your position!

Take a look at the marking check-list here: Sci 10 8.P Checklist

Class of: 22-Feb-2016.

Today we covered Section 8.3: Organic Compounds (p. 215).

Learning Objectives:

• Students will be able to explain the importance of carbon to organic compounds.
• Students will be able to recognize organic compounds and classify them as such.
• Students will be able to draw simple organic compounds given the chemical formula.

I hope everyone had a nice long weekend! Today was a tough day, but we made it through all the material we needed to catch up on and are now exactly where we need to be! Woohoo!

Please work through the following review problems:

p. 220 #1-12

Class of: 18-Feb-2016.

(I didn’t get to this yet in Block B. Don’t worry, we will catch up!)

Today we covered Section 8.2: Another Look at Bonding – Lewis Diagrams (p. 210).

Learning Objectives:

• Students will be able to draw Lewis diagrams to represent atoms, molecules, and ions.

Your body cannot dissolve all of chewing gum! The digestive system is able to absorb the sugar and flavourings used, but the gum resin itself does not dissolve in the acid. The resin used to be made of sap from the Sapodilla tree, but now synthetic materials are used.  For example: butyl rubber, which is also used to make inner tubes! Acids dissolve things by reacting the H+ ions with the material to break its bonds and therefore break it apart, and stomach acid is not strong enough for the H+ ions to react with the rubber.

Have a fantastic long weekend!!!

Please work through the following review problems:

p. 214 #1-6

Class of: 17-Feb-2016.

Today we started Chapter 8: Classifying Chemical Compounds and covered Section 8.1: Classifying Inorganic Compounds (p. 201).

Learning Objectives:

• Students will be able to classify compounds as organic or inorganic.
• Students will be able to classify inorganic ionic compounds as acids, bases, or salts.

Please work through the following review problems:

p. 209 #3-16

Class of: 16-Feb-2016.

Today we did a lab! It was Chapter 7’s lab: Investigating Ionic and Molecular Compounds. The report format instructions and discussion questions are located in the Chapter 7 Lab post.

The lab report will be due Wednesday, 24-Feb-2016! Be ready! Do a great job!

There is also a small quiz tomorrow. You will need to know how to change an atom to an ion by adding or losing electrons. You must know how to  classify a compound as either molecular or ionic, then know how to write the chemical name of that compound AND how to write the chemical formula of that compound. Also you should know the properties of ionic versus covalent compounds and how their structure looks down at the atomic level (hint, we covered that in our lab today!)

Take a look at the outline below. Read it over and answer the pre-lab questions, please!

Sci 10 7.L Checklist

Class of: 15-Feb-2016.

Today we covered Section 7.4: Molecular Compounds: Chemical Formulas and Naming (p. 192).

Learning Objectives:

• Students will be able to name a molecular compound given the chemical formula, and produce the chemical formula given the name.

As it turns out, there is a system for naming molecular compounds that require prefixes above 10. The problem is that the naming conventions get very complicated. The prefix for 11 is “undeca-,” 12 is “dodeca-,” and 13 is “trideca-.” Not so bad, but when you get to 31 the prefix is “hentriacontra-.” Ew.

Some other notable examples: 1000 is “kilia-” and 2000 is “dilia-.” What’s the dilia with that??

We have a small quiz on Wednesday, 17-Feb-2016 on Chapter 7!

We have a lab tomorrow on Tuesday, 16-Feb-2016! Please read the Chapter 7 lab post above and prepare answers to the pre-lab questions by then!

Please work through the following review problems if you did not already finish them during class:

p. 195 #1 & 3

Class of: 12-Feb-2016.

Today we covered Section 7.3: Ionic Compounds: Chemical Formulas and Naming (p. 183).

Learning Objectives:

• Students will be able to produce the chemical formula of an ionic compound given its component elements or polyatomic ions.
• Students will be able to write the name for an ionic compound given its chemical formula.

Two interesting things today: pure, distilled water does not conduct electricity very well at all! This is because water is a molecular compound. In general, you rarely find pure water. Most water has ions dissolved in it that are harmless to drink, but do conduct electricity.

A lightning strike will disperse about 6 metres in water. It doesn’t travel very far because the electrical energy disperses in all directions very rapidly. If you think about it, 6 metres in all directions is a lot of water! Almost as dangerous as the electric shock is the sound that is created: as much as 300 decibels as far away as 100 metres, which is enough to kill fish and make humans lose their hearing in one shot.

Please work through the following review problems:
p. 191 #2-5

Class of: 11-Feb-2016.

Today we covered Section 7.2: Chemical Bonding (p. 176).

Learning Objectives:

• Students will be able to classify bonds as either ionic or covalent.
• Students will be able to describe the properties of ionic and molecular compounds.

Lead poisoning is also known as plumbism! It’s symptoms include pain, cramps, constipation, insomnia, headaches, irritability, loss of appetite, fatigue, high blood pressure, numbness, amnesia, anaemia, kidney dysfunction, and finally death. So, don’t eat the lead!

Please work through the following review problems:
p. 182 #1-11

Class of: 10-Feb-2016.

Today we covered Section 7.1: 7.1: Compounds, Atoms, and Ions (p. 169).

Learning Objectives:

• Students will be able to write the ionic form of atoms.
• Students will be able to combine ions into compounds using electron transfer.

Compounds have very different properties than the elements that make them up! NaCl is made up of sodium, which we saw to be very reactive in water, and chlorine, which is a deadly gas. But combined they are… delicious!

Please work through the following review problems:
p. 174 #1-12