Coping With Loss

Coping With Loss

1) He studied his dead face for a long time.
2) He didn't know how to react. Should he stay strong or should he show how he truly felt?
3) Of course [we] were scared—[we] were terrified.
4) But,
5) This is no time for false pride.
6) This was always how we dealt with our pain.
7) He wanted, he needed, to hit me. So I let him.
8) Getting mad was how we kept each other safe, how we kept the other from doing something stupid.
9) He wanted to heat up the truth, to make it burn so hot that you would feel exactly what he felt.
10) He sighed heavily as if he couldn't understand how he, how we, had ended up here.
11) "I want you to feel what I felt."

12)

13) The overpowering heartbreak from the terrible loss we endured.
14) How much pain they have cost us, the evils which have never happened.
15) A deep sob came out.
16) How did you do it? What is the answer?
17) I thought about it because I really didn't know how I got over it, myself. It wasn't something I could explain.
18) Every human being must find his own way to cope with severe loss.

Acknowledgments
1)Their Eyes Were Watching God, Hurston, 87
3) "Sebastian Junger Remembers Tim Hetherington" (Letter)
5) Death Of A Salesman, Miller, 83
7) "Refresh, Refresh", Percy
8) "Sebastian Junger Remembers Tim Hetherington" (Letter)
9) The Things They Carried, Tim O'Brien, 89
10) "Refresh, Refresh", Percy
11) O'Brien, 179
12) Google Images- Coping with Pain
14) Thomas Jefferson
15) Hurston, 86
16) Miller, 84
18) Caleb Carr, Author

Response
Throughout first semester, we have been learning about several themes that relate all of the books, short stories, and other pieces of writing we have read. For this mash-up we had to choose one theme and grab quotes from all of the different pieces we have read in order to create a mash-up that flows smoothly, makes sense, and relates to our theme. I chose coping with loss because I thought all of the works we have read include this and the theme is challenging enough to write a creative mash-up.
After I gathered all of the important quotes I could find, I tried finding ways to put them together. I played around for a while but right away I knew that the first quote I used was definitely going to start off the mash-up. This quote from Their Eyes Were Watching God was a strong quote to begin with because it seems like the mash-up gets right into the action. It is abrupt and short which leaves readers wondering about the dead face "he" studied.
Throughout the rest of my mash-up, some of the quotes directly relate to coping with loss or pain and some are short quotes that add the the flow of my mash-up. I chose to sort of tell a story so while the quotes individually don't make sense, as a whole they flow into one and tell a story. Two guys are talking about how they individually deal with loss and how as a whole, people need to learn to cope with their own pain in their own way. I used short quotes because the tone of this mash-up is sort of confused. How are they supposed to react to loss? How are they bear such a terrible loss by themselves? A lot of the books and short stories that we read had to do with pain or loss and trying to control your emotions and that is why I picked this theme. It relates to almost everything we have read in class and can pull many different quotes together to create a story.
What I thought was cool about this mash-up was that there was no prompt. We had to pick our own theme and had so many options for quotes because of all the pieces we read in class. All of these 18 quotes came from so many different types of writing which makes it a unique project. A lot of the books and short stories that we read had to do with pain or loss and trying to control your emotions and that is why I picked this theme. It relates to almost everything we have read in class and can pull many different quotes together to create a story.

Tuesday, March 15, 2011

Announcements: noneHomework: answer the questions from the lab, finish the graphs

Today we started Unit 12, we did a lab on the heating curve. For the lab we took down the temperature in degrees Celsius every 30 seconds until our ice melted and boiled, then continued to take the temperature for another 3 minutes after boiling.

My data for the lab was:

After we got our data we had to graph what our heating curved looked like. An example of a heating curve looks like this:

After the lab, we cleaned up our stations, and worked on our hw as mentioned above.

Wednesday 2.9.11

Announcements: Instead of having 7 quizzes we'll only have 6. We took a quiz today, and we're taking another  quiz tomorrow
Homework: pg 32-34 due tomorrow, Web assigns, and text questions due before the test 2/15


Today we worked on part one of our lab. We did all of the following steps listed in the picture below. To sum it up, we basically just put copper (II) chloride in water and stirred it until  the copper (II) chloride dissolved. Then we massed the nails and recorded data. After that we put the nails in the solution. We will come back to doing the lab tomorrow.

After we finished part one of the lab, we took a quiz on limiting reactants. When we finished the quiz, we used the rest of the class time to work on our homework. (pg 32-34, mentioned in bold above)

Next Scriber: Maddy M.

2/7/11

Announcements: Study for upcoming quizzes. if you missed Friday's(2/4/11) quiz, make that up as soon as you can!

Homework: journal page 27 #2, 29, 30, & 31

Today we learned more about limiting reactants; what they are, how to find out which one is the limiting one between two reactants, and also, a little more on how to draw the reaction with the product and its excess.

A limiting factor is something that you only have a limited supply, and then have a greater amount of something(s) else, so you can only make a certain amount of the product.

To find the limiting factors, its exactly the same as Stoichiometry, you are just take it one step farther because you are searching for something different in the end. but as a review, you must convert two different reactants into one common reactant. So to start, you will sometimes or usually have one reactant in its state of mass, you then convert it into moles, followed by moles of the common reactants. Sometimes, from here you can convert to the mass, but it really depends on the following question. You then do the same thing to the second reactant, so you should have two equations in the end. Finally, you get your two usual outcomes, just like Stoich, but with those two answers you decide which one is smaller, and the reactant that you started that equation, with the smaller answer, is the limiting reactant.

Below is a picture of an example that shows this process with actual reactants.

Since 0.065 is smaller than 0.5, that makes O2 the limiting factor

Here are some more examples of limiting reactants we did in class.

For drawing out a limited reaction, you start with the equation you are given and the two reactants that you need to determined which is the limiting reactant. You draw out your given amounts of each, and then pair them up for the out come. Which ever one does not have excess, that is the limiting reactant.

This is a picture to help show a drawn out version of limiting reactants.

NEXT SCRIBER: Alyssa P

2/1/11

HAPPY TWO DAY SNOW DAY EVERYONE!

Announcements: There will be a quiz tomorrow reviewing Stoich with Density.
**Remember** If you get 100% on 5-7 quizzes, you will get extra credit points so study hard.

Homework: Finish page 23 and 24

In class we reviewed Stoich. Page 20, "Stoich 3" was our homework but it was kind of hard because it involved density. So in class we also started to learn Stoich with Density (page 23). Mr. Paek taught us how to convert using density like milliliters per grams. A good example of a tough problem that might be on the quiz is shown below (since I can't upload pictures, I just typed it up).


// = FRACTION BAR

EQUATION: C2H6O + 3O2 ---> 2CO2 + 3H2O

2. c) If the density of O2 is 0.00143 g/ml, what mass of ethanol will be needed to react with 950 ml of O2?

950 ml * .00143g of O2 // 1 ml of O2 * 1 mol of O2 // 32g of O2 * 1 mol of ethanol // 3 mol of O2 * 46g of ethanol// 1 mol of ethanol = .65g of ethanol


*** Things to remember:
1. If it says g/ml, that means you start with one of them (in ^^ that case, ML) and put the other unit (^^ Grams) on top.
2. Make sure your units always cancel out. If you have Grams on top, you have to have grams on bottom in the next one.
3. Use the equation to look at how many moles each unit will need to react with the one above or below it
4. Always write the elements name (for ex: 3 mols of >C2H6O<) after how many units it is, UNLESS you want to lose points on a quiz :)


You can refer back to previous posts for more examples on how to do normal stoich without density.

1.27.11

Announcement: None

Homework: None

Today we started with taping in about 30 or more sheets on the new unit. After that we took the quiz on the mole equations. Once everyone was done, Mr. Paek introduced the unit of stoichamerty, but we didn't really get through much. We learned that it's basically like the mole equations, but instead of moles you would switch it for atoms.

Example worksheet:

You can refer back to the previous post to better understand whats on the worksheet.

Next Sciber-Brandon

1.26.11

Announcements: Study for tomorrows mole quiz and the other upcoming quizzes.

Homework: Journal pages 7-8

Today we started with a new mole lab, testing the mass of different elements, how many moles are in the molecule and how many molecules are in the mole. For each of these ways you have to use conversion factors.

For example finding how many moles in krypton.

2.7 x 10^14 x 1mol/6.02 x 10^23

=4.49 x 10^-14

Also finding how many atoms are in an mol.

Ex. Aluminum atoms

89.35 x 6.02 x 10^23/1mol

= 5.38 x 10^15

Next Scriber- Peter

1.24.11

Anouncements: We will be starting to take a variety of quizzes starting this Thursday on the Mole unit. This unit is crucial so if you do not understand go see Mr. Paek or the TLC!!

Homework: Finish the Pair, Dozen, Mole Lab!! (3 pages)

Today in class we started the new Mole unit and learned the concept of a mole in order to solve mole problems. We learned that 1 mole= 6.02 x 10E23 (10 to the 23rd power).

In order to fully understand the concept of a mole, we did a Mole Lab and started by reviewing the fact that a pair is always 2 and a dozen is always 12. Like those, a mole is always 6.02 x 10E23.

During the lab, we practices converting problems involving the atoms mass in grams. Each elements atomic mass on the periodic table is the amount of mass measured in grams per mole. For example, Al has an atomic mass of 26.98.

26.98g of Al = 1 mole of Al

Another way of saying this is that for every 26.98g of Al, there is one mole of Al.

We also were able to add up the masses of two different atoms such as (H2O) two Hydrogen and one Oxygen so that we were able to figure out that there are 18.02g in a single H2O molecule. Like the concept Al's mass of 26.98g being a mole, 18.02g of H2O is equal to 1 mole as well.

Next Scriber: Dan

1.25.2011

Homework: journal pages 1-6





Today we started class by going over the lab from yesterday. We also went over the fact that to convert grams to moles ( or vice versa), you have to convert it to moles first. For example, if you wanted to find the number of molecules in 0.0908 grams of NiCl2 you need to go through at least to steps to solve. First you need to cancel out grams:


1 mole


0.0908 g x ---------


129.59 g





Then, you need to cancel out moles to find your final answer:


1 mole 6.02 x 10^23


0.0908 g x --------- x ------------


129.59 g 1 mole





This equals 4.22 x 10^20 molecules of NiCl2








Next Scriber: Cyril

12/13/10

Announcements: Study for test on Thursday.

Homework: chem packet (due Wednesday) , and finish double replacement lab

Today in class we worked on the Double Replacement Lab in class. Mr. Paek explained how to mix the elements to see if there would be no reaction or a reaction. To do the lab you need to set up a data table that shows all the chemicals. Like this.

Then you mix each chemical once with the ones on the the grid and mark an which ones have a reaction, if there is no reaction write NR.

Next scriber: Mike A.

12/8/10

Announcements: do your homework and study! Quiz tomorrow!

Homework: Complete chemthink tutorial and quesitons (chemical reactions)!

On this day (late arrival) we learned about different reaction types:

1) Single Replacement

2) Double Replacement

3) Synthesis

4) Combustion

5) Decomposition

During single replacement, one element replaces another element in a compound. This kind of reaction consists of three elements: AX+Y. In this case A and X attract because they have the opposite charges (+ and -) while Y has a possitive charge. During single replacement, the product will end up being AY+X because now element Y has replaced element X. Example:

Since both copper and iron have a positive charge, they switch.

During double replacement, the positive charged elements and the negative charged elements switch places. This kind of reaction contains 4 elements: AB+XY. In this case A and X have positive charges and B and Y have negative charges. During the reaction, these elements switch pairs: AY+XB. To make it simpler, here is another example. There are two couples: AB and XY. A(boy) decides he doesn't like B(girl) and starts dating Y, and vice versa. Another example:

During synthesis, a 2 elements join together to form a complex compound. This reaction type is much easier to learn. An example: A+B=AB.

During decomposition, a complex compound seperates into two elements. Its the exact opposite of synthesis. An example: AB=A+B

Combustion is the reaciton of oxygen gas with anything. Combustion always and only contains oxygen carbon and hydrogen. It is the easiest reaction to learn because the answer is always CO2 + H2O. After this, all you have to do is balance the equation. Example:

Next scriber... IS PEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEETER I.

12/06/2010

Announcements: We will have two quizzes, none will be dropped. Homework will be assigned.

Homework: None


In class we learned about chemical reactions, and how to solve them. We started the day with atom counting. In atom counting, you have a formula and you count how many of each element there are. Ex. (2C+2O) There are 2 carbons and 2 oxygens in this formula.


Also we studied reactions and how they look. Ex. (N2+O2) the diagram would have both nitrogens attached to each other while the two oxygens will be attched to each other. The reaction is that both nitrogen and oxygen split and go to the opposite. the final balanced formula would be 2NO.
















Finally we went over balncing equations. He told us that the whole point is to make both sides equal for it to be balcnced. Also another thing was that the reaction is the product. Ex. 2Al+3Pb(NO3)2 -------> 2Al(NO3)3+3Pb. The numbers in red are what make it even.
Next Scriber: Ross

11.22.10

Announcements:

1. Lab test tomorrow

2. Quizzes on Monday and Tuesday after break

3. Unit test on Wednesday (12/01)

Homework: none.

Today, we did a lab for most of the time, and then we took a quiz with our lab group. There were two parts to our lab: Part 1 - Solubility and Part 2 - Volatility and Surface Tension.

In part one, we were given six liquids. The six liquids were hexane, ethanol, pentanol, methanol, butanol and acetone. We put each one in their own test tube, and put a few drops of water down the side of each test tube. We had to determine if the liquid would mix immediately with the water and if they stayed mix after shaking the test tube. We also recorded down our observations.

After filling out the table, we answered two questions about this part of the lab. The first question was why doesn't hexane mix in either step 3 or step 5? In step 3, we recorded whether the two liquids mixed immediately. In step 5, we recorded whether the liquids stayed mix after they had been shaken. The hexane did not mix with the water in either steps. The reason for this is because water is polar, and hexane is nonpolar. Previously, we learned that "like dissolves like", and "unlike stays separate". Therefore, because water is polar and hexane is nonpolar, the two liquids did not mix.

The second question that was answered was to explain the difference in our results for ethanol and pentanol. We also had to answer which mixed more easily, ethanol or methanol.

We had several differences in our results for ethanol and pentanol. Both did not mix immediately. After shaking, the ethanol mixed with the water where as the pentanol did not completely mix with the water. We observed that after mixing, the ethanol was clear and kind of yellow, while the pentanol was white and hazy. The methanol also mixed more easily with water because the methanol is more polar than the ethanol.

In the second part of the lab, we had to measure how much each liquid spread out and how fast each liquid evaporated. We put a drop of each of the six liquids on the table. We ranked them in order of 1 to 7 with 1 being "spreads out the most" and "evaporates the quickest", and 7 being "spreadas out the least" and "evaporates the slowest". We learned that there was correlation between whether a liquid was polar or nonpolar, how much each liquid spread out and how fast each liquid evaporated. We answered three questions related to the second part of this lab.

For the first question, we had to explain how the amount a liquid spreads out is related to the polariy of that subance. From observing each of the liquids spread out and evaporate, we recorded data which helped us find the correlations. We found that the more polar a substance is, the less it spread out. For example, water is very polar, and it spread out the least. We ranked it number 7. On the other hand, hexane is very nonpolar, and it spread out the most. We ranked it number 1.

The second question asked us to explain how the rate of evaporation is related to the polarity of that substance. We found that the less polar a substance is, the faster it evaporates. For example, water is very polar, and it took the most time for it to evaporate. But hexane is very nonpolar, and it evaporated the quickest.

Our third question was to list other factors (other than polarity) that might influence the rate of evaporation. I think an important one is temperature. If we spill water, and it's not very humid or humid outside, it takes a lot longer for the water to evaporate than if it's hot and humid. So I think that the temperature plays an important role in how long it takes substances to evaporate.

After we finished our lab, we took a short quiz together with our lab group on things that we have learned recently. Tomorrow, Mr. Paek will try to find the "weakest link" in each group, and ask that person to explain how we got our answers.

Today in class Mr. Paek went over any questions we had about the Lewis structure.

The Lewis structure is the drawing we draw with the dots. Today we got new worksheets; we got pages 16-20 and, learned something new. We learned about molecularshapes, and how to draw the shape.

There are different names for these shapes: linear, trigonal planar, trigonal pyramid, bent, and tetrahedral.

The name of the shape is linear id its 180 degreesand is on one flat plane. The shape of a linear would look like this:

The name of the shape is trigonal planar is there are three bonds, no lone pairs, and are on one plane. The shape of a trigonal planar is:

The name of the shape is trigonal pyramid is there are lone pairs of electrons, and if it is three dimensional. It would be three dimensional because, the lone pairs would go on top and push the three other bonds downward, making the shape look like this:

The name of the shape is bent if there are two bonds and the lone pairs push the two bonds downward. A bent shape would look like this:

The last name we learned is tetrahedral. Tetrahedral is just like trigonal pyramid, but rather than the lone pair it has an extra bond. The extra bond will push the other three bonds downward. A tetrahedral shape would look like this:

When drawing any shape, first look at the Lewis structure of the element, and only draw in the dots for the center element, but draw in the correct amount of bonds. When drawing a trigonal pyramid the three bonds should be facing down because of the lone pairs of electrons forcing it to go downward. Also, the two pairs of bonds for the bent shape is also facing downward because of the lone pairs of electrons. Same with the tetrahedral, because of the extra bond it forces the 3 other bonds to go downward. (the pictures are shown above).

Homework:- finish pages 16-19 (new work sheets we got today) and the two worksheets given on Friday are due tomorrow for credit.

Upcoming quizzes or tests:- there is a quiz tomorrow. The test is after Thanksgiving break.

Next Scriber:- Tima Tito

11.18.10

Announcements:

1. Tomorrow is Chem-day in the Lyceum.

2. On Tuesday, the day before break, we will have our lab test for this unit.

AFTER BREAK

3. On Monday 11/29/10, we will have a quiz.

4. On Tuesday we will have another quiz.

5. On Wednesday, December 1, we will have our unit test.

Homework: none.

Today in class we first got pages 25 through 30. Then we officially begin the class by going over the worksheet that we worked on Wednesday with the substitute. There were two major problems that we worked on which were C2H2 and C2H6O. For C2H2, the correct Lewis structure was: H-C=-H. (The double bond is suppose to have another line on top, so after the C is three lines.) The second problem that students were confused about was C2H60. The Lewis Structure for this molecule is a bit too complicated, but it not something you should worry about so much.

Next we went over polar and non polar. As a reminder, polar means unequal or different, and non polar means equal or same. Make sure that you understand those two terms completely so that the future will be easy for you. After we reviewed a little bit about non polar and polar, we did page 25. Then we started a lab.

This lab starts on page 27 and is called "Polarity Olympics: The Trials". First on the page, we decided what the charge of each molecule was in H2O. The two Hs' have an electronegativity charge of 2.1 The oxygen molecule has a charge of 3.5 and because it has a higher electronegativity, it has a negative charge. The two hydrogen atoms have a positive charge. After doing the first page together as a class, we then finally began our lab.

(Page 27)

In the lab, we used a penny, water, hexane,watch glasses, capillary tubes, markers, and two cotton swabs. For the first part of the lab, we put many drops of water onto a penny until it overflowed. We recorded the number of drops and then drew a side view of the penny. We did the same procedure twice a second time, but instead of water we used a liquid called hexane. From our results, water had the most drops than hexane. We observed that hexane evaporated a lot faster than water did when it touched the table.

For the second part of the lab, we used capillary tubes and watch glasses. We put 10 drops of water onto one watch glass and hexane onto another. The we took the capillary tubes and touched them with each liquid separately. The capillary tube that held the most liquid was hexane.

The third part was easy just like the previous two parts. The point of this trial was to clean two types of marker from the glass. On one watch glass we drew a line with permanent marker and on the other, we drew on it with a transparency marker. Then we put water on a cotton swab and wiped the transparency marker. The transparency mark went away and the cotton swab turned green. With the same swab, we wiped the permanent marker, but it didn't go away. Next we put five drops of hexane onto a new cotton swab and wiped the transparency mark, but it didn't erase. When we wiped the permanent mark with the hexane filled swab, the mark went away. From our data, we concluded that water erased the transparency mark, but not the permanent mark and hexane erased the permanent mark , but not the transparency mark. The water and hexane were opposites.

This was the lab we did today and it was pretty easy. We ended the class by cleaning up our mess. Also our lab test is most likely going to be somewhat similar to this one! If you have any questions about anything, be sure to ask Mr. Paek for help!

Next Scriber: Petrina Z.

11.09.2010

ANNOUNCEMENTS: 1. There will be a total of 6 quizzes, one everyday 2. If you're absent before a quiz, that quiz will be the one that's dropped 3.You can drop one quiz and retake one quiz 4. We taped in pages 9 to 15

HOMEWORK: Finish pages 11 to 13

Today in class we learned how to make Lewis dot structures for formulas like CH4 or F2 and others like the examples below:

Before drawing the actual structure, Mr. Paek suggests doing N, H, S and B every time because it makes it a lot easier. These letters stand for Need, Have, Share and Bonds. 

• NEED: you put the number of electrons needed to be stable, for most elements it's 8, but for Hydrogen it's 2. Then add all of it together.
• HAVE: the number of valence electrons then add it all up. 
• SHARE: subtract the number of valence electrons from the sum of the electrons needed. 
• BONDS: you divide the number shared by 2.

For example: The formula SeF2

• N= 24 (Se needs 8 electrons and F2 needs 2 sets of 8 because of the subscript "2", so you do 8+8+8=24)
• H= 20 (Se has 6 valence electrons and F2 has 7 and 7 because of the subscript "2", then you do 6+7+7=20)
• S= 4 (N-H or 24-20=4)
• B= 2 (4 divided by 2)

Once you're done with all that, you have to draw the structure.Using the same formula SeF2, Se would be in the center with two F's on either side, it doesn't really matter what side it's on as long as there are two F's. The bonds represent the lines from Se to the F's. Each line representing the number of electrons shared, which in this case is four, so two lines represent four electrons shared. The picture also has to have 20 total electrons in it because of the have. Since the lines already represent 4 electrons, you need 16 more, so you draw dots around the Se and the F's. I know this may sound confusing, but the picture below should make it easier to understand. The formula I used for this example is the first one below:

NEXT SCRIBER: Seena K.

11.8.10

Announcements- 6 QUIZZES this chapter, Chemthink & Webassign MUST be done before class. We picked up the calender and pages 1-8 in class today.

Homework- Pages 1-8, except 3(most finished in class)

Today in class we learned about covalent bonds. We observed the “potential energy curve” with covalent bonds.




Using a graph like this, we explain that when two atoms are moved far apart to close together the potential energy of the two atoms decrease, making the stability (how stable the atoms are) increase. This would make the electrostatic force a proton-electron attraction meaning that one proton from one atom attracts an electron from the other atom.

When the two atoms move from close together to far apart the potential energy of the two atoms would increase, making the stability (how stable the atoms are) decrease. This would cause a proton-proton repulsion meaning that the protons repel as they get too close to each other.

Next in class we talked about naming covalent bonds. Covalent bonds are ONLY nonmetals. You don’t need to worry about figuring out the charges. When naming the first element NEVER has a mono, but the second one will.

We use these prefixes:
1-mono 2-di 3-tri 4-tetra 5-penta 6-hexa


If the element starts in a vowel and the prefix ends in a vowel take out the prefix vowel, for example Carbon Monoxide.

• Here are a few examples of naming covalent bonds:
CO- Carbon Monoxide
CF3- Carbon Tetrafluoride
N2O3- Dinitrogen Trioxide
AsCl3- Arsenic Trichloride

*Remember to still use –ide at the end of second element





When figuring out if it is an Ionic or Covalent bond look for these:

• Polyatomic Ions (SO4-, NO3-, NH4+, etc.)
• Transition Elements (Cu, Fe, Pb, etc.)
• Metals (Ca, Al, Na, etc.)

Here are some examples on figuring out ionic (I) or covalent (C) bonds and writing the formulas:

• Nitrogen Dioxide C NO3
• Copper(II) Phosphide I Cu3P2
• Sulfur Trioxide C SO3
• Chromium(III) Bromide I CrBr3








Next Scriber- Gennah L

11.2.10

Today in class, Mr. Paek went over a lot of important concepts for Thursdays test. He handed out review sheets for unit 4 before a short quiz. The quiz and review sheet went over some of the main ideas like whether or not the certain element will gain or lose an electron, different charges, compounds and chemical formulas.
**Important concepts:
1. Example: Chlorine: Element will GAIN 1 electron to become more stable.
2. Example: Sodium ions and oxide ions: Na2O
3. Example: CaBr2: Calcium Bromide

Some important rules to remember when studying for thursdays tests are the polyatomic ions: ***Sulfate, Nitrate, Phosphate, hydroxide, carbonate, ammonium, bicarbonate

After reviewing and taking the short quiz, we played Ionic Boggle!!! Ionic Boggle (hopefully we can play again!!) is where you try to make compounds with the elements you are given. You play it like boggle the only difference is the letters are now elements!

WEBASSIGN DUE THURSDAY, TEST THURSDAY.
Good luck to everyone on the test!!!! Study hard! :)

11. 1. 2010

• At the beginning of class, Mr. Paek collected any quizzed people needed to take home on Friday and the extra credit unit 4 packets. He also check in the homework that was assigned over the weekend which was pages 9-13 in the journal.
• We went over the homework (pages 9-13) and if people had any questions on the homework they were answered.
• Mr. Paek taught the class a short cut on writing the formulas for compounds. For example if the compound is cobalt (III) carbonate, since cobalt has a charge of +3 and carbonate has a charge of -2, in order to write the formula you can just switch the charge numbers, ex. Co2Ca3
• For the majority of class we worked on our journal pages alone and asked questions as needed.
• At the end of class we took a short quiz testing out ability to write compound formulas and name compounds etc.

Don't forget to read pages 253-258 in the book and answer question number 7 on page 258.

Also we have 2 web assigns.

10.29.10

At the beginning of first period, Mr. Paek tough us a little on ionic formulas and how to figure out the formulas for different compounds. For example, if we had a K+ and a O2- then we would need to get potassium's charge the opposite of oxygen and to equal zero. Here are some other Examples of ionic formulas:

Ex:
Co3+ and Cl- = CoCl3-
K and N= K3N



Mr. Paek also talked about Polyatomic Ions and their symbols. Polyatomic ions are ions that such as Sulfate, Nitrate, Phosphate, Etc... Mr. Paek also went over how to name the formulas Such as CaCl2 would be calcium chloride. He also noted that if there was a roman numeral in front of the first named element that it was the charge. After we walked everything trough we took a quiz on a few things we've already talked about its nothing to worry about. after the quiz Mr Paek assigned some homework.

Homework:
Worksheets handed at beginning of class. pages 11, 12, 13, and 14.