Monday, September 29, 2008
Mon-Day 2
AP Chem- we looked at two important exceptions (sometimes tested on the AP exam) to the Aufbau Principle: the ground state electron configurations of Cr and Cu. We saw that electron-electron repulsion was significantly lowered by having an electron (that would otherwise pair up in the 4s orbital) in the last unoccupied 3d orbital creating a symmetric distribution of evenly spaced electrons (on average) that CAUSES the electrons to be (on average) farther apart than they would be (with 4s2 3d4 or, in Cu, with 4s2 3d9). This causes a NET lowering of potential energy given that the 3d and 4s energy sublevels are ALMOST equal to begin with (so it does not take much energy at all to bring the 4s electron that was going to be paired up to the 3d sublevel).
We then reviewed paramagnetic and diamagnetic calculations based on orbital diagrams; we also saw the logic of the ordering of energy sublevels by looking at the SUM of the n + l quantum numbers and seeing that, if there is a tie, the lower energy sublevel is ALWAYS the one with the lowest or lower principal quantum number, n.
Bio 6- we took our Biochemistry exam today. I'll return them to you on Friday, after makeups have been taken.
Bio 7/8 - we took our Biochemistry exam today. I'll return them to you on Friday, after makeups have been taken. We discussed some enzyme lab questions and did some more acid/base data gathering before the fire drill.
We then reviewed paramagnetic and diamagnetic calculations based on orbital diagrams; we also saw the logic of the ordering of energy sublevels by looking at the SUM of the n + l quantum numbers and seeing that, if there is a tie, the lower energy sublevel is ALWAYS the one with the lowest or lower principal quantum number, n.
Bio 6- we took our Biochemistry exam today. I'll return them to you on Friday, after makeups have been taken.
Bio 7/8 - we took our Biochemistry exam today. I'll return them to you on Friday, after makeups have been taken. We discussed some enzyme lab questions and did some more acid/base data gathering before the fire drill.
# posted by C @ 2:19 PM 
Friday, September 26, 2008
Fri-Day 1- Pep Rally
AP Chem- from your Chapter 7 HW, you now should be able to do questions 61, 62, and 68.
Even with our abbreviated periods, we made good strides today in understanding the real HOW and WHY of atomic electronic structure. No longer will we just say,"two electrons per orbital" or "2s is lower in energy than 2p" but we can now explain WHY these facts are so. As promised, everything has to do with degrees of attraction and repulsion (and wave INTERFERENCE!), though we now use "fancier" words like "shielding" and "penetration".
We saw the Aufbau Principle in practice as we assembled the ground state ORBITAL DIAGRAMS ("the boxes with the arrows") and ELECTRON CONFIGURATIONS (just principal quantum number with the sublevel "letter" and the total number of electrons in each energy sublevel) for each of the elements. On Monday, we will see and EXPLAIN two important exceptions to the Aufbau Principle. In assembling the orbital diagrams, we looked to experimental evidence and logical explanations involving electron-electron repulsion to come up with the Pauli Exclusion Principle (two OPPOSITE spin electrons MAXIMUM per ORBITAL=single region of space also known as "no two electrons in an atom can have the SAME FOUR quantum numbers") and Hund's Rule (maximize parallel spins of electrons in degenerate orbitals!).
Bio 6/7- Study thoroughly this Homecoming Weekend (but take time to enjoy the game and carnival, weather permitting). I've posted the answers to the objectives that were not graded for HW.
We discussed the reason for the practically infinite number and variety of types of proteins due to the differing number and sequences of up to 20 different amino acids that make up a protein/polypeptide chain. We also looked at coenzymes (typically vitamins) that activate enzymes by binding to them and changing their active site so that it fits with its substrate.
We discussed the other two factors that affect enzyme activity/rate:
the concentration of an enzyme (given a limited quantity of substrate) and the concentration of substrate (given a limited quantity of enzyme). We saw in both graphs that there is a "SATURATION" point or limit to how high the enzyme activity can be; that is, when all of the enzyme (or substrate) are occupied/catalyzing the reaction, adding even MORE enzyme (or substrate) cannot increase the activity any further because the added substance is in excess.
We then did a lab showing the relative acidity or basicity of substances as shown/seen by using acid/base INDICATORS. We also demonstrated the denaturing effect of acid, base, and high temperature on the catalase enzyme in liver cells.
Bio 8 -Study thoroughly this Homecoming Weekend (but take time to enjoy the game and carnival, weather permitting). I've posted the answers to the objectives that were not graded for HW.
We discussed the reason for the practically infinite number and variety of types of proteins due to the differing number and sequences of up to 20 different amino acids that make up a protein/polypeptide chain. We also looked at coenzymes (typically vitamins) that activate enzymes by binding to them and changing their active site so that it fits with its substrate.
We discussed the other two factors that affect enzyme activity/rate:
the concentration of an enzyme (given a limited quantity of substrate) and the concentration of substrate (given a limited quantity of enzyme). We saw in both graphs that there is a "SATURATION" point or limit to how high the enzyme activity can be; that is, when all of the enzyme (or substrate) are occupied/catalyzing the reaction, adding even MORE enzyme (or substrate) cannot increase the activity any further because the added substance is in excess.
We then did a lab showing the relative acidity or basicity of substances as shown/seen by using acid/base INDICATORS.
Even with our abbreviated periods, we made good strides today in understanding the real HOW and WHY of atomic electronic structure. No longer will we just say,"two electrons per orbital" or "2s is lower in energy than 2p" but we can now explain WHY these facts are so. As promised, everything has to do with degrees of attraction and repulsion (and wave INTERFERENCE!), though we now use "fancier" words like "shielding" and "penetration".
We saw the Aufbau Principle in practice as we assembled the ground state ORBITAL DIAGRAMS ("the boxes with the arrows") and ELECTRON CONFIGURATIONS (just principal quantum number with the sublevel "letter" and the total number of electrons in each energy sublevel) for each of the elements. On Monday, we will see and EXPLAIN two important exceptions to the Aufbau Principle. In assembling the orbital diagrams, we looked to experimental evidence and logical explanations involving electron-electron repulsion to come up with the Pauli Exclusion Principle (two OPPOSITE spin electrons MAXIMUM per ORBITAL=single region of space also known as "no two electrons in an atom can have the SAME FOUR quantum numbers") and Hund's Rule (maximize parallel spins of electrons in degenerate orbitals!).
Bio 6/7- Study thoroughly this Homecoming Weekend (but take time to enjoy the game and carnival, weather permitting). I've posted the answers to the objectives that were not graded for HW.
We discussed the reason for the practically infinite number and variety of types of proteins due to the differing number and sequences of up to 20 different amino acids that make up a protein/polypeptide chain. We also looked at coenzymes (typically vitamins) that activate enzymes by binding to them and changing their active site so that it fits with its substrate.
We discussed the other two factors that affect enzyme activity/rate:
the concentration of an enzyme (given a limited quantity of substrate) and the concentration of substrate (given a limited quantity of enzyme). We saw in both graphs that there is a "SATURATION" point or limit to how high the enzyme activity can be; that is, when all of the enzyme (or substrate) are occupied/catalyzing the reaction, adding even MORE enzyme (or substrate) cannot increase the activity any further because the added substance is in excess.
We then did a lab showing the relative acidity or basicity of substances as shown/seen by using acid/base INDICATORS. We also demonstrated the denaturing effect of acid, base, and high temperature on the catalase enzyme in liver cells.
Bio 8 -Study thoroughly this Homecoming Weekend (but take time to enjoy the game and carnival, weather permitting). I've posted the answers to the objectives that were not graded for HW.
We discussed the reason for the practically infinite number and variety of types of proteins due to the differing number and sequences of up to 20 different amino acids that make up a protein/polypeptide chain. We also looked at coenzymes (typically vitamins) that activate enzymes by binding to them and changing their active site so that it fits with its substrate.
We discussed the other two factors that affect enzyme activity/rate:
the concentration of an enzyme (given a limited quantity of substrate) and the concentration of substrate (given a limited quantity of enzyme). We saw in both graphs that there is a "SATURATION" point or limit to how high the enzyme activity can be; that is, when all of the enzyme (or substrate) are occupied/catalyzing the reaction, adding even MORE enzyme (or substrate) cannot increase the activity any further because the added substance is in excess.
We then did a lab showing the relative acidity or basicity of substances as shown/seen by using acid/base INDICATORS.
# posted by C @ 1:49 PM
Thursday, September 25, 2008
Thurs-Day 2
AP Chem- we discussed the inability of the Bohr Atomic Model to account for many of the emission lines in all elements except Hydrogen. We then looked at the basis of the Quantum Mechanical Model of the atom, which treat the electron as a particle and a wave and accounts of electron-electron repulsions.
The Schroedinger equation solves for the "allowed" energies of all electrons in an atom.
Each electron's energy and approximate region is described by four quantum numbers: n, l, m(l), and m(s).
We then saw that the principal quantum number limited the angular momentum/azimuthal quantum number to a certain range of values. We also saw that the azimuthal quantum number determines the possible number of orientations that the orbitals can have in space. Magnetic spin number can be only one of two values: + 1/2 and -1/2.
We then applied this new information to earlier orbital language i.e. s, p, d, and f sublevels are associated with the azimuthal quantum numbers 0, 1, 2, and 3, respectively.
Bio 6/7- we continued our discussion of enzymes. We saw that the two main factors that determine that activity/rate of enzyme action are temperature and pH.
The lower the temperature, the slower ALL molecules are moving, thus the slower an enzyme works. As the temperature approaches the OPTIMUM temperature for the given enzyme, the enzyme maintains its shape and it moves faster and collides with more substrate molecules every minute so its rate of catalytic activity increases. HOWEVER, a few degrees or more higher than an enzymes optimum temperature will cause the enzyme to violently collide too fast with other particles and the enzyme will UNRAVEL and thus DENATURE; it loses its shape/active site and thus becomes unable to catalyze any more reactions.
We then saw a demonstration of catalase enzyme, which speeds up the breakdown/lysis of hydrogen peroxide into oxygen gas (bubbles).
We saw that at too high a pH (too basic) or too low a pH (too acidic), catalase did not catalyze the breakdown of hydrogen peroxide because the catalase enzyme had denatured!
Also, as temperature went from cold (10 C) to room temperature (23 C), the catalase enzyme activity increased BUT at a high temperature, the catalase activity dropped due to the UNRAVELING of the enzyme.
Bio 8- we continued our discussion of enzymes. We saw that the two main factors that determine that activity/rate of enzyme action are temperature and pH.
The lower the temperature, the slower ALL molecules are moving, thus the slower an enzyme works. As the temperature approaches the OPTIMUM temperature for the given enzyme, the enzyme maintains its shape and it moves faster and collides with more substrate molecules every minute so its rate of catalytic activity increases. HOWEVER, a few degrees or more higher than an enzymes optimum temperature will cause the enzyme to violently collide too fast with other particles and the enzyme will UNRAVEL and thus DENATURE; it loses its shape/active site and thus becomes unable to catalyze any more reactions.
The Schroedinger equation solves for the "allowed" energies of all electrons in an atom.
Each electron's energy and approximate region is described by four quantum numbers: n, l, m(l), and m(s).
We then saw that the principal quantum number limited the angular momentum/azimuthal quantum number to a certain range of values. We also saw that the azimuthal quantum number determines the possible number of orientations that the orbitals can have in space. Magnetic spin number can be only one of two values: + 1/2 and -1/2.
We then applied this new information to earlier orbital language i.e. s, p, d, and f sublevels are associated with the azimuthal quantum numbers 0, 1, 2, and 3, respectively.
Bio 6/7- we continued our discussion of enzymes. We saw that the two main factors that determine that activity/rate of enzyme action are temperature and pH.
The lower the temperature, the slower ALL molecules are moving, thus the slower an enzyme works. As the temperature approaches the OPTIMUM temperature for the given enzyme, the enzyme maintains its shape and it moves faster and collides with more substrate molecules every minute so its rate of catalytic activity increases. HOWEVER, a few degrees or more higher than an enzymes optimum temperature will cause the enzyme to violently collide too fast with other particles and the enzyme will UNRAVEL and thus DENATURE; it loses its shape/active site and thus becomes unable to catalyze any more reactions.
We then saw a demonstration of catalase enzyme, which speeds up the breakdown/lysis of hydrogen peroxide into oxygen gas (bubbles).
We saw that at too high a pH (too basic) or too low a pH (too acidic), catalase did not catalyze the breakdown of hydrogen peroxide because the catalase enzyme had denatured!
Also, as temperature went from cold (10 C) to room temperature (23 C), the catalase enzyme activity increased BUT at a high temperature, the catalase activity dropped due to the UNRAVELING of the enzyme.
Bio 8- we continued our discussion of enzymes. We saw that the two main factors that determine that activity/rate of enzyme action are temperature and pH.
The lower the temperature, the slower ALL molecules are moving, thus the slower an enzyme works. As the temperature approaches the OPTIMUM temperature for the given enzyme, the enzyme maintains its shape and it moves faster and collides with more substrate molecules every minute so its rate of catalytic activity increases. HOWEVER, a few degrees or more higher than an enzymes optimum temperature will cause the enzyme to violently collide too fast with other particles and the enzyme will UNRAVEL and thus DENATURE; it loses its shape/active site and thus becomes unable to catalyze any more reactions.
# posted by C @ 8:46 PM
Wednesday, September 24, 2008
Wednes-Day 1
AP Chem- we had our Unit 2 exam (up to the DeBroglie equation); naturally, in AP Chemistry, your knowledge of "how" and "why" a phenomenon occurs is very important and your study will require "rehearsing"/writing out/drawing out such explanations. AP Chemistry is both quantitative (calculations) and qualitative (explanations and descriptions) and you will have regular practice at honing both of those types of skills.
Some of you have previewed the rest of the chapter 7 material involving the quantum mechanical model of the atom (electrons in "sublevels" of principal energy levels), electron configurations, and then Periodic properties. If you have not done so, read through the rest of chapter 7 to see what you can recall from prior experience. We will try to cover all of that information by Friday so that you can practice it over the weekend (the remaining HW questions) and be tested on it early next week (in order to close out unit 2).
Bio 6/7 - the HW (due Thursday) will be graded based on the accuracy, thoroughness, and neatness of your answers to Objectives 1 through 14 only. Other than the resources on Blackboard, you may want to use your textbook, which has biochemistry information
in Chapter 6.
We will finish the other objectives in the notes on Thursday and Friday.
we did an activity that showed the process of dehydration synthesis; we compared the formulas of the reactants and products and noticed that the main product formula was the sum of the reactant formulas minus two H's and one O (as in H2O).
We then saw an overview of a specific category of protein molecules called enzymes.
We discussed how enzymes SPEED UP chemical reactions without being used up in or destroyed by the reaction. We saw how enzymes temporarily bind substrate molecules, making their bonds easier to break and how enzymes position the substrates in such a way that the proper new bonds are made to form the product. The enzyme then releases the product molecules and is ready to catalyze another reaction with the same type of substrate(s)/reactant molecule(s).
Tomorrow, we will review nucleic acids and complete our discussion and notes on enzymes.
Bio 8- the HW (due Thursday) will be graded based on the accuracy, thoroughness, and neatness of your answers to Objectives 1 through 14 only. Other than the resources on Blackboard, you may want to use your textbook, which has biochemistry information
in Chapter 6.
we discussed a fourth major type of organic macromolecule: nucleic acids.
Nucleic acids are made up of a (polymer) chain of nucleotides. DNA is double-stranded and made up of two chains of nucleotides. RNA is a single-stranded chain of nucleotides; the sugar part of the each nucleotide in RNA is the Ribose sugar whereas the sugar part of each nucleotide in DNA is Deoxyribose. We then saw an overview of a specific category of protein molecules called enzymes.
We discussed how enzymes SPEED UP chemical reactions without being used up in or destroyed by the reaction. We saw how enzymes temporarily bind substrate molecules, making their bonds easier to break and how enzymes position the substrates in such a way that the proper new bonds are made to form the product. The enzyme then releases the product molecules and is ready to catalyze another reaction with the same type of substrate(s)/reactant molecule(s).
Some of you have previewed the rest of the chapter 7 material involving the quantum mechanical model of the atom (electrons in "sublevels" of principal energy levels), electron configurations, and then Periodic properties. If you have not done so, read through the rest of chapter 7 to see what you can recall from prior experience. We will try to cover all of that information by Friday so that you can practice it over the weekend (the remaining HW questions) and be tested on it early next week (in order to close out unit 2).
Bio 6/7 - the HW (due Thursday) will be graded based on the accuracy, thoroughness, and neatness of your answers to Objectives 1 through 14 only. Other than the resources on Blackboard, you may want to use your textbook, which has biochemistry information
in Chapter 6.
We will finish the other objectives in the notes on Thursday and Friday.
we did an activity that showed the process of dehydration synthesis; we compared the formulas of the reactants and products and noticed that the main product formula was the sum of the reactant formulas minus two H's and one O (as in H2O).
We then saw an overview of a specific category of protein molecules called enzymes.
We discussed how enzymes SPEED UP chemical reactions without being used up in or destroyed by the reaction. We saw how enzymes temporarily bind substrate molecules, making their bonds easier to break and how enzymes position the substrates in such a way that the proper new bonds are made to form the product. The enzyme then releases the product molecules and is ready to catalyze another reaction with the same type of substrate(s)/reactant molecule(s).
Tomorrow, we will review nucleic acids and complete our discussion and notes on enzymes.
Bio 8- the HW (due Thursday) will be graded based on the accuracy, thoroughness, and neatness of your answers to Objectives 1 through 14 only. Other than the resources on Blackboard, you may want to use your textbook, which has biochemistry information
in Chapter 6.
we discussed a fourth major type of organic macromolecule: nucleic acids.
Nucleic acids are made up of a (polymer) chain of nucleotides. DNA is double-stranded and made up of two chains of nucleotides. RNA is a single-stranded chain of nucleotides; the sugar part of the each nucleotide in RNA is the Ribose sugar whereas the sugar part of each nucleotide in DNA is Deoxyribose. We then saw an overview of a specific category of protein molecules called enzymes.
We discussed how enzymes SPEED UP chemical reactions without being used up in or destroyed by the reaction. We saw how enzymes temporarily bind substrate molecules, making their bonds easier to break and how enzymes position the substrates in such a way that the proper new bonds are made to form the product. The enzyme then releases the product molecules and is ready to catalyze another reaction with the same type of substrate(s)/reactant molecule(s).
# posted by C @ 10:29 AM
Tuesday, September 23, 2008
Tues-Day 2
AP Chem- we did two practice problems in depth, going over what to do and, more importantly, what not to do when applying Planck's equation and DeBroglie's equation. We carefully checked all units and cancellations, which you will do on tomorrow's tests and beyond.
We applied Planck's equation as required in a bond dissociation energy problem. A photon of sufficient energy is required to break a covalent bond in a molecule. We determined the maximum wavelength/minimum energy that a photon needed to break the covalent bond in an iodine molecule.
We then used DeBroglie's equation to get the theoretical wavelength of a proton and the theoretical yet measurable wavelength of an electron. An electron is a light enough particle that its wave nature can be seen and measured (recall the GN Thomson electron interference pattern experiment).
Keep practicing these problems and other past problems from this unit and good luck tomorrow.
Bio 6- we reviewed the structure of lipids/fats and saw the difference between a saturated and an unsaturated fat. We then got back into proteins, showing how they form via the dehydration synthesis of amino acids. There are 20 different amino acids but most proteins do not have all 20 different ones in their polypeptide chain.
We discussed the types of protein:
- embedded in the cell membrane, we have: recognition, receptor, transport, and adhesion proteins. There are microfilament proteins in cells and muscle fibers.
- enzymes are protein catalysts that speed up the biochemical reactions in your cells/bodies; there is a SPECIFIC enzyme for each reaction
- hormones
-antibodies
-two very specific proteins are hemoglobin (in red blood cells) and chlorophyll (in plant cells)
Bio 7/8- we reviewed the structure of lipids/fats and saw the difference between a saturated and an unsaturated fat. We then got back into proteins, showing how they form via the dehydration synthesis of amino acids. There are 20 different amino acids but most proteins do not have all 20 different ones in their polypeptide chain.
We discussed the types of protein:
- embedded in the cell membrane, we have: recognition, receptor, transport, and adhesion proteins. There are microfilament proteins in cells and muscle fibers.
- enzymes are protein catalysts that speed up the biochemical reactions in your cells/bodies; there is a SPECIFIC enzyme for each reaction
- hormones
-antibodies
-two very specific proteins are hemoglobin (in red blood cells) and chlorophyll (in plant cells)
We then did an activity in which we showed the making of more complex molecules from simpler building blocks.
We applied Planck's equation as required in a bond dissociation energy problem. A photon of sufficient energy is required to break a covalent bond in a molecule. We determined the maximum wavelength/minimum energy that a photon needed to break the covalent bond in an iodine molecule.
We then used DeBroglie's equation to get the theoretical wavelength of a proton and the theoretical yet measurable wavelength of an electron. An electron is a light enough particle that its wave nature can be seen and measured (recall the GN Thomson electron interference pattern experiment).
Keep practicing these problems and other past problems from this unit and good luck tomorrow.
Bio 6- we reviewed the structure of lipids/fats and saw the difference between a saturated and an unsaturated fat. We then got back into proteins, showing how they form via the dehydration synthesis of amino acids. There are 20 different amino acids but most proteins do not have all 20 different ones in their polypeptide chain.
We discussed the types of protein:
- embedded in the cell membrane, we have: recognition, receptor, transport, and adhesion proteins. There are microfilament proteins in cells and muscle fibers.
- enzymes are protein catalysts that speed up the biochemical reactions in your cells/bodies; there is a SPECIFIC enzyme for each reaction
- hormones
-antibodies
-two very specific proteins are hemoglobin (in red blood cells) and chlorophyll (in plant cells)
Bio 7/8- we reviewed the structure of lipids/fats and saw the difference between a saturated and an unsaturated fat. We then got back into proteins, showing how they form via the dehydration synthesis of amino acids. There are 20 different amino acids but most proteins do not have all 20 different ones in their polypeptide chain.
We discussed the types of protein:
- embedded in the cell membrane, we have: recognition, receptor, transport, and adhesion proteins. There are microfilament proteins in cells and muscle fibers.
- enzymes are protein catalysts that speed up the biochemical reactions in your cells/bodies; there is a SPECIFIC enzyme for each reaction
- hormones
-antibodies
-two very specific proteins are hemoglobin (in red blood cells) and chlorophyll (in plant cells)
We then did an activity in which we showed the making of more complex molecules from simpler building blocks.
# posted by C @ 2:54 PM
Monday, September 22, 2008
Mon-Day 1
AP Chem- HERE are the hw problem types that we have covered in class and thus are due tomorrow. We will NOT have time to go over these in class. Use the Blackboard resources or see me just before 3rd period tomorrow in Room 308 if you have problems with the hw:
I will look at and grade questions: 19, 28, 38, 45 (use DeBroglie's formula from today's class BUT all masses must be converted to kg, otherwise the units will not cancel- see representative problems in files on Blackboard), 50, 108, 110 (b).
So that's it - 7 problems.
Your test on Wednesday will cover all material from Chapter 2 and the Chapter 7 material that we cover through tomorrow. I'll let you know in class the exact subtopic that will be tested.
Today, we finished the hydrogen emission spectrum procedure in order to see which specific energy visible photon were emitted from an excited sample of hydrogen atoms.
We then looked at an animation that illustrated the Bohr model of the atom; this model, showing the specific "quantized" energies that are allowed for an electron in a hydrogen atom, accounts for the specific electron "transitions" in which an electron loses a specific quantity of energy; that energy is converted to the energy of a photon/quantum that is emitted from the atom to the surroundings. In our case, the emitted photons were seen as specific colored lines as the photons hit the viewing screen.
We discussed how different elements, which have a different number of protons than hydrogen, have NOT ONLY different (and lower) energy levels for their electrons, BUT ALSO different DIFFERENCES in energy between any two corresponding energy levels. So the n=2 to n=1 electron transition in Hydrogen will give rise to a DIFFERENT energy photon than a n=2 to n=1 electron transition in a Helium (1+) ion because He (1+) has two protons attracting its electron.
So, in calculating electron energy levels, He (1+) has a different Rydberg constant than H.
We then discussed the flaws of the Bohr model: he could not account for many of the observed emission lines in (multi-electron) atoms other than H.
This is because Bohr did not:
1) factor in the electron-electron repulsion interactions in his energy calculations
AND
2) consider (he had NO evidence of this!) the electrons "WAVE" nature.
We discussed how Louis DeBroglie speculated that particles, such as electrons, might have a wave nature and a possibly measurable wavelength. By combining Einstein and Planck's equations for energy, he determined that the wavelength of a moving particle should equal h/mv,
that is, Planck's constant divided by the momentum of the moving particle.
This speculation was CONFIRMED when G.N. Thomson, J.J. Thomson's SON, discovered the wave nature of the electron. His famous experiment showed an INTERFERENCE PATTERN emerges when electrons are fired through microscopic slits in an Aluminum crystal - the SAME pattern observed when X-RAY electromagnetic WAVES are sent through the same Aluminum crystal.
This all led to the alteration of the Bohr model because you could NO LONGER claim that an electron was purely a particle.
The science of QUANTUM MECHANICS was born and the equations that solved for the allowed energies of electrons, EVEN in atoms of multi-electron elements, were developed from emission spectra and physics equations by Erwin Schroedinger. We will discuss the solutions to his equations and see the modern quantum mechanical model of the atom, tomorrow.
In the meantime, USE THE RESOURCES on Blackboard. There are practice problems, practice tests, tutorials, and animations.
HW is due tomorrow; you are responsible ONLY for the material covered in class so far.
I will post the question numbers soon.
Your test on Wednesday will cover the material from class through TUESDAY, INCLUDING the extensive number of review topics that we did (see your notes).
Bio 6/7- we reviewed the structure and functions of simple and complex carbohydrates. We then discussed the structure and function of fats/lipids and their building blocks (3 fatty acids + glycerol per fat molecule). We saw how PHOSPHOlipids are the major component of cell membranes; the phospholipid molecule naturally keeps water/solutions on the inside and outside of the cell because fats/lipids do NOT dissolve in water; instead, they form a separate layer/barrier/MEMBRANE.
We then discussed the most important and versatile class of molecules: PROTEINS.
Proteins are assembled via the (dehydration) synthesis of many amino acids that get bonded together (peptide bonds); the term "polypeptide" is synonymous with protein.
Proteins can function as enzymes/catalysts that speed up biochemical reactions so that they occur quickly enough to keep an organism alive. Proteins function in recognition and transport of certain molecules; they are embedded throughout the phospholipid bilayer of the cell membrane.
Antibodies are proteins that bind to harmful invading organisms called pathogens by having the specific SHAPE to lock onto part of the pathogens' cell surface; antibodies can also bind to toxins.
We finished the microscope procedure and we'll finalize that writeup on Wednesday.
Bio 8- we reviewed the structure and functions of simple and complex carbohydrates. We then discussed the structure and function of fats/lipids and their building blocks (3 fatty acids + glycerol per fat molecule). We saw how PHOSPHOlipids are the major component of cell membranes; the phospholipid molecule naturally keeps water/solutions on the inside and outside of the cell because fats/lipids do NOT dissolve in water; instead, they form a separate layer/barrier/MEMBRANE.
I will look at and grade questions: 19, 28, 38, 45 (use DeBroglie's formula from today's class BUT all masses must be converted to kg, otherwise the units will not cancel- see representative problems in files on Blackboard), 50, 108, 110 (b).
So that's it - 7 problems.
Your test on Wednesday will cover all material from Chapter 2 and the Chapter 7 material that we cover through tomorrow. I'll let you know in class the exact subtopic that will be tested.
Today, we finished the hydrogen emission spectrum procedure in order to see which specific energy visible photon were emitted from an excited sample of hydrogen atoms.
We then looked at an animation that illustrated the Bohr model of the atom; this model, showing the specific "quantized" energies that are allowed for an electron in a hydrogen atom, accounts for the specific electron "transitions" in which an electron loses a specific quantity of energy; that energy is converted to the energy of a photon/quantum that is emitted from the atom to the surroundings. In our case, the emitted photons were seen as specific colored lines as the photons hit the viewing screen.
We discussed how different elements, which have a different number of protons than hydrogen, have NOT ONLY different (and lower) energy levels for their electrons, BUT ALSO different DIFFERENCES in energy between any two corresponding energy levels. So the n=2 to n=1 electron transition in Hydrogen will give rise to a DIFFERENT energy photon than a n=2 to n=1 electron transition in a Helium (1+) ion because He (1+) has two protons attracting its electron.
So, in calculating electron energy levels, He (1+) has a different Rydberg constant than H.
We then discussed the flaws of the Bohr model: he could not account for many of the observed emission lines in (multi-electron) atoms other than H.
This is because Bohr did not:
1) factor in the electron-electron repulsion interactions in his energy calculations
AND
2) consider (he had NO evidence of this!) the electrons "WAVE" nature.
We discussed how Louis DeBroglie speculated that particles, such as electrons, might have a wave nature and a possibly measurable wavelength. By combining Einstein and Planck's equations for energy, he determined that the wavelength of a moving particle should equal h/mv,
that is, Planck's constant divided by the momentum of the moving particle.
This speculation was CONFIRMED when G.N. Thomson, J.J. Thomson's SON, discovered the wave nature of the electron. His famous experiment showed an INTERFERENCE PATTERN emerges when electrons are fired through microscopic slits in an Aluminum crystal - the SAME pattern observed when X-RAY electromagnetic WAVES are sent through the same Aluminum crystal.
This all led to the alteration of the Bohr model because you could NO LONGER claim that an electron was purely a particle.
The science of QUANTUM MECHANICS was born and the equations that solved for the allowed energies of electrons, EVEN in atoms of multi-electron elements, were developed from emission spectra and physics equations by Erwin Schroedinger. We will discuss the solutions to his equations and see the modern quantum mechanical model of the atom, tomorrow.
In the meantime, USE THE RESOURCES on Blackboard. There are practice problems, practice tests, tutorials, and animations.
HW is due tomorrow; you are responsible ONLY for the material covered in class so far.
I will post the question numbers soon.
Your test on Wednesday will cover the material from class through TUESDAY, INCLUDING the extensive number of review topics that we did (see your notes).
Bio 6/7- we reviewed the structure and functions of simple and complex carbohydrates. We then discussed the structure and function of fats/lipids and their building blocks (3 fatty acids + glycerol per fat molecule). We saw how PHOSPHOlipids are the major component of cell membranes; the phospholipid molecule naturally keeps water/solutions on the inside and outside of the cell because fats/lipids do NOT dissolve in water; instead, they form a separate layer/barrier/MEMBRANE.
We then discussed the most important and versatile class of molecules: PROTEINS.
Proteins are assembled via the (dehydration) synthesis of many amino acids that get bonded together (peptide bonds); the term "polypeptide" is synonymous with protein.
Proteins can function as enzymes/catalysts that speed up biochemical reactions so that they occur quickly enough to keep an organism alive. Proteins function in recognition and transport of certain molecules; they are embedded throughout the phospholipid bilayer of the cell membrane.
Antibodies are proteins that bind to harmful invading organisms called pathogens by having the specific SHAPE to lock onto part of the pathogens' cell surface; antibodies can also bind to toxins.
We finished the microscope procedure and we'll finalize that writeup on Wednesday.
Bio 8- we reviewed the structure and functions of simple and complex carbohydrates. We then discussed the structure and function of fats/lipids and their building blocks (3 fatty acids + glycerol per fat molecule). We saw how PHOSPHOlipids are the major component of cell membranes; the phospholipid molecule naturally keeps water/solutions on the inside and outside of the cell because fats/lipids do NOT dissolve in water; instead, they form a separate layer/barrier/MEMBRANE.
# posted by C @ 10:29 AM
Friday, September 19, 2008
Fri-Day 2
AP Chem- we took Planck's relationship between the wavelength of electromagnetic radiation and its energy per photon and related that to the light emission spectrum for hydrogen.
Bohr developed his model of the atom based on this experimental evidence that proved that electrons could only have certain specific quantities of energy (their "energy levels"). When an electron either absorbs/gains or emits/loses energy, the energy absorbed or emitted MUST BE exactly equal to the energy difference between the "energy levels" through which the electron underwent a TRANSITION. So electrons in hydrogen atoms can only absorb or emit specific energy photons, which is why the emission spectra is not a continuous rainbow of every possible energy photon.
The bright lines seen on an emission spectrum MUST be the result of specific energy photons that were emitted due to the electrons in the atoms losing energy as they underwent transitions between two specific energy levels. The larger the energy level transition, the larger the energy of photon emitted.
Bohr, using certain physical laws/equations, developed an equation to predict the exact energy levels that exist/are allowed in a hydrogen atom. We used this equation to calculate some possible energy level differences (e.g. n = 6 to n = 3 electron transition) so that we could predict what energy/"color" photons could be emitted and seen on the emission spectrum film.
Practice these problems over the weekend; there are plenty of extra help files, tutorials, and sample problems on Blackboard. Do the ones that we have covered in class and come to me with questions, if any, at extra help on Monday morning.
Bio 6- we went over test-taking skills that can be applied to all subject tests and then we discussed specific skills that can improve your written expression and biology knowledge. Practice these test-taking skills on each of your tests and you will guarantee that you score higher than you otherwise would.
Here is a link to a website that shows dehydration synthesis of a disaccharide from two monosaccharides:
dehydration synthesis
and here is a site that shows hydrolysis of a disaccharide into two monosaccharides:
hydrolysis
This weekend, answer any objective questions that we have covered in the notes so far.
Bio 7/8-we went over test-taking skills that can be applied to all subject tests and then we discussed specific skills that can improve your written expression and biology knowledge. Practice these test-taking skills on each of your tests and you will guarantee that you score higher than you otherwise would.
We discussed hydrolysis and dehydration synthesis; we then discussed the structure and functions of fats/lipids.
Here is a link to a website that shows dehydration synthesis of a disaccharide from two monosaccharides:
dehydration synthesis
and here is a site that shows hydrolysis of a disaccharide into two monosaccharides:
hydrolysis
This weekend, answer any objective questions that we have covered in the notes so far.
Bohr developed his model of the atom based on this experimental evidence that proved that electrons could only have certain specific quantities of energy (their "energy levels"). When an electron either absorbs/gains or emits/loses energy, the energy absorbed or emitted MUST BE exactly equal to the energy difference between the "energy levels" through which the electron underwent a TRANSITION. So electrons in hydrogen atoms can only absorb or emit specific energy photons, which is why the emission spectra is not a continuous rainbow of every possible energy photon.
The bright lines seen on an emission spectrum MUST be the result of specific energy photons that were emitted due to the electrons in the atoms losing energy as they underwent transitions between two specific energy levels. The larger the energy level transition, the larger the energy of photon emitted.
Bohr, using certain physical laws/equations, developed an equation to predict the exact energy levels that exist/are allowed in a hydrogen atom. We used this equation to calculate some possible energy level differences (e.g. n = 6 to n = 3 electron transition) so that we could predict what energy/"color" photons could be emitted and seen on the emission spectrum film.
Practice these problems over the weekend; there are plenty of extra help files, tutorials, and sample problems on Blackboard. Do the ones that we have covered in class and come to me with questions, if any, at extra help on Monday morning.
Bio 6- we went over test-taking skills that can be applied to all subject tests and then we discussed specific skills that can improve your written expression and biology knowledge. Practice these test-taking skills on each of your tests and you will guarantee that you score higher than you otherwise would.
Here is a link to a website that shows dehydration synthesis of a disaccharide from two monosaccharides:
dehydration synthesis
and here is a site that shows hydrolysis of a disaccharide into two monosaccharides:
hydrolysis
This weekend, answer any objective questions that we have covered in the notes so far.
Bio 7/8-we went over test-taking skills that can be applied to all subject tests and then we discussed specific skills that can improve your written expression and biology knowledge. Practice these test-taking skills on each of your tests and you will guarantee that you score higher than you otherwise would.
We discussed hydrolysis and dehydration synthesis; we then discussed the structure and functions of fats/lipids.
Here is a link to a website that shows dehydration synthesis of a disaccharide from two monosaccharides:
dehydration synthesis
and here is a site that shows hydrolysis of a disaccharide into two monosaccharides:
hydrolysis
This weekend, answer any objective questions that we have covered in the notes so far.
# posted by C @ 10:35 AM
Thursday, September 18, 2008
Thurs-Day 1
AP Chem- we reviewed acid naming and then we got to the second part of our unit: the Quantum Atom.
In order to understand the current Quantum Atomic Model, you must first understand the wave and particle nature of light. Light is both an electromagnetic wave AND tiny packets of energy called quanta or photons.
We saw the relationship between the wavelength and frequency of a wave and we derived the formula for the speed of a wave. We saw that, for electromagnetic radiation, the speed of these waves is c = 3.00 x 10^8 meters per second in a vacuum (and about that speed in air).
We then discussed Planck's insight that light/energy must be "quantized" i.e. it comes in little packets of energy. Planck discovered that the energy of a single quantum/photon was proportional to the frequency of the lightwave. He experimentally determined that E = hf.
Einstein used Planck's finding to explain the "photoelectric effect", for which he won the Nobel Prize. Check out the animation on Blackboard!
I posted some tutorials on Atomic Theory that take you step by step through this unit. There is also a file with each type of problem that you'll solve in this unit so that you can use the answers as a template. There is also an animation of the Bohr explanation of emission spectra that you can preview for tomorrow's class.
Bio 6/7- we reviewed the criterion for classifying a compound as organic (MUST have C and H) or inorganic (ALL other cases). We then looked at the structures of simple and complex carbohydrates and showed that one can form a complex carbohydrate from simple sugars via the process of "dehydration synthesis". We then showed that the reverse process, "hydrolysis" causes complex carbohydrates to be broken into simple carbohydrates when the complex carbs react with water.
We learned the functions of carbohydrates (mainly for energy; plants and bacteria make cell walls out of cellulose) and lipids (long term energy storage of a very energy-rich molecule; fat is 9 Calories per gram).
We then finished up our microscope lab procedure; we'll finish that writeup next double period.
Bio 8- we reviewed the criterion for classifying a compound as organic (MUST have C and H) or inorganic (ALL other cases). We then looked at the structures of simple and complex carbohydrates and showed that one can form a complex carbohydrate from simple sugars via the process of "dehydration synthesis". We then showed that the reverse process, "hydrolysis" causes complex carbohydrates to be broken into simple carbohydrates when the complex carbs react with water.
In order to understand the current Quantum Atomic Model, you must first understand the wave and particle nature of light. Light is both an electromagnetic wave AND tiny packets of energy called quanta or photons.
We saw the relationship between the wavelength and frequency of a wave and we derived the formula for the speed of a wave. We saw that, for electromagnetic radiation, the speed of these waves is c = 3.00 x 10^8 meters per second in a vacuum (and about that speed in air).
We then discussed Planck's insight that light/energy must be "quantized" i.e. it comes in little packets of energy. Planck discovered that the energy of a single quantum/photon was proportional to the frequency of the lightwave. He experimentally determined that E = hf.
Einstein used Planck's finding to explain the "photoelectric effect", for which he won the Nobel Prize. Check out the animation on Blackboard!
I posted some tutorials on Atomic Theory that take you step by step through this unit. There is also a file with each type of problem that you'll solve in this unit so that you can use the answers as a template. There is also an animation of the Bohr explanation of emission spectra that you can preview for tomorrow's class.
Bio 6/7- we reviewed the criterion for classifying a compound as organic (MUST have C and H) or inorganic (ALL other cases). We then looked at the structures of simple and complex carbohydrates and showed that one can form a complex carbohydrate from simple sugars via the process of "dehydration synthesis". We then showed that the reverse process, "hydrolysis" causes complex carbohydrates to be broken into simple carbohydrates when the complex carbs react with water.
We learned the functions of carbohydrates (mainly for energy; plants and bacteria make cell walls out of cellulose) and lipids (long term energy storage of a very energy-rich molecule; fat is 9 Calories per gram).
We then finished up our microscope lab procedure; we'll finish that writeup next double period.
Bio 8- we reviewed the criterion for classifying a compound as organic (MUST have C and H) or inorganic (ALL other cases). We then looked at the structures of simple and complex carbohydrates and showed that one can form a complex carbohydrate from simple sugars via the process of "dehydration synthesis". We then showed that the reverse process, "hydrolysis" causes complex carbohydrates to be broken into simple carbohydrates when the complex carbs react with water.
# posted by C @ 11:44 AM
Wednesday, September 17, 2008
Wednes-Day 2
AP Chem- we continued formula writing and compound naming review, which we must finish quickly tomorrow. We will now cover the Bohr and Quantum Mechanical models of the atom; you can preview the material by perusing Chapter 7 of the textbook.
Bio 6- we continued our discussion and illustration of atoms and then the bonding of atoms to form more stable molecules. We then discussed some of the major biological organic molecules:
carbohydrates, proteins, lipids, and nucleic acids.
I will return any remaining tests and hw objectives and we will briefly go over test-taking flaws.
Bio 7/8 -we continued our discussion and illustration of atoms and then the bonding of atoms to form more stable molecules. We then discussed some of the major biological organic molecules:
carbohydrates, proteins, lipids, and nucleic acids. We talked about the building-block molecules for each of these major types of macromolecules. We discussed the major INorganic substances such as water and carbon dioxide. We also discussed salts/ions (which are NOT molecules).
We finished up our microscope labwork.
I will return any remaining tests and hw objectives and we will briefly go over test-taking flaws.
Bio 6- we continued our discussion and illustration of atoms and then the bonding of atoms to form more stable molecules. We then discussed some of the major biological organic molecules:
carbohydrates, proteins, lipids, and nucleic acids.
I will return any remaining tests and hw objectives and we will briefly go over test-taking flaws.
Bio 7/8 -we continued our discussion and illustration of atoms and then the bonding of atoms to form more stable molecules. We then discussed some of the major biological organic molecules:
carbohydrates, proteins, lipids, and nucleic acids. We talked about the building-block molecules for each of these major types of macromolecules. We discussed the major INorganic substances such as water and carbon dioxide. We also discussed salts/ions (which are NOT molecules).
We finished up our microscope labwork.
I will return any remaining tests and hw objectives and we will briefly go over test-taking flaws.
# posted by C @ 3:13 PM
Tuesday, September 16, 2008
Tues-Day 1
AP Chem- we reviewed atomic notation of isotopes of atoms and ions; we then reviewed the basic layout of the periodic table and how that helps us predict the valence and stable ions formed from the various elements on the periodic table. We then reviewed the names to formulas (and formulas to names) for binary (two element) salts of representative metals and then of transition metals.
Since we didn't finish reviewing the naming rules, I will return your hw papers tomorrow for further correction (if needed) and discussion; I just needed to check how you all are doing with this review material from first year chem.
Bio 6/7- we looked at the basics of chemistry: the particles that comprise an atom, their locations and properties, what a covalent bond is, and how molecules form via covalently bonded atoms. We will continue this discussion tomorrow with more illustrations.
I do have the lab safety contracts of those who previously handed them in to me.
We will finish our microscope lab discussion on Thursday so that we can begin to compile our labs in their folders.
Bio 8-we looked at the basics of chemistry: the particles that comprise an atom, their locations and properties, what a covalent bond is, and how molecules form via covalently bonded atoms. We will continue this discussion tomorrow with more illustrations.
Since we didn't finish reviewing the naming rules, I will return your hw papers tomorrow for further correction (if needed) and discussion; I just needed to check how you all are doing with this review material from first year chem.
Bio 6/7- we looked at the basics of chemistry: the particles that comprise an atom, their locations and properties, what a covalent bond is, and how molecules form via covalently bonded atoms. We will continue this discussion tomorrow with more illustrations.
I do have the lab safety contracts of those who previously handed them in to me.
We will finish our microscope lab discussion on Thursday so that we can begin to compile our labs in their folders.
Bio 8-we looked at the basics of chemistry: the particles that comprise an atom, their locations and properties, what a covalent bond is, and how molecules form via covalently bonded atoms. We will continue this discussion tomorrow with more illustrations.
# posted by C @ 3:20 PM
Monday, September 15, 2008
Mon-Day 2
AP Chem- we further discussed and applied Avogadro's law; we saw how his insight of, given constant T and P, that equal volumes implies an equal number of gas particles. We used this to solve stoichiometry of a gaseous reaction and also to see the relative masses of elements in similar/diatomic molecules.
We then discussed atomic structure according to the modern quantum mechanical model. We looked at the notation of elements that gives information about the number of protons, neutrons, and electrons in an atom or ion.
Chapter 2 HW is due tomorrow. Do your HW in pencil so that you can write your corrections in pen in class tomorrow. We will not have time to dedicate both periods to the hw questions so make the effort to prioritize your questions. Since this is still review material, you should already be able to figure out most of the answers. If you cannot, you should be at extra help twice per week.
Bio 6- we took our first unit exam today on the Life Processes, the Scientific Method, and the Tools of a Biologist. I hope that you saw that each question was covered in our notes and objectives. Bring in your lab folders tomorrow and make sure that your lab safety contracts are signed.
Bio 7/8- we took our first unit exam today on the Life Processes, the Scientific Method, and the Tools of a Biologist. I hope that you saw that each question was covered in our notes and objectives. We began to organize our lab folders and we will continue our microscope lab discussion on Wednesday.
We then discussed atomic structure according to the modern quantum mechanical model. We looked at the notation of elements that gives information about the number of protons, neutrons, and electrons in an atom or ion.
Chapter 2 HW is due tomorrow. Do your HW in pencil so that you can write your corrections in pen in class tomorrow. We will not have time to dedicate both periods to the hw questions so make the effort to prioritize your questions. Since this is still review material, you should already be able to figure out most of the answers. If you cannot, you should be at extra help twice per week.
Bio 6- we took our first unit exam today on the Life Processes, the Scientific Method, and the Tools of a Biologist. I hope that you saw that each question was covered in our notes and objectives. Bring in your lab folders tomorrow and make sure that your lab safety contracts are signed.
Bio 7/8- we took our first unit exam today on the Life Processes, the Scientific Method, and the Tools of a Biologist. I hope that you saw that each question was covered in our notes and objectives. We began to organize our lab folders and we will continue our microscope lab discussion on Wednesday.
# posted by C @ 1:07 PM
Friday, September 12, 2008
Fri-Day 1
AP Chem- Good news! Blackboard is now available for our course. I will catch up on posting previous class notes as well as putting up extra solved problems, worksheets, links, powerpoints, and videos! Check your Blackboard account and you should see the AP Chemistry course listed.
I will post most of the files in the "Course Documents" section.
We did a few more Law of Multiple Proportion problems. Some of you had questions about what the mathematical ratios of the element masses meant. Going back to our first example involving the two "oxides of carbon", which are really CO and CO2, when you put the mass ratio of O to C in CO2 OVER the ratio of O to C in CO, you are really calculating the relative masses from OXYGEN (because O is in BOTH numerators) in the two compounds for a given mass of C. Thus, the answer is 2 to 1 as you can see if you took one mole of CO2 and one mole of CO, you'd get 12 g of C from each compound BUT you'd get 32 g of O from CO2 and 16 g of O from CO, which is a 2 to 1 ratio. You'd get the same answer no matter what size samples of CO2 and CO that you used, as we demonstrated by example in class.
If you flipped the ratio to C to O for both compounds, with CO2 in the numerator and CO in the denominator, you'd get an answer of 0.5 or 1 to 2 because, for a given mass of oxygen in both compounds, there is only half as much carbon in CO2 as there is in CO. For proof, just take one mole of CO2 and TWO moles of CO (so that you can get the SAME 32 g of O extracted from each sample): decompose the samples and you get 12 g of carbon and 32 g of oxygen from the one mole of CO2; you get 24 g of carbon from the 32 g of oxygen in CO. So you get 12 g of C from CO2 to 24 g of C from CO, which is in a 1 to 2 ratio.
Either way, it shows that atoms combine in simple whole number ratios and that several compounds of the same elements will always have INTEGER/whole number mass ratios of their respective elements.
We also discussed Avogadro's famous insight that equal volumes of any gases must contain the same number of molecules. This law, when combined with the law of multiple proportions can be used to deduce the molecular formula of some compounds. Avogadro's law also can help us determine the stoichiometry of a gaseous chemical reaction.
We worked a little with glass tubing today to see how certain parts of glassware can be made by softening/melting and molding glass.
Bio 6/7- CHECK OUT Blackboard this weekend; I'll put up your HW answers as well as other extra help files. I will have extra help in Room 308 on MONDAY morning (8AM) so come prepared with any questions that gave you trouble.
we discussed some of the tools of the biologist including the RULES for making and recording measurements. The UNIT of measurement and the final "guessed" digit tells other scientist the precision and relative cost and type of instrument used in making the measurement. Remember, even if your measurement seems "exact", it is NOT; you must ALWAYS guess (even if that guess is a 0) to ONE more decimal place than the lowest decimal place that is PHYSICALLY drawn, etched, or somehow marked on the measuring device (unless the device has a digital display).
We also saw how to phrase the RELATIONSHIP between two variables, how to properly stain a microscope specimen on a slide; we also practiced a variety of ways to state the same hypothesis.
We then observed a stained amoeba specimen and practiced our microscopy.
Bio 8- CHECK OUT Blackboard this weekend; I'll put up your HW answers as well as other extra help files. I will have extra help in Room 308 on MONDAY morning (8AM) so come prepared with any questions that gave you trouble.
we discussed some of the tools of the biologist including the RULES for making and recording measurements. The UNIT of measurement and the final "guessed" digit tells other scientist the precision and relative cost and type of instrument used in making the measurement. Remember, even if your measurement seems "exact", it is NOT; you must ALWAYS guess (even if that guess is a 0) to ONE more decimal place than the lowest decimal place that is PHYSICALLY drawn, etched, or somehow marked on the measuring device (unless the device has a digital display).
We also saw how to phrase the RELATIONSHIP between two variables, how to properly stain a microscope specimen on a slide; we also practiced a variety of ways to state the same hypothesis.
I will post most of the files in the "Course Documents" section.
We did a few more Law of Multiple Proportion problems. Some of you had questions about what the mathematical ratios of the element masses meant. Going back to our first example involving the two "oxides of carbon", which are really CO and CO2, when you put the mass ratio of O to C in CO2 OVER the ratio of O to C in CO, you are really calculating the relative masses from OXYGEN (because O is in BOTH numerators) in the two compounds for a given mass of C. Thus, the answer is 2 to 1 as you can see if you took one mole of CO2 and one mole of CO, you'd get 12 g of C from each compound BUT you'd get 32 g of O from CO2 and 16 g of O from CO, which is a 2 to 1 ratio. You'd get the same answer no matter what size samples of CO2 and CO that you used, as we demonstrated by example in class.
If you flipped the ratio to C to O for both compounds, with CO2 in the numerator and CO in the denominator, you'd get an answer of 0.5 or 1 to 2 because, for a given mass of oxygen in both compounds, there is only half as much carbon in CO2 as there is in CO. For proof, just take one mole of CO2 and TWO moles of CO (so that you can get the SAME 32 g of O extracted from each sample): decompose the samples and you get 12 g of carbon and 32 g of oxygen from the one mole of CO2; you get 24 g of carbon from the 32 g of oxygen in CO. So you get 12 g of C from CO2 to 24 g of C from CO, which is in a 1 to 2 ratio.
Either way, it shows that atoms combine in simple whole number ratios and that several compounds of the same elements will always have INTEGER/whole number mass ratios of their respective elements.
We also discussed Avogadro's famous insight that equal volumes of any gases must contain the same number of molecules. This law, when combined with the law of multiple proportions can be used to deduce the molecular formula of some compounds. Avogadro's law also can help us determine the stoichiometry of a gaseous chemical reaction.
We worked a little with glass tubing today to see how certain parts of glassware can be made by softening/melting and molding glass.
Bio 6/7- CHECK OUT Blackboard this weekend; I'll put up your HW answers as well as other extra help files. I will have extra help in Room 308 on MONDAY morning (8AM) so come prepared with any questions that gave you trouble.
we discussed some of the tools of the biologist including the RULES for making and recording measurements. The UNIT of measurement and the final "guessed" digit tells other scientist the precision and relative cost and type of instrument used in making the measurement. Remember, even if your measurement seems "exact", it is NOT; you must ALWAYS guess (even if that guess is a 0) to ONE more decimal place than the lowest decimal place that is PHYSICALLY drawn, etched, or somehow marked on the measuring device (unless the device has a digital display).
We also saw how to phrase the RELATIONSHIP between two variables, how to properly stain a microscope specimen on a slide; we also practiced a variety of ways to state the same hypothesis.
We then observed a stained amoeba specimen and practiced our microscopy.
Bio 8- CHECK OUT Blackboard this weekend; I'll put up your HW answers as well as other extra help files. I will have extra help in Room 308 on MONDAY morning (8AM) so come prepared with any questions that gave you trouble.
we discussed some of the tools of the biologist including the RULES for making and recording measurements. The UNIT of measurement and the final "guessed" digit tells other scientist the precision and relative cost and type of instrument used in making the measurement. Remember, even if your measurement seems "exact", it is NOT; you must ALWAYS guess (even if that guess is a 0) to ONE more decimal place than the lowest decimal place that is PHYSICALLY drawn, etched, or somehow marked on the measuring device (unless the device has a digital display).
We also saw how to phrase the RELATIONSHIP between two variables, how to properly stain a microscope specimen on a slide; we also practiced a variety of ways to state the same hypothesis.
# posted by C @ 1:41 PM
Thursday, September 11, 2008
Thurs-Day 2
AP Chem- we discussed two of the laws that helped to greatly develop the scientific/experimentally supported model of the atom: the law of constant composition and the law of multiple proportions. These laws tell us that each compound has an unchanging and permanent ratio of atoms or ions that comprise the compound. They also tell us that atoms are indivisible and combine in whole number ratios.
As a lab prep, read the Glassware handout that you got today.
Bio 6- we discussed the part of the compound light microscope that can be used to make length measurements. The field of view length is the diameter of the circle that you are viewing when you look through a microscope at a certain magnification. The greater the magnification, the lower the field of view diameter.
Your test objectives hw is due at the beginning of class tomorrow.
The two objectives that you don't have to answer (we'll go over them tomorrow) are (1) the definition of random error and (2) the orientation of an object on a microscope slide as compared to its image when seen with a compound microscope.
Bio 7/8- we performed most of the "Using the Microscope" lab.
we discussed the part of the compound light microscope that can be used to make length measurements. The field of view length is the diameter of the circle that you are viewing when you look through a microscope at a certain magnification. The greater the magnification, the lower the field of view diameter.
Your test objectives hw is due at the beginning of class tomorrow. The two objectives that you don't have to answer (we'll go over them tomorrow) are (1) the definition of random error and (2) the orientation of an object on a microscope slide as compared to its image when seen with a compound microscope.
As a lab prep, read the Glassware handout that you got today.
Bio 6- we discussed the part of the compound light microscope that can be used to make length measurements. The field of view length is the diameter of the circle that you are viewing when you look through a microscope at a certain magnification. The greater the magnification, the lower the field of view diameter.
Your test objectives hw is due at the beginning of class tomorrow.
The two objectives that you don't have to answer (we'll go over them tomorrow) are (1) the definition of random error and (2) the orientation of an object on a microscope slide as compared to its image when seen with a compound microscope.
Bio 7/8- we performed most of the "Using the Microscope" lab.
we discussed the part of the compound light microscope that can be used to make length measurements. The field of view length is the diameter of the circle that you are viewing when you look through a microscope at a certain magnification. The greater the magnification, the lower the field of view diameter.
Your test objectives hw is due at the beginning of class tomorrow. The two objectives that you don't have to answer (we'll go over them tomorrow) are (1) the definition of random error and (2) the orientation of an object on a microscope slide as compared to its image when seen with a compound microscope.
# posted by C @ 11:25 AM
Wednesday, September 10, 2008
Wednes-Day 1
AP Chemistry: we had our Unit 1 exam. Tomorrow, we begin our new unit on Atoms, Molecules, Ions (Chapter 2), the Periodic Table, and Atomic Theory (Chapter 7). Most of this material (Chapter 2) will be review/refresher material but will be discussed and tested at a higher/deeper level.
Bio 6/7- we discussed proper graphing technique, keeping in mind the number one RULE: each box must represent the SAME increment/quantity! The one possible exception to that rule occurs when the first box is used to go from zero to the some value that is near the first data value; since that quantity won't match subsequent incremental quantities, a "squiggly line" is necessary between the origin and the end of the first box.
We also went over the "Scientific Method" worksheet.
We then introduced the Microscope Lab; I will give you the formal lab handout for that, tomorrow.
HERE ARE THE ANSWERS to today's graphing problems so that you can check your work and answers. Here's the answer to the harder graphing problem that we started. If you made any mistakes that you do not understand, ask me about them tomorrow.
Also, here are the answers to the "Scientific Method" worksheet that we did in class.
Bio 8- we discussed proper graphing technique, keeping in mind the number one RULE: each box must represent the SAME increment/quantity! The one possible exception to that rule occurs when the first box is used to go from zero to the some value that is near the first data value; since that quantity won't match subsequent incremental quantities, a "squiggly line" is necessary between the origin and the end of the first box.
HERE ARE THE ANSWERS to today's graphing problems so that you can check your work and answers. Here's the answer to the harder graphing problem that we started. If you made any mistakes that you do not understand, ask me about them tomorrow.
Also, here are the answers to the "Scientific Method" worksheet that we did in class.
Bio 6/7- we discussed proper graphing technique, keeping in mind the number one RULE: each box must represent the SAME increment/quantity! The one possible exception to that rule occurs when the first box is used to go from zero to the some value that is near the first data value; since that quantity won't match subsequent incremental quantities, a "squiggly line" is necessary between the origin and the end of the first box.
We also went over the "Scientific Method" worksheet.
We then introduced the Microscope Lab; I will give you the formal lab handout for that, tomorrow.
HERE ARE THE ANSWERS to today's graphing problems so that you can check your work and answers. Here's the answer to the harder graphing problem that we started. If you made any mistakes that you do not understand, ask me about them tomorrow.
Also, here are the answers to the "Scientific Method" worksheet that we did in class.
Bio 8- we discussed proper graphing technique, keeping in mind the number one RULE: each box must represent the SAME increment/quantity! The one possible exception to that rule occurs when the first box is used to go from zero to the some value that is near the first data value; since that quantity won't match subsequent incremental quantities, a "squiggly line" is necessary between the origin and the end of the first box.
HERE ARE THE ANSWERS to today's graphing problems so that you can check your work and answers. Here's the answer to the harder graphing problem that we started. If you made any mistakes that you do not understand, ask me about them tomorrow.
Also, here are the answers to the "Scientific Method" worksheet that we did in class.
# posted by C @ 12:34 PM
Tuesday, September 9, 2008
Tues-Day 2
AP Chem- tomorrow we will have our first unit exam, which is based on the summer assignment/Chapter 1, the solubility rules, and the list of polyatomic ions.
We discussed some more means of physically separating mixtures: (re)crystallization is the process by which solutes of different solubilities in a given solvent at a given temperature are separated. The solution is first heated so that all solutes are dissolved. Then, as the solution cools, the solute(s) that are least soluble begin to precipitate out; these solutes are subsequently filtered out via filtration.
We then discussed the basis of the solubility rules: the ionic compounds composed of ions with the greatest charge density have the strongest ionic bonds and are thus the least soluble.
We then went through the always soluble to the never soluble compounds, how to write their formulas, and how to spell their names.
We also discussed the difference between accuracy (= TRUTH or TRUE VALUE) and precision ( = number of decimal places in a measurement or repeatability of a measurement to a particular decimal place).
Bio 6- we finished our experimental design activity; there was a lot to consider in this experiment so make sure that you review each question that we considered because you WILL be applying this general process to MANY different scientific questions throughout the year.
I handed out this unit's objectives/review questions hw; that is due in class on Friday and will be worth 25 points!
We began to discuss graphing, which we will finish tomorrow.
Bio 7/8- we finished our experimental design activity; there was a lot to consider in this experiment so make sure that you review each question that we considered because you WILL be applying this general process to MANY different scientific questions throughout the year.
I handed out this unit's objectives/review questions hw; that is due in class on Friday and will be worth 25 points!
We began to discuss graphing, which we will finish tomorrow.
We discussed some more means of physically separating mixtures: (re)crystallization is the process by which solutes of different solubilities in a given solvent at a given temperature are separated. The solution is first heated so that all solutes are dissolved. Then, as the solution cools, the solute(s) that are least soluble begin to precipitate out; these solutes are subsequently filtered out via filtration.
We then discussed the basis of the solubility rules: the ionic compounds composed of ions with the greatest charge density have the strongest ionic bonds and are thus the least soluble.
We then went through the always soluble to the never soluble compounds, how to write their formulas, and how to spell their names.
We also discussed the difference between accuracy (= TRUTH or TRUE VALUE) and precision ( = number of decimal places in a measurement or repeatability of a measurement to a particular decimal place).
Bio 6- we finished our experimental design activity; there was a lot to consider in this experiment so make sure that you review each question that we considered because you WILL be applying this general process to MANY different scientific questions throughout the year.
I handed out this unit's objectives/review questions hw; that is due in class on Friday and will be worth 25 points!
We began to discuss graphing, which we will finish tomorrow.
Bio 7/8- we finished our experimental design activity; there was a lot to consider in this experiment so make sure that you review each question that we considered because you WILL be applying this general process to MANY different scientific questions throughout the year.
I handed out this unit's objectives/review questions hw; that is due in class on Friday and will be worth 25 points!
We began to discuss graphing, which we will finish tomorrow.
# posted by C @ 8:04 PM
Monday, September 8, 2008
Mon-Day 1
AP Chem- we still have to wait another day to get our Blackboard class available online so I'll just link the requisite files on this blog for now.
Today, we had a brief quiz on lab safety and techniques that was taken verbatim from the notes. Future tests and quizzes will involve applied knowledge, which is several degrees of difficulty higher than just repeating factual information.
We then completed our classification of matter chart, giving examples and sometimes Dalton models of various substances.
We started to discuss separation techniques that can be used to isolate substances that are just physically mixed but NOT chemically bonded/combined.
Here is a link to the Summer Assignment HW answers. Note that some answers are written directly next to the question but other answers are written on separate paper due to space requirements.
For more practice, here is a link to yet another study guide! (labeled "Csg1.pdf"). This one has more solved sample problems and a practice test with answers.
Bio 6/7- For HW, I'll give you the list of objectives tomorrow. I'll collect your work on those objectives this Friday and your test on those Unit 1 objectives will be on Monday, September 15. In the meantime, you can get reinforcement on the material that we've been covering by reading, over the course of this week, Chapter 1 of your textbook, pages 2 through 31.
We discussed the difference between a scientific HYPOTHESIS, a scientific THEORY, and a scientific LAW. VERY FEW people know what these terms really mean. Now you know the difference between a hypothesis and a theory and the difference between a theory and a law; good for you. Share your knowledge!
We applied the scientific method to a drug testing simulation. Tomorrow, we will quickly summarize the remaining questions and show the flaws that could have easily occurred if the scientific method were not followed.
Bio 8 - For HW, I'll give you the list of objectives tomorrow. I'll collect your work on those objectives this Friday and your test on those Unit 1 objectives will be on Monday, September 15. In the meantime, you can get reinforcement on the material that we've been covering by reading, over the course of this week, Chapter 1 of your textbook, pages 2 through 31.
We discussed the difference between a scientific HYPOTHESIS, a scientific THEORY, and a scientific LAW. VERY FEW people know what these terms really mean. Now you know the difference between a hypothesis and a theory and the difference between a theory and a law; good for you. Share your knowledge!
We then did a worksheet on the scientific method in order to give you some practice with various ways of stating a hypothesis, a conclusion, a testable problem, or an experimental procedure.
Today, we had a brief quiz on lab safety and techniques that was taken verbatim from the notes. Future tests and quizzes will involve applied knowledge, which is several degrees of difficulty higher than just repeating factual information.
We then completed our classification of matter chart, giving examples and sometimes Dalton models of various substances.
We started to discuss separation techniques that can be used to isolate substances that are just physically mixed but NOT chemically bonded/combined.
Here is a link to the Summer Assignment HW answers. Note that some answers are written directly next to the question but other answers are written on separate paper due to space requirements.
For more practice, here is a link to yet another study guide! (labeled "Csg1.pdf"). This one has more solved sample problems and a practice test with answers.
Bio 6/7- For HW, I'll give you the list of objectives tomorrow. I'll collect your work on those objectives this Friday and your test on those Unit 1 objectives will be on Monday, September 15. In the meantime, you can get reinforcement on the material that we've been covering by reading, over the course of this week, Chapter 1 of your textbook, pages 2 through 31.
We discussed the difference between a scientific HYPOTHESIS, a scientific THEORY, and a scientific LAW. VERY FEW people know what these terms really mean. Now you know the difference between a hypothesis and a theory and the difference between a theory and a law; good for you. Share your knowledge!
We applied the scientific method to a drug testing simulation. Tomorrow, we will quickly summarize the remaining questions and show the flaws that could have easily occurred if the scientific method were not followed.
Bio 8 - For HW, I'll give you the list of objectives tomorrow. I'll collect your work on those objectives this Friday and your test on those Unit 1 objectives will be on Monday, September 15. In the meantime, you can get reinforcement on the material that we've been covering by reading, over the course of this week, Chapter 1 of your textbook, pages 2 through 31.
We discussed the difference between a scientific HYPOTHESIS, a scientific THEORY, and a scientific LAW. VERY FEW people know what these terms really mean. Now you know the difference between a hypothesis and a theory and the difference between a theory and a law; good for you. Share your knowledge!
We then did a worksheet on the scientific method in order to give you some practice with various ways of stating a hypothesis, a conclusion, a testable problem, or an experimental procedure.
# posted by C @ 1:25 PM
Saturday, September 6, 2008
Fri-Day 2
AP Chem- we discussed a few more lab techniques: when lighting a Bunsen burner with a striker, of course you must put the gas on first and immediately thereafter employ the striker above the burner fuel column; however, when using matches or a cigarette lighter, you must FIRST light the flame so that the invisible and combustible methane/oxygen mixture is not already concentrated above the burner fuel column. When dispensing solids from reagent jars, never stick a spatula into the (pure) reagent jar because contamination is possible.
We then did another unit conversion problem as applied to an electrolytic cell.
We began to elucidate the classification of all forms of matter and we will continue to do so after the lab quiz on Monday.
Monday's brief quiz will be 10 questions in 10 minutes; it will cover the lab-related information given in notes/lecture from this past week. So expect questions on Bunsen burner operation, acid-base spills, the substances and chemical equations involved therein. The quiz will NOT be on the summer assignment topics (sig figs, factor-label, etc.), which will be tested on Wednesday.
Bio 6- we discussed the Scientific Method, a logical and practically fool-proof way to determine cause and effect relationships (or lack thereof) in nature/physical reality. We learned how to formally state a hypothesis/prediction statement in "if-then" form. We discussed proper "experimental design" involving a control/comparison group and one or more experimental groups, making sure that ALL but one variables/factors in the experiment are kept the same among the groups. The ONE variable that is different among the groups is called the INDEPENDENT variable and this factor is the "if" or "cause" part of the hypothesis!
We talked about gathering and organizing data: the need for a large sample size, repeated trials, a sufficient length of time for the experiment.
Bio 7/8 - we discussed the Scientific Method, a logical and practically fool-proof way to determine cause and effect relationships (or lack thereof) in nature/physical reality. We learned how to formally state a hypothesis/prediction statement in "if-then" form. We discussed proper "experimental design" involving a control/comparison group and one or more experimental groups, making sure that ALL but one variables/factors in the experiment are kept the same among the groups. The ONE variable that is different among the groups is called the INDEPENDENT variable and this factor is the "if" or "cause" part of the hypothesis!
We talked about gathering and organizing data: the need for a large sample size, repeated trials, a sufficient length of time for the experiment.
We then applied our discussion to the lab activity, "Testing a New Drug". We will continue this activity on Monday.
We then did another unit conversion problem as applied to an electrolytic cell.
We began to elucidate the classification of all forms of matter and we will continue to do so after the lab quiz on Monday.
Monday's brief quiz will be 10 questions in 10 minutes; it will cover the lab-related information given in notes/lecture from this past week. So expect questions on Bunsen burner operation, acid-base spills, the substances and chemical equations involved therein. The quiz will NOT be on the summer assignment topics (sig figs, factor-label, etc.), which will be tested on Wednesday.
Bio 6- we discussed the Scientific Method, a logical and practically fool-proof way to determine cause and effect relationships (or lack thereof) in nature/physical reality. We learned how to formally state a hypothesis/prediction statement in "if-then" form. We discussed proper "experimental design" involving a control/comparison group and one or more experimental groups, making sure that ALL but one variables/factors in the experiment are kept the same among the groups. The ONE variable that is different among the groups is called the INDEPENDENT variable and this factor is the "if" or "cause" part of the hypothesis!
We talked about gathering and organizing data: the need for a large sample size, repeated trials, a sufficient length of time for the experiment.
Bio 7/8 - we discussed the Scientific Method, a logical and practically fool-proof way to determine cause and effect relationships (or lack thereof) in nature/physical reality. We learned how to formally state a hypothesis/prediction statement in "if-then" form. We discussed proper "experimental design" involving a control/comparison group and one or more experimental groups, making sure that ALL but one variables/factors in the experiment are kept the same among the groups. The ONE variable that is different among the groups is called the INDEPENDENT variable and this factor is the "if" or "cause" part of the hypothesis!
We talked about gathering and organizing data: the need for a large sample size, repeated trials, a sufficient length of time for the experiment.
We then applied our discussion to the lab activity, "Testing a New Drug". We will continue this activity on Monday.
# posted by C @ 1:58 PM
Thursday, September 4, 2008
Thurs-Day 1
AP Chem: we finished our discussion of acid/base safety by drawing out the net ionic equations that occur when an acid and base neutralize each other.
We then did a few problems involving unit conversion and sig figs.
Two VERY important problems arose:
one involving the squaring or cubing of a conversion factor and the other involving the conversion of the + or - uncertainty value.
Remember, when you have to square or cube a unit in order for the units to cancel, you must also square or cube, respectively, the value of the conversion factor fraction.
For example, 100 cm = 1m but 100 cm^3 does NOT equal 1 m^3 !
To do the conversion, you must cube each measurement:
(100 cm)^3 = (1m)^3 , when multiplied out shows that 1000000 cm^3 = 1 m^3.
In the case of converting the uncertainty or error built into any set of measurements,
you only need to multiply by the conversion factor WITHOUT adding or subtracting anything else; this is MUCH more easily seen by example as follows:
If you want to convert 42 C + or - 5 C to Fahrenheit, first take care of the measurement part.
That is [42 C x (9/5)] + 32 = 108 F
BUT THEN only multiply the + or - 5 part by the 9/5 conversion factor BECAUSE, for every 9 degrees F, the Celsius scale changes by 5 degrees.
so + or - 5 times 9/5 = 9 degrees F.
so the final answer is that 42 C + or - 5C is equal to 108 F + or - 9 F.
Also, as suggested in class, you can get the same answer by converting the higher and lower temperatures (with error added in) to Fahrenheit and then get the difference between the upper and lower values and then divide that difference by TWO.
e.g. 42 C + 5 C = 47 C ; [47 C x (9/5)] + 32 = 117 F
42 C - 5 C = 37 C ; [37 C x (9/5)] + 32 = 99 F
117 F - 99 F = 18 F ; 18F / 2 = 9 F , which is the same uncertainty as calculated above!
Bio 6/7- we finished our discussion on the characteristics that are common to all organisms/living things. We then focused on the 9 specific life functions that keep organisms alive: nutrition, excretion, synthesis and assimilation, transport, growth, respiration, regulation, reproduction, and immunity. All of these life processes are part of an organism's metabolism.
We then tried a group activity that will give us practice with the greatest method ever devised to show whether an explanation or claim should be supported or rejected. This method is the SCIENTIFIC METHOD.
Bio 8- We continued our discussion of the 9 specific life functions that keep organisms alive: nutrition, excretion, synthesis and assimilation, transport, growth, respiration, regulation, reproduction, and immunity. All of these life processes are part of an organism's metabolism.
We then did a few problems involving unit conversion and sig figs.
Two VERY important problems arose:
one involving the squaring or cubing of a conversion factor and the other involving the conversion of the + or - uncertainty value.
Remember, when you have to square or cube a unit in order for the units to cancel, you must also square or cube, respectively, the value of the conversion factor fraction.
For example, 100 cm = 1m but 100 cm^3 does NOT equal 1 m^3 !
To do the conversion, you must cube each measurement:
(100 cm)^3 = (1m)^3 , when multiplied out shows that 1000000 cm^3 = 1 m^3.
In the case of converting the uncertainty or error built into any set of measurements,
you only need to multiply by the conversion factor WITHOUT adding or subtracting anything else; this is MUCH more easily seen by example as follows:
If you want to convert 42 C + or - 5 C to Fahrenheit, first take care of the measurement part.
That is [42 C x (9/5)] + 32 = 108 F
BUT THEN only multiply the + or - 5 part by the 9/5 conversion factor BECAUSE, for every 9 degrees F, the Celsius scale changes by 5 degrees.
so + or - 5 times 9/5 = 9 degrees F.
so the final answer is that 42 C + or - 5C is equal to 108 F + or - 9 F.
Also, as suggested in class, you can get the same answer by converting the higher and lower temperatures (with error added in) to Fahrenheit and then get the difference between the upper and lower values and then divide that difference by TWO.
e.g. 42 C + 5 C = 47 C ; [47 C x (9/5)] + 32 = 117 F
42 C - 5 C = 37 C ; [37 C x (9/5)] + 32 = 99 F
117 F - 99 F = 18 F ; 18F / 2 = 9 F , which is the same uncertainty as calculated above!
Bio 6/7- we finished our discussion on the characteristics that are common to all organisms/living things. We then focused on the 9 specific life functions that keep organisms alive: nutrition, excretion, synthesis and assimilation, transport, growth, respiration, regulation, reproduction, and immunity. All of these life processes are part of an organism's metabolism.
We then tried a group activity that will give us practice with the greatest method ever devised to show whether an explanation or claim should be supported or rejected. This method is the SCIENTIFIC METHOD.
Bio 8- We continued our discussion of the 9 specific life functions that keep organisms alive: nutrition, excretion, synthesis and assimilation, transport, growth, respiration, regulation, reproduction, and immunity. All of these life processes are part of an organism's metabolism.
# posted by C @ 10:51 AM
Wednesday, September 3, 2008
Wednes-Day 2
AP Chem- we "dissected" the Bunsen burners and discussed the chemistry, stoichiometry, and thermochemistry involved with these laboratory energy suppliers. It is very practical to know how to make adjustments to Bunsen burners and to correct any problems that you may encounter with them.
We began our discussion of the chemistry of acid-base spills, which we will continue tomorrow.
Bio 6- we finished our course overview and then we formally introduced Biology by looking at the differences between non-living and living things/organisms.
We started to develop general criteria with which we can determine whether something is living or not.
Bio 7/8- we finished our course outline and then we discussed the course overview. We then formally introduced Biology by looking at the differences between non-living and living things/organisms.
We developed general criteria with which we can determine whether something is living or not.
We then started to define and give examples of each of the life functions/processes that are common to all organisms.
We began our discussion of the chemistry of acid-base spills, which we will continue tomorrow.
Bio 6- we finished our course overview and then we formally introduced Biology by looking at the differences between non-living and living things/organisms.
We started to develop general criteria with which we can determine whether something is living or not.
Bio 7/8- we finished our course outline and then we discussed the course overview. We then formally introduced Biology by looking at the differences between non-living and living things/organisms.
We developed general criteria with which we can determine whether something is living or not.
We then started to define and give examples of each of the life functions/processes that are common to all organisms.
# posted by C @ 1:21 PM
Tuesday, September 2, 2008
Happy New Year!
Welcome back, students! I hope that you all had a great, interesting, exciting, and restful summer. I couldn't get enough of the Olympics in all of its forms and I hope to see and nurture that pursuit of excellence in our class this year.
Here's what we did today:
AP Chemistry: we discussed the course outline and the class expectations; we got our texts and just began our demonstrations of lab safety. Reminder: Bring in the signed course requirements section, which signifies that your parent or guardian understands the course requirements.
Biology 6/7: we discussed the course outline and the class expectations; we got our texts and began an overview of the Living Environment curriculum. Reminder: Bring in the signed course requirements section, which signifies that your parent(s) or guardian(s) understands the course requirements.
Biology 8: we discussed the course outline, class expectations and then we got our texts.
Reminder: Bring in the signed course requirements section, which signifies that your parent(s) or guardian(s) understands the course requirements.
Biology 8: we discussed the course outline, class expectations and then we got our texts.
Reminder: Bring in the signed course requirements section, which signifies that your parent(s) or guardian(s) understands the course requirements.
# posted by C @ 11:19 AM
