SciHawks

AP Chem- focused on relative strengths of acids. You already know the six strong acids but why are these acids 100% ionized in aqueous solution?
TWO and only two factors:
1. bond polarity i.e. the more polar the H-X bond, the more that the H atom is practically almost an H+ ion ready to ionize. Bond polarity gets significantly greater as you consider X (of H-X) from left to right across a PERIOD (due to the increasing Zeff of the X bonded to the H).
2. bond strength (as determined by bond length) i.e. the stronger the attractions for the shared electrons in the bond, the more energy required for the H-X bond to be broken. Bond strength gets significantly weaker as you consider element X DOWN a group.
Reminder to attend extra help on Monday morning to ask questions about Wednesday's exam.
I didn't post hw problems for this unit so I am not going to do so now. I will post the questions and solutions to many acid-base hw questions so you can practice with them and then check your work instantly.
I will also post a couple of past AP questions for you to work on this weekend in order to help you continue to prepare for the AP exam.
Solutions will be posted on Monday.
After school on Monday, if you desire to take a timed/proctored practice acid-base equilibrium test, you may do so.

Bio 6- reviewed common diseases or the nervous system. We then did two worksheets on the brain and central nervous system.

Bio 7/8- we reviewed the locations of the central and peripheral nervous system and then discussed specific examples of actions or behaviors that are controlled by the somatic and autonomic nervous systems. We showed the opposite effects of a sympathetic autonomic response and a parasympathetic autonomic response.

We then looked at the structure of the brain and discussed the function of its three broad main parts: the cerebrum, the cerebellum, and the medulla oblongata.
We briefly discussed four disorders/diseases of the brain and/or nervous system.

We then collected data to test the following hypothesis: doing another activity simultaneously will decrease your reaction time in catching an object.

AP Chem- used quantitative Ka values to predict the favored side of a Bronsted acid-base reaction.
The side that has the higher value Ka acid (will also have the higher value Kb base) and will form more of the substances on the other side of the equation.
We then launched into weak acid equilibrium problems involving calculation of pH, Ka, or various species concentrations at equilibrium.
We discovered the NOTORIOUSLY important "approximation" method in which the amount of acid ionized is negligible RELATIVE TO the initial concentration of the acid whenever there is a large (about a thousand or five hundred times) difference between the Ka value and the initial acid concentration. Under these conditions, one may NEGLECT the amount of acid ionized and subtracted from the original acid concentration when doing the Ka value calculation.
This is GENERALLY a legitimate approximation and will get you the SAME two sig fig pH value as doing the "exact" calculator method whenever:
1. Ka is very small (about 10^-5 or smaller) and
2. the initial acid concentration is 0.10 M or higher (i.e. relatively concentrated acid).
Remember, as we saw on the graph, ONLY in very DILUTE solutions is the %ionization of the weak acid very significant, so, in concentrated solutions, a very low (less than 5%) percentage of the weak acid ionizes (i.e. a negligible amount).

We then saw the reason that ammonia and amines are Bronsted bases (the lone pair of electrons on the N). We did an equilibrium pH calculation of a given concentration aqueous solution of an amine by setting up an ICE table, as we did for the acid equilibrium problems.

Bio 6/7 - we reviewed the locations of the central and peripheral nervous system and then discussed specific examples of actions or behaviors that are controlled by the somatic and autonomic nervous systems. We showed the opposite effects of a sympathetic autonomic response and a parasympathetic autonomic response.

We then looked at the structure of the brain and discussed the function of its three broad main parts: the cerebrum, the cerebellum, and the medulla oblongata.
We then did a review worksheet for reinforcement.
We briefly discussed four disorders/diseases of the brain and/or nervous system.
We finished our "Making Connections" lab project.

Bio 8- we discussed the mechanism and did an example of a "reflex arc". We then discussed the structure and function of the parts of the central nervous system, starting with the brain.

AP Chem- we discussed the relative strengths of Bronsted conjugate acids and bases and used that information to predict whether products or reactants are favored in a given Bronsted acid-base reaction. Equilibrium always favors the consumption of the stronger acid by the stronger base to form MORE of the weaker acid and weaker base.
Tomorrow, we will do a few quantitative examples of equilibrium predictions by using given equilibrium constant values for the acids and bases, Ka and Kb, respectively.
We then did some Periodicity/Descriptive chem by looking at reactions of metallic oxides with water (form hydroxide basic solutions) and nonmetallic oxides with water (form acidic solutions).
We also noted that when pure alkalI or alkaline earth metals react with water, a redox reaction ensues resulting in the formation of a basic hydroxide solution AND hydrogen gas.
Today, I will post another released AP exam question and the previous question's solution on Blackboard.
This afternoon and tomorrow after school, I will hold a descriptive chem massive review.

Bio 6- Unit HW Objectives are now posted; hw is due next Tuesday.
We reviewed the mechanism of a "reflex arc" and then we discussed the structure and function of the parts of the central nervous system.
We then discussed the peripheral nervous system, which we analyze based on the voluntary/SOMATIC regulation part and the involuntary/AUTONOMIC part.

Bio 7/8- Unit HW Objectives are now posted; hw is due next Tuesday.
We discussed and described the structure and function of each part of a neuron. We also saw and discussed a complete reflex arc from stimulus (stimulation) of receptors in the sense organs to sensory neurons to interneurons to motor neurons to effectors (muscles or glands) which causes the response.
We finished up our State Lab, now we can move on to this unit's labs.

AP Chem- took the multiple choice part of the Gas-solid eq. exam. We continued our discussion of Bronsted acid base conjugate pairs, which we will come back to later.
We then went over the definition and derivation of the pH scale. The higher the hydronium ion concentration in any aqueous solution, the LOWER the pH (by definition due to the NEGATIVE log of the hydronium ion concentration).
We learned how to quickly estimate pH (and pOH) of a given solution given the hydronium or hydroxide ion concentration.
For example, since the pH of a 1.0 x 10^-5 molar solution of any strong acid is 5.0,
the pH of a 2.0 x 10^-5 molar solution of any strong acid must be just BELOW 5.0 (higher acid concentration, lower pH), so we estimate it to be about 4.3 or 4.4.
Notice that a solution that is TWICE as "acidic" does NOT have HALF the pH value because that is a logarithmic scale is not linearly proportional.

The descriptive chemistry review sessions will be held right after school on Wednesday and Thursday for one hour each. I will do multiple examples of each question type from formula writing through formula equation through net ionic equation through balancing.
I want and I hope that you want this significant part of the course to ultimately be quick, free, and easy points for you. Of course, a lot of practice goes into making that goal a reality.

Bio 6/7- we saw and discussed videos on the nervous system purpose, function, and subdivisions. We corrected my blunder regarding the direction of a nerve impulse (nobody's perfect, hmm?) by showing the logic of having many more neurotransmitter RECEPTORS along the high surface area DENDRITE (head) of the nerve cell and the neurotransmitter secreting vesicles at the terminal branch (tail) of the neuron.
We then discussed and described a complete reflex arc from stimulus (stimulation) of receptors in the sense organs to sensory neurons to interneurons to motor neurons to effectors (muscles or glands) which causes the response.

Bio 8-we saw and discussed videos on the nervous system purpose, function, and subdivisions. We corrected my blunder regarding the direction of a nerve impulse (nobody's perfect, hmm?) by showing the logic of having many more neurotransmitter RECEPTORS along the high surface area DENDRITE (head) of the nerve cell and the neurotransmitter secreting vesicles at the terminal branch (tail) of the neuron.

AP Chem- Starting tomorrow and running up to our AP exam review, I will be assigning one official, released AP question per night (and a few per weekend). Each question has a self-imposed 15 minute time limit because it is important for you to diagnose what topics/skills you do not remember quickly and relatively easily. I will post the answer on the subsequent night so be sure to check your work. When similar questions show up on quizzes and tests (AND on the AP exam!), your daily time put in to doing and checking these questions will pay off.
We have about 10 weeks to finish the course AND repeatedly take as many AP exams as possible so that we are prepared for a 5 on the 2009 AP Chem exam.
When you receive your solid-gas equilibrium exams, make sure that you seek extra help for ANY errors that you made because you will be making these same errors AND MORE in the next 3 exams. You cannot cram for equilibrium; you cannot just "read about" equilibrium. You must do MANY problems forward, reverse, and sideways; that experience is the only thing that will make these problems feasible for you; it is strongly advised that you solve the problems exactly as you see them in our notes and hw. Already those who are not following "our" method are making the typical common errors that "our" method avoids.
Of course, the same goes for Descriptive Chem. There are still those who have not yet committed to learning the 5 reaction types covered so far (and there are at least 3 more to come!). I will be hosting a TWO HOUR review of just that topic after school; the date will be determined by class majority availability. I intend to do TEN problems in a row of each type (the exact study technique that you all should have employed). You will then, completely on your own, do an eleventh problem of the same type and you will see magically how quickly and accurately you can spot and do these problems.

Competition News: Jericho HS is inviting six of our top AP Chem students to take the "Chemistry Olympiad" exam. The exam is a good test experience and even a prep for the AP exam so, if you are interested in taking the exam, let me know tomorrow (Tuesday).

Today, we began our Acids/Bases/Equilibrium unit by defining acids and focusing on Bronsted Acid-Base conjugate pairs. The stronger a given acid, the weaker its conjugate base and vice-versa.

Bio 6- we began our unit on Regulation via the nervous system. We compared and contrasted regulation via the nervous sytem versus via the endocrine system.
We discussed the structure of the neuron/nerve cell and showed how an electrochemical impulse is transmitted from one neuron to another.* I have one correction to make regarding that tomorrow, though. Apparently, one or more of my neurons was not firing on our first day back!

Bio 7- we began our unit on Regulation via the nervous system. We compared and contrasted regulation via the nervous sytem versus via the endocrine system.
We discussed the structure of the neuron/nerve cell and showed how an electrochemical impulse is transmitted from one neuron to another.* I have one correction to make regarding that tomorrow, though. Apparently, one or more of my neurons was not firing on our first day back!

We further developed the "Making Connections" lab, which we will wrap up next time.

AP Chem- took the first of THREE equilibrium unit exams; this one focused on solid-gas and gas-gas equilibrium, the next two focus on acid-base and slightly soluble salt (the most challenging topic in the course!) equilibrium, respectively.
The Winter Break Assignment is posted on Blackboard; after completion of this assignment, you should no longer need the harmful crutch (Reference Table) that was foisted upon you in Regents Chem; there is no such organic reference table in AP Chem. Make sure that you view the PowerPoint and tutorials FIRST so that you can re-familiarize yourself with organic naming, formula writing, and drawing.
We will have an organic test on the vacation assignment material shortly after break
I also posted tutorials for Descriptive Chem and for Transition Metal-Ligand Complexes.

Bio 6/7- took the Immunity unit exam; we finished the data collection on the "Making Connections" lab.

Bio 8- took the Immunity unit exam.

AP Chem- discussed the Le Chatelier shift (or lack thereof) when an inert gas is added to a system at constant T and V (no shift because the partial pressures of any gaseous reactants or products remain the same) as well as adding the inert gas at constant T and P (shift towards the side with more moles of gases).
We then discussed the EXPLANATION of Le Chat's simple rules via kinetic-molecular theory. These problems are much easier when you DRAW a picture of what is occurring in the reaction vessel before AND after the stress is applied; also, putting in effective collision rate numbers that are consistent with your picture leads you to the correct shift prediction.
Keep practicing the problems posted on Blackboard and be sure to go over the notes for the whole unit.

Bio 6-8: reviewed for tomorrow's Immune System Exam.
I've posted more worksheets and practice quizzes so be sure to do them BEFORE you check the answer keys. Any mistakes made in your studying can be corrected before the test tomorrow.
Study efficiently and USE THE TEST SKILLS that I constantly implore you to use (the MOST important of which is to clearly and definitely IDENTIFY and USE the key words from the question!) and you'll do well tomorrow.

AP Chem- discussed the connection between rate constants and equilibrium constants. Overall, the ratio of the forward rate constant to the reverse rate constant is equal to K, the equilibrium constant. That makes sense in that a large forward rate constant should favor product formation and a large reverse rate constant should favor reactant formation.

We tried another initial condition question in which we compared the reaction quotient, Q, to the given equilibrium constant, K, in order to predict the NET direction of the reaction as it proceeds towards equilibrium.

We then solved a couple of ICE Table equilibrium problems given initial concentrations (or partial pressures) of reactants and products. Final answers to these problems will be posted in the notes on Blackboard.
The MOST IMPORTANT part of these organizing tables is the C (CHANGE) row. The change in concentration (or pressure)of each reactant and product MUST OBEY THE STOICHIOMETRY OF THE BALANCED EQUATION. Do NOT just put +x and -x in that row! Make sure that you USE the coefficient (ratios) from the balanced equation.
Here are tutorials on solving polynomials equations for x in Ti-83 and Ti-89 calculators!

Bio 6- HW OBJECTIVES are due tomorrow, though you can leave out objectives 21 and 22.

We reviewed blood types and did a few problems in which we determined whether or not there would be blood coagulation due to the binding of receiver antibodies to donor red blood cell antigens.
We reviewed the "sensitization" of an Rh- mother who has an Rh+ baby, after which, she has anti-Rh antibodies in her blood plasma. A SECOND Rh+ baby would experience an immune attack from the mother's anti-Rh antibodies.

We then discussed the LYMPHATIC system and its functions of fighting infection via white blood cells (lymphocytes), lymph NODES filtering, and returning plasma back to the blood via the thoracic duct.

We finished with a review of the two specific pathogen fighting immune responses and then we started to discuss the GENERAL immune response against all pathogens or environmental toxins.

Bio 7/8 - HW OBJECTIVES are due tomorrow, though you can leave out objectives 21 and 22.

We reviewed blood types and did a few problems in which we determined whether or not there would be blood coagulation due to the binding of receiver antibodies to donor red blood cell antigens.
We discussed the "sensitization" of an Rh- mother who has an Rh+ baby, after which, she has anti-Rh antibodies in her blood plasma. A SECOND Rh+ baby would experience an immune attack from the mother's anti-Rh antibodies.

We then discussed the LYMPHATIC system and its functions of fighting infection via white blood cells (lymphocytes), lymph NODES filtering, and returning plasma back to the blood via the thoracic duct.

We finished with a review of the two specific pathogen fighting immune responses.

We discussed our "Making Connections" lab, which we will execute next time.

AP Chem- covered a lot of chemistry today starting with a review of equilibrium constant expressions in terms of concentrations or in terms of partial pressures of gases (if any).
Large K values indicate that the PRODUCTS are "favored" at EQUILIBRIUM.
Small K values indicate that the REACTANTS are "favored" at EQUILIBRIUM.

We saw that, when the equation stoichiometric coefficients are multiplied by a given factor, x, that the resulting equilibrium constant is taken to that EXPONENT, x.
When the products and reactants are written in reverse, the resulting K is the RECIPROCAL of the original K.

We also showed how to combine the equilibrium constants from several reactions; addition of reactions causes the MULTIPLICATION of the respective equilibrium constants to get the NET equilibrium constant for the overall reaction.

We discussed "REACTION QUOTIENT" which is the same EXPRESSION as K , HOWEVER, the quantities plugged in to the expression are NOT the equilibrium concentrations! The quantities plugged into the expression are the INITIAL concentrations.
By comparing K with Q, one can determine whether the reaction will proceed towards either forming more reactants or more products as equilibrium is approached.

We then discussed SOLVING FOR the EQUILIBRIUM concentrations of reactants and products given some INITIAL concentrations.
By using the brilliant and systematic ICE tables along with the Keq EXPRESSION, we will be able to solve all gas-solid equilibrium problems!
This is the LARGEST single quantitative skill tested on the AP exam so we will be practicing it non-stop for the next two months.
Good times.


Bio 6/7- please come to class ready to work: notes out, questions prepared.
We discussed the blood diseases of anemia and leukemia.
We also reviewed how HIV targets white blood cells (T-helper cells) so that the immune response to the virus is compromised/weakened.

We then discussed the four major blood (antigen) groups: A, B, AB, and O.
We drew the antigen-basis of the A, B, AB, and O blood groups and the antibodies that are found in the plasma of each blood group. The blood groups are named according to the protein/antigen that is literally embedded on the surface of each red blood cell membrane. Thus, Type A blood has "A" antigens all over the surface of each red blood cell;
Type B blood has "B" antigens all over the surface of each red blood cell;
Type AB blood has BOTH "A" and "B" antigens all over the surface of each red blood cell;
Type O blood has NEITHER "A" nor "B" antigens on the surface of each red blood cell.

Each blood group also has antibodies in the blood plasma that will bind to and clump/agglutinate any antigens that are not naturally present in the blood. Therefore,
Type A blood has anti-B antibodies, so a person with Type A blood cannot get a transfusion from a person who has Type AB or Type B blood.
Type B blood has anti-A antibodies, so a person with Type B blood cannot get a transfusion from a person with Type AB or Type A blood.
Type O blood has both anti-A and anti-B antibodies, so a person with Type O blood cannot get a transfusion from a person with Type AB, Type A, or Type B blood!
Type AB blood has NEITHER anti-A nor anti-B antibodies, so a person with Type AB blood CAN get a transfusion from ANY blood group.

In addition to the A and B antigens, there is a Rhesus antigen. Those with an Rh antigen on the surface of each of their red blood cells are Rh +; those without the Rh antigen are Rh -.
A person that is Rh - will develop antibodies if she is exposed to blood that is Rh + ; subsequent exposure to Rh + blood will trigger a rapid and possibly fatal blood clotting reaction.

We explained in detail why only the ANTIGENS on the DONATED blood cells need to be considered when determining a suitable donor for a given patient. The patient has the main source of antibodies, if any, which can be made in great numbers, whereas the donated blood cannot make more antibodies and there are relatively few antibodies in donated blood anyway; so, for simplicity and to avoid confusion, we will ASSUME that DONATED blood has NO antibodies present (the antibodies CAN be filtered out of the plasma).

Bio 8- We discussed the blood diseases of anemia and leukemia.
We also reviewed how HIV targets white blood cells (T-helper cells) so that the immune response to the virus is compromised/weakened.

We then discussed the four major blood (antigen) groups: A, B, AB, and O.
We drew the antigen-basis of the A, B, AB, and O blood groups and the antibodies that are found in the plasma of each blood group. The blood groups are named according to the protein/antigen that is literally embedded on the surface of each red blood cell membrane. Thus, Type A blood has "A" antigens all over the surface of each red blood cell;
Type B blood has "B" antigens all over the surface of each red blood cell;
Type AB blood has BOTH "A" and "B" antigens all over the surface of each red blood cell;
Type O blood has NEITHER "A" nor "B" antigens on the surface of each red blood cell.

Each blood group also has antibodies in the blood plasma that will bind to and clump/agglutinate any antigens that are not naturally present in the blood. Therefore,
Type A blood has anti-B antibodies, so a person with Type A blood cannot get a transfusion from a person who has Type AB or Type B blood.
Type B blood has anti-A antibodies, so a person with Type B blood cannot get a transfusion from a person with Type AB or Type A blood.
Type O blood has both anti-A and anti-B antibodies, so a person with Type O blood cannot get a transfusion from a person with Type AB, Type A, or Type B blood!
Type AB blood has NEITHER anti-A nor anti-B antibodies, so a person with Type AB blood CAN get a transfusion from ANY blood group.

AP Chem- Descriptive chem quiz on Monday. It's always a good idea to go over your past descriptive chem sets; you should practice until you can QUICKLY write a perfect set of answers.
IMPORTANT STRATEGY!: you KNOW the reaction types that will be on the quiz so answer the questions as follows:
Decide for yourself WHICH TYPE of reaction you want to write first and then SCAN THE QUESTIONS for that same reaction type! You will be MUCH faster and confident in your answer. For example, if you want to write a gas-forming reaction type first, you then scan EXCLUSIVELY for an ACID mixed with a carbonate, sulfite, or sulfide OR a hydroxide base mixed with an ammonium salt. That's it!
As we begin to prepare for the AP exam, we should try to increase our speed and accuracy on multiple choice questions. The following is a link to a quick multiple choice quiz site; the quizzes are organized by topic:
http://www.adriandingleschemistrypages.com/apquiz.html
The site has very brief (5 questions per set) multiple-choice quizzes sorted by topic. The questions were developed by Prof. Adrian Dingle, who has a yearly AP average of about 4.8 even though he teaches only SOPHOMORES who are taking first year Chem (granted, he teaches at a ritzy private academy in GA where everyone sips tea and talks like Stewie). Most of the quizzes can be completed and scored in two to three minutes! So, practice with these whenever you have some free time or when you are waiting for BBM replies.
Today we began our Equilibrium unit. Equilibrium stems from kinetics in that the RATES of the forward and reverse reactions or processes are equal at equilibrium, thus no further change in the system is observed EVEN THOUGH both the forward and reverse reactions continue forever.
We wrote equilibrium constant EXPRESSIONS in terms of concentrations, Kc, and also in terms of partial pressures, Kp.We also practiced with the formula that interrelates Kc and Kp; that formula is in your reference table. What is NOT in the table is how to calculate "delta n" in that formula; we discussed that in class.We then looked at a heterogeneous solid-gas equilibrium and saw the disturbing and surprising result that AMOUNTS of SOLIDS are IRRELEVANT to EQUILIBRIUM GAS concentrations or pressures because SOLIDS are NOT in the equilibrium constant EXPRESSION; this convention was adopted due to the fact that pure solids or liquids cannot change in concentration (mainly because they are practically incompressible).

p.s. just found a nice interactive, instant-feedback site for some quick rate law practice (you can never get too much of that) here: http://chemistry2.csudh.edu/homework/hwkinetics.html

Bio 6/7- we summarized and condensed the two types of immune response to a pathogen that has penetrated into body tissue cells or into the bloodstream. We noted the COMBINED effectiveness of having a cellular response, during which T-cells directly lyse/kill any infected cells or pathogens that display the SPECIFIC antigen that the T-cells have been "sensitized" to, AND the humoral/antibody response in which MILLIONS of antigen-SPECIFIC (via SHAPE) antibodies are synthesized by EACH B-cell (plasma cell/lymphocyte).
We then discussed diseases of the immune system including allergies, AUTO-immune diseases, and AIDS.

Bio 8- we discussed the two types of immune response to a pathogen that has penetrated into body tissue cells or into the bloodstream. We noted the COMBINED effectiveness of having a cellular response, during which T-cells directly lyse/kill any infected cells or pathogens that display the SPECIFIC antigen that the T-cells have been "sensitized" to, AND the humoral/antibody response in which MILLIONS of antigen-SPECIFIC (via SHAPE) antibodies are synthesized by EACH B-cell (plasma cell/lymphocyte).

AP Chem- took the Kinetics unit exam.
Explanations are spot on so far; some should review the Arrhenius equation in the table and review the notes on the meaning of that equation, particularly how the line graph of the equation reveals valuable kinetics information about a given reaction.

Bio 6/7- we spent two periods on the mechanism of cell-mediated and humoral (anti-body forming) immune response. I will simplify/summarize this tomorrow so that we can move on and not get overwhelmed with details.

Bio 8- we discussed the mechanism of cell-mediated and humoral (anti-body forming) immune response.

AP Chem- we discussed catalysts further, how they lower activation energy for a reaction by straining reactants' bonds and orienting the reactants properly for an effective collision. We saw graphically, a catalyzed pathway and showed how to spot intermediates formed along that pathway.
We reviewed for tomorrow's exam by doing several different problem types including an Arrhenius equation problem.
Plenty of practice problems with solutions posted on Blackboard; keep practicing and I'll see you at extra help tomorrow morning.

Bio 6- we reviewed active and passive immunity and then we discussed how and why vaccines work to stimulate your active immunity without harming you as a live pathogen would. We discussed the sources of antibiotics and their use in fighting BACTERIAL (not viral) infections.
We the focused on the two main types of white blood cells: lymphocytes and phagocytes.

Bio 7/8- we discussed active and passive immunity and then we discussed how and why vaccines work to stimulate your active immunity without harming you as a live pathogen would. We discussed the sources of antibiotics and their use in fighting BACTERIAL (not viral) infections.
We finished our pulse lab discussion and then began our State "Making Connections" Lab.

AP Chem- took a descriptive chem quiz, which AT THIS POINT, after almost TWO years of chemistry should involve NO errors in naming or formula writing and, after dozens of examples AND explanations of each type of reaction tested, should be practically free points for everyone.
You need to take this part of the course seriously and not make any excuses. Just as many others in the past have gone from getting ZERO out of (say) 15 points to a perfect or near perfect score, so shall you. Descriptive chem is a major part of the AP exam (it's tested THROUGHOUT the exam in many ways) because one doesn't truly know or understand chemistry until one can easily and quickly see what happens when any common pair of chemicals is mixed together.
We derived the time-dependent rate equation for 2nd order kinetic processes. We then rearranged the formula to get the 2nd order half-life time formula.
We then compared the equations and graphs for 0th (not in the ref. tables), 1st (in the tables but not as convenient as our formulation), and 2nd order (directly in the ref. tables underneath the 1st order equation) kinetic processes.

We discussed rate constants and then related them to the activation energy required for a reaction. We saw the logic and components of the Arrhenius equation, which relates the value of the rate constant to the activation energy required for reaction. Plotting the rate constant for a given reaction over a range of temperatures vs. the inverse Kelvin temperature yields a negatively sloping line of slope equal to - Ea/(R). So, just multiply the line slope by -R to find the activation energy in units of Joules per mole. You should now do the HW problems based on today's lesson in case you have questions about them in class.

Bio 6/7- we began our unit on the human immune system by defining disease as a "failure to maintain homeostasis" and discussing 5 major causes of disease.
We then discussed the difference between active and passive immunity.
We continued to work on our pulse lab discussion.

Bio 8- we began our unit on the human immune system by defining disease as a "failure to maintain homeostasis" and discussing 5 major causes of disease.

AP Chem- we reviewed the meaning of "rate law" and the definition of rate as well as the derivation of the TIME DEPENDENT 1st order rate law equation (we use the ratio version similar to the one in the AP reference tables). We then derived the 0th order time dependent rate law and compared that to the 1st order rate law both numerically and graphically.
We reviewed the units of various order rate law rate constants.
We then applied the 1st order time dependent rate law equation to a couple of examples.
We showed the special case of "half-life" time, which is merely finding the time at which HALF of the original concentration remains. In other words, just substitute 0.5 x [A]original into any time dependent equation to determine the half-life time.
For first order reactions, the half-life time is INDEPENDENT of original concentration because the ratio of [A]t to [A]o is always 0.5 and the natural log of 0.5 is -.693.

We will have a brief (you need to do these problems QUICKLY and ACCURATELY, which is why I have posted so many practice sets!) descriptive chem quiz at the beginning of class. Don't be late.
We will derive the 2nd order time dependent rate law tomorrow.

Bio- took the circulatory, respiratory, and excretory systems exam today.
Bio 7/8 also almost finished the resting vs. post exercise lab discussion.
Tomorrow we begin our new unit on the human IMMUNE system.