Monday, February 27, 2012
Mon-Day 2
AP Chem - we discussed the auto-ionization of water, and the measured value of water's equilibrium constant, Kw, which at 298K is 10^-14, a miniscule value, showing that water is a non-electrolyte.
We then saw the relationship between [H+] and [OH-] in any aqueous solution. A convenient logarithmic system was developed to turn these miniscule concentration numbers into more tangible numbers, thus the pH scale was born.
We derived the pH + pOH = 14 formula for aqueous solutions at 298K.
We finished with a table showing how to quickly estimate pH from [H+] concentration values and vice versa.
We then saw the relationship between [H+] and [OH-] in any aqueous solution. A convenient logarithmic system was developed to turn these miniscule concentration numbers into more tangible numbers, thus the pH scale was born.
We derived the pH + pOH = 14 formula for aqueous solutions at 298K.
We finished with a table showing how to quickly estimate pH from [H+] concentration values and vice versa.
# posted by C @ 8:54 PM 
Friday, February 17, 2012
Fri-Day 1
AP Chem - we began the new unit on Acids and Bases; in this unit, we expand our definition of acids and bases; Bronsted came up with a convenient system for acids and bases focused on their behavior in aqueous solutions. An acid is an H+ donor, a base is an H+ acceptor.
With this defnition, we see that acid base neutralization reactions occur in conjugate pairs. An acid becomes its conjugate base, and a base becomes its conjugate acid.
We saw that the only difference ever between two conjugates is a single H+; the acid has one more H+ than does the base.
Bio - took the unit exam on regulation via the immune system.
With this defnition, we see that acid base neutralization reactions occur in conjugate pairs. An acid becomes its conjugate base, and a base becomes its conjugate acid.
We saw that the only difference ever between two conjugates is a single H+; the acid has one more H+ than does the base.
Bio - took the unit exam on regulation via the immune system.
# posted by C @ 9:18 PM
Thursday, February 16, 2012
Thurs-Day 2
AP Chem - spent another entire period on kinetic explanation of shifts in solubility equilibria for sparingly soluble salts (we have a major quantitative unit coming up on this!)
We saw that, with some less than obvious stresses, that either more precipitate can be formed or more precipitate can be dissolved. We also saw that diluting a saturated solution with water would undissolve (net) more salt with the net result of unchanging ion concentrations in solution at the new saturation point i.e. dilution does NOT change Ksp.
Bio - we looked at the lymphatic system, its structures and functions, and its relationship to intercellular fluid, and to the circulatory system.
We then reviewed for tomorrow's Regulation via the Immune System exam.
We saw that, with some less than obvious stresses, that either more precipitate can be formed or more precipitate can be dissolved. We also saw that diluting a saturated solution with water would undissolve (net) more salt with the net result of unchanging ion concentrations in solution at the new saturation point i.e. dilution does NOT change Ksp.
Bio - we looked at the lymphatic system, its structures and functions, and its relationship to intercellular fluid, and to the circulatory system.
We then reviewed for tomorrow's Regulation via the Immune System exam.
# posted by C @ 8:50 PM
Wednesday, February 15, 2012
Wednes-Day 1
AP Chem - we took the first of three equilibrium exams; this one did not contain a solubility equilibrium stress questions, so expect that on upcoming tests.
Tomorrow we begin our acid-base unit, which must be mastered before the acid-base equilibrium unit.
Bio - we did a few more blood transfusion questions i.e. will an immune response be caused?
We then discussed leukemia, cancer of the white blood cells, its causes and effects.
Tomorrow, we do the lymphatic system and test review.
Exam is on Friday, and then a much deserved and needed winter break!
Tomorrow we begin our acid-base unit, which must be mastered before the acid-base equilibrium unit.
Bio - we did a few more blood transfusion questions i.e. will an immune response be caused?
We then discussed leukemia, cancer of the white blood cells, its causes and effects.
Tomorrow, we do the lymphatic system and test review.
Exam is on Friday, and then a much deserved and needed winter break!
# posted by C @ 5:35 PM
Tuesday, February 14, 2012
Tues-Day 2
Later, check for an update on question types on Wednesday's exam.
Question types on Equilibrium I exam:
- from a given chemical equation or process, write the Kp or Kc expression
- given sufficient information, find a Kp value from a Kc value or vice versa
- from a given set of reactions and their respective K values, manipulate the reactions to add to a requested net reaction, and then determine the K value of the net reaction.
- given a K value and initial conditions of a reaction, determine Q and then show the shift in the reaction as equilibrium is approached, and justify the answer qualitatively and quantitatively.
- given a balanced equation, a K value, initial quantities of reactants and/or products, determine the equilibrium quantities of reactants and products.
you WILL be able to "solve for x" with your TI calculators, no problem.
-given a balanced equation, initial quantities of reactants and/or products, and the equilibrium quantity of one reactant or product, determine the K value for the reaction (at that temperature).
- know how to PREDICT a shift in an equilibrium system that is subject to a kinetic stress, according to the EXPLICIT, THREE-STEP Le Chatelier Rule.
- know how to EXPLAIN, using kinetics (as we did in the notes, using made up but qualitatively accurate effective collisions per second values), the shift in an equilibrium system that is subject to a kinetic stress
- predict the change in an equilibrium constant, K, with changing temperature for a given reaction or process (of course, I have to give you information on determining the exothermic and endothermic directions).
Bio - objective HW is due on Wednesday, 2/15.
We have not yet done the following objectives:
17,18,20 (though you probably know what cancer is from previous units), 21, and 22,
so do not do them for hw - we will cover them in class.
Also, on question 7, the term "lymphocytes" refers to B and T cells that are in the lymphatic system.
On question 4, "natural killer cells" are actually "killer T cells".
# posted by C @ 1:00 PM
Monday, February 13, 2012
Mon-Day 1
AP Chem - we EXPLAINED equilibrium shifts via the only possible CAUSE of these shifts - UNEQUAL changes in the forward and reverse rates of the reaction as a result of the kinetic stress factor.
You MUST SEE the effect of the stress in terms of collisions and collision freqency, leading to effective collision frequency - do NOT guesss, do not predict the answer and then work your way back to the cause. EFFECT DOES NOT CAUSE "CAUSE", of course.
You MUST SEE the effect of the stress in terms of collisions and collision freqency, leading to effective collision frequency - do NOT guesss, do not predict the answer and then work your way back to the cause. EFFECT DOES NOT CAUSE "CAUSE", of course.
# posted by C @ 8:14 AM
Friday, February 10, 2012
Fri-Day 2
AP Chem - we applied the three-step Le Chatelier's Principle to a reaction at equilibrium that was subject to every imaginable kinetic stress. We use this Rule to predict the shift or lack thereof as the system proceeds to a new equilibrium mixture of reactants and products.
Bio -we detailed the difference between active and passive immunity, and showed several ways of acquiring each of these types of immunity.
We then discussed vaccine preparation, and the process by which a specific vaccine stimulates an immune response thus providing long-term acquired immunity against the specific pathogen from which the vaccine was made. IMPORTANT: there is NO live, full-strength pathogen in a vaccine, just the weakened/attenuated, dead form of the pathogen OR just some of the pathogen's (foreign) antigens.
Bio -we detailed the difference between active and passive immunity, and showed several ways of acquiring each of these types of immunity.
We then discussed vaccine preparation, and the process by which a specific vaccine stimulates an immune response thus providing long-term acquired immunity against the specific pathogen from which the vaccine was made. IMPORTANT: there is NO live, full-strength pathogen in a vaccine, just the weakened/attenuated, dead form of the pathogen OR just some of the pathogen's (foreign) antigens.
# posted by C @ 8:14 AM
Thursday, February 9, 2012
Thurs-Day 1
AP Chem - we completed two solid-gas equilibrium problems, using the ICE organizer but also using the ideal gas law- the ONLY means of determining relative moles of gases and solids produced or used up.
We then saw that adding ANY solid to a solid-gas equilibrium mixture does NOTHING to the equilibrium partial pressures of any gases in the mixture. The added solid amount is just the NET increase in the solid mass at equilibrium i.e. BOTH forward and reverse reaction rates are instantaneously EQUALLY affected.
We then introduced a simple, three-step process for predicting (BUT NOT EXPLAINING) equilibrium shifts in an equilibrium system subject to a kinetic STRESS (changes in concentration, temperature, etc.)
Bio - we explained the cell-mediated , T-cell activated immune response in which pathogens or infected cells are directly bound and digested. We also explained the blood (humoral) mediated, B-cell activated antibody producing immune response in which antibodies bind to and mark for digestion, clumps of pathogens or infected cells. Both of these responses are specific to one type of pathogen based on its specific foreign antigen proteins.
Both of these responses are forms of acquired, active immunity (not innate or born with, not passive transfusion of antibodies).
We then saw that adding ANY solid to a solid-gas equilibrium mixture does NOTHING to the equilibrium partial pressures of any gases in the mixture. The added solid amount is just the NET increase in the solid mass at equilibrium i.e. BOTH forward and reverse reaction rates are instantaneously EQUALLY affected.
We then introduced a simple, three-step process for predicting (BUT NOT EXPLAINING) equilibrium shifts in an equilibrium system subject to a kinetic STRESS (changes in concentration, temperature, etc.)
Bio - we explained the cell-mediated , T-cell activated immune response in which pathogens or infected cells are directly bound and digested. We also explained the blood (humoral) mediated, B-cell activated antibody producing immune response in which antibodies bind to and mark for digestion, clumps of pathogens or infected cells. Both of these responses are specific to one type of pathogen based on its specific foreign antigen proteins.
Both of these responses are forms of acquired, active immunity (not innate or born with, not passive transfusion of antibodies).
# posted by C @ 7:57 PM
Wednesday, February 8, 2012
Wednes-Day 2
AP Chem - did a gas equilibrium problem: given initial partial pressures of each gas, and the equilibrium partial pressure of one of the gases, we determined the equilibrium concentrations of the other gases, which lead to finding the equilibrium constants Kp and Kc at that particular temperature.
We saw that the ICE organizers can contain, for gaseous reactions, partial pressure values, so that Kp can be directly determined.
Bio - we went through a detailed explanation of how short AND long term immunity against a particular/specific pathogen ; we saw that, if a pathogen gets past some of the general forms of immune protection (layers of dead skin cells, etc.), large phagocytes can detect the "non-self"/foreign antigens on the pathogen's surface, causing phagocytosis of the pathogen, and during digestion of the pathogen, transport and display of the pathogen's specific foreign antigens on the macroh
We saw that the ICE organizers can contain, for gaseous reactions, partial pressure values, so that Kp can be directly determined.
Bio - we went through a detailed explanation of how short AND long term immunity against a particular/specific pathogen ; we saw that, if a pathogen gets past some of the general forms of immune protection (layers of dead skin cells, etc.), large phagocytes can detect the "non-self"/foreign antigens on the pathogen's surface, causing phagocytosis of the pathogen, and during digestion of the pathogen, transport and display of the pathogen's specific foreign antigens on the macroh
# posted by C @ 8:53 AM
Tuesday, February 7, 2012
Tues-Day 1
AP Chem - we did some more comparison problems involving the reaction quotient and equilibrium constant; we wrote the proper explanation of the predicted shift in the reaction as the reaction approaches equilibrium i.e. are more products formed or more reactants as the reaction proceeds towards equilibrium.
We began one of the most important parts of the course: the determination of equilibrium concentrations of reactants and products given a balanced equation and an equilibrium constant value; there are many permutations of this type of problem, and you must be organized as well as constantly thinking of the values expected and the amounts that are changing or not changing.
We use an ICE table organizer to help with these problems.
Bio - we reviewed the two general non-specific lines of immune defense against pathogens; we then focused on the mechanism of specific immunity provided via the interaction of phagocytes, helper T-cells, killer T cells, B cells and memory B cells.
We began one of the most important parts of the course: the determination of equilibrium concentrations of reactants and products given a balanced equation and an equilibrium constant value; there are many permutations of this type of problem, and you must be organized as well as constantly thinking of the values expected and the amounts that are changing or not changing.
We use an ICE table organizer to help with these problems.
Bio - we reviewed the two general non-specific lines of immune defense against pathogens; we then focused on the mechanism of specific immunity provided via the interaction of phagocytes, helper T-cells, killer T cells, B cells and memory B cells.
# posted by C @ 9:13 PM
Monday, February 6, 2012
Mon-Day 2
AP Chem - we looked at the mathematical relationship between the forward and reverse rate constants of a given reaction, and their relationship to the equilibrium constant of the same reaction.
We showed the logic between the rate constants and their respective activation energies, which lead to the different forward and reverse rates of reaction until the differences in the product and reactant concentrations in the rate laws cause the forward and reverse rates to be equal. So, rate constants will never be equal, but rates can be because a rate is the PRODUCT of rate constants and that reactions reactant concentrations to particular exponents.
We showed the logic between the rate constants and their respective activation energies, which lead to the different forward and reverse rates of reaction until the differences in the product and reactant concentrations in the rate laws cause the forward and reverse rates to be equal. So, rate constants will never be equal, but rates can be because a rate is the PRODUCT of rate constants and that reactions reactant concentrations to particular exponents.
Bio - we continued the immunity unit by detailing each possible cause of a disruption in homeostasis i.e. cause of disease, with specific examples of each. We looked at the THREE major lines of defense against pathogens provided by the immune system.
We discussed pathogen and their specific foreign antigens.
# posted by C @ 1:07 PM
Fri-Day 1
AP Chem - we learned how to determine the K for the net reaction from a series of consecutive reactions, each of which has a known K. We proved algebraically, that whatever the multiplier is for an equation, its value becomes the exponent to the K value.
We summarized the main points of this unit so far.
Bio - we began the new unit on the immune system, which regulates your body by keeping it free from infectious pathogens, which can disrupt homeostasis.
We summarized the main points of this unit so far.
Bio - we began the new unit on the immune system, which regulates your body by keeping it free from infectious pathogens, which can disrupt homeostasis.
# posted by C @ 1:02 PM
Thursday, February 2, 2012
Thurs-Day 2
AP Chem - we practiced writing equilibrium constant expressions (which actually are unitless because concentrations and partial pressures are approximations of unitless "activity" values of the substances).
We noted that, if there are solids or liquids in the given reaction or process, their concentrations of partial pressures are simply replaced with a value of "1" in the K expression or when the value of K is determined.
Bio - took the unit exam on the circulatory, respiratory, and excretory systems i.e. transport and excretion exam.
We noted that, if there are solids or liquids in the given reaction or process, their concentrations of partial pressures are simply replaced with a value of "1" in the K expression or when the value of K is determined.
Bio - took the unit exam on the circulatory, respiratory, and excretory systems i.e. transport and excretion exam.
# posted by C @ 8:32 AM
Wednesday, February 1, 2012
Wednes-Day 1
AP Chem - began our new unit on general equilibrium; we defined the equilibrium condition, and discussed the effects of such a condition (constant yet unequal concentrations of reactants and products). We discussed the choosing of the term "equilibrium" to mean equal forward and reverse RATES of reaction.
We saw how to write an equilibrium constant EXPRESSION either in terms of concentrations, or for gases, in terms of partial pressures, and we learned how to relate Kc to Kp.
Bio - we reviewed for tomorrow's exam by looking at the culmination of the interactions of the circulatory, excretory, and respiratory systems in order to regulate the levels of various substances in the body.
Check out Edline for the completed notes, and additional worksheets.
We saw how to write an equilibrium constant EXPRESSION either in terms of concentrations, or for gases, in terms of partial pressures, and we learned how to relate Kc to Kp.
Bio - we reviewed for tomorrow's exam by looking at the culmination of the interactions of the circulatory, excretory, and respiratory systems in order to regulate the levels of various substances in the body.
Check out Edline for the completed notes, and additional worksheets.
# posted by C @ 7:21 PM
