Practice Drawing Bohr Diagram and Lewis Diagram

   

You will practice drawing Bohr Diagrams and Lewis diagrams.   You can practice this by working through  this Study guide on the same topic  and the Answer key   or you can work on any worksheets provided in class.

liver or potato enzyme lab

 

In the human body, ENZYMES help speed up chemical reactions. 

Today we take a piece of raw pork liver and add it to Hydrogen Peroxide.  Raw liver contains an enzyme called "catalase" which has a job of breaking the bonds in hydrogen peroxide.  When those bonds are broken, atoms rearrange themselves and new products are formed.  

In the lab, we discover the new products

Dry Ice lab: Solid CO2

 

you did  a solid carbon dioxide lab

Balancing Equations

 Watch the video on balancing equations

You may try using our class lego to balance equations by assigning a lego piece to an atom. 

 You may also work on the chemistry practice sheets on nomenclature. 

Calcium Lab lab report

Assignment:   Write up our lab on Calcium and water. FORMAT:  paper write up or word doc or pdf or powerpoint 

 Your lab must include the following

1.  Your First and Last name 

2. Purpose of lab:  The purpose of the lab is to find out what happens when you add calcium to water. PART I  Describe the teacher demo that preceded this lab. 

PART II DESCRIBE THE STUDENT EXPERIMENT IN DETAIL 

3.a Materials: write a complete list of materials that we used 

b.  Safety:  list the safety precautions for this lab

4. Procedure: Draw a cartoon to describe the step by step procedure  that is so well written that another person could read it and replicate your actions exactly. You may also upload pics demonstrating your procedure. 

A. PROCEDURE WITH TEST TUBE AND BEAKER

B  PROCEDURE WITH BEAKER AND SOAP

5.  What is the question we are trying to answer?  For example there were two possible gases that came out of this reaction.  What gases were they? What were possible outcomes of this lab?

6. Results:  Describe in detail what happened after you did the procedure.  Include any photos you took.  How did you know you made the gas, which gas?  

7.  What was the white stuff?  How did you test for the identity of the white stuff? 

8. Write your conclusion in paragraph form.  


EVALUATION   IS OUT OF 25 IN TOTAL

5
presentation is out of 5.  for 5/5 it is typed  with illustrations or photos and handed in electronically or on paper

     for 4/5 it is pretty good but there are a few spelling mistakes.  for 0-3 out of 5 it is in pencil or messy.  I prefer this to be printed

10
Clear writing is out of 10.  for 9/10 or 10/10, it is written with no English mistakes and it clearly communicates each part of the lab report.    7-8/10  it is very well written     for 5-6/10 some parts are not so clear and the reader must guess what you are trying to say.  0-4/10, it is minimally communicating what happened

10
Paragraphs are insightful and your observations are well done. this is out of 10.
             9-10/10,   your observations and conclusions are well written and logical.  It is brilliant
              7-8/10   your observations and conclusions are very well done
               5-6   your conclusions don't really logically follow from your results
                0-4   your conclusions are not relating to your results at all

reviewing nomenclature

 we reviewed how to do ionic compound nomenclature . You can practice ionic and covalent nomenclature by going to this page here. Watch the videos to review how to do it and then do the practice  questions

NOMENCLATURE PRACTICE

Colour code the periodic table

 We did a worksheet on Elements and also another one on the periodic table. I asked you to colour code the periodic table 

Lab on elements and compounds

We did a lab where we looked at samples of known compounds and elements. We then looked at some unknown samples and tried to guess whether we were looking at an element or compound. A lab write up was made on this activity  

Introduction to Chemistry

   

An analogy for Atoms, Compounds and Formula, drawn by SN This video is the first in the series for beginner Chemistry. In this video, I use the analogy of the atom as units very much like "lego bricks". This analogy was first used by researchers in MIT.

Salt and ice lab

 We did a salt and ice lab to see the affect of a solute on the melting point of water

Safety

 MAKE A POSTER SHOWING   SUMMARY OF ALL THE RULES

and have a look at this standard science safety quiz

1. 

                         WHMIS -  WORKPLACE HAZARDOUS 
                         MATERIALS INFORMATION
                         SYSTEM 

      THESE symbols are on the MSDS sheet for
       all chemicals    Materials safety Data Sheet. 

THESE ARE MY SCIENCE SAFETY RULES:

1. Follow teacher instructions

a.     If you wish to change instructions, check with teacher

b.     If you break anything or get hurt, report it REPORT ACCIDENTS

2.     .No horseplay, fooling around

3.     Keep yourself safe

a.     Hair tied back, no loose clothing, shoes are closed

b.     If chemicals get on skin, use water

c.     Use eyewash if anything gets in eyes

d.     Wear goggles if needed

e.  If you wear contacts, inform the teacher

4.       Keep your area safe

a.     your work area is neat and organized

b.     you have your lab instructions

c.     aware of fire safety and chemical safety

5.     Keep the classroom safe

a.     Carry materials in a safe way

b.     Aware of fire safety procedure

c.     Don’t remove any experiments from the classroom

d.     Don’t do experiments without first checking with teacher.

6.       Hot and cold and chemical safety

a.     never assume the temperature of something.  Take precautions

b.     hot beaker and cold beaker look identical

c.     always point a test tube away from everyone

d.     when smelling a chemical, waft.

You will create safety rules by reading and summarizing the safety procedures in your poster

The rules can be under the following categories:
HIGHEST PRIORITIES:
THESE RULES CAN BE SUMMED UP LIKE THIS
      Talk to the instructor                     

KEEP ORGANIZED AND SAFE
Keep the classroom safe
Keeping your work area safe
Keep safe with your colleagues
Keep yourself safe
KNOW THE SYMBOLS
Know the correct symbols, WHIMIS symbols


COMMUNICATE AND REACT TO AN EMERGENCY
     be familiar with emergency procedures for fire, toxins, spills, and evacuation  


SAFETY ASSIGNMENT: . Make a poster of the safety rules 

Make a safety poster which is 

Exceptionally creative and it stands out  It includes all the WHMIS symbols and all the science SAFETY rules listed above . It is done in colour and ink  22-25/25

Your poster is very creative and artistic and includes all the WHMIS symbols and all the science rules . It is done in pencil  18-21 

all the WHMIS symbols and all the science rules . It is mostly done and needs a bit extra work 10-15

This is a good start and seems like a great draft. It needs more time to complete it. 0-10

Clover Genetic Variation

  We know that plants are important to the ecosystem because they photosynthesize. Did you know that some plants are legumes and these are special because they have ROOT NODULES which are nitrogen fixers.  These root nodules are little rooms where Rhizobium bacteria convert nitrogen gas into ammonium and then Nitrobacter bacterium in the soil  converts ammonium into nitrates. Plants can absorb nitrates to make plant protein.  When those plants are eaten by animals, then animals use the nitrogen to make animal protein.  You can say that all the protein on your body (muscles, enzymes, hair, fingernail etc) was built from nitrogen which was fixed by Rhizobium at some point in time.  

ASSIGNMENT:  10 points

Only certain plants contain these root nodules...amongst them are  bean plants and clover plants.   Look at the morphology of clover plants below.  Look on our school grounds  and find AS MANY DIFFERENT GENETIC VARIETIES as you can.  Upload your clover pic  on a doc or ppt and hand in. 

This picture is from research done by Tashiro et al on the genetics of clover plants.  https://www.researchgate.net/publication/250119450_Leaf_Trait_Coloration_in_White_Clover_and_Molecular_Mapping_of_the_Red_Midrib_and_Leaflet_Number_Traits

CREATE A CHART SHOWING

1. Your pictures of the clovers or clover patch

2.  The numbers of EACH TYPE of clover 

3.   Why is it important to keep a species inventory of plants such as clover in an ecosystem?