Q4 #3 - Equilibrium FRQs (Part 3)

Q4 #2 Kinetics FRQs (Part2)

1d. k=[O3][NO]
1e. Step 1: O3 + NO --> O + NO3 is the slowest since it determines the rate of the reaction
2a. O3 + O --> 2O2
2b. Cl is the catalyst since it causes the reaction
2c. CLo is the intermediate since it is created in step 1 then used in step 2
2di. 2nd order
2dii. 1/M
2diii. Step 1 because it is the slower rate
3a. speed of molecule increasing,
3b. reaches Ea and begins declining
3c. k[C2H4][HCl]
3d. Cl- (g)
3e/f.

Q4 #1 - Kinetics FRQ (Part 1)

Mock FRQ Mistakes

1b. 21 kJ forgot how to do it
1c. drew triple bond instead of double bond for carbon
1d. didn't talk about LD forces and Hydrogen bonding
2a. 0.12M forgot to use the formula
2b. 0.92 since I got a wrong, I had the wrong number for part b
2d. Disagree because buffers are only created when equal amounts of weak acid/conjugate base are mixed
3a. 2Al + 3CuCl2 --> 2AlCl3 + 3Cu wrote the wrong formula
3e. decrease the concentration of the anode cell and increase the voltage
4c. PES is is more to right since it has more proton in its nucleus, and experience a greater pull
5a. IMFs of NH3 are stronger than NCl3 due to hydrogen bonding although both are polar and have Dipole-dipole bonding
5b. Didn't explain that Br would strengthen LD forces and polarizability
6b. forgot about the "like dissolves like" principle and didn't notice that water and CCl4 have different types of IMFs
6c. The water layer as the Na+ ions are drawn to the partially negative central oxygen and the Cl- ions are drawn to the partial positive hydrogen ions created an aqueous solution

Thermodynamics of methane combustion

The balanced equation is CH4(g) + 2O2(g) ---> 2H2O(g) + CO2 (g)

Given the equation: delta G = delta H - T(delta S) 

Since the values of both G and H are so similar, the only plausible conclusion would be that the reactants and products are roughly the same. Therefore, delta S must be a number very close to zero so that any increase/decrease in temperature won't affect the 

Mass of Iodine in Water

Battery Challenge

A)Highest Voltage

B)Illuminated LED

Practice MCQ Exam

1. The problems I struggled with were more or less those that I didn't remember how to do. I saw these questions and remembered learning about them but I couldn't connect the pieces and remember back to the time we learned about them.
2. I really understood the recent problems that we've been doing in class recently since they were fresh in my mind. These problems seemed a bit easy and didn't provide much trouble. I also remembered doing some of the problems before and I remembered the way I did them.
3. 13. C.I remember getting this problem wrong on a quiz and once again, I got it incorrect again. I think memorizing differences between different types of bonding would help.
19. B. I thought that C-F bonds would break easier since they weren't equal whereas the C-H bonds were.
24. A. OH- is the only conjugate base and is therefore the answer; the conjugate base of acid 1 is <7.
29. B. Misread Periodic Table.

Galvanic Cell Grid

Drawdio

Embed video take by you or member of your group showing your favorite Drawdio invention.

Create a diagram (picture of diagram is fine) that explains how YOU THINK the Drawdio works. I'm looking for creativity, risks, and open-ended guesses. Only wrong answer is the lack of a guess.

The drawdio device acts as the piece which transfers electrons from the water (in the case of the video) to us being able to play music on a table. When the electrons pass through the drawdio device, it makes the loud beeping noise that we hear.

pH Calculations

As of right now, I'm still having a bit of trouble with deciphering whether an acid is strong or weak. For example, I don't get how to determine whether an acid is strong or weak if given HS vs HW. Without doing some type of visual experiment, I wouldn't be able to determine which acid is stronger/weaker. I also think that I just need some time to go over the blue sheet to quicken my ability to determine the Ka, pKa, buffer pH, etc. Below are pictures of our data from the lab on the Explore Day. 

Blog Post (Acid-Base Balance: Indispensable for Our Metabolism)

Acid-Base Balance: Indispensable for Our Metabolism Summaryhttps://docs.google.com/a/shcp.edu/document/d/1Htsh59ykknLHt5ApKq8RqOq92KVdb9FTgf7P28oKwT8/edit?usp=sharing

Magic Horshoe

Cycle A (Acid/Base RxNs)

In this Cycle, we did an activity in class where we told to find the titration for an unknown acid by pouring it through a buret into an unknown base. Using a pink indicator and the formula MaVa=MbVb, we would try to use as little of the base as possible to turn the acid pink. 

For this cycle, I understand the differences between the two types of acid-base reactions: water and water + gas. The differences between strong and weak acids along with the the idea of using to solve for the concentration of an unknown acid/ base. Balancing reactions has taken me a bit longer than usual since we haven't been doing too much practice on it. I also need to remember that whenever I see CO3 in the reactants, it will be a water + gas reaction. Overall, I feel as if I understand the basics of this cycle and should be set to go for the quiz. 

Cycle D - Practice Set (Solution Properties)

• At least a paragraph reflection that describes the types of problems you really understood and why.  Give at least one example.
• This entire cycle makes a lot of sense to me although it takes a bit of time to solve each problem. Using the A=Elc (A=abc) formula is fairly simple although doing more of the problems to improve my speed/accuracy wouldn’t hurt. The activity where we looked at the two different concentrations and seeing both of them vertically and horizontally.
• At least a paragraph reflection that describes the types of problems you struggled with and why. Give at least one example.
• I didn’t know/remember what a buret was so the first problem on Section 2 stumped me. Otherwise, I couldn’t find anything else that I really didn’t understand. With more practice, I think that I could easily tackle any problem.
• At least one picture of something you did in class during the week with a description of the picture.
• This picture shows a situation in which 2 solutions looked the same color when looked at vertically but differently when viewed horizontally. I also have an image of a smurf since its “blood” was used in this experiment.
  

Cycle C - Practice Set (Ideal Gas Properties)

• At least a paragraph reflection that describes the types of problems you really understood and why.  Give at least one example.
• The first problem which asked me to find the mole fraction of neon in the container was seemed a lot easier than I initially thought. I’m also familiar with the concept that volume occupied. I think that it’s safe to say that any problems having to do with partial pressure make a lot of sense to me. Finding molecular masses of different gas samples seemed straightforward and simple.

• At least a paragraph reflection that describes the types of problems you struggled with and why. Give at least one example.
• Finding the final pressure of an ideal gas was confusing to me since I didn’t use the approach. Determining different variables from a graph proved to be a bit challenging and a bit harder than I had expected. Overall, I had some trouble determining the numerical figures for my answers since I haven’t experienced too many of those questions. In class, we focused more on simply seeing if the numerical value was going to be greater/smaller rather than actually finding that value. I also forgot when a gas would be at STP.
• At least one picture of something you did in class during the week with a description of the picture.
• In this picture, we emptied a tea bag and then folded the bag into a cylinder shape before burning it. In this picture, the bag is in the process of burning.
  

Lone Pairs...More Important Than They Seem

Imagine a situation in which an unknown environmental agent stimulates the spontaneous loss of the lone pairs of electrons on ALL water molecules. Write a blog post that describes how this occurrence would change the face of the world as we know it. Your post must be at least 3 paragraphs and I challenge you to be as creative as possible in your description. Decide on your own title for the post. Good luck!

First off, a water molecule (H2O) is made up of an one oxygen and two hydrogen molecules. Due to its bent structure, water is a polar. This is formed due to the two hydrogen atoms pushing(arrows) towards the single O atom. However, removing the oxygen (O) atom, water would become a linear molecule. In addition, if water were to become linear, it would lose its dipole moments.

If a water molecule was to turn into a linear molecule, there would be no dipole moment. Losing the oxygen atom would cause the world to be quite strange and destructive. Water would lose its high boiling point and become increasingly easy to become flammable. Because of this, any water exposed near a flame would most likely result in an actual fire drill. Being polar, water has the ability to form London dispersion and dipole-dipole forces but without the “O”, the linear molecule would only have the potential to form the London dispersion.
Water would also become dangerous for humans to consume since we risk the possibility of being burnt every time we cook or light a match. On a hot day, all the oceans, rivers, lakes, etc. would evaporate and become as dry as the Sahara Desert. In addition, many molecules would no longer be able to latch onto water as there would only be two partially positive “heads”. To conclude, losing the lone pair is much more serious than it seems since it would turn a perfectly chemically balanced world into one where H2O is no longer usable.

Check out this video!