1. For the chemistry and chemical changes unit I placed standards 2.1.2, 4.1.1, 4.1.2, and 6.1.7. I found standard 2.1.2 in the fourth to sixth grade lab Mixtures and Solutions. In 1| Mixtures my lab group and I mixed three different solids (gravel, powder, and salt) with 50 mL of liquid water in three different cups. We examined and discussed the color, texture, particle shape, and particle size of the solids and then made observations when the water was added and discussed the properties of the mixture and if the content could be separated again. For standard 6.1.7 I found some evidence throughout the mixtures and solutions lab and the compounds and chemical changes lab. Energy is exemplified through different chemical reactions through observations such …show more content…
I do not think that standard 6.1.7 was fully implemented in the three labs for this unit. I failed to find examples in which light, electricity, and mechanical energy were associated with chemical reactions. Honestly, I feel like this standard could be best taught and understood with its own lab. Also, including more ways in which heat can be generated in the lab activities and having students experiment could have better represented standard 4.1.1. I could not find any examples of the second part of standard 4.1.2 that showed how heat moves from one place to another and the direction it moves. I feel like this standard could also fall under another unit such as measurement, physical properties, and physical changes. I remember examples in labs under this unit that illustrated which way heat transfers and to what.
3. I chose to find a second grade mathematics standard to integrate with this unit and the 2.1.2 standard. The mathematics standard 2.CA.1 could really easily be implemented when the students measure out the different solids and liquids to combine and result in a mixture. Any standard like this one that requires students to practice adding and subtracting fluently would not be hard to
The Cartoon Guide to Chemistry by Larry Gonick and Craig Criddle is a non-fiction book that utilizes visual images and cartoons to cover the basics and intricacies of Chemistry. It consists of two-hundred and fifty-six pages and was published by Collins Reference on May 3, 2005. It covers topics such as chemicals reactions, solutions, acid basis, and chemical thermodynamics in unique fashion that makes chemistry fun and easy to learn as well as understand. The book has no consistent build up or story to it. It simply moves from chemistry subject A to chemistry subject B, explaining the various components that make up the subject of chemistry.
This experiment is being carried out because we want to learn what happens when cooking and consuming a s’mores, which is 2 graham crackers, 1 roasted marshmallow, and 1 cube of Hershey’s milk chocolate. The purpose is to see and record the energy conversions when you make then eat a s’mores, these conversions include: light, sound, thermal, chemical energy.
The fifth experiment of the semester entails a synthesis reaction geared towards analyzing the structure of a product. The starting material is isopentyl alcohol. When reacted with acetic acid with sulfuric acid as a solvent, isopentyl alcohol produces isopentyl acetate, which is the goal product, as shown in the reaction below:
Unit 7: Chemical Reactions: Students will understand the basic concepts of reactions, bonding, the “mole” and how this relates to the law of conversion of matter.
In conclusion, this experiment allowed us, the students, to use theories learned in class to real life applications, or real life applications that we will soon encounter. The lab better prepared us for what may be expected in the future, and allowed us to determine different factors that affected our results in more than one possible way. The cold pack experiment lab that was conducted by my group and I, had resulted in us facing errors such as measurement errors, errors including the calorimeter and errors including our unknown salt. These errors were recorded and explained to better help us prevent it from occurring again. By following the correct procedure and having the correct materials required, we were able to determine the final enthalpy. That allowed us to determine what our unknown salt was, which was ammonium chloride.
The goal of the project was to characterize an "unknown" organic acid in order to make a proper identification of the acid, while learning proper techniques for scientific measurement and analysis of error.
Whenever a reaction takes place, energy is changed as well when the substances react chemically. Scientists have taken these changes in energy and generalized them. Scientists can take these generalizations and discover more about the nature and tendencies of matter. In this lab, the purpose was to perform seven reactions, write down their equations, and identify the type of reaction. In this lab report, several methods of displaying this information will be applied.
The purpose of the experiment conducted is to understand the role of enzymes in maintaining life and to be able to identify and explain various factors that affect enzyme functions. Make sure to be wearing lab appropriate clothing, a lab coat, and safety goggles at all times since this experiment involves you handling dangerous chemicals like hydroxylamine. For this experiment one of the main materials needed is a spectrophotometer. The use of the spectrophotometer is very important in this experiment. You will test three concentrations of enzyme (0.5 ml, 1.0 ml, and 2.0 ml of turnip extract) and three concentrations of substrate (0.1 ml, 0.2 ml, and 0.4 ml hydrogen peroxide). You always need to make sure you have a control, the control in this experiment is the turnip extract and the color reagent guaiacol. Increasing the temperature increases the rate of an enzyme reaction, decreasing the temperature decreases the rate of an enzyme reaction. Denaturation is a process in which proteins or nucleic acids lose the quaternary structure, tertiary structure and secondary structure. Hydroxylamine is a colorless inorganic compound and an odorless white crystalline solid.
... Standards (AIMS). Arizona Department of Education. Retrieved October 24, 2002 from the World Wide Web:
By exposing the chocolate and the cookies before the light and heat of the 60-watt light bulb, the students will be able to progressively observe the process of the material melting and make records at every stage of the experiment. Using the 15 seconds step, the students can identify the melt temperature and time of the chocolate under the lab conditions as well as make and analyze their records in the final part of the experiment. The experiment is expected to establish, which of the chocolates and cookies melt faster, and make conclusions about the influence of the consumables ingredients on their physical properties. This corresponds with the TEK 112.11 (5B) procedure, which allows students to “observe, record, and discuss how materials can be changed by heating or
Introduction: A phase change is a result from the kinetic energy (heat) either decreasing or increasing to change the state of matter (i.e. water, liquid, or gas.) Thus saying, freezing is the phase change from a liquid to a solid which results from less kinetic energy/heat. Also, melting is the phase change from a solid to a liquid which results from adding kinetic energy/heat. So, the freezing and melting point of something is the temperature at which these phase changes occur. Therefore, a phase change will occur when a vial of 10 mL of water is placed into a cup of crushed ice mixed with four spoonfuls with 5 mL of sodium chloride for 30 minutes. If 10 mL of water is placed in an ice bath, it will then freeze at 5 degrees Celsius because the kinetic energy will leave quicker with the ice involved. The purpose of this lab is to observe what temperature the water must be to undergo a phase change.
Investigationg of Chemical and Physical Changes Why I am conducting this experiment? In order to learn how to recognize chemical and physical changes, I have to carry out this experiment to see different chemical and physical changes of different substance. How can we recognize physical changes and chemical changes? -----------------------------------------------------------
borate) and 1.0 g. of sodium hydroxide in 20 mL of warm water. It may
One of the most important things in caliometry is the caliometer. This is a device used to measure the quantity of heat in a reaction. There are many different types of caliometers, some are used to measure the heat capacity of materials, and others measure the aspects the heat generates by new or untested reactions, heat of combustion and burn rates. One type of caliometer is reaction caliometers. These measure heat energy released or absorbed during a reaction that occurs inside the caliometer. Bomb caliometer are used to measure heat of combustion of a particular reaction. Differential scanning caliometers heat flow into a sample is usually measured differentially. A popular caliometer used in biochemistry is called the isothermal titration caliometer. In this caliometer the heat of the reaction is used to follow a titration experiment. It is used in biochemistry because it t facilitates determination of substrate binding to enzymes. Other caliometers that are sometimes used are x-ray micocaliometer, and high-energy particle caliometer. These two caliometers are not as often used, but can still be included in the different types. It is apparent that there are many different types of caliometers and some are used more commonly than others
is impossible to specify a single best method to carry out a given analysis in