To close out the week, we embarked on a study of dilution, a technique used by scientists to alter the concentration of a liquid.  For our lesson, students worked with their lab groups to prepare serial dilutions of a solution colored with one or more food dyes.  They measured the peak absorbance of their assigned colors at each dilution and then graphed their results, followed by analysis of the graph as outlined in the Lesson 87 section of the work packet for Lessons 85-87.

With so many activities last week keeping students out of class, only a few people were able to complete the Dilution Lab.  We will complete the lab on Monday, with students watching a brief video explaining how a spectrophotometer works, and then they will receive a set of teacher-generated absorbance data for the diluted color samples.  The data is contained in the Dilution Lab Slide Deck. Students will complete the Lesson 87 questions and then turn the packet in for credit.

Notes from class (June 12 Review):

Tomorrow we will engage in our final lab of the year!

Homework:

• Read Lesson 87 in the textbook and complete the exercises assigned in the work packet.  Login via hs.saplinglearning.com and enter your username and password:
  • Username: wahps****s-####### (**** = first 4 letters of your last name and ####### = student number).  Remember to include the dash between s and #.
  • Password: S-####### (the S must be capitalized)
• Please ask questions about anything from Lesson 87 you do not yet fully understand.

Opportunities For Help Outside of Class:

1. Mr. Swart’s office hours: Mondays, Tuesdays, and Thursdays after school until at least 3:00 (later with advanced notice)
2. Use the vast number of resources available on this website – check each lesson!
3. Email Mr. Swart for help if staying after school is not possible
4. Form a study group with other students  to review concepts from class
5. Attend MASH after school (M/T/Th in Library)
6. Attend Math Lab after school (T/Th in Room 124)

We elected to take our time working through Lesson 86, starting off by learning about the strongest acids and bases in the world:

Next, we worked through a set of class notes and practice problems pictured below (the Lesson 86 PowerPoint is available for reference), connecting molar concentration of H+ or OH- with pH.

After the notes, students transitioned to the Lesson 86 section of the Lessons 85-87 packet.

The next day, we began class by practicing the skill of calculating pH from molarity and molarity from pH.  Students were reminded that Google Chrome can be used as a calculator.  Desmos.com offers a nice web-based scientific calculator as well.  Students had the remainder of class to work through the Lesson 86 section of the Lessons 85-87 packet.

Some additional videos that might be helpful:

Students requiring further practice with the math in this lesson should watch the Crash Course video below:

Dude!

Homework:

• Read Lesson 86 in the textbook and complete the exercises assigned in the work packet.  Login via hs.saplinglearning.com and enter your username and password:
  • Username: wahps****s-####### (**** = first 4 letters of your last name and ####### = student number).  Remember to include the dash between s and #.
  • Password: S-####### (the S must be capitalized)
• Please ask questions about anything from Lesson 86 you do not yet fully understand.

Opportunities For Help Outside of Class:

1. Mr. Swart’s office hours: Mondays, Tuesdays, and Thursdays after school until at least 3:00 (later with advanced notice)
2. Use the vast number of resources available on this website – check each lesson!
3. Email Mr. Swart for help if staying after school is not possible
4. Form a study group with other students  to review concepts from class
5. Attend MASH after school (M/T/Th in Library)
6. Attend Math Lab after school (T/Th in Room 124)

We extended our learning about acids and bases by learning and applying the Arrhenius and Bronsted-Lowry definitions via the Lesson 85 PowerPoint, the Lesson 85 worksheet, and the Acid-Base Solution Card sort activity.  For homework, students were assigned textbook problems #1-8 from Lesson 85, provided to students in the form of a work packet for Lessons 85-87.

Note: While our intent is to complete the packet this week, we have the following scheduled interruptions and will adjust our timeline and learning goals accordingly:

• WCAS Science Exam (all 11th grade students) on Tuesday, June 4 and Wednesday, June 5.  Students will test either during periods 1-3 or 4-6, with a schedule forthcoming.
• All 10th grade field trip on Wednesday, June 5.
• Pirate Mutiny on Friday, June 7, schedule forthcoming.

Keep Learning!

Interested in learning more about acids and base chemistry?  Check out the Crash Course video below:

Students who would like to further their understanding of Bronsted-Lowry acids and bases are encouraged to watch the Khan Academy video provided below:

Homework:

• Read Lesson 85 in the textbook and complete the exercises assigned in the work packet.  Login via hs.saplinglearning.com and enter your username and password:
  • Username: wahps****s-####### (**** = first 4 letters of your last name and ####### = student number).  Remember to include the dash between s and #.
  • Password: S-####### (the S must be capitalized)
• Please ask questions about anything from Lesson 85 you do not yet fully understand.

Opportunities For Help Outside of Class:

1. Mr. Swart’s office hours: Mondays, Tuesdays, and Thursdays after school until at least 3:00 (later with advanced notice)
2. Use the vast number of resources available on this website – check each lesson!
3. Email Mr. Swart for help if staying after school is not possible
4. Form a study group with other students  to review concepts from class
5. Attend MASH after school (M/T/Th in Library)
6. Attend Math Lab after school (T/Th in Room 124)

Day 1: After completing the pH Gizmo and preparing red cabbage indicator solution, students were formally introduced to acids and bases via a lab.  Having just learned about indicators (chemical solutions that change color in response to changes in pH, Lesson 117) we reviewed Day 1 of the Acid and Base Lab Report Packet. and then students had the remainder of the day to work through the Day 1 worksheet and prepare for the lab.

Day 2: For Day 2 of the Acid and Base Lab, students used their red cabbage juice indicator solution to measure the pH of eight different solutions (comparing the color of the indicator to a color chart for red cabbage indicator). Students repeated the process using universal indicator.  Finally, students evaluated the effect of sodium bicarbonate (baking soda) on the pH of the solutions, as determined by the indicator colors.  Students should carefully document all steps of the lab, taking pictures of the indicator solutions before and after addition of sodium bicarbonate.  Indicator Solution Charts are provided below:

Days 3+: Students will work with their assigned lab groups to write a lab report for the Acid and Base Lab.  The lab report will consist of:

• Introduction – a paragraph explaining the purpose of the lab
• Safety Concerns – list all safety concerns associated with working with acids and bases, along with required precautions for the lab (explain why each piece of personal protective equipment is required)
• Procedure – an ordered list of steps explaining:
  • how the red cabbage indicator solution was prepared
  • pH evaluation of all samples in universal indicator and red cabbage juice indicator solutions
  • pH evaluation of all samples after calcium carbonate added
  • pH measurement with pH probe
• Results – data table with all results, pictures of all results, and one paragraph each of the outcomes of:
  • pH determined with red cabbage indicator solution
  • pH determined with universal indicator solution
  • pH determined with pH probe
  • pH determined after addition of calcium carbonate
• Conclusions – one paragraph each explaining:
  • The effectiveness and consistency of indicator solutions, relative to the two indicator solutions compared with the pH probe
  • An explanation of how calcium carbonate affected pH
  • Bonus: An explanation of why the indicator solutions changed color (with sources cited)
  • Bonus: An explanation of why calcium carbonate affected pH (with sources cited)
• Sources (if necessary)

Day 4: After a much-need 4-day weekend, we began class with the Lesson 84 PowerPoint which included a starter question helping students connect acid/base chemistry with the biology of heartburn.  For the lab last week, students observed the effect of sodium bicarbonate (NaHCO3, or baking soda) on acids and bases.  For the ChemCatalyst, students made the connection of acid neutralization with the related compound calcium carbonate (CaCO3, commonly found in antacids).  Students have the remainder of the short week to complete the lab report from the lab last week.  The group lab report packet is due at the end of school Friday, and the lab report must be shared with the teacher by midnight Friday.  Late work will receive a maximum of 60% credit.

Groups who finished early will be provided with a variety of learning enrichment options related to our work thus far during the unit, including:

• Evaluate absorbance and %transmission with a spectrophotometer, then create and analyze a graph
• Analyze the spectra of atoms and stars via Gizmos
• Evaluate waves with an oscilloscope, then create a how-to video or pamphlet

As we continue our study of pH, we need to explore techniques to determine whether a chemical is an acid, a base, or neutral.  With yesterday’s Gizmo, students used digital pH paper to measure pH and then watched a video on how to prepare red cabbage indicator solution.  Today we will prepare the red cabbage indicator solution that we will use in the lab tomorrow.  In addition, students will read Lesson 117 in the textbook and answer exercise questions 1, 2, 3, and 6 in preparation for the Acid and Base Lab Report.

Homework:

• Read Lesson 117 in the textbook.  Login via hs.saplinglearning.com and enter your username and password:
  • Username: wahps****s-####### (**** = first 4 letters of your last name and ####### = student number).  Remember to include the dash between s and #.
  • Password: S-####### (the S must be capitalized)
• Work through the practice problems at the end of Lesson 117.
• Please ask questions about anything from Lesson 117 you do not yet fully understand.

Opportunities For Help Outside of Class:

1. Mr. Swart’s office hours: Mondays, Tuesdays, and Thursdays after school until at least 3:00 (later with advanced notice)
2. Use the vast number of resources available on this website – check each lesson!
3. Email Mr. Swart for help if staying after school is not possible
4. Form a study group with other students  to review concepts from class
5. Attend MASH after school (M/T/Th in Library)
6. Attend Math Lab after school (T/Th in Room 124)

This week, we are extending our study of light and color to include the study of pH.  We will begin with some class notes (below the video), and then students will have the remainder of the class period to complete the pH Analysis Gizmo and watch the video below showing how to prepare cabbage juice indicator solution.  Be sure to write down the procedure for how to prepare the indicator solution – it will be going in your lab report!

Notes from class:

For our work today, we reviewed exercise questions 3-6 from Lesson 113, took some class notes to set students up for success on Lessons 114 and 115.  Students had the remainder of the class period to work on the exercises for Lesson 114.

Class Notes:

Homework:

• Read Lesson 114 in the textbook.  Login via hs.saplinglearning.com and enter your username and password:
  • Username: wahps****s-####### (**** = first 4 letters of your last name and ####### = student number).  Remember to include the dash between s and #.
  • Password: S-####### (the S must be capitalized)
• Work through the practice problems at the end of Lesson 114.
• Please ask questions about anything from Lesson 114 you do not yet fully understand.

Opportunities For Help Outside of Class:

1. Mr. Swart’s office hours: Mondays, Tuesdays, and Thursdays after school until at least 3:00 (later with advanced notice)
2. Use the vast number of resources available on this website – check each lesson!
3. Email Mr. Swart for help if staying after school is not possible
4. Form a study group with other students  to review concepts from class
5. Attend MASH after school (M/T/Th in Library)
6. Attend Math Lab after school (T/Th in Room 124)

After discussing the handout from Cosmos: Hiding in the Light, we transitioned to an exploration of the properties of light as a wave.  Class notes are posted below.  For the lesson, students were assigned to read Lesson 113: Light Energy in the textbook, then answer the exercise questions at the end of the lesson.  Answers to the questions will be turned in as an assignment.

Notes from class:

Keep Learning!

Continue exploring the electromagnetic spectrum with NASA’s Astronomer’s Toolbox.

Homework:

• Read Lesson 113 in the textbook.  Login via hs.saplinglearning.com and enter your username and password:
  • Username: wahps****s-####### (**** = first 4 letters of your last name and ####### = student number).  Remember to include the dash between s and #.
  • Password: S-####### (the S must be capitalized)
• Work through the practice problems at the end of Lesson 113.
• Please ask questions about anything from Lesson 113 you do not yet fully understand.

Opportunities For Help Outside of Class:

1. Mr. Swart’s office hours: Mondays, Tuesdays, and Thursdays after school until at least 3:00 (later with advanced notice)
2. Use the vast number of resources available on this website – check each lesson!
3. Email Mr. Swart for help if staying after school is not possible
4. Form a study group with other students  to review concepts from class
5. Attend MASH after school (M/T/Th in Library)
6. Attend Math Lab after school (T/Th in Room 124)

May 7: Class began with a continuation of our work yesterday analyzing an article written by a different author and news organization but about the same subject material as yesterday:

• 1 Million Animal And Plant Species Are At Risk Of Extinction, U.N. Report Says (NPR)
• 1 million species under threat of extinction because of humans, biodiversity report finds (NBC News)

After completing another text analysis organizer, students compared and contrasted the two writing styles as part of a small group discussion. Next, we watched a video segment about the IPBES summary from Fox News.  Students contrasted the articles with the video and evaluated the effect of tone on viewer perception of the material.

With so many possible sources of information out there, and the information often marketed as news but actually representing something other than objective fact, students watched The Baloney Detection kit video below.  To help ensure everyone can differentiate between science and pseudoscience, students wrote down descriptions of all 10 points on a handout, with the expectation that they will use the points to determine whether a source should be used in our project work as students of science.

May 8: To begin class, we made use of some neat older equipment unearthed in our chemistry store room.  Students used polarized light filters to visualize the emission spectra of hydrogen, helium, nitrogen, neon, argon, and mercury.  We connected the emission spectra back to the concept of electron orbitals, previewing our work to come as the end of the year approached.

Next, we moved our “What Comes Next” discussion forward by creating a network diagram connecting facts from the CNN, NPR, and NBC News articles (key facts) with possible solutions (what can we do?).  After building out the network diagram, students formed teams based on interest and were tasked with narrowing their own focus to the solution they would most like to explore and digging deeply into each solution by crafting a Project Proposal with the following elements:

• Clearly describe the problem
• Clearly describe the proposed solution and explain how you would use STEAM (science, technology, engineering, art, and math) to share your proposed solution with the class
• Identify and explain the stakeholders: who or what will be impacted by the solution and why
• Research previous efforts to solve the problem and identify what worked and what did not
• Describe five major constraints: what are the realities of successfully implementing the solution?  For example, cost is a universal constraint (everything costs money!) – how much might your solution cost (based on previous efforts) and who will pay?

Notes from class:

P2

Keep Learning!

UW Study: Ocean acidification could kill salmon sense of smell