4th Period - H. Chemistry-1st Semester - Room 210 - Rajski Assignments

Using the attached evidence. 

Explain. How did changing your independent variable change the way the reaction happened at the particle level.
Your answer should include the following from the evidence:
What is needed to happen between particles for a chemical reaction to occur.
What pattern did you notice when attempting your different trials.
Why did changing your independent variable cause the particles to take a different amount of time to react.

Using the attached evidence.

Explain. How did changing your independent variable change the way the reaction happened at the particle level.
Your answer should include the following from the evidence:
What is needed to happen between particles for a chemical reaction to occur.
What pattern did you notice when attempting your different trials.
Why did changing your independent variable cause the particles to take a different amount of time to react.

Objective:    
Describe factors that change the Rate of a Reaction
Explain the effects of changing conditions on a reaction at the particle level
Introduction: Chemical reactions are influenced by the conditions of their environment. These components are oftentimes vital to controlling the delicate balance of many existing systems on planet earth. As many ecosystems face challenges such as rising temperatures, acidification, and alternations of nutrient availability, it is important to investigate and identify the driving forces of these changes so that necessary modifications can be made. We have already seen how the ocean is changing and how it is affecting aquatic life such as coral reefs.  In this investigation a chemical reaction will be used as a model to measure how changing conditions can be used to identify drastic shifts occurring in the health of an environmental ecosystem such as the ocean and the many species that live in them.  

Objective:    
Describe factors that change the Rate of a Reaction
Explain the effects of changing conditions on a reaction at the particle level
Introduction: Chemical reactions are influenced by the conditions of their environment. These components are oftentimes vital to controlling the delicate balance of many existing systems on planet earth. As many ecosystems face challenges such as rising temperatures, acidification, and alternations of nutrient availability, it is important to investigate and identify the driving forces of these changes so that necessary modifications can be made. We have already seen how the ocean is changing and how it is affecting aquatic life such as coral reefs.  In this investigation a chemical reaction will be used as a model to measure how changing conditions can be used to identify drastic shifts occurring in the health of an environmental ecosystem such as the ocean and the many species that live in them.  

Different chemical reactions proceed at different speeds. For example, the rusting of iron may take many  years while the burning of methane gas is nearly instantaneous. The rate of reaction is the speed at  which reactants are converted into products. If a reaction proceeds quickly, it has a high rate of  reaction. If a reaction proceeds slowly, it has a low rate of reaction. The rate of reaction depends on a  number of variables, such as the concentration of reactants and the temperature. Collision theory is a  scientific concept that gives a qualitative explanation of chemical reactions and their reaction rates.

Organize experimental evidence into graphs to interpret how changing environmental conditions impact vulnerable species. 
Identify how characteristics such as concentration or surface area change the way that a chemical reaction happens.
Instructions: Using Google Sheets and working as a group - organize the experimental data from your investigation into a table and create a graph that can be used for interpretation of patterns and results.

Objectives:
Explain how characteristics such as concentration or surface area impact the way that a chemical reaction happens.
Identify parts of a chemical formula and equation

Objectives:
Explain how characteristics such as concentration or surface area impact the way that a chemical reaction happens.
Identify parts of a chemical formula and equation

Safety Precautions:
Safety Glasses are required - Strong acids can damage eyes.
Wash hands with soap and water if skin contact with acid.
Care should be taken when handling or placing acid onto the seashell.
Use a glass stirring rod to stir the liquid; never stir with a thermometer. 
Avoid eating or drinking during the lab - you can poison yourself.
Wash hands thoroughly with soap and water before leaving the laboratory.

Objectives:
Develop and carry out an investigation that monitors how changing conditions impact vulnerable species.
Identify how characteristics such as concentration or surface area impact the way that a chemical reaction happens.
Instructions: Prepare for the investigation by using your own knowledge and researching what are the characteristics of a chemical reaction. Identify the variables of your investigation to learn how changing conditions impact what happens to sea shells.

Based on your rankings and group discussion - How are the topics of each article connected with one another?What evidence from the articles describe these connections and relationships?
Include ideas such as:
How do the topics discussed in the articles impact individuals, communities, or the world at large?
What are the main environmental concerns and impacts associated with what is happening, as discussed in each article?
How do the articles differ in their focus?
How have the articles expanded your interest and understanding of the relationships between different activities and events around the world?

You may earn some credit back on the Unit 1 Assessment by completing revisions of the math portion. 
Details about which equations should be used for each question can be found attached. 
Turn in your revised formula heat capacity exam questions to Mr. Rajski

You may earn some credit back on the Unit 1 Assessment by completing revisions of the math portion. 
Details about which equations should be used for each question can be found attached. 
Turn in your revised formula heat capacity exam questions to Mr. Rajski

Based on your rankings and group discussion - How are the topics of each article connected with one another?What evidence from the articles describe these connections and relationships?
Include ideas such as:
How do the topics discussed in the articles impact individuals, communities, or the world at large?
What are the main environmental concerns and impacts associated with what is happening, as discussed in each article?
How do the articles differ in their focus?
How have the articles expanded your interest and understanding of the relationships between different activities and events around the world?

This form is mean as a reflection for the end of the Unit 1. 
Complete the form below to the best of your ability.

This form is mean as a reflection for the end of the Unit 1. 
Complete the form below to the best of your ability.

This form is mean as a reflection for the end of the Unit 1. 
Complete the form below to the best of your ability.

Sign in by filling out your first and last name.
Select your chemistry class period

This assessment includes 17 multiple choice questions
2 Short Answer
5 Heat Capacity Calculations

Follow the instructions to continue to the next section until the exam is completed.

Sign in by filling out your first and last name.
Select your chemistry class period

This assessment includes 17 multiple choice questions
2 Short Answer
5 Heat Capacity Calculations

Follow the instructions to continue to the next section until the exam is completed.

Sign in by filling out your first and last name.
Select your chemistry class period

This assessment includes 17 multiple choice questions
2 Short Answer
5 Heat Capacity Calculations

Follow the instructions to continue to the next section until the exam is completed.

Once you have your set of hexagons, it’s time for your group to begin making connections between them. Your conversations now will be about showing how and why you think the different ideas and options connect. Everyone will see things differently, and that’s OK. Just keep talking until you find the connections that stick. As you discuss your ideas, use our guided notes to find supporting evidence for why you think your connections are strong ones.
Each hexagon can connect to up to six others. Arrange and rearrange until you feel you have the strongest hexagon web in place that you can. Then begin explaining your connections with connection arrows, writing in why you have created intersections between key hexagons.

Once you have your set of hexagons, it’s time for your group to begin making connections between them. Your conversations now will be about showing how and why you think the different ideas and options connect. Everyone will see things differently, and that’s OK. Just keep talking until you find the connections that stick. As you discuss your ideas, use our guided notes to find supporting evidence for why you think your connections are strong ones.
Each hexagon can connect to up to six others. Arrange and rearrange until you feel you have the strongest hexagon web in place that you can. Then begin explaining your connections with connection arrows, writing in why you have created intersections between key hexagons.

Objective: Using evidence collected from an investigation - create a mathematical model to show the changes in thermal energy of different materials to identify characteristics useful in maintaining the temperature in our homes. 

Purpose: Keeping your house at a comfortable temperature involves managing the way heat moves around. To do this, we use materials that can either help heat flow easily or stop it from escaping. These materials have different jobs when we're building our houses. When we turn on a heater, we use gas or electricity to change the indoor temperature. The longer these devices run, the more we pay for energy. 
Instructions: Complete the tasks of each part of the analysis using data from your investigation. 

**This is a homework assignment meant to be completed outside of the classroom**

Instructions: Review the answers that you got wrong on your quiz. In the space below write the question and explain what makes your new correct answer better than your previous answer. Earn at least a letter grade higher for revising all of your wrong answers.

Develop and carry out an investigation to test different materials for the purpose of identifying characteristics of thermal energy useful to maintaining temperatures in our home. 
Identify how characteristics such as mass, type of material, of initial temperature can impact the final temperature of another material. 

Objective:

Develop and carry out an investigation to test different materials for the purpose of transferring thermal energy in equipment that maintains temperatures in our home.
Identify how characteristics such as mass, type of material, of initial temperature can impact the final temperature of another material.  
Instructions: Read the procedure and complete the graphic organizer by identifying the main components of the investigation.

Directions: Use the concept of thermal conductivity to model and explain your answer to each of the following questions. A key has been provided.

Objective: Use a model to illustrate how thermal conductivity influences the transfer of thermal energy in different materials.

Instructions: Interpret the models and choose the best response for each question. There is only 1 correct answer for each question. Answer the questions to the best of your ability.

Instructions: Interpret the models and choose the best response for each question. There is only 1 correct answer for each question. Answer the questions to the best of your ability.

This will be checked in for a completion grade.

Objective: Create a model that represents the flow of thermal energy at the particle level that occurred at different stations during our investigation.  
Instructions:  Working with a partner or by yourself, create a model for one of the stations during your last investigation. Each model is worth a different amount of points based on their difficulty. The hardest models are worth the most points. Make an effort to clearly label and identify the materials from the checklist.

Objective: Create a model that represents the flow of thermal energy at the particle level that occurred at different stations during our investigation.  
Instructions:  Working with a partner or by yourself, create a model for one of the stations during your last investigation. Each model is worth a different amount of points based on their difficulty. The hardest models are worth the most points. Make an effort to clearly label and identify the materials from the checklist.

Describe how the macroscale world can be observed and modeled from the particle  level. 
Describe differences between how we observe substances like liquids | Solids | Gasses in the macroscale and how their particles behave at the microscopic level. 
Using particles models identify  the relationships between  Kinetic Energy and Attraction Forces.

Describe how the macroscale world can be observed and modeled from the particle  level. 
Describe differences between how we observe substances like liquids | Solids | Gasses in the macroscale and how their particles behave at the microscopic level. 
Using particles models identify  the relationships between  Kinetic Energy and Attraction Forces.

Describe how the macroscale world can be observed and modeled from the particle  level. 
Describe differences between how we observe substances like liquids | Solids | Gasses in the macroscale and how their particles behave at the microscopic level. 
Using particles models identify  the relationships between  Kinetic Energy and Attraction Forces.

Objective: Develop macroscopic models that identify and describe the systems and surroundings as well as the matter and energy.

Heat is an important part of our everyday lives, influencing the temperature of our systems and surroundings. In this lab, we will dive into how heat is transferred from one place to another, specifically focusing on three primary modes: conduction, convection, and radiation.

Heat transfer is the exchange of thermal energy between objects or substances that have different temperatures. Conduction involves the direct transfer of heat through a material without the movement of the material itself. Convection, on the other hand, is the process where heat is transported through the movement of fluids (liquids or gasses). Lastly, radiation is the emission of electromagnetic waves, typically in the form of infrared radiation.

Safety
Safety Goggles Should Be Worn Whenever Lab Equipment Is Out Of The Red Bin.
When Handling Chemicals or Unknown Materials, Handle With Care And Act As If It Is Dangerous
Absolutely No Horseplay/Practical Jokes
Follow The Procedure In The Bin.

Instructions: Complete the guided notes using the following link: Thermal Energy Transfer

Objectives: Develop macroscopic models that identify and describe the systems and surroundings as well as the matter and energy.

Objective: 
Interpreting measuring equipment with accuracy during investigations and modeling 
Develop macroscopic models that identify and describe the systems and surroundings as well as the matter and energy. .

Objective: Identify and describe all the components of a system and the surroundings, as well as energy flows between the system and the surroundings.

Our houses were budgeted for all types of walls, windows, insulation, roofing material, and more importantly temperature control units. We all have different types of heating and cooling systems in our designs and our actual houses.

Instructions: With your group, you will be designing a two story house within a specific budget. The blueprint for the house needs to be detailed with labels and accurate measurements.
Objective: Design a home blueprint within the required budget of your group.  Participate in group decision and research activities

Using the class syllabus and safety guidelines, complete the crossword using the hints.

Chicago has been experiencing record breaking temperatures and unusually strong weather conditions. Unit 1 will explore how weather affects our homes, and how we can use science and technology to protect ourselves in the future.

Using your Safety guidelines and lab equipment handout - complete the questions at each station to better understand the tools we use in chemistry and how they function.

Create a public and private profile to tell us who you are.
Please use pictures (personal or from the internet) and be as detailed as possible.
For the public profile please share things that you are comfortable sharing with everyone
For the private profile your answers will only be viewed by your teacher(s)