Monday, June 26, 2017


This is it, students: the final day of the 1st session.  Don't quit, the end is in sight!

On this final day, we will begin immediately with the Lab "Production of SrCO2", which you should've already set up in your Composition Book.   The precipitate produced in this lab will be cured in a drying oven during the morning, and while we are waiting for that to determine our final data points, we will rehearse stoichiometry problems involving MOLARITY.

Any outstanding work from prior to the final day must be handed in by the 10:45 Break on Tuesday, no exceptions.

Your FINAL will be given after the Break.   Like the previous tests, it will contain a multiple-choice section graded on a SCANTRON and a series of Calculations.

The test is comprehensive for the session and includes the following (use the links!) :


Students: HERE are the Power Point Notes on 'Stoichiometry of Fluids' given in the first two weeks of Unit 4, the final unit of the Fall semester in Mr. Hatfield's Chemistry classes.   

This section of notes covers problems having to do with molar volumes of gases, limiting reactants and percent yield, molar concentrations and other properties of solutions.   A Study Guide based on these notes is available HERE in PDF form.

Students, here is the video shown in class, in which Paul Andersen demonstrates limiting reactant and percent yield problems:

The worksheet based on this video is available as a PDF file HERE.

Students can watch Paul Andersen's discussion of solutions and their properties as many times as needed here, on-line, in the video embedded below:

Students can also access the PDF version of the worksheet given in class, based on this video, HERE.


Students, these are the Power Point Notes given in class which introduce the technique of 'mapping the equation':

This technique is complimentary to the fractional setups which we have been practicing for weeks, setups that allow chemists to convert units via cancellation:

Mapping the equation is very helpful in solving more complex, real-world problems in which the order of operations is important:

In these sort of problems, you should map the equation FIRST, then use the map as clues on how to set up the order of your fractional terms.  

Considering the mapped equation above, let's imagine that we are given 72 grams of hydrogen gas (H2), and we want to know how many grams of ammonia (NH3) can be produced in this reaction . . . .

The map tells us that after we write down the given amount as the first term, the second term should use the molar mass of hydrogen gas (2.02 g/mol), expressing it as a fractional term.   The third term, the mole ratio, we get from the balanced equation:  it tells us that for 3 moles of  on the reactant side, we should have 2 moles of  on the product side.   Finally, to convert from moles to grams, we use another molar mass, the molar mass of ammonia (17.04 g/mol ).

Wednesday, June 21, 2017


Students:  HERE is the second group of Power Point Notes for your Unit 3 test on Monday:

The first set of notes can be found here:

A Study Guide based on both sets of notes will be made available in Thursday's class, to assist students in preparing for Monday's test.  You can download it as a PDF file here.

Students, as with 'The Mole', I am making this Paul Andersen video available through the class blog.   Please watch as many times as you need:

The worksheet based on this video is available online HERE:


Students, you can find the latest Power Point Notes on Chemical Quantities and Moles HERE:

Students:  here is Paul Anderson's video, as shown in class, explaining the concept of the mole with helpful illustrations:

Student should use this video to complete a worksheet given in class, which is also available online HERE.


Students who were in Mr. Hatfield's classes on Wednesday, June 21st , watched part of a PBS video entitled 'Fireworks!'  Students who need to watch it again, or who were not present on Thursday, will find the video embedded below in this post.

The worksheet for this video can be obtained HERE.

Students should pay careful attention to items from Chapter 5 (electron configuration) and Chapter 7 (ionic compounds):


If students were absent on the day we were guests in Mr. Hanna's classroom, they did not get to see the actual lab where we performed a 'flame test' on various ionic compounds.   

Here is a video that shows much the same sort of observations students made on Wednesday.   Unfortunately, we do not have Bunsen burners in my classroom, and so it is not practical to 'make up' the lab.   Watch the video, students, and compare it with observations that students who attended were able to make in order to understand the material: