VIDEO: EQUILIBRIUM

Students:  here is Paul Andersen's video on 'Equilibrium', the final video worksheet of the semester:


 There is also a link to where you can download a PDF version of the video worksheet, HERE.

POWER POINT: STOICHIOMETRY OF FLUIDS

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.

VIDEO: SOLUTIONS

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.

VIDEO: LIMITING REACTANTS

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.

UNIT 4 SYLLABUS

Students, this is the last syllabus, for the final Unit of the fall semester.   There are only 15 days of instruction remaining in the course.   Work hard.  Try everything.   Use your time wisely.

POWER POINT: MAPPING STOICHIOMETRY

Students, HERE is the brief Power Point Notes given in class which introduces 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 ).

POWER POINT: STOICHIOMETRY

Students:  HERE is the second group of Power Point Notes for Unit 3:

https://www.mediafire.com/?hyumweo1v43a2t6

The first set of notes can be found here:

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

VIDEO: STOICHIOMETRY

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:

SYLLABUS, UNIT 3

Students, here is the new syllabus for Unit 3:

Please note that this unit began more than a week ago. We spent most of last week simply rehearsing (MANY times!) how to calculate the molar mass of a compound, and how to convert from moles to grams, or from moles to particles.  

Your first homework assignment on moles and stoichiometry was given in class on Friday!  This is challenging material, you need to do it right away.  Don't FALL BEHIND.

VIDEO: THE MOLE

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.

POWER POINT: CHEMICAL QUANTITIES AND MOLES

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




This comes at the end of four days of instruction, beginning on Friday the 14th, in which students were given examples of and practiced solving problems in which students do calculations with moles. 

At the end of today's lesson, they were given a Homework assignment, "Calculations With Moles." That item is available HERE.

STUDY HALL will occur the next two weeks at lunch (Tuesday and Thursday), and after-school on Wednesday.   Students who have been assigned STUDY HALL must attend, or they will be treated as defiant.

Unit 3 began on Thursday the 13th.  A new syllabus for that unit will be made available next week.

POWER POINT: ELECTRON CONFIGURATION and ORBITALS

Students, here is the Power Point for the second group of notes,on electron configuration, orbitals, models of the atom, and rules for electrons:

Students should use this along with the previous section of Notes to complete their Study Guide for tomorrow's test, and along the way make sure that everything in the Study Guide does, in fact, appear in the notes in their Composition Book.

POWER POINT: PROPERTIES OF MATTER

Students: here are the Power Point Notes that covers material from Chapter 6 (RA 1) and Chapter 2 (RA 2).   

Use these to complete your notes for your Unit Test, which has been rescheduled for:

UNIT TEST: Wednesday, October 12th!

Please remember you have been given specific strategies to improve your performance on your second test.

Students will be provided a second Power Point covering material from Chapter 5 (RA 3) on Monday, at the same time that they receive a Study Guide based on all the notes for their upcoming test.

Flame Test Lab

If students were absent on the day we were guests in Mr. Diaz'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 Tuesday.   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:

VIDEO: "FIREWORKS!"

Students who were in Mr. Hatfield's classes on Thursday, Sept. 29th, watched 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):

SYLLABUS UNIT 2

Here is the syllabus for Unit 2, which began on the 14th.   Students who struggled on their first test can raise their test scores by making better choices, as outlined in the earlier post about 'COPING' with Mr. Hatfield's tests.

The syllabus:

VIDEO: 'STANDARD DEVIANTS', THE BASICS OF CHEMISTRY

Parts of this video were shown in class on September 20th, a day that Mr. Hatfield was out of class and students had a substitute teacher.

The sections of the video shown in class dealt with measurement (metric system, significant figures) and stoichiometry.   I'm making this available here so anyone who was absent that day can review it, or (if present) watch it again.   These topics will crop up on a weekly basis for most of the year.

YOUR FIRST TEST: WHAT TO EXPECT

On Tuesday,  September 13th, Mr. Hatfield's students will take their first test in Chemistry.  The first test can be thought of as a 'lesson' on what to do, and what not to do.  Until students see the test for themselves, and know what it is like, it's difficult to prepare for.  

So, many students will be disappointed and discouraged by their first exam.  But know this: if you learn from the experience, you will improve, and you will even get opportunities to improve your original grade.    

Students who earn a percentage score higher than that earned on the first test can not only expect to earn a higher grade, but they are eligible for grade change on their previous test.

To achieve that, students need to consider the following, using the anagram 'COPE'.

C....(ontent)

Students need to know what's on the test. 

To make sure that students know what content will be covered on the exam, they need to obtain and complete a copy of the Study Guide, which becomes available the weekend before the test.   At the same approximate time, Mr. Hatfield will make the notes and practice questions available on the class blog. The sooner the students develop the habit of comparing their Composition Book with these materials, the sooner they will improve!

O....(rganization)

Students need to plan their time. 

Students should consider forming Study Groups with fellow students, perhaps after school on the day before the exam. They earn points by attending, and get valuable feedback about what is likely to be covered.  Students need to consider using time on lunch or after-school on the day of their exam as needed to complete their test. Plan ahead, students!

P...(reparation)

Students need to provide evidence that they have prepared for the test. 

One way to do this is to attend Study Hall during lunch, before the next test. Another, powerful way is to make sure that they bring their COMPOSITION BOOKS  to class on the day of the exam. This should not only contain their completed notes, but their Lab Reports with examples of how to solve certain kinds of chemistry problems. Students who have these items completed will be allowed to use them throughout the exam. Bring evidence that you have prepared for the test, students, and you will be rewarded!

E...(ffort)

Students need to finish what they start. 

There is nothing more important than giving our best effort, all of the time. On an exam day, a good effort means that students attempt everything, even if that means they need to come back at lunch or after school. Show a work ethic, students, and you will not only do better on the test....you will do better in every aspect of your life.

PARENTS, ENCOURAGE YOUR STUDENT TO USE THESE STRATEGIES TO EXCEL!


One way to improve O(rganization) and P(reparation)  is to use the SYLLABUS for each Unit.   With that in mind, here is the SYLLABUS (the schedule of major events) for Unit 2:

VIDEO: 'THE LIVES OF THE STARS'

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The following episode of Carl Sagan's Cosmos, 'The Lives of the Stars', forms the basis of a student homework assignment given in class on Friday, September 2nd.   

Students who were not in class on Friday can download this assignment as a PDF file, available HERE:https://www.mediafire.com/?71ktqmdm2k71ekk

There is also a worksheet on doing scientific notation, like the 'powers of ten' discussed in the video, available HERE:

The entire episode is available for students to watch HERE:




https://www.youtube.com/watch?v=RIv6_NDSjHk

UNIT 1 SYLLABUS

It is Mr. Hatfield's custom to provide a SYLLABUS for each unit of the course, and to give students hard copies that are three-hole-punched, but to also make this items available on-line for students and parents alike:

Add caption

This post also includes links to where, at any time, a student may download a copy of the periodic table.

NOTES: INTRODUCTION TO CHEMISTRY

The first set of Notes in Mr. Hatfield's classes are now available on-line, here:

The topics of the notes include the relation of chemistry to mathematics and other sciences, what makes chemistry distinctive in terms of its content and practice, the nature of science, scientific method ("O.H.E.C.K."), atomic theory and the periodic table.

Students should download the Power Point Notes to make sure that their notes are complete, as from time to time their composition books containing their notes will be inspected and graded.

WELCOME TO CHEMISTRY!

      (with Mr. Hatfield)

This is a year-long course based on the NGSS (Next Generation Science Standards).

It is also a course that a significant number of high school students will never take, in part because it requires familiarity with certain math skills that not all students will have, and in part because many school districts have not set high expectations for the majority of their students.

Things are different at Bullard High School.  We believe that high expectations help more students succeed. 

That's why, in the 2016-2017 school year, we will have more students enrolled in a Chemistry course at Bullard than any other high school in Fresno County.   We take pride in offering a rigorous lab-based curriculum.

To set the tone, we will do TWO things on the FIRST day of instruction:

1)   Think carefully about what it means to have high expectations in the classroom;

2)    Demonstrate rigor by assessing student preparation in math skills