DAY 3: CAN CRUSH LAB

Students present on Friday's class performed a lab that illustrates the effects of air pressure.   Many earned extra credit by bringing aluminum cans to class.  The data collected on their lab papers should be copied along with the setup information on those papers into their COMPOSITION BOOK.

What is students weren't present on Friday's class?  This video shows another group of students, doing essentially the same activity:




This LAB REPORT, inside their notebook, is what will be graded.   It will include a pair of drawings using colored pencils in which students attempt to explain what they have seen in class, and it will also feature their attempts to calculate the force involved in the lab. 

Those calculations can be summarized as follows:

DAY 2: VIDEOS FROM PAUL ANDERSON

Paul Anderson is a veteran high school teacher who has earned graduate degrees in science education and is widely-respected consultant on science curriculum and instruction.  

His videos are part of the reason why he is in high demand, and we will be using his short, information-rich and fast-paced videos in instruction. 

Typically, students will be given a video worksheet.  Some items are things that can be completed by simply watching the video and 'filling in the blanks';  others require students to apply the knowledge to solve a problem, complete a diagram or answer a question in complete sentences that refer to the original question.

Here's STOICHIOMETRY, shown in the morning before the break:


The worksheet based on this video is available online HERE:

Here's GASES, shown after the break:

2nd SUMMER SESSION, DAY 2: STATES OF MATTER

 Here are the Power Point Notes from Chapters 13 (introduced today) and 14 (covered on Day 3):

Students have been given a Study Guide to facilitate quickly acquiring all of the notes.   This is an assignment and must be completed by Monday morning.  

MORE IMPORTANTLY:  All of the notes in the Study Guide must be neatly transferred into the student's Composition Book, which will not only be graded at the end of the session, but which students are allowed to use on their tests.

STUDENTS HAVE A VERY HIGH INCENTIVE TO HAVE THEIR OWN COMPOSITION BOOK AND THEIR OWN CALCULATOR.

2nd SUMMER SESSION, DAY 1: LET'S GET STARTED

Students in the second session of Chemistry met for the first time with Mr. Hatfield, and received an outline of the session, which appears below:

Students also were expected to complete a video worksheet based on a Standard Deviants video that reviewed measurement concepts from the first semester of Chemistry:



There is literally no time to waste! Students have already reviewed a week's worth of material, and there are four assignments in ATLAS already that should have been submitted!

SUMMER SCHOOL, DAY 11: THE FINAL COUNTDOWN

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!) :

CHEMISTRY AS A SCIENCE

PROPERTIES OF MATTER

ATOMIC STRUCTURE

CHEMICAL QUANTITIES AND MOLES

STOICHIOMETRY

SOLUTIONS

SUMMER SCHOOL, DAY 10: NOTES, VIDEOS

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.

SUMMER SCHOOL, DAY 10: MAPPING STOICHIOMETRY

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 ).

SUMMER SCHOOL DAY 9: STOICHIOMETRY

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

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 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:

SUMMER SCHOOL,DAY 8: CHEMICAL QUANTITIES (THE MOLE)

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.

SUMMER SCHOOL, DAY 7: 'FIREWORKS' VIDEO

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):

FLAME TEST LAB

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:

SUMMER SCHOOL, DAY 6: ELECTRON CONFIGURATION

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.

SUMMER SCHOOL DAY 6: "LEWIS DOT DIAGRAMS"

Here's a video shown in class on Tuesday, June 20th, in which Paul Andersen explains how to do Lewis dot structures, which are used to keep track of the number of VALENCE ELECTRONS in the representative elements:

SUMMER SCHOOL, DAY 5: PROPERTIES OF MATTER

Students: here are the Power Point Notes that covers material from Chapters 2 and 6.   

Students will be provided a second Power Point tomorrow covering material from Chapter 5, in order to complete their Study Guide ("Properties of Matter") that includes all of the notes for Wednesday's test.

SUMMER SCHOOL DAY 5: "NAMING COMPOUNDS"

Here's another Paul Anderson video that is sure to help students fill in the gaps in their understanding, on how to name both IONIC and COVALENT COMPOUNDS:

SUMMER SCHOOL DAY 4, VIDEO: "THE LIVES OF THE STARS"

;

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, July 16th.   


The entire episode is available for students to watch HERE: https://youtu.be/eg1C3zq0ZrQ

SUMMER SCHOOL, DAY 3: "CHEMISTRY, THE BASICS"

Parts of this video were shown in class on July 15th, 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.

SUMMER SCHOOL DAY 2, VIDEO: COSMIC VOYAGE

Summer School students viewed a 36-minute IMAX video in class on Monday and Tuesday, and should've already completed a worksheet based on part of the video. The film, 'Cosmic Voyage', was made in 1996 for the Smithsonian Institute and was clearly inspired by a classic science education film called 'Powers of Ten', originally produced in 1977 by the husband-and-wife team of Rae and Charles Eames.

'Cosmic Voyage' approaches the idea of using the metric system, which is based on powers of ten, to explore the question: "What is really large, and really small?" The film first zooms out from an acrobat's ring in St. Mark's Square in Venice, the place where Galileo first trained his telescope on the heavens.


Through 23 powers of ten, we leave first the Earth, then our solar system, then the Milky Way Galaxy behind, until we reach the limit of modern astronomy, where we can see images from about 13 billion years past.


Reversing course, the video then zooms in on drop of water in the Dutch town of Delft, where Antonie Van Leuuwenhoek first trained his early microscope to discover the hidden world of microbes.



As we zoom in on a paramecium, we penetrate its cell nucleus, then zoom in on a molecule of DNA.


Within that molecule is a carbon atom, and the world within that atom is mostly empty space! Within the atom, the atomic nucleus contains virtually all of an atom's mass, made of particles called protons and neutrons. These, in turn, are formed from even smaller particles called quarks.

The film continues with a discussion of the search for a fundamental theory in physics through the use of particle accelerators like Fermilab, along with an overview of the likely "recent" events that led to our sun, our solar system, the Earth and life itself.

Here, presented on YouTube, is the first segment (Chapter 1) of the film who wish to review the material or share it with others. As the narrator (Morgan Freeman) intones, 'we are all travelers on a voyage of discovery!' Chapter 2, and Chapter 3 can be assessed at YouTube directly or by clicking on the hyperlinks 

SUMMER SCHOOL, 1st SESSION: FIRST DAY

The first set of Notes for Mr. Hatfield's Summer School Chemistry Class 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.

Below is an outline of the 11-day session:

POWER POINT: NUCLEAR CHEMISTRY

Students:

This is the FINAL set of Notes for the Spring semester!   The end is near, congratulations!

Your FINAL will be based on these notes, Chapter 25, and material from previously-taught chapters related to the atomic nucleus (Chapters 4 and 5):

You can click on the image above or THIS LINK to download the notes.