UPDATE, AND A COVID-19 LESSON!

Hello again, students!   I enjoyed reading your responses to last week's video, and I was touched by some of them.  Many of you shared your thoughts on how these events have affected your lives, and I appreciated your honesty.  I was actually amazed at how much some of you wrote.  

Many of you had a lot to say about how this situation affected you, and continues to affect you.  I want to share a video that some of the Bullard Staff made, to let you know that we haven't forgotten  you:






And we aren't going to forget you----period.  Since that's true, starting today I'm going to start giving you more opportunities for reflection, and today's lesson is about the thing we all want to avoid. . . 

Well, we all probably now recognize this picture as an attempt to show the outer capsule that contains the COVID-19 virus.  Many people are hoping that, when spring finally gets here, that the virus will become less of a problem.  We don't actually know if that's true, and I don't want to raise false hopes.  

But the question of WHY people might have that hope is related to an important idea in Chemistry!   Watch the video first:  





Now, thinking about the video, contact me via email at:

Scott.Hatfield@fresnounified.org 

Inside the email, tell me in your own words how the concept of activation energy might explain how the coming of spring can, in fact, weaken some viruses.

A SCHOOL WITHOUT STUDENTS

So, I went to Bullard on Wednesday and shot this video, students. Please watch the whole video, and think about how it might relate to your current experience, and then answer the questions below:



ASSIGNMENT 

Using email, I'd like students to respond to the following prompts.  Each response should be a paragraph with at least four sentences.

1.    The video describes your instructor's experience at working on-campus, at  'A School Without Students'.   Write a paragraph that describes your experience: how has the global pandemic and the school shutdown affected your life?  There may be positive and negative aspects to the experience.  Don't worry about being judged; just be honest.


2.     Your instructor shares how being at 'A School Without Students' impacts him emotionally, and how he intends to respond to the current crisis.  Write a paragraph that identifies emotions you have experienced.  How do you feel?  Why do you feel that way?  How will you respond to the crisis?

HONORS: GRAPHING CANDLE LAB DATA WITH EXCEL

Students have been asked to plot the data from the 'Burning Candle Lab', but may be unsure about steps are necessary to achieved this goal.  

This post attempts to address all of these problems.

First, Mr. Hatfield recommends that his students use a group of programs sometimes called 'Microsoft Office', but more commonly-called Office 365.

Not only is Office 365 available on all FUSD-supplied computers, FUSD students can get up to five FREE copies for their home computer or mobile device.   However, some students are either not aware of this, or they do not know where to go to obtain their free software package, which includes the SPREADSHEET PROGRAM  'Microsoft Excel'.

So let's show you "where to go".   First, go to a search engine and enter this character string:

portal.office.com

This may take you right to Office 365.  But sometimes, instead, it takes you to your student account with OneDrive, and you'll see this screen:

If that happens, look in the upper corner, where it says 'Office 365', and click on that.   When you do that, you should definitely arrive at THIS screen:

Now, if you prefer not to add this program, be aware that all FUSD desktop computers on this campus, including those in the library, typically have 'Office 365' installed on them, including Microsoft Excel, the program we will use to plot and graph data in the 'Burning Candle' Lab.  The one possible hangup is that if you are using a school computer, you might have trouble convincing it to download files from a third-party site.

IN OUR CASE, the third-party site that we will access for this lab is that of my colleague, Mr. Brian Fischer.  HIS web site?

GO to mrfischer.com

First, under 'Chemistry Honors', select Second Semester: Labs.

Then, when 'Labs' are displayed, click 'Burning A Candle graph.'

  
Inside the page for that lab, click 'Burning a Candle', then enter your lab group's mass data in the first pair of boxes.

The result should look something like this:

Students should print out each of the three graphs and glue or tape them into their Composition Book as part of their Lab Report, then answer the two final questions.

So...all of Mr. Hatfield student's should know:

• how to get FREE copies of 'Office 365'
• how to access the spreadsheet on 'mrfischer.com'
• what to do with your 'Burning Candle Lab' data

HONORS NOTES: KINETICS

Students, here are the Power Point Notes on Chemical Kinetics, which covers the concept of equilibrium and the rates of reaction.


The Study Guide will be made available in class on Monday, March 19th.  If you need to get another copy, you can download a PDF version of the Study Guide HERE.

The previous Power Point Notes on Thermochemistry are available HERE.

YOUR UNIT 6 TEST 

on  THERMOCHEMISTRY AND KINETICS is on Monday, March 9th.   

As always, extra time is available at LUNCH or AFTER-SCHOOL.

VIDEO: PERIODS 2-5, TEMPERATURE

Students:  Here is the 'Temperature' video by Paul Anderson, as shown in class.  Make sure you use colored pencils to complete the graph on pg. 3 of the handout based on the video.