2/23 - 3/6
This unit has been all about equations, balancing equations, identifying the five different types of reactions, and the details of single replacement reactions. We started this unit on Monday with an activity that illustrated how to balance equations. Using molecular model kits, we'd put together different types of elements and then change them according to the products of the given equations. It was hard and I definitely struggled a bit with it, but we discovered that the number of atoms of each element stays the same before and after the reaction. This phenomenon is explained through the Law of Conservation of Matter.

Our next step, after becoming more comfortable with balancing equations, was to learn about the different characteristics of each of the five different reactions. To do this, we conducted an experiment with our lab partners. This lab was a combination of nine different mini experiments. These experiments were set up so that we could record our information and later analyze the similarities and differences between them. After every group had finished the experiment, our class came together to debrief and pull together all of our thoughts. this combined with the notes we then took in class led to our discovery of the five different types of reactions. Our notes were to detail the specific characteristics of each. Neither my lab partner nor I found this concept quite as difficult as balancing equations to grasp, but just as most new information does, it took awhile to completely understand. Combining the characteristics of each reaction with the concept of exothermic and endothermic reactions helped me understand it better

5 Types of Reactions informational website

The last concept that our class worked on was the details of single replacement reactions. The first thing we did was a lab that we started on Monday the 2nd. The purpose of the lab was to be able to see patterns within the reactivity of different metals through single replacement reactions and then identify which metals were the most and the least reactive. I found myself at a loss as to what we were trying to accomplish through the process of carrying out the lab, but as I went through the questions and information anaysis, it made quite a lot of sense to me. I was able to identify the reactivity of the four metals without much reluctance. Our class came together that Thursday to debrief and take notes, those of which taught us about the reactivity of certain elements and which reactions would and wouldn't work.

10/13 - 10/17

The theme of this week ended up being air and gas pressure. We started out with an experiment. In this experiments, withing our new lab groups, we designated on of the five people to sit on top of a trash bag. This bag had four straws attached. Our mission was to work together to blow enough air into the bag to lift the person off of the ground. Our group managed quite well despite some of us becoming lightheaded.

Next, we watched a demonstration by our teacher about how temperature affected air pressure. A soda can, after being heated, was placed upside own into colder water, which captured the hot air within, and caused the can to quickly contract. This, we found out, was because of the speed at which air particles move at different temperatures (hot moves faster and cold moves slower). Since hot air moves faster, it takes up more space and, therefore, pushes against the air pressure of the room around to keep the can in its correct shape. By cooling the can down so quickly, the air particles cooled very fast, therefore crumbling under the faster moving air and its pressure around the can. This all caused the can to crush in on itself seconds after being placed on the water.

Another thing we did was to drink out of juice pouches and try to observe exactly how this happened. Our group, while confused at first, managed to get a somewhat accurate theory. We'd thought that, since our mouths made a seal, by sucking up the juice, the air pressure it the pouch pushed down on the juice, pushing it up the straw, and allowing the outside air pressure to squeeze the pouch. We were slightly off, as the correct explanation, as we found out, was that, by lowering the air pressure in our mouths, the higher air pressure outside squeezed the pouch, sending the juice up the straw. We all thought that was pretty interesting since neither of us had before thought of the mechanics of a juice pouch.

The last thing we did was learn how open and closed manometers worked. In closed manometers, there is gas in the "bubble" side of the U-shaped tube, mercury in the middle, ad a vacuum on the other end. The gas pressure is measured by determining how much higher the mercury is on one side than the other. One would subtract the height of the mercury on the vacuum side from the height of the gas side to get the difference. The difference is then your answer.

In an open manometer, one must first find the air pressure. They, once again, measure the height of both sides of mercury. To get a number, you subtract the higher number from the lower one. Then, if the mercury is higher on the open side, you add the difference to the air pressure measurement to get your final answer. If the mercury was higher on the gas side, you subtract the difference from the air pressure to get the answer.