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Welcome
1. Balanced equations provide much information about reactions. SECTIONS 6.1-6.3
2. Reactions can be classified into types. SECTIONS 7.6-7.7
3. Reactions occur in a fixed proportion of reactants. SECTION 9.1
4. Reactions conserve mass. SECTION 9.1
5 Combustion replaced the phlogiston theory after mass became a key measurabel propertty and a conserved property.
6. Stoichiometry provides methods for solving mass-mass and mass-volume problems. SECTIONS 9.2-9.3
7. Real life processes often involve imperfect yields and non-proportional mixtures of reactants. The limiting reagent controls the anount of prodcut made. SECTIONS 9.4-9.5
8. Heat is a form of energy related to the motion of molecules, rather than a material fluid (caloric). SECTION 3.6
9. Heat energy is often evolved or absorbed in reactants. SECTION 3.6
10. Energy for reactions can be trated stoichiometrically, and reactions themselves can be added and subtracted.
"Creations of Fire" Reading Guide
Combustion: pp. 121-126, 132-134, 161
Trace the varying views on combustion by Aristotle, Mayow, Stahl, and Lavoiser. Pay especial attention to the role of air, and the significance of weight and its conservation.
Conservation: pp. 110-114, 153-155
Trace the development of the law of conservation of mass. How does van Helmont's willow tree experiment reflect classical ideas about elements?
Heat: pp. 213-222
Trace the changing ideas about heat, the "proofs" of heat as motion, and the drive to quantify the heat-motion connection.
Rumford paper
What observations got Rumford thinking about heat? Note that by "capacity for heat" R. means a material's ability to produce heat by friction. Follow his argument for why heat can't be a physical substance (caloric). Why does R. keep redesigning his experimental set-up? Does R. understand the mechanism by which motion becomes heat? What is his attitude about this?
"The Periodic Table" Reading Guide
Click HERE to see examples of responses to the challenge "visually describe a chemical reaction, or some other type of change (social, emotional, physical...) from one of these chapters.
PHOSPHORUS: pp. 109-126
CARBON: pp. 224-end
Stochiometry Test Review (closed book) Click here for review problems.
KNOW: DO: TAKE-HOME ESSAY: Imagine you are
writing a textbook for middle-school students. In about two
paragraphs, explain the concept of a limiting reagent, in
the context of either: [a] a discussion of
vegetarian diets and complementary proteins in a a Health
text, OR [b] a discussion of phosphate pollution and
nutrient loading in a Life Sciences text, OR [c] an
example of your own. 10 The essay is exemplary. The concept of a
limiting reagent is validly and thoroughly
explained. The essay uses vocabulary that would be
comprehended by middle school students, and avoids
undefined terms. The example chosen is valid,
thoughtful, and illuminates the concept. The work
is well-written, in clear paragraph structure with
no grammatical or spelling errors. 9 The essay demonstrates mastery of the concept
and how to communicate it, but has minor flaws. For
example, there may be grammatical errors, or the
essay may lack depth. 8 Most of the standards are met, but not all. The
is a problem in either the definition of a limiting
reagent, the use of of an example, the ability to
communicate the ideas at the appropriate level, or
writing skills. 5-7 There is some demonstration of quality but most
of the standards are not met. The essay does not
demonstrate adequate mastery of the concept or the
task. 0 No essay was submitted.
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Heat Test
Review Click here
for review
problems. CLOSED BOOK OPEN BOOK
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