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=Michigan's Forests: First Kame the Glaciers, Till Formed Soil- A Connection Profile of Soil, Trees, and Other Duff from a Roscommon Perspective.= = =

[[image:mrschepkespage/IMG_5874.JPG width="247" height="238"]][[image:mrschepkespage/IMG_5820.JPG width="247" height="236"]][[image:mrschepkespage/IMG_2668.JPG width="241" height="241"]]
//**Pics of Schepke's  Summer Adventure   of Present and Past  Glacial  Activity**// //**Groundwater Aquicluded: Watch the video and finish the accompanying worksheet:**// https://www.learner.org/vod/vod_window.html?pid=332 //**__Lesson 1:__ Introduction to Glaciers and the  North American    Ice Age  (time allotment- 1 day)**// //- You will be completing a worksheet from viewing an  Interactive PowerPoint   on Glaciers/Ice Age and a more detailed video on Glaciers, which you will see afterwards. The// //Glacier  Multimedia Presentations   Worksheet//

//can be  printed   off from this link .//

//You will open the Interactive PowerPoint on Glaciers/ Ice Age and Glaciers by clicking on the URLs listed below. Each website has controls so you can stop or review the presentation.// //1. **Glaciers and the Ice Age** Interactive PowerPoint: [] *Note: This activity involves how glaciers shaped and changed the state of  Illinois. However, if you remember when we went over how the Michigan Basin formed, this structure involved parts of all the states and parts of  Canada   bordering Michigan. Therefore, the glacial history of both states have a lot of similarities, even though there are some differences. After watching this presentation, close the screen and reconnect to this Wiki-  space page   to watch the next video.//

//2 a..**Glaciers** video [] You might have to click the Allow Pop-Ups to Appear window if the video does not load and you might have to scroll down to video 23 Glaciers and click the small box with the letters VoD (  videos on demand   button) to start the video. *Make sure you try to open this in class so you will be familar with operating this site.// **You to only watch the first 19 minutes of this video to complete the worksheet, so keep an eye on the time  counter   on the screen. However, you are welcome to watch the last 8 minutes if you finish early.**
 * b.** When working on the Alpine Glacier term worksheet (which will be handed out in class), besides using your book for terms, using the following PowerPoint because it shows an actual picture with its topographic analog or representation. http://www4.uwsp.edu/geo/faculty/lemke/alpine_glacial_glossary/landforms/paternosterlakes.html

//3. **  Homework   **// //a) After you have finished and turned in your// Glacier Multimedia Presentations Worksheet//, print off the second sheet from// Glacial Lakes  Flip Book   pdf //after you open it. Label the pictures 1 through 6, with 1 being the oldest glacial representation in Michigan and 6 being the youngest. Cut them out and   stack   them in the order of 6 to 1. Hold a corner of the stack with one hand and flip (bend and release) the cards from the opposite corner from your   holding   hand, observing what happens. Reverse the stack order next to 1 to 6 and repeat the same process.// //b) Click the// Discussion //button at the top of the page. After it opens, click the//  New Post   //button. Type in the Subject box the word "Glaciers" and answer the question below in the message box using complete sentences. Reread your answer to make sure it makes sense and check for  spelling  , before you click the// Post //button.// //**Homework Discussion Question:** What order of cards represented a glacial retreat and glacial advance? Do glaciers move  back and forth  , or only in one  direction  ? Explain how this activity simulates the Great Lakes  original formation and how it might of influenced landforms you see around Roscommon today.// //Explain your answer thoroughly. *After watching both these compacted presentations, I hope you have firn understanding how glaciers develop and later move. If you understand the gravity of this, you should be able to icely answer this question.//

//**__Lesson 2:__ Glacial Landforms in Michigan from a Roscommon  County Perspective (time allotment- 1 day)**//

//1. We will being going over a Powerpoint on// **Glacial Landforms in Michigan: A Roscommon Prospective ** //as a class today. Here is a link to it so you can refer to it if need be when you are doing your homework tonight. // //2. You will be completing a worksheet called "//The Glacial Features of Roscommon County //" using information from the PowerPoint and the web. The following link will get you to that worksheet: //

//a) Following the directions on the worksheet. You will be using this website// [] to provide you clues on how to draw out roads and surface features like cities, streams, rivers, and lakes out on the map. Then you will make a key for abbreviations you will use to label the various locations on you Glacial Landform Map Of Roscommon County, which were shown in the PowerPoint. The MapQuest site [] also assist you with more specific geographic information. //b) You will also need to use these websites to help you define varoius landforms specifically. Write information down in your own words-__no copying and pasting__ information.// //. []// //[] []//

//[]// //c) The// The Glacial Features of Roscommon County //worksheet is due tomorrow and you will be able to get started on it in class today. On the assignment you will have to name three other locations you know of in the county that could landmark a glacier feature, based on knowing now what structural features to look for. **Please also post them on the Discussion board under the subject** **“Glacial Landforms in Roscommon”** . *//**If you can take a digital picture of it (for example a glacial erratic by your house, gravel pit, kettle, etc..) post it on the Discussion board under the Subject: “Glacial Landforms in Roscommon” and explain what it is- you will earn extra credit. When you take the photo have something in the picture to show a reference to scale. This can be done anytime in the up coming week.**

//**__Lesson 3__: Soil Science Background Investigation-Pixel Style (time allotment- 1 day)**// //You will be watching these short videos on soil to develop background knowledge on it so when we go outside tomorrow to really get our hands dirty, you will understand what you are observing. There are control tools associated with each video so you can stop or start it at your own pace to write down information needed. On a blank sheet of white paper, give it the title// Soil Video Activities //and write your name on it. Complete the short activities by writing down on this sheet to whatever is requested below that video shown below. So for the first activity, **Chef's Challenge**, write down 1. Chef's Challenge and complete the task that is requested below that point. Do the same for each video.//

//**1. Chef's Challenge**: []// //- Draw out a flowchart using arrows and words how the chefs changed sand into two different soil types- a histosol and spodosol. Answer this question afterwards, what type do you think we have the most of in Roscommon? Justify your answer.// //**2. Matters of Life and Death-SSI "Soil Science Investigators**: []// //-Take some notes on what are microbes and how they were used in the investigation, the differences in marsh and upland forest soils, how fungi help trees grow, and the fauna that live in soils because you are going to have to write a summary paragraph about what you learned about soil from viewing this short spoof..// //**3. Soil Formation  (Soil Profiles): []**// //-You will be drawing out a crossection of a soil profile and labeling it (just like it is shown in the video), along with providng one fact for each horizon.// //4. **Soil Texture**: [] will get you to the videos website and then you have to scoll down in the Environmental Science box and under the heading Soils, then select Soil Texture bar// //- Compareand contrast the meaning and difference between between thr terms porosity and permability. The lab exercise they show here will be doing with soil samples we collect tomorrow in a couple days.// //5. **Soil Organisms:** If you finish early, go to this website []. It has a collection of short soil videos dealing with soil organisms. Watch the Soil Food Chain video first so you get an appreciation how many different types animals (fauna) live in soil. Watch the individual organisms video of your choice, write down the group name of the organisms that you watched and list two facts that you learned about that group of animals. Make sure you checkout the earthworms, nematodes, and fungi because they have been previously mentioned in other videos today. Hand you activity sheet in at the end of the hour.//

//**__Lesson 4:__ Digging Science- To Get A Better Field or Feel Experience of Profiling Soil (time allotment - 2 days)**// //**Day 1: Field Activity**// //- We are going out into the field today to dig holes in a non-forested area disrupted by some type of construction activity in the past and a forested area on the moraine our school is located on to check out their soil profiles. You will also collect soil samples from each area, which your lab group will suspend in a graduated cylinder filled with water when we get back so your group can determine its texture like you saw on the video yesterday after it settles for 24 hours. So each person bring their lab notebook to sketch the soil profiles we see and measure. Each group needs to grab two sample soil bags and a garden trowl to collect samples. If time permits, we will also visit some glacial erractics and kettles on the school property too.// //**Day 2: Soil Texture Lab**// //- Perform the// Soil Texture Lab//. You may get a copy from this link:// //- After you are done with your lab clean up your area and finish your labsheet data analysis question. When you are completed with this turn your lab in and pick up your homework on// Soil Formation//. It may be obtained form this link: ]//

//**__Lesson 5__: Glacier Leaves, Tree Leaves-Soilfully, They Are All Connected. (time allotment - 2 days)**// //**Day 1: Tree Background-You Be The Teacher!**// //**-** You are going to watch an interactive video/PowerPoint on// **Exploring the Secret Life of Trees**//. You will have the same type of control operations in this multi-media as before. You need to be writing down facts as you are viewing this source so you can construct a video worksheet for it. Your questioning has to be spread out evenly so it reflects the educational content of the entire presentation. You will have to generate 15 questions in a format of your choice-short answer, fill-in the blank, multiple choice, matching, or any combination of these. This will have to be typed with each question posed, filled with an answer in parentheses and sent to me as an attachment to at schepkec@ghsd.net by Monday. Have your name on it along with an appropriate title. The link for the presentation is below.//
 * Exploring the Secret Life of Trees:** //[]//

//**Day 2: The Moraine a Tree Grows, So What Kame Before, Influences What Grows Now (Field Activity)**// //- We are going to learn how to identify trees by using a dichtomous keys to survey the types of trees growing on our school's glacial landform. Below is the link for the dichtomous tree identification key. // //This link here has the// Field Survey of Tree Types Growing Around Sampled Soil Profiles Worksheet //that you will be filling out in the filed today and turning at the end of class or by tomorrow if you don't finish.//

//__**Overall Unit Assessment**__// //- I am going to give you a final assessment grade on this unit based on a PowerPoint you make showing the evolutionary (change overtime) connection betweween glaciers, soil, and trees (forest diversity). Revisit the second to last slide in the// **Glacial Landforms in Michigan: A Roscommon Prospective** //PowerPoint presentation comparing the Higgins Lake Watershed Tree Map with the Roscommon Glacial Landform Map to get a clearer picture of this connection. In geology, the only tool with have to connect the past to the present is the Principle of Uniformitarianism-processses that happen today, happened the same way they did in the past. Below is the link to the requirements and grading rubric for this PowerPoint presentation. //

//Wow, Glacial Geology Is Really COOL !!!!!!!!// //On top of the Grinnell Glacier, Glacier National Park, Montana. Lava Tube Ice Cave, Craters of the Moon National Park, Idaho.//

//Grinnell Glacier Overlook from an Aretes, viewing its Glaciated U-shaped Valley with an ice-covered Tarn within the Cirque featured the foreground and Paternoster Lakes in the background, which reflects a series of Recessional Moraines damning up water over time as the glacier receded.// =Chemistry II pKa= https://users.wfu.edu/~ylwong/chem/titrationsimulator/index.html = = = Chemistry Naming (Nomenclature) and Formula Determination from Name Practice =

// **Naming Binary compounds:** // On this website, open each category listed below, listen the video or read the text and then complete any quiz or highlighting activity to make sure you understand these topics and feel comfortable writing names or formulas of various "binary" compounds. ** You may open these links directly by clicking on them. ** // [|Naming] [|Covalent Compounds] [|Naming B] [|inary Ionic Compounds] [|Polyatomic Ions] [|Naming with Polyatomic Ions][|Naming with Roman Numerals][|Formula Writing][|Naming Acids] //
 * Background: //[]// **

// If you complete these activities, try some of the suggestions below or get started on your homework for 7-1. //

// **Ionic Compounds:** // // a. @http://chemsite.lsrhs.net/FlashMedia/html/compoundsAll.html (more difficult, many polyatomic ionsand transition metals) //

// b. @http://www.chem.purdue.edu/gchelp/nomenclature/simple_ionic_2009.htm (moderate, only monoatomic ions involved) //

// c. @http://www.learner.org/interactives/periodic/groups_interactive.html (easy understanding) //

// d. @http://www.chemfiles.com/flash/formulas.html (easy understanding) //

// e. @http://www.sciencegeek.net/Chemistry/taters/Unit4IonicCompoundFormulas.htm (moderate, onlyl monoatomic ions involved) //

// f. @http://www.pafaculty.net/biology/keith/kr_graph_site/ionic_nomenclature_page.htm (moderate to more difficult, monoatomic to polyatomic ions involved) // // Ionic Formula Practice // // a. @http://www.learner.org/interactives/periodic/groups_interactive.html (easy understanding) //

// b. @http://www.chemfiles.com/flash/formulas.html (easy understanding) //

// c. [] ***Put a check in only the binary ionic compound category** //

// **d.** Polyatomic names [] //

// **2. Molecular (Covalent) Compounds:** // This site has a video on binary covalent compounds and a short quiz that follows; [|http://education-portal.com/academy/lesson/covalent-compounds-properties-naming-formation.html#lesson]
 * The basic rules: ** //
 * The __naming__  system is for compounds composed of two nonmetallic elements.
 * The first __element__  keeps its name
 * The first element gets a __prefix__  //if// it has a __subscript__ <span style="font-family: Geneva,Arial;"> in the <span style="color: #0000ff; font-family: Geneva,Arial;">__formula (**the prefix mono is not used**)__
 * <span style="font-family: Geneva,Arial;">The second element gets the – <span style="color: #0000ff; font-family: Geneva,Arial;">__ide suffix__ <span style="font-family: Geneva,Arial;"> (ending)
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The second element **ALWAYS** gets a prefix


 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">Practice Interactives **
 * a. ** [] (moderate to difficult)

b. [] (short quiz on binary molecular compounds)

c. [] (basic formulas and names interactive) = = = = = = = = =Fund of Chem 3/20=
 * You have to type a number 1 through 15 in a box and then press enter to get a problem started. **

= = =Chem II 3/13= Virtual Titration : <span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif; font-size: 12.8px;">@http://introchem.chem.okstate.edu/DCICLA/acid_base.html
 * Virtual lab: Covalent Bonding with Hydrocarbons ** <span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif; font-size: 12.8px;">@http://www.glencoe.com/sites/common_assets/science/virtual_labs/E23/E23.html

= = = = = = = = = = = = = = = = = = =Chemistry I : Ec MIT Undergraduate Lecture on Periodic Trends of IE (possible 10pts)= link: <span style="font-family: "Times New Roman",serif; font-size: 12pt;">[] = = =Fund of Chem 2/6= http://www.glencoe.com/sites/common_assets/science/virtual_labs/E21/E21.html = = = = =Chem II= http://pages.uoregon.edu/tgreenbo/colligative.html
 * Colligative Properties Lab**

//**c) Electromagnetism Using Special Realitivity (speed of light concept without the effect of gravity): https://www.youtube.com/watch?v=1TKSfAkWWN0**// d) Zach Constan's PowerPoints from the 2017 Great lakes Star Gaze

=**Chemistry I 1/29/2018**= // For your listening pleasure, here is the Electron Configuration song: // []
 * 1.** **Electron Configuration practice:**
 * Tutorial Video** **:if needed:** http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::100%::100%::/sites/dl/free/0072512644/117354/08_Electron_Configurations.swf::Electron%20Configurations

a) http://www.learner.org/interactives/periodic/elementary_interactive.html ***Shows orbital shapes with moving electron probability with orbital diagram notation,** b) http://www.oneonta.edu/faculty/viningwj/sims/atomic_electron_configurations_s1.html ***Click an element Periodic Table to observe its atomic orbital diagram.** c) http://employees.oneonta.edu/viningwj/sims/electron_configurations_t1.html ***5 Orbital diagram problems interactive.** d) http://www.quia.com/pp/2818.html?AP_rand=1836983238 *** Sequence the correct energy order of principle quantum (energy levels) and angular momentum (orbital shape)number.** e) http://www.fscj.me/e_config/e-1instruct.html ***Numerous orbtial diagram and shorthand electron configuartion interactive practice problems**. g) http://legacy.chemgym.net/as_a2/topics/electronic_configurations/index.html ***Electron configuration quizzes.** h) http://www.quia.com/quiz/2079220.html?AP_rand=1279961583 ***Electron configuration quiz** i) http://www.rsc.org/learn-chemistry/wiki/Quiz:GeneralI001:_Electron_configuration j) **Specific info on every element:** http://www.ptable.com/#Writeup/Wikipedia

1. **http://www.chemteam.info/Mole/EmpiricalFormula.html** 2. **http://www.chemistry.wustl.edu/~coursedev/Online%20tutorials/Plink/chemformkey.htm** 3. Complete the following problem set, verify your answer quantitative proof. Empirical Formula Practice Problems ** > > 2. A 4.99 gram sample of a compound contains 1.52 grams of nitrogen atoms and 3.47 grams of oxygen atoms. The molar mass of the compound is between 90.0 g and 95.0 g. Determine the empirical and molecular formulas. Also, calculate the actual molar mass of this compound. > > > > 3. Ascorbic acid is another name for Vitamin C. It is composed of 40.92% carbon, 4.58% hydrogen, and 54.50% oxygen, by mass. Determine the empirical formula for ascorbic acid. > > 4. A 100 gram sample of compound of sodium contains 36.5 grams of sodium, 25.4 grams of sulfur, and 38.1 grams of oxygen. Does the empirical formula for the compound lead you to believe it is sodium sulfite or sodium sulfate? > > 5. Fat makes up a major portion of all soaps. A fat used in many soaps is 76.5% carbon, 12.2% hydrogen, and 11.3% oxygen. What is its empirical formula? What is the molecular formula of a fat with a molecular mass of 705 g? > > 6. A sample of a substance is determined to be composed of 0.89 grams of potassium, 1.18 grams of chromium, and 1.27 grams of oxygen. Calculate the empirical formula of this substance. > > 7. Strychnine, a deadly poison, has a molecular mass of 334 amu and a percentage composition of 75.42% carbon, 6.63% hydrogen, 8.38% nitrogen, and the balance oxygen. What is the molecular formula of strychnine? (//Hint: DO NOT round up the number found for carbon in the empirical formula.//) > > > > > > > > > > > > > > > > > > > > > > > > > 8. A 10 gram sample of a compound contains 7.22 grams of magnesium and 2.78 grams of nitrogen. What is its empirical formula? > > > > > > > > > > > > > > > > > > > > > > > > > 9. An organic compound with a molecular mass of 140u is 68.54% carbon, 8.63% hydrogen, and 22.83% oxygen. What is the molecular formula of the compound? > > > > > > > > > > > > > > > > > > > > > > > > > 10. To find the experimental empirical formula of a compound, a student heats a coil of magnesium ribbon 35.00 cm long in a crucible. Water is added to the ash left in the crucible and the crucible is reheated until dry. > <span style="font-family: &#39;Times New Roman&#39;; font-size: medium;">Data from the experiment: > <span style="font-family: &#39;Times New Roman&#39;; font-size: medium;">What is the empirical formula for the oxide of magnesium that was the final product? > > > Answers: > 1. Empirical and molecular formula - NaClO4 > 2. Empirical formula - NO2. Molecular formula - N2O4. Molar mass = 92.04 g/mol > 3. Empirical formula - C3H4O3 > <span style="font-family: &#39;Times New Roman&#39;; font-size: medium;">4. Empirical formula- Na2SO3, sodium sulfite > 5. Empirical formula- C9H17O Molecular formula- C45H85O5 > 6. Empirical formula- K2Cr2O7 > 7. Molecular formula- C21H22N2O2 > 8. Empirical formula- Mg2N3 > 9. Molecular formula- C8H12O2 > 10. Empirical formula- MgO = =
 * Chemistry I Empirical Formula Practice:** These sites have problems with answers so you can get immediate feedback if you calculated the formula correctly.
 * 1) A compound contains 18.8% sodium, 29.0% chlorine, and 52.2% oxygen, by mass. If the molar mass of the compound is 122.44 g/mol, determine the empirical and molecular formulas.
 * Mass of empty crucible and cover - 20.74g
 * Mass of one meter of magnesium ribbon - 0.72g
 * Mass of crucible, cover, and final product - 21.17g

= = = = =Chem I Extra Credit for 2/16 through 2/21=

**MIT lecture on Periodic Trends of IE:** https://www.youtube.com/watch?v=LPh2Ut7D4WA&t=5s
https://docs.google.com/document/d/19UKhwHEvh4CkdlOAoBVOR3KkUZdZdGtkWCM3fHUlFpo/edit = = = = = = = = =__Standard Emission Spectra Examples to Compare to Observed Emission Spectra__= http://astro.u-strasbg.fr/~koppen/discharge/
 * Fund of Chem**

=**12/20 Fund of Chem Virtual Spectroscopy**= = = = = = = = = = = = = =**11/22 Fundamentals of Chem:**=

[]
 * Complete the following virtual labs and listen well to the verbal instructions given in class.**
 * __Virtual Wave Labs/Activities__**
 * 1. //Wave Lab: Measure Wavelength, Frequency, Amplitude, and Wave Speed of a Mechanical Wave//**

[]
 * 2.//Oscilloscope Tuning an Instrument: Frequency= Wave Speed/ Wavelength//**

Chem I 11/20/2016 1. Thomson (CRT), Radioactivity, and Rutherford Gold Foil Animations. http://highered.mheducation.com/sites/0072512644/student_view0/chapter2/animations_center.html

10/6/2016

a) [] b) [] c) [] d) [] a) [] b) [] c) [] a) [] b) []
 * Chemistry Interactive Significant Figure/Scientific Notation/Unit Conversion Practice Practice **
 * 1. Sig Figs **
 * 2. Scientific Notation **
 * 3. Unit Conversion **

[]
 * Chemistry I 10/7/2016 **
 * Accuracy and Precision: Virtual Lab—Measurement **

__**Fundamentals of Chemistry 9/27/14**__
 * 1. Go to the following website to complete the following virtual density lab**


 * [] **


 * 2. If you finish the first lab, start this second lab on identifying substances based on their physical and chemical properties by clicking on the link below.**
 * Grab a dadt table to complete this from the teacher present (3 EC points available)**


 * http://www.glencoe.com/sites/common_assets/science/virtual_labs/BL01/BL01.html**

1. http://science.widener.edu/svb/tutorial/atomsmolescsn7.html
 * -Watch the attached PowerPoint and complete the accomanying workaheeet packet. [[file:Fund of Chem History of the Atom Revised Ppt.pptx]]**
 * Chem I Mol Practice on Mol Concept**

2. http://dl.clackamas.edu/ch104-03/practice.htm Focus on the first problem set #1-#8.

1. **http://www.chemteam.info/Mole/EmpiricalFormula.html** 2. **http://www.chemistry.wustl.edu/~coursedev/Online%20tutorials/Plink/chemformkey.htm** 3. Complete the following problem set, verify your answer quantitative proof. Empirical Formula Practice Problems ** > > 2. A 4.99 gram sample of a compound contains 1.52 grams of nitrogen atoms and 3.47 grams of oxygen atoms. The molar mass of the compound is between 90.0 g and 95.0 g. Determine the empirical and molecular formulas. Also, calculate the actual molar mass of this compound. > > > > 3. Ascorbic acid is another name for Vitamin C. It is composed of 40.92% carbon, 4.58% hydrogen, and 54.50% oxygen, by mass. Determine the empirical formula for ascorbic acid. > > 4. A 100 gram sample of compound of sodium contains 36.5 grams of sodium, 25.4 grams of sulfur, and 38.1 grams of oxygen. Does the empirical formula for the compound lead you to believe it is sodium sulfite or sodium sulfate? > > 5. Fat makes up a major portion of all soaps. A fat used in many soaps is 76.5% carbon, 12.2% hydrogen, and 11.3% oxygen. What is its empirical formula? What is the molecular formula of a fat with a molecular mass of 705 g? > > 6. A sample of a substance is determined to be composed of 0.89 grams of potassium, 1.18 grams of chromium, and 1.27 grams of oxygen. Calculate the empirical formula of this substance. > > 7. Strychnine, a deadly poison, has a molecular mass of 334 amu and a percentage composition of 75.42% carbon, 6.63% hydrogen, 8.38% nitrogen, and the balance oxygen. What is the molecular formula of strychnine? (//Hint: DO NOT round up the number found for carbon in the empirical formula.//) > > > > > > > > > > > > > > > > > > > > > > > > > 8. A 10 gram sample of a compound contains 7.22 grams of magnesium and 2.78 grams of nitrogen. What is its empirical formula? > > > > > > > > > > > > > > > > > > > > > > > > > 9. An organic compound with a molecular mass of 140u is 68.54% carbon, 8.63% hydrogen, and 22.83% oxygen. What is the molecular formula of the compound? > > > > > > > > > > > > > > > > > > > > > > > > > 10. To find the experimental empirical formula of a compound, a student heats a coil of magnesium ribbon 35.00 cm long in a crucible. Water is added to the ash left in the crucible and the crucible is reheated until dry. > <span style="font-family: &#39;Times New Roman&#39;; font-size: medium;">Data from the experiment: > <span style="font-family: &#39;Times New Roman&#39;; font-size: medium;">What is the empirical formula for the oxide of magnesium that was the final product? > > > Answers: > 1. Empirical and molecular formula - NaClO4 > 2. Empirical formula - NO2. Molecular formula - N2O4. Molar mass = 92.04 g/mol > 3. Empirical formula - C3H4O3 > <span style="font-family: &#39;Times New Roman&#39;; font-size: medium;">4. Empirical formula- Na2SO3, sodium sulfite > 5. Empirical formula- C9H17O Molecular formula- C45H85O5 > 6. Empirical formula- K2Cr2O7 > 7. Molecular formula- C21H22N2O2 > 8. Empirical formula- Mg2N3 > 9. Molecular formula- C8H12O2 > 10. Empirical formula- MgO
 * Chemistry I Empirical Formula Practice:** These sites have problems with answers so you can get immediate feedback if you calculated the formula correctly.
 * 1) 1. A compound contains 18.8% sodium, 29.0% chlorine, and 52.2% oxygen, by mass. If the molar mass of the compound is 122.44 g/mol, determine the empirical and molecular formulas.
 * Mass of empty crucible and cover - 20.74g
 * Mass of one meter of magnesium ribbon - 0.72g
 * Mass of crucible, cover, and final product - 21.17g

//__ **Fund of Chem/Chem Formula /Naming Practice for Compounds** __//

//**Naming Binary compounds:**// On this website, open each category listed below, listen the video or read the text and then complete any quiz or highlighting activity to make sure you understand these topics and feel comfortable writing names or formulas of various "binary" compounds. **You may open these links directly by clicking on them.** //<span style="background-color: #c0c0c0; color: #00ffff; font-family: &#39;Comic Sans MS&#39;; font-size: medium; text-align: -webkit-center;">[|Naming] <span style="background-color: #c0c0c0; color: #008000; font-family: &#39;Comic Sans MS&#39;; font-size: medium; text-align: -webkit-center;">[|Covalent Compounds] <span style="background-color: #c0c0c0; color: #00ffff; font-family: &#39;Comic Sans MS&#39;; font-size: medium; text-align: -webkit-center;">[|Naming B] <span style="background-color: #c0c0c0; color: #008000; font-family: &#39;Comic Sans MS&#39;; font-size: medium; text-align: -webkit-center;">[|inary Ionic Compounds] [|Polyatomic Ions] <span style="background-color: #c0c0c0; color: #00ffff; font-family: &#39;Comic Sans MS&#39;; font-size: medium; text-align: -webkit-center;">[|Naming with Polyatomic Ions][|Naming with Roman Numerals][|Formula Writing][|Naming Acids] //
 * Background: //http://www.kentchemistry.com/links/naming/NameCov.htm//**

//If you complete these activities, try some of the suggestions below or get started on your homework for 7-1.//

//**Ionic Compounds:**// //a. @http://chemsite.lsrhs.net/FlashMedia/html/compoundsAll.html (more difficult, many polyatomic ionsand transition metals) //

//b. @http://www.chem.purdue.edu/gchelp/nomenclature/simple_ionic_2009.htm (moderate, only monoatomic ions involved) //

//c. @http://www.learner.org/interactives/periodic/groups_interactive.html (easy understanding) //

//d. @http://www.chemfiles.com/flash/formulas.html (easy understanding) //

//e. @http://www.sciencegeek.net/Chemistry/taters/Unit4IonicCompoundFormulas.htm (moderate, onlyl monoatomic ions involved) //

//f. @http://www.pafaculty.net/biology/keith/kr_graph_site/ionic_nomenclature_page.htm (moderate to more difficult, monoatomic to polyatomic ions involved) // //Ionic Formula Practice// // a. @http://www.learner.org/interactives/periodic/groups_interactive.html (easy understanding) //

// b. @http://www.chemfiles.com/flash/formulas.html (easy understanding) //

//c. http://chemsite.lsrhs.net/FlashMedia/html/compoundsAll.html ***Put a check in only the binary ionic compound category**//

//**d.** Polyatomic names http://www.sporcle.com/games/RyanWitchey/Chem_Anions//

//**2. Molecular (Covalent) Compounds:**// <span style="font-family: Geneva,Arial;">This site has a video on binary covalent compounds and a short quiz that follows; http://education-portal.com/academy/lesson/covalent-compounds-properties-naming-formation.html#lesson
 * The basic rules:**//
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The <span style="background-color: #ffffff; color: #0000ff; font-family: Geneva,Arial;">__naming__ <span style="background-color: #ffffff; font-family: Geneva,Arial;"> system is for compounds composed of two nonmetallic elements.
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The first <span style="background-color: #ffffff; color: #0000ff; font-family: Geneva,Arial;">__element__ <span style="background-color: #ffffff; font-family: Geneva,Arial;"> keeps its name
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The first element gets a <span style="background-color: #ffffff; color: #0000ff; font-family: Geneva,Arial;">__prefix__ <span style="background-color: #ffffff; font-family: Geneva,Arial;"> //if// it has a <span style="background-color: #ffffff; color: #0000ff; font-family: Geneva,Arial;">__subscript__ <span style="background-color: #ffffff; font-family: Geneva,Arial;"> in the <span style="background-color: #ffffff; color: #0000ff; font-family: Geneva,Arial;">__formula (**the prefix mono is not used**)__
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The second element gets the – <span style="background-color: #ffffff; color: #0000ff; font-family: Geneva,Arial;">__ide suffix__ <span style="background-color: #ffffff; font-family: Geneva,Arial;"> (ending)
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The second element **ALWAYS** gets a prefix


 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">Practice Interactives **
 * a.** http://www.chem.purdue.edu/gchelp/nomenclature/covalent_2009.htm (moderate to difficult)

b. http://www.proprofs.com/quiz-school/story.php?title=chemistry-121-molecular-compounds (short quiz on binary molecular compounds)

c. http://preparatorychemistry.com/Bishop_bin_cov_nom_Flash1.htm (basic formulas and names interactive)
 * You have to type a number 1 through 15 in a box and then press enter to get a problem started.**

= Chemistry I = Open the following page http://mw.concord.org/modeler/ and scroll down to a location below the icons that states //**More Modules**// and open that. A JAVA script called //**Molecular Workbench**// will appear and click **//Run.//** There will be a list of activities in a table entitled :**Activities for the Science of Atoms and Molecules Project.** Open the activity **"Chemical Bonding"** follow the directions, complete the activities and questions, and email the report to me a schepkec@rapsk12.net The website allows you to save of your work or if you like, you could print me off the report instead. **10 pts EC**. //**Due by Fri 18th.**//
 * 1.Extra Credit due by Monday 12/8, send a file report via an email to schepkec@rapsk12.net .**

__**Chemistry I 2-19-2016 Lewis Structure Practice**__ a. <span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif; font-size: 12.8px;">@https://www.wisc-online.com/learn/natural-science/chemistry/gch6404/lewis-dot-structures-of-covalent-compounds <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;"> Tutorial and interactive

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">b. @http://employees.oneonta.edu/viningwj/sims/drawing_lewis_structures_m.html Interactive step by step

c.<span style="color: #1155cc; font-family: arial,sans-serif; font-size: 12.8px;">@http://faculty.madisoncollege.edu/dbshaw/netorial/ROttosen/tutorial/modules/intermolecular_forces/01review/review2.htm <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px;"> a short but good overview

d. @https://www.stolaf.edu/depts/chemistry/courses/toolkits/121/js/lewis/ college based

<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 12.8px; line-height: 1.5;">e. @https://scilearn.sydney.edu.au/fychemistry/iChem/lewis.shtml college but multi-levels that can be choose from that can fit your comfort level.

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 12.8px;">

Fundamentals of Chemistry 1. Ionic Interactives a. http://www.pbslearningmedia.org/asset/lsps07_int_ionicbonding/ b. https://www.learner.org/interactives/periodic/groups_interactive.html

1. Perform the lab at the following website: [] and fill out your data table on the worksheet provided. 2. If finish early, try these interactives: a) [] b) [] c) [] d) [] e) [] f) [] g) [] h) [] i) ** If you have earphones only: ** [] j) ** Specific info on every element: ** [|http://www.ptable.com/#Writeup/Wikipedia]
 * Fundamentals of Chemistry 2/8/2016 **

// For your listening pleasure, here is the Electron Configuration song: // [] http://science.sbcc.edu/physics/flash/siliconsolarcell/bohratom.swf
 * Chem I: Electron Configuration**
 * 1. Bohr Atomic Model Explained**


 * 2. Electron Configuration practice:**
 * Tutorial Video** **:if needed:** http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::100%::100%::/sites/dl/free/0072512644/117354/08_Electron_Configurations.swf::Electron%20Configurations

a) http://www.learner.org/interactives/periodic/elementary_interactive.html ***Shows orbital shapes with moving electron probablity with orgital diagram notation,** b) http://www.oneonta.edu/faculty/viningwj/sims/atomic_electron_configurations_s1.html ***Click an element Periodic Table to observe its atomic orbital diagram.** c) http://employees.oneonta.edu/viningwj/sims/electron_configurations_t1.html ***5 Orbital diagram problems interactive.** d) http://www.quia.com/pp/2818.html?AP_rand=1836983238 *** Sequence the correct energy order of principle quantum (energy levels) and angular momentum (orbital shape)number.** e) http://www.fscj.me/e_config/e-1instruct.html ***Numerous orbtial diagram and shorthand electron configuartion interactive practice problems**. g) http://legacy.chemgym.net/as_a2/topics/electronic_configurations/index.html ***Electron configuration quizzes.** h) http://www.quia.com/quiz/2079220.html?AP_rand=1279961583 ***Electron configuration quiz** i) http://www.rsc.org/learn-chemistry/wiki/Quiz:GeneralI001:_Electron_configuration j) **Specific info on every element:** http://www.ptable.com/#Writeup/Wikipedia


 * Fundamentals of Chemistry Virtual Spectroscopy Lab. 12-21-15**
 * - Open this link** http://www.trschools.com/staff/g/cgirtain/Weblabs/spectrolab.htm and collect the data for Data Table 1 Bright line or Emission Spectra and Part 2 Flame Test and Identification of Unknown Elements

https://go.hrw.com/activities/frameset.html?main=1867.html
 * Chem I Chap 3 Practice Test**
 * - Go to the following link and check out how well you understand Chapter 3 material-you might feel mol better, hopefully not mol worse.**

[]
 * Fundamentals of Chemistry 12-1-12/3**
 * Complete the following virtual labs and listen well to the verbal instructions given in class.**
 * __Virtual Wave Labs/Activities__**
 * 1. //Wave Lab: Measure Wavelength, Frequency, Amplitude, and Wave Speed of a Mechanical Wave//**

[] = = = = = = = = = = = = = = = = = = = = = = = = = = =Chem I 11/24= 1. http://science.widener.edu/svb/tutorial/atomsmolescsn7.html
 * 2.//Oscilloscope Tuning an Instrument: Frequency= Wave Speed/ Wavelength//**
 * Chem I Mol Practice on Mol Concept**

2. http://dl.clackamas.edu/ch104-03/practice.htm Focus on the first problem set #1-#8.

= = = = = = = = = = = = =**Fundamentals of Chemistry 10/21/2015**= //**Practice metric conversion**// 1. <span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif; font-size: 12.8px;">@http://www.sciencegeek.net/Chemistry/taters/Unit0Metrics.htm 2. http://www.sciencegeek.net/Chemistry/taters/Unit0Metrics.htm

//** Practice scientific notation from these links. **// 1. https://www.ixl.com/math/algebra-1/divide-numbers-written-in-scientific-notation 2. https://janus.astro.umd.edu/astro/scinote/ 3. http://www.regentsprep.org/regents/math/algebra/ao2/page5a.htm 4. http://www.quia.com/quiz/382466.html

https://rhsphysicalgeologyschepke.wikispaces.com/RHSPhysicalGeologySchepke
 * Physical Geology** : http://wps.prenhall.com/esm_tarbuck_escience_11/32/8318/2129653.cw/index.html

a) http://www.chemistrywithmsdana.org/wp-content/uploads/2012/07/SigFig.html b) http://science.widener.edu/svb/tutorial/sigfigures.html c) http://www.sciencegeek.net/APchemistry/APtaters/sigfigs.htm d) http://science.widener.edu/svb/tutorial/sigfigurescsn7.html a) https://janus.astro.umd.edu/astro/scinote/ b) http://www.regentsprep.org/regents/math/algebra/ao2/page5a.htm c) http://www.quia.com/quiz/382466.html a) http://www.sciencegeek.net/Chemistry/taters/Unit0Metrics.htm b) http://joneslhs.weebly.com/
 * Chemistry Interactive Significant Figure/Scientific Notation/Unit Conversion Practice Practice**
 * 1. Sig Figs**
 * 2. Scientific Notation**
 * 3. Unit Conversion**

http://moodle.resa.net/images/Chemistry_v10/Number_1/Lessons/01.07_Accuracy_and_Precision/Upload_Folder/01_07c_c.htm
 * Chemistry I 10/6/2015**
 * <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 13.5pt;">Accuracy and Precision: Virtual Lab—Measurement **

__**Fundamentals of Chemistry 9/30/14**__
 * 1. Go to the following website to complete the following virtual density lab**


 * [] **


 * 2. If you finish the first lab, start this second lab on identifying substances based on their physical and chemical properties by clicking on the link below.**
 * Grab a dadt table to complete this from the teacher present (3 EC points available)**


 * http://www.glencoe.com/sites/common_assets/science/virtual_labs/BL01/BL01.html**

Bill Nye Density and Buoyancy: https://www.schooltube.com/video/7100de854a0a40fead91/Bill%20Nye%20-%20Buoyancy

=__**Chem I Scale of the Universe Animation**__=

http://htwins.net/scale2/

1. Go to the following website and perform the lab as outlined on your lab procedure sheet: http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS08/PS08.html 2. Tutorial and graphing activity: http://sunshine.chpc.utah.edu/Labs/GasParticles/

3. If you finish early-wear headphones and go to this flash animation page to learn more about gas laws and the concept o an ideal gas : a) http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/gasesv6.swf b) https://www.youtube.com/watch?v=bWhs5L_gBTI

1. Practice; Complete 8 problems showing all math work fully with units from the website: http://science.widener.edu/svb/tutorial/combinedgascsn7.html in this order:

a) The values and their conditions. example: P1= V1 = T1 = P2= V2= T2= //**Make sure all P's and V's are in the same unit**.//
 * Remember in pressure : 1 atm=760 mm of Hg = 760 torr = 101.325 kPa = 14.7 psi In volume 1L =1000ml = 1000cc (cubic centimeters)**

b**)** Set up the variables in the correct combinations to solve for the unknown and plug in the values with units. Example: c) //Think to yourself, does my answer make sense? In the example above change in pressure was a lot greater than the change in temperature, therefore influenced volume more. Since P2 went down V2 went up compared to V1.//

=Background Resources for the National Superconducting Cyclotron Field Trip at MSU on May 4th 2015=

Welcome. Please feel free to view these resources to make your field experience at the NSCL more enriching.


Overview video of MSU NSCL and what its research mission: https://www.youtube.com/watch?v=JqgntpqVWbs There is a virtual tour site with short videos with various scientists explaining the various aspects of the cyclotorn operation http://nscl.msu.edu/public/virtual-tour.html, however they are short explanations without graphics.
 * 1. MSU NSCL Facility**

A video series of a cyclotron that is located in Canada and is geared for high school students with two years of high school physics. Please watch the first overview video https://www.youtube.com/watch?v=Qwj1eqshyVw&list=PL0FCEFD501F90217C.
 * 2**.**Cyclotron Physics and Engineering**
 * Even though the research purpose of this facility is different from the MSU and they use a light-weight hydrogen ion source, the physics of how a cyclotron work are illustrated better and mimic what we will see at the MSU NSCL facility. The graphics with this video(s) will allow you to visualize how a cyclotron operates more clearly than the MSU video series.
 * There is a series of videos that follow that are 2-7 minutes long that will get more into the specifics of a typical cyclotron operation, focusing certain key stages of the instruments operation and the engineering designs that allows scientists to control and guide plasma (charge particle) beam to collide with a target source. //Like a cadmium control rod in a fission reactor, how much you absorb will be directly proportional to how far you travel in or reactor to this background information. I hope this video series causes less fusion on the subject matter . Be an ion, take charge of your learning! Beta learn now than alpha the fact. Get your gamma on, photonically speaking! If you don't know what I am saying, watch some of the nuclear chemistry videos in #3.//

http://ch302.cm.utexas.edu/nuclear/radioactivity/selector.php?name=band-stability d) Hewitt Radioactivity series: Watch the video segment on the **"Strong Force"** **https://www.youtube.com/watch?v=RlDJw9zx-I0&list=PLT3Z9v9eYk1nQhzHWSXvFc1vGpFeTxCme&index=3** Transmutations and Radioactive Decay** https://www.youtube.com/watch?v=kFs_2b0dy78&index=4&list=PLT3Z9v9eYk1nQhzHWSXvFc1vGpFeTxCme c) https://www.youtube.com/watch?v=I7WTQD2xYtQ Animated presentation of radioactivity.
 * 3. Nuclear Chemistry:** *The Chart of Nuclides pictured below is available for purchase at MSU's NSCL for $10.
 * a) https://www.youtube.com/watch?v=KWAsz59F8gA and https://www.youtube.com/watch?v=FU6y1XIADdg "crash course -the basics "**
 * b) Radioactivity animation:** []
 * c) video:**
 * n/p ratio zone of stability isotopic graph activity**: http://www.algebralab.org/practice/practice.aspx?file=Reading_TheBandOfStability.xml%20

d) General Atomic video on fusion and a Tomak fusion reactor-well done segment on illustrating the nuclear strong force and the overall nuclear fusion concept. https://www.youtube.com/watch?v=ORWrsH2X2ZI
 * Contrasts chemical reaction with nuclear reactions and basic plasma physics. //**Highly suggested video to watch.**//

4.. Superconductance/Magnetism **In depth but entertaining videos.** //If you are guassian facts about magnetism, these videos put a nu spin on magnetism, especially if this is not your field. It gets into the domain things about magnetism. You dont' have to be at -190 degrees C to find these videos a levitating experience.// //a) **Superconductance**:// **https://www.youtube.com/watch?v=Z4XEQVnIFmQ** //"Meissner effect"// //**b) Magnetism: https://www.youtube.com/watch?v=hFAOXdXZ5TM**// //**c) Electromagnetism Using Special Realitivity (speed of light concept without the effect of gravity): https://www.youtube.com/watch?v=1TKSfAkWWN0**//

//Chemistry 3/25/2015: Balancing Chemical Equation Activities// //**1. http://education.jlab.org/elementbalancing/**// //**2. http://www.sciencegeek.net/Chemistry/taters/EquationBalancing.htm**// //**3. http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS16/PS16.html**// //**4. http://science.widener.edu/svb/tutorial/rxnbalancingcsn7.html**// //**5. http://www.creative-chemistry.org.uk/gcse/revision/equations/11.htm**//

//__Extra Credit for over Spring Break__//

//1. Go to this link: **http://honorsph.startlogic.com/honorsphysicalscience/quizzes/Balancing_equations.htm**// //**Complete the 15 problems in this manner.**// //example problem: **copper (I) sulfate + aluminum -> aluminum sulfate + copper**//
 * You type in empty boxes the formulas, then balance them//: 3Cu2SO4 + 2 Al -> Al2(SO4)3 + 6Cu//**

//2. Once you complete all 15 problems in this manner, click the check box at the bottom.//

//3. Rewrite the reactions on a sheet of lined paper with a line space between each reaction or if you have a printer, you may print out your results.//

//4. Looking at examples in section 8-2 in your textbook,// try to classify each chemical equation by writing its reaction type in that blank line or by the end of the reaction on your printed copy//.// The reaction type in step 1. example is a single replacement

a. A + X -> AX synthesis rxn
 * Symbolic representation of the 5 basic reaction types://**

b. AX -> A + X decomposition rxn

c. A + BX -> AX + B single replacement rxn

d. AX + BY -> AY + BX double replacement rxn

e. CH + O2 -> CO2 + H2O combustion rxn

Chemistry I Empirical Formula Practice: These sites have problems with answers so you can immediate feedback if you calculated the formula correctly. 1. **http://www.chemteam.info/Mole/EmpiricalFormula.html** 2. **http://www.chemistry.wustl.edu/~coursedev/Online%20tutorials/Plink/chemformkey.htm** 3. Complete the following problem set, verify your answer quantitative proof. Empirical Formula Practice Problems **
 * 1) A 100 gram sample of compound of sodium contains 36.5 grams of sodium, 25.4 grams of sulfur, and 38.1 grams of oxygen. Does the empirical formula for the compound lead you to believe it is sodium sulfite or sodium sulfate?
 * 2) Fat makes up a major portion of all soaps. A fat used in many soaps is 76.5% carbon, 12.2% hydrogen, and 11.3% oxygen
 * 3) What is its empirical formula?
 * 4) What is the molecular formula of a fat with a molecular mass of 705 amu?

(//Hint: DO NOT round up the number found for carbon in the empirical formula.//)
 * 1) A sample of a substance is determined to be composed of 0.89 grams of potassium, 1.18 grams of chromium, and 1.27 grams of oxygen. Calculate the empirical formula of this substance.
 * 2) Strychnine, a deadly poison, has a molecular mass of 334 amu and a percentage composition of 75.42% carbon, 6.63% hydrogen, 8.38% nitrogen, and the balance oxygen. What is the molecular formula of strychnine?

Data from the experiment: What is the empirical formula for the oxide of magnesium that was the final product? <span style="font-family: &#39;Times New Roman&#39;; font-size: medium;">Answers
 * 1) A 10 gram sample of a compound contains 7.22 grams of magnesium and 2.78 grams of nitrogen. What is its empirical formula?
 * 2) An organic compound with a molecular mass of 140 amu is 68.54% carbon, 8.63% hydrogen, and 22.83% oxygen. What is the molecular formula of the compound?
 * 3) To find the experimental empirical formula of a compound, a student heats a coil of magnesium ribbon 35.00 cm long in a crucible. Water is added to the ash left in the crucible and the crucible is reheated until dry.
 * Mass of empty crucible and cover - 20.74g
 * Mass of one meter of magnesium ribbon - 0.72g
 * Mass of crucible, cover, and final product - 21.17g

1. http://education.jlab.org/elementbalancing/ 2. http://www.sciencegeek.net/Chemistry/taters/EquationBalancing.htm 3. http://www.glencoe.com/sites/common_assets/science/virtual_labs/PS16/PS16.html 4. http://science.widener.edu/svb/tutorial/rxnbalancingcsn7.html 5. http://www.creative-chemistry.org.uk/gcse/revision/equations/11.htm
 * Fundamentals of Chemistry 3/11/2015: Balancing Chemical Equation Activities **

__**Chemistry I for 2/23/2015**__ //On this website, open each category listed below, listen the video or read the text and then complete any quiz or highlighting activity to make sure you understand these topics and feel comfortable writing names or formulas of various "binary" compounds. **You may open these links directly by clicking on them.**// <span style="background-color: #c0c0c0; color: #00ffff; font-family: &#39;Comic Sans MS&#39;; font-size: medium; text-align: -webkit-center;">[|Naming] [|Covalent Compounds] [|Naming B] [|inary Ionic Compounds] [|Polyatomic Ions] [|Naming with Polyatomic Ions][|Naming with Roman Numerals][|Formula Writing][|Naming Acids]
 * Naming Binary compounds:**
 * //Background:// http://www.kentchemistry.com/links/naming/NameCov.htm**

If you complete these activities, try some of the suggestions below or get started on your homework for 7-1.

a. @http://chemsite.lsrhs.net/FlashMedia/html/compoundsAll.html (more difficult, many polyatomic ionsand transition metals)
 * 1. Ionic Compounds:**

b. @http://www.chem.purdue.edu/gchelp/nomenclature/simple_ionic_2009.htm (moderate, only monoatomic ions involved)

c. @http://www.learner.org/interactives/periodic/groups_interactive.html (easy understanding)

d. @http://www.chemfiles.com/flash/formulas.html (easy understanding)

e. @http://www.sciencegeek.net/Chemistry/taters/Unit4IonicCompoundFormulas.htm (moderate, onlyl monoatomic ions involved)

f. @http://www.pafaculty.net/biology/keith/kr_graph_site/ionic_nomenclature_page.htm (moderate to more difficult, monoatomic to polyatomic ions involved)

//**The basic rules:**// <span style="font-family: Geneva,Arial;">This site has a video on binary covalent compounds and a short quiz that follows; http://education-portal.com/academy/lesson/covalent-compounds-properties-naming-formation.html#lesson
 * 2. Molecular (Covalent) Compounds:**
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The <span style="background-color: #ffffff; color: #0000ff; font-family: Geneva,Arial;">__naming__ <span style="background-color: #ffffff; font-family: Geneva,Arial;"> system is for compounds composed of two nonmetallic elements.
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The first <span style="background-color: #ffffff; color: #0000ff; font-family: Geneva,Arial;">__element__ <span style="background-color: #ffffff; font-family: Geneva,Arial;"> keeps its name
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The first element gets a <span style="background-color: #ffffff; color: #0000ff; font-family: Geneva,Arial;">__prefix__ <span style="background-color: #ffffff; font-family: Geneva,Arial;"> //if// it has a <span style="background-color: #ffffff; color: #0000ff; font-family: Geneva,Arial;">__subscript__ <span style="background-color: #ffffff; font-family: Geneva,Arial;"> in the <span style="background-color: #ffffff; color: #0000ff; font-family: Geneva,Arial;">__formula (**the prefix mono is not used**)__
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The second element gets the – <span style="background-color: #ffffff; color: #0000ff; font-family: Geneva,Arial;">__ide suffix__ <span style="background-color: #ffffff; font-family: Geneva,Arial;"> (ending)
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The second element **ALWAYS** gets a prefix


 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">Practice Interactives **
 * a.** http://www.chem.purdue.edu/gchelp/nomenclature/covalent_2009.htm (moderate to difficult)

b. http://www.proprofs.com/quiz-school/story.php?title=chemistry-121-molecular-compounds (short quiz on binary molecular compounds)

c. http://preparatorychemistry.com/Bishop_bin_cov_nom_Flash1.htm (basic formulas and names interactive)
 * You have to type a number 1 through 15 in a box and then press enter to get the problem started.**


 * Chem II**

Titration Review simulation: []

Virtual Titration Lab; <span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif; font-size: 12.8000001907349px;">@http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/stoichiometry/acid_base.html

http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/propOfSoln/colligative.html

http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/thermochem/heat_metal.html
 * Chemistry II: Calorimetry and Specific Heat Determination Virtual lab**
 * Open the following link:**

I. Gases a) http://science.widener.edu/svb/tutorial/combinedgascsn7.html ***Actual quantitative problems.** b) http://www.chemistrywithmsdana.org/wp-content/uploads/2012/07/interactiveGasLaws.htm *Self check quiz on gas laws and concepts themselves. c) http://www.iq.poquoson.org/hssci/chemistry/gaslaws/hsgaslaws06tlm.htm //**Van Der Waal's Equation "non-ideal gases"**//
 * Chemistry II //Ideal Concept: The behavior of matter can be described based wholly on particles (no forces between them, hence "ideally)//**

1. Perform the lab at the following website: http://www.glencoe.com/sites/common_assets/science/virtual_labs/E21/E21.html and fill out your data table on the worksheet provided. 2. If finish early, try these interactives: a) http://www.learner.org/interactives/periodic/box_interactive.html b) http://www.funbrain.com/periodic/ c) http://www.quia.com/cb/228920.html d) http://www.sheppardsoftware.com/Elementsgames.htm e) http://education.jlab.org/elementflashcards/ f) http://www.sporcle.com/games/tags/periodictable g) http://www.softschools.com/chemistry/periodic_table/elements/names/ h) http://glencoe.mheducation.com/sites/dl/free/0078779626/164062/index.html i) **If you have earphones only:** http://www.periodicvideos.com/ j) **Specific info on every element:** http://www.ptable.com/#Writeup/Wikipedia
 * Fundamentals of Chemistry 11/18/2014**

= Chemistry I = Open the following page http://mw.concord.org/modeler/ and scroll down to a location below the icons that states //**More Modules**// and open that. A JAVA script called //**Molecular Workbench**// will appear and click **//Run.//** There will be a list of activities in a table entitled :**Activities for the Science of Atoms and Molecules Project.** Open the activity **"Atomic Structure"** follow the directions, complete the activities and questions, and email the report it allows you to save of your work. //For your listening pleasure, here is the Electron Configuration song:// https://www.youtube.com/watch?v=Vb6kAxwSWgU
 * 1.Extra Credit due by Monday 12/8, send a file report via an email to schepkec@rapsk12.net .**

http://science.sbcc.edu/physics/flash/siliconsolarcell/bohratom.swf
 * 2. Bohr Atomic Model Explained**


 * 3. Electron Configuration practice:**
 * Tutorial Video** **:if needed:** http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::100%::100%::/sites/dl/free/0072512644/117354/08_Electron_Configurations.swf::Electron%20Configurations

a) http://www.learner.org/interactives/periodic/elementary_interactive.html ***Shows orbital shapes with moving electron probablity with orgital diagram notation,** b) http://www.oneonta.edu/faculty/viningwj/sims/atomic_electron_configurations_s1.html ***Click an element Periodic Table to observe its atomic orbital diagram.** c) http://employees.oneonta.edu/viningwj/sims/electron_configurations_t1.html ***5 Orbital diagram problems interactive.** d) http://www.quia.com/pp/2818.html?AP_rand=1836983238 *** Sequence the correct energy order of principle quantum (energy levels) and angular momentum (orbital shape)number.** e) http://www.fscj.me/e_config/e-1instruct.html ***Numerous orbtial diagram and shorthand electron configuartion interactive practice problems**. g) http://legacy.chemgym.net/as_a2/topics/electronic_configurations/index.html ***Electron configuration quizzes.** h) http://www.quia.com/quiz/2079220.html?AP_rand=1279961583 ***Electron configuration quiz** i) http://www.rsc.org/learn-chemistry/wiki/Quiz:GeneralI001:_Electron_configuration j) **Specific info on every element:** http://www.ptable.com/#Writeup/Wikipedia


 * Chem II Oxidation State Practice**
 * a)** http://www2.stetson.edu/mahjongchem/

1. http://science.widener.edu/svb/tutorial/atomsmolescsn7.html
 * Chem I Mol Practice on Mol Concept**

2. http://dl.clackamas.edu/ch104-03/practice.htm Focus on the first problem set #1-#8.


 * Chem II MO Theory Lecture from MIT on Homonuclear and Heteronuclear MO Diagrams and Valance Electron Theory (hybridization)**

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">//1. Intro MO Theory-homonuclear species//

<span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif;">@http://ocw.mit.edu/courses/chemistry/5-111-principles-of-chemical-science-fall-2008/video-lectures/lecture-14/

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">//2. Heteronuclear MO// <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;"> @http://ocw.mit.edu/courses/chemistry/5-111-principles-of-chemical-science-fall-2008/video-lectures/lecture-15/ 3. MO Theory Interactive Quizzes http://wps.prenhall.com/esm_tro_chemistry_1/77/19899/5094320.cw/content/index.html

http://particleadventure.org/


 * Fundamentals of Chemistry 10/19-20/14 Periodic Table Practice**

[]
 * __Virtual Wave Labs/Activities__**
 * 1. //Wave Lab: Measure Wavelength, Frequency, Amplitude, and Wave Speed of a Mechanical Wave//**

[]
 * 2.//Oscilloscope Tuning an Instrument: Frequency= Wave Speed/ Wavelength//**

Afterwards, complete **The electromagnetic spectrum** worksheet using your notes and/or page 70 in your textbook. There is a //**bounce test**// at the site listed below, which would be a good review to see if you understand what we have gone over concerning the electromagnetic or light spectrum in terms of wave characteristics.

http://www.echalk.co.uk/Science/physics/EMspectrum/bounceQuiz/EMspectrumBQ.html

1. Practice for atoims structure and element names http://education.jlab.org/beamsactivity/online/

2. Practice for determining average atomic mass. http://www.algebralab.org/practice/practice.aspx?file=algebra_averageatomicmass.xml

1.Use your worksheet entitled //**"Wave Interference Activity"** to complete the simulation found on the following link:// []
 * Chem II 10/15/14**

2. After completing this activity, perform the following simulations on the following websites: <span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif;">@http://zonalandeducation.com/mstm/physics/waves/interference/waveInterference2/WaveInterference2.html

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;"> @http://www.physicsclassroom.com/class/waves/Lesson-3/Interference-of-Waves <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;"> <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">***To understand MO Theory electron pairs in will be describe diagrammatically and pictorial depictions of wave functions in a superposition of either** //constructive// **or** //destructive// **interference patterns occurring in space. So feel comfortable with these terms by observing how they occur in these various wave simulations.** Chemistry I 10/15/14
 * 1.Go to the following website https://phet.colorado.edu/en/simulations/category/chemistry and open the simulation entitled Rutherford Scattering, then complete the activity as outlined on the worksheet.**


 * 2.Afterwards, open this animation to see how close your understanding is to the actual results of Rutherford's Au Foil experiement-**
 * http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/ruther14.swf**

Fundamentals of Chemistry 9/16/14
 * 1. Go to the following website to complete the following virtual density lab**


 * [] **


 * 2. If you finish the first lab, start this second lab on identifying substances based on their physical and chemical properties by clicking on the link below.**


 * http://www.glencoe.com/sites/common_assets/science/virtual_labs/BL01/BL01.html**

Chem I Activity for 6/2/2014


 * http://www.kentchemistry.com/links/GasLaws/GrahamsLaw.htm**

Chem II 4-28 Monday Take quiz afterwards. 1. Review of assigning oxidation states: **http://education-portal.com/academy/lesson/assigning-oxidation-numbers-to-elements-in-a-chemical-formula.html#lesson**

2. Redox** http://education-portal.com/academy/lesson/balancing-redox-reactions-and-identifying-oxidizing-and-reducing-agents.html#lesson = =


 * __Chem I__**

__Thursday 3/27__ -Complete the virtual lab below and record your answers on the provided lab sheet given out in class.
 * __Chemical Reactions Virtual Lab.__**

http://iqa.evergreenps.org/science/chemistry/labs/1stsemester/5.08-chemical-reactions_lab.html


 * __Extra Credit for over Spring Break__**

Complete the 15 problems in this manner. //You type in empty boxes the formulas, then balance them//: 3Cu2SO4 + 2 Al -> Al2(SO4)3 + 6Cu
 * 1. Go to this link:** http://honorsph.startlogic.com/honorsphysicalscience/quizzes/Balancing_equations.htm
 * example problem:** copper (I) sulfate + aluminum -> aluminum sulfate + copper


 * 2. Once you complete all 15 problems in this manner, click the check box at the bottom.**


 * 3. Rewrite the reactions on a sheet of lined paper with a line space between each reaction or if you have a printer, you may print out your results.**


 * 4. Looking at examples in section 8-2 in your textbook, //try to classify each chemical equation by writing its reaction type in that blank line or by the end of the reaction on your printed copy//. //The reaction type in step 1. example is a single replacement//**

//Symbolic representation of the 5 basic reaction types://
 * a. A + X -> AX synthesis rxn **


 * b. AX -> A + X decomposition rxn **


 * c. A + BX -> AX + B single replacement rxn**


 * d. AX + BY -> AY + BX double replacement rxn **


 * e. CH + O2 -> CO2 + H2O combustion rxn **

. a) http://education.jlab.org/elementbalancing/ (beginning, intermediate, and advance)
 * Balancing Equation Practice**

b) http://www.sciencegeek.net/Chemistry/taters/EquationBalancing.htm (not immediate feedback, mixed difficulty)

c) http://science.widener.edu/svb/tutorial/rxnbalancingcsn7.html (advanced)

__**Principles of Engineering:**__

http://www.marinetech.org/files/marine/files/ROV%20Competition/Missions%20and%20Specs/RANGER_MISSION%20TASKS_MANUAL_FINALv.pdf
 * Engineering Team Ranger Mission Book**

//1. Complete the motor worksheet packet// //2. Watch the following animated slide show, http://www.tutorvista.com/physics/animations/dc-motor-animation, focus on the motor anatomy (parts) and recognize how their structure is related to how they function.// //3. Complete any of the following books afterwards or any other activity based on your skill level.// // [] //

// Books: //

//** 40. Simple electric circuits **//

//** 41. Current direction **//

//** 42. Series and parallel circuits **//

//** 43. Conductors vs insulators **//

//** 44. Short Circuits **//

//**__Chem II__**// //1. After your quiz, watch the following sequence of videos. After each video and take the quiz, then email me the results. You do not have to do everyone, but try to get the **first three** done.// //<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">1. Equilibrium <span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif;">http://education-portal.com/academy/lesson/dynamic-equilibrium-physical-and-chemical.html#lesson //

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">2. LeChatelier's Principle http://education-portal.com/academy/lesson/lechateliers-principle-disruption-and-re-establishment-of-equilibrium.html#lesson <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">3. Keq and Q http://education-portal.com/academy/lesson/equilibrium-constant-k-and-equilibrium-quotient-q.html#lesson <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">4. RICE table http://education-portal.com/academy/lesson/using-a-rice-table-in-equilibrium-calculations.html#lesson <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">5.Common Ion Effect http://education-portal.com/academy/lesson/the-common-ion-effect-and-selective-precipitation.html#lesson <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;"> <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">__** 4-11 Friday Assignment **__ <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">Review the two videos below and complete the quizzes afterwards. Work on 18-3 Chemical Equilibrium //worksheet based on pages 605 to 612. The only thing not talked about in the videos directly is this concept of the **hydrolysis of salts, which is the reaction between water molecules and ions of a dissolved salt.**// <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">**If:** <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">**1. the anions react with water, the process is called anion hydrolysis, which produces a more basic solution (pH > 7)** <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">**2. the cations react with water molecules, the process is called cation hydrolysis, which produces a more acidic solution (pH < 7).** <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">Remeber, water is amphoteric, it can act like a base or acid, along with ammonia NH3. <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">6.Ka http://education-portal.com/academy/lesson/acid-base-equilibrium-calculating-the-ka-or-kb-of-a-solution.html#lesson <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">7. Buffered solution http://education-portal.com/academy/lesson/acid-base-buffers-calculating-the-ph-of-a-buffered-solution.html#lesson

//**__Principles of Engineering__**//

//**Engineering Team Ranger Mission Book PDF**//

http://www.marinetech.org/files/marine/files/ROV%20Competition/Missions%20and%20Specs/RANGER_MISSION%20TASKS_MANUAL_FINALv.pdf


 * Thursday 3-13**

2 a) //**Everyone try #4 activity**// <span style="background-color: #ffffff; color: #ff0000; font-family: Arial; font-size: 10pt; text-decoration: none;">04. Circuit diagram | to draw simple circuits

b) //**If you did not have me for Fundamentals of Electricity, explore the following activties:**//

01. Parallel or series circuit | activity 02. Short circuit | an activity

<span style="background-color: #ffffff; color: #ff0000; font-family: Arial; font-size: 10pt; text-decoration: none;">05. Electrical conductors vs insulators

07. Direction of the current | the diode

c) I//**f you had me for Fundamentals of Electricity, try testing your past knowledge by working on the following book activities listed below.**//


 * Books: **

40. Simple electric circuits

41. Current direction

42. Series and parallel circuits

43. Conductors vs insulators

44. Short Circuits

Open this link http://www.physics-chemistry-interactive-flash-animation.com/electricity_interactive.htm and perform the following activities: ====1. Open flash animation number #6 and draw out both the hydraulic and electrical system shown. Label each systems components and compare/contrast to one another in terms of similarity in function to the concept of highlighting the difference between voltage and current to that of pressure and flow. Be neat with your drawings and specific with explanations. Hand this assignment in afterwards and procedure step 2.====
 * Wednesday 3-12**


 * Friday, March 7th**

//1. Watch the Bill Nye video on "Electricity at this website// http://www.youtube.com/watch?v=ugtHMtc08DM //and complete the video worksheet that you received in the beginning of class.// //2. Watch th is second video on "Electrical Current"// http://afrotechmods.com/tutorials/2011/11/29/basic-electricity-amps/ //and answer the questions on the backside of the Bill Nye worksheet concerning this clip.// //3. Watch this video on voltage// http://www.youtube.com/watch?v=zYS9kdS56l8 //and **answer the last question on the video worksheet and hand it in**.// //4. If time is remaining, you can watch these two videos on electrical devices we will be using in class.// //a) Digital Multimeter (DMM):// http://afrotechmods.com/tutorials/2011/11/27/multimeter-tutorial/ b) Oscilloscope: http://afrotechmods.com/tutorials/2011/11/27/oscilloscope-tutorials/

__**Chemistry I:**__ ** Empirical Formula Practice Problems **
 * Watch the PowerPoint on Science of Diving Below and complete the worksheet that is posted below it as you view this presentation.
 * Complete the following problem set, verify your answer quantitative proof.**


 * 1) A 100 gram sample of compound of sodium contains 36.5 grams of sodium, 25.4 grams of sulfur, and 38.1 grams of oxygen. Does the empirical formula for the compound lead you to believe it is sodium sulfite or sodium sulfate?
 * 2) Fat makes up a major portion of all soaps. A fat used in many soaps is 76.5% carbon, 12.2% hydrogen, and 11.3% oxygen
 * 3) What is its empirical formula?
 * 4) What is the molecular formula of a fat with a molecular mass of 705 amu?

(//Hint: DO NOT round up the number found for carbon in the empirical formula.//)
 * 1) A sample of a substance is determined to be composed of 0.89 grams of potassium, 1.18 grams of chromium, and 1.27 grams of oxygen. Calculate the empirical formula of this substance.
 * 2) Strychnine, a deadly poison, has a molecular mass of 334 amu and a percentage composition of 75.42% carbon, 6.63% hydrogen, 8.38% nitrogen, and the balance oxygen. What is the molecular formula of strychnine?

Data from the experiment: What is the empirical formula for the oxide of magnesium that was the final product? <span style="font-family: &#39;Times New Roman&#39;; font-size: medium;">Answers
 * 1) A 10 gram sample of a compound contains 7.22 grams of magnesium and 2.78 grams of nitrogen. What is its empirical formula?
 * 2) An organic compound with a molecular mass of 140 amu is 68.54% carbon, 8.63% hydrogen, and 22.83% oxygen. What is the molecular formula of the compound?
 * 3) To find the experimental empirical formula of a compound, a student heats a coil of magnesium ribbon 35.00 cm long in a crucible. Water is added to the ash left in the crucible and the crucible is reheated until dry.
 * Mass of empty crucible and cover - 20.74g
 * Mass of one meter of magnesium ribbon - 0.72g
 * Mass of crucible, cover, and final product - 21.17g

<span style="font-family: Geneva,Arial;">This site has a video on binary ionic compounds (simple, transitional metals, and with polyatomic ions) and a short quiz that follows:
 * Naming Binary compounds:**

http://education-portal.com/academy/lesson/naming-ionic-compounds-simple-binary-transition-metal-polyatomic-ion-compounds.html#lesson

a. @http://chemsite.lsrhs.net/FlashMedia/html/compoundsAll.html (more difficult, many polyatomic ionsand transition metals)
 * 1. Ionic Compounds:**

b. @http://www.chem.purdue.edu/gchelp/nomenclature/simple_ionic_2009.htm (moderate, only monoatomic ions involved)

c. @http://www.learner.org/interactives/periodic/groups_interactive.html (easy understanding)

d. @http://www.chemfiles.com/flash/formulas.html (easy understanding)

e. @http://www.sciencegeek.net/Chemistry/taters/Unit4IonicCompoundFormulas.htm (moderate, onlyl monoatomic ions involved)

f. @http://www.pafaculty.net/biology/keith/kr_graph_site/ionic_nomenclature_page.htm (moderate to more difficult, monoatomic to polyatomic ions involved) //**The basic rules:**// <span style="font-family: Geneva,Arial;">This site has a video on binary covalent compounds and a short quiz that follows; http://education-portal.com/academy/lesson/covalent-compounds-properties-naming-formation.html#lesson
 * 2. Molecular (Covalent) Compounds:**
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The __naming__ system is for compounds composed of two nonmetallic elements.
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The first __element__ keeps its name
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The first element gets a __prefix__ //if// it has a __subscript__ in the __formula (**the prefix mono is not used**)__
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The second element gets the – __ide suffix__ (ending)
 * <span style="background-color: #ffffff; font-family: Geneva,Arial;">The second element **ALWAYS** gets a prefix


 * <span style="background-color: #ffffff; font-family: Geneva,Arial; line-height: 1.5;">Practice Interactives **
 * a.** http://www.chem.purdue.edu/gchelp/nomenclature/covalent_2009.htm (moderate to difficult)

b. http://www.proprofs.com/quiz-school/story.php?title=chemistry-121-molecular-compounds (short quiz on binary molecular compounds)

c. http://preparatorychemistry.com/Bishop_bin_cov_nom_Flash1.htm (basic formulas and names interactive) **You have to type a number 1 through 15 in a box and then press enter to get the problem started.**

Lewis Structure Practice a) **<span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif; line-height: 1.5;">@http://firstyear.chem.usyd.edu.au/iChem/lewis.shtml Most challenging-includes polyatomic ions & extended octets.**
 * b) <span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif; line-height: 1.5;">@http://chemsite.lsrhs.net/bonding/flashLewis.html Basic, focuses on single, double, & triple bonding.**
 * c) <span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif; line-height: 1.5;">@http://www.chem.ufl.edu/~itl/4411/lectures/lewis_ramyess/pjb_ramyess.html Choosing correct Lewis structures.**

Ist Semester Extra Credit: Molecular Workbench-Chemical Bonding 3. Complete the 6 pages of simulations including filling out the text boxes in answering multiple choice and open-ended questions. 4. When you have completed all the activities, click complete a report of your answers. Then click the small window that states"print without login" You can either print off a report to hand in or save  it as a file and email it to me.
 * 1. Open up this link;**
 * http://mw.concord.org/modeler/**
 * 2. Download the module entitled entitled "Chemical Bonding".** You need Java downloaded to run the module.

[] -interactive periodic table

[]
 * //1. Interactive Periodic Table Game//**:

[]
 * //2. Name That Element (from the NOVA-"Hunting for Elements"video)//**

[]
 * 3. Interactive Periodic Table (has chemical bonding)**


 * Chem II:**

@http://www.chem.uiuc.edu/webfunchem/heat/heat2.htm (water)
 * Specific Heat**

@http://www.chem.uiuc.edu/webfunchem/specificheat/specificheat.htm (brass, aluminum, and copper)

// Website: // [] - [|http://www.docbrown.info/page03/Reactivityb.htm#3c.] sample activity series based of single replacement rxns with salts
 * Virtual Titration lab:**
 * Metal Activity Series Websites**
 * -** [] activity series table

- [] virtual lab with single replacement/metal activity series with salts.

[]
 * Wave Interference**

[|http://education-portal.com/academy/lesson/molecular-orbital-theory-tutorial-and-diagrams.html#lesson]
 * Short Videos on MO and other topics**

[]
 * States of Matter Animations**:

[]

[]

[]

[]

//Directions:// You are going to research the Watershed Concept on this web module: []. Once you get top this website, click **The Watershed Concept Link** and go through that module. The end goal is after you have researched this site, you are going to construct a worksheet about it-just if you were like the teacher. Complete the research worksheet you have been given as you view this module and you must take the Hydrological Cycle Quiz at the end of the module, where afterwards, Mr. Schepke will sign you off that section that requires his signature on that research sheet.
 * __7th Grade: You Be The Teacher, Hydrologically Speaking__**


 * __7th Grade: Virtual Microscope (under construction)__**

[] **Under construction**


 * []** * Underconstruction

[] *** Under construction**


 * []** * Under construction

1. **Microscope measurement: Determining (calibrating) A Micrscope's Objective Power Field of View Diameter and Making Measurements on Objects.** Link to the following website and complete the instructions shown to you on your lab worksheet and those given to you at the site.

http://virtualurchin.stanford.edu/microscope.htm

[] []
 * __Genetic Virtual Labs (7th grade)__**
 * 1. Do this lab first: Make-a-Bug Genetics Lab. After you make a bug, click on the journal icon on the lower left of your screen and type in answers for the 5 questions you will be asked. You will be able to refer back to your bugs selected genotypes and expressed phenotypes at anytime to answer the questions. Once you are done, print your journal page, sign it, and turn it in to your teacher. You then will be able to go to step#2.**
 * 2.** Practice this lab making Punnet squares for diferent genotypes and phenotypes for fruitflies known scientifically as Drospholia.

[]
 * __Protein Synthesis (7th Grade)__**
 * 1. DNA coded into mRNA inside the nucleus is called transcription. In this activitiy nitrogen bases are called nucleotides. In the cytoplasm, the mRNA that left the nucleus is read (//translated//) by the ribosome with the assistance of tRNA, coded amino acids are transfered and bonded into an amino acid chain known as a protein. Three nitrogen bases (nucleotides) at a time code for a specific amino acid. This 3-nitorgen base code for amino acids is known as a codon. There are also start codons AUG (Meth or methionine) that are in a mRNA to tRNA sequence that tells the ribosome to start reading or translating amino acids in that spot. There are also stop codons ( UAA, UAG, UGA) to tell the ribosome and tRNA to stop the amino acid sequence. You will construct 5 to 10 proteins listing the tRNA nitrogen base sequence that codes for them and the amino acids they sequence. You will draw a circle on the start codon and a hexagon on the stop codon on the tRNA sequence.**

[]
 * __Virtual Wave Labs/Activities (7th Grade)__**
 * 1. //Wave Lab: Measure Wavelength, Frequency, Amplitude, and Wave Speed of a Mechanical Wave//**

[]
 * 2.//Oscilloscope Tuning an Instrument: Frequency= Wave Speed/ Wavelength//**

[] [] [] [] []
 * 3. Additional Wave Properties and Applications. (Extra activities if you finish labs earlier)**
 * //Login by typing in the username: __rmsbucks__ and the password is __middle.__//**
 * a) Brain Pop: Waves. View the video and take the review quiz. Read the "In Depth" link under the FYI icon on constructive and destructve interference"**
 * b) Brain Pop: Refraction and Diffraction. View the video and take the review quiz //__or complete the quiz on paper for extra credit.__//** []
 * c) Brain Pop: Electrmagnetic Spectrum. View the video and take the review quiz. Read the "In Depth" link under the FYI icon on microwaves.**
 * d) Brain Pop: Lasers. View the video and take the review quiz.**
 * e) Brain Pop: Colors. View the video and take the review quiz.**
 * f)Brain Pop: Earthquakes. View the video and take the review quiz.**

[] //Follow various paths through the rock cycle reading and viewing what happens to various rocks when they go through certain processes over time.// [] //Check to see if you can complete this short activitiy correctly.// [] //Go through the rock adventures collecting varoius rocks and analyzing them in the order they oare shown on the website. Complete the Rock Cycle test at the end and print Mr. Schepke your graded test to hand in at the end of this web activitiy.// [] //You will be identifying virtual rocks based on observed physical and chemical properties you perform. Your Virtual Rock Lab worksheet should look like the picture shown below. Try to identify the 15 rock speciemens correctly that are shown for this lab. For each rock identified in its related numbered box, write down the rock's common name, the rock group it is in (sedimentary, igneous, or metamorphic), and two clues you used to come to this conclusion. Hand in the Virtual Rock Lab worksheet when you are done.// []
 * __Rock Cycle (6th Grade)__**
 * Preactivity:**
 * A. Watch this BrainPop video on "Minerals" as a quick review.** *//*Remember, most all rocks are mixtures of minerals.//
 * []**
 * B. Watch this BrainPop video on "Rocks" and take the quiz after.**
 * []**
 * C. Watch this BrainPop video on "Rock Cycle" and take the quiz after**
 * //Login by typing in the username: __rmsbucks__ and the password is __middle.__//**
 * 1.Animated Rock Cycle.**
 * 2.Short Click and Drag Rock Cycle**
 * 3.The Interactive Rock Cycle.**
 * 4. Virtual Rock Lab**
 * = 1 ||= 2 ||= 3 ||= 4 ||= 5 ||
 * 6 || 7 || 8 || 9 || 10 ||
 * 11 || 12 || 13 || 14 || 15 ||

[] [] [] [] [] []
 * 5. Watch the following Brain Pop videos and take the review quizzes for each concerning Earth's crust if you finish the virtual rock lab earlier.**
 * //Login by typing in the username: __rmsbucks__ and the password is __middle.__//**
 * a) Plate Tectonics**
 * b) Volcanoes**
 * c) Earthquakes**
 * d) Tsunami**
 * e) Mountains**
 * f) Weathering**

__**EARTHQUAKES**__ [] maps out locations of all the recorded seismic events.