Chemistry 2A Week 8 Review

     Welcome to the last blog of Chem 2A. This week in chemistry, we did a lot of experimenting. Along with having fun, we also learned a lot this week in Chemistry 2A.
     On Monday, we finished the nail lab. I thought it was really cool how the nails just got eaten away, they deteriorated. The main point to take away from this experiment is in the end, the ratio of moles of Fe, to moles of Cu, was 1 to 1.
     This is a photo of the nails before the reaction takes place. You can see the blueness of the copper 2 chloride surrounding the nails. Also, you can also see bubbles forming on the nails, hinting a reaction will occur.

 

  Also on Monday, we continued practice with balancing formulas. We completed Unit 7 Reaction Equations Worksheet 1. The biggest thing I took away from this worksheet is the even odd trick. If one side has a three, and the other side of the equation has a two, you just multiply them by each other. 2x3=6 and 3x2=6. Since atoms must be conserved, by multiplying the odd and the even, the cancel each other out, conserving the number of atoms on both sides. Something I didn't really understand was the fraction trick. I get how it ends, you multiply both side by the denominator. What I don't understand is how you figure out the fraction in the first place. I hope to clear that up next week.
     On Tuesday, we worked on word equations. The most important part of these is making sure you have everything on the correct side. The names of the compounds are given to you in the word problem, so those are not very hard to find. Always double check you have the right compound, especially for polyatomics. Nitrite is very different from Nitrate. Another item to keep in mind while doing these problems, is identifying what state the compound is in. For the most part, it's self explanatory. If it's solid sodium bicarbonate, then the sodium bicarbonate is a solid. The tricky one is if the problem says a solution of sodium bicarbonate, that means the sodium bicarbonate is aqueous. I understand this pretty well. The toughest part is setting it up correctly, and balancing it, but for the most part, I have a good understanding of  both.
     On Wednesday, we worked on the task chains. The task chains are a very helpful study tool. After sniffing some smelling salts and waking myself up, I got a good amount done in class. I have completed all of them, but the hardest one was the matching one. I still don't really understand it but I can just do the task chain again and again until I do.
     On Thursday, we conducted the Chemical Reaction Lab. This was a very interesting lab. I loved watching all the different types of reactions that happened, they were really neat.
     This was station 4. What happened here was hydrogen peroxide decomposed with yeast to form water and oxygen. This was a very cool reaction. The neatest thing was when we put a splint with the flame out, into the flask, the flame reignited. That is what's shown in the picture below.

 

     This was station 1. This was my favorite reaction. Solid magnesium combines with oxygen to form solid magnesium oxide. The coolest part of this reaction is that while the magnesium burned, ultra violet light was put off. Trust me when I say this, don't look into it. The light is beautiful but it burns.

     This picture shows the burned remains of the magnesium from the picture above. The ashes are purple because of the solution we put on them. The solution lets us know there is oxygen present because the ashes turned purple. 

 

      This is a picture from station 6. What I learned from this station is that chemical reactions give off heat. The vile itself got very hot because of the reaction happening inside. Also, enough Hydrogen gas was emitted for the Hydrogen bark to work. I find the Hydrogen bark very entertaining, and it shows the presence of Hydrogen

 

 

Overall, Thursday was a very entertaining day. I thought all the different reaction we saw were very cool. I don't understand how all of them happen, but they are cool nonetheless.

     On Friday, we worked on the Describing Chemical Reactions worksheet. In this worksheet, we balanced, and wrote word problems for the reactions we had experimented with on Thursday. This worksheet wasn't too hard. I understood most of the balancing. The hardest part was writing the word problems. You have to make sure you name the compounds correctly, distinguishing between molecular, ionic, and polyatomics. You also have to include the state the compound is in. It's like what we did on Tuesday, just backwards.

     Overall, this was a pretty good week. I understood most of what we were doing, I just need to study and practice it. I still need help with the fraction problems when balancing equations, so I hope to get that fixed. Other then that, I understand the gist of things. The atoms must be conserved when balancing chemical equations. When writing and solving word problems, one must make sure everything is on the proper side, include the state of the compound, and name them correctly. Also, burning things are fun.

 

 



Chemistry 2A Week 7 Review

      Week 7 of SG Chem 2A was all about naming. Ionic, or covalent, we learned how to name them this week.
     Monday, we started with the Naming Ionic Compounds worksheet. This worksheet walked us through naming Ionic Compounds. At first I was confused because I didn't even know what a cation or anion was. I understood what a cation and anion as after Dr. Finnan did some problems on the board. After hearing the problem spoken out-loud, I realized that every ionic compound has a metal. That realization led to me realizing that the metal in the ionic compound is the cation. If the metal is the cation, the other element in the compound, the nonmetal, must be the anion. As we completed the worksheet, I began to catch on and I now understand that a cation is the metal in the compound, and the anion is the nonmetal. For the mist part, this worksheet made sense to me. The main idea I took away from it was that in order to be in existence, the compounds must have a total charge of 0. So if that involves saying it's Fe (II) and not Fe(III) then it's really important to list those factors so we know the total charge is 0.
     Also on Monday, Dr. Finnan also showed us the oxidation of copper. Dr. Finnan held a burner next to copper that was already oxidized. The heat of the burner turned the copper touching the flame into pure copper. When Dr. Finnan removed the burner, the pure copper that was made was so hot, it reacted with the oxygen in the air, causing it to oxidize.

     On Tuesday, we practiced even more naming. We completed Unit 6 Worksheet 3. This worksheet was practice on naming ionic compounds. Something new introduced in this worksheet was creating the formula given the name. This wasn't very difficult. The elements are given in the name. However, the total charge of the compound must be 0. That was a rule I learned on Monday, so I applied it to the problems on the worksheet, and it worked and it made sense. The rule of the net charge being 0 is very important and it can change the formula of the compound. For example the ionic compound silver sulfide. From the name we know the compound involves Silver, Ag, and Sulfur, S. Sulfur has a charge of 2-. Silver has a charge of 1+. The formula for this compound isn't just AgS. That would mean the net charge is 1-. The name is Ag2S. If we have two silver atoms, both with a charge of 1+, then they cancel out the Sulfur atom with a charge of 2-.

     On Wednesday, we were introduced to Polyatomic Ions. Polyatomic ions are ions with more than two elements in them. We learned about polyatomic ions in the Polyatomic ions worksheet. Every polyatomic ion has a special name. There isn't really a trick to figuring them out, you just have to memorize them. At first it was difficult to understand these. I didn't really understand that every polyatomic ion has its own name. I was confused because I was trying to separate the polyatomic ion into the elements it consisted of, to name them separately. I now understand that the polyatomic ion in the compound can't be separated, it has its own specific name. I came to this realization by looking at the formulas for some polyatomic ions. Like BaSO4. The Ba represents Barium. The SO4, is a polyatomic ion with the name sulfate. All you have to do is match the polyatomic formula in the compound with its name. You can't separate the Oxygen form the Sulfur. Together, they create the polyatomic ion sulfate. So the full name of the compound BaSO4 is Barium Sulfate. A difficult component to naming polyatomic compounds is recognizing the polyatomic ion in the compound. There isn't really a trick to this. Once you realize the compound is polyatomic, you just have to check and see what polyatomic is in the compound by looking at the elements involved in the formula.

     On Thursday, we focused on naming Molecular Compounds. We completed the Naming Molecular Compounds worksheet. Molecular compounds are between nonmetals, they have covalent bonds. The important thing to remember with naming molecular compounds is that the elements get prefixes. For example, N2O4 is Dinitrogen tetraoxide. The di represents that there are two Nitrogen and the tetra represents there are 4 Oxygen. There are some rules for naming molecular compounds. The second element always ends in -ide, for example, oxide, fluoride, iodide. Second, if the first element listed in the compound has only one atom, it doesn't need the prefix mono, it is implied that the first element has only one atom if it doesn't have a prefix. For example, CO2 is not monocarbon dioxide, it is just Carbon dioxide. Thirdly, there are never two vowels. So it's not monooxide, it's just monoxide. You drop an o. It did not take very long for me o understand this. You just match the prefix with the number of atoms. The difficult part was remembering and recognizing that the prefixes only happen in molecular compounds. Any compound with a metal is not molecular, so it does not have the prefixes.

Reviewing on how to name compounds

On this whiteboard, it is important to note the atoms versus ions. The LiClO3 compound has five atoms. 1 Li, 1 Cl, and 3 O. However, there are only 2 ions. Li and ClO3. ClO3 is the polyatomic ion Chlorate, so you can't separate it into Cl and O3, they have to be together. You can separate Lithium because it is not part of the polyatomic ion.



Prefixes for molecular compounds

     On Friday we got the review guide for Unit 6. I understood what was on there and I hope I did well on Monday's test.

     This week in science was busy. At first, naming compounds was difficult for me. I didn't understand that the net charge had to be 0. I eventually figured that out and it became much easier. Sometimes you have to change the formula to make the net charge 0 by adding an atom. The difference between covalent and ionic bonds is the metal element in an ionic bond. Covalent bonds, or molecular compounds, get prefixes, and always end in -ide. Compounds with polyatomic ions, aren't that difficult. You just match the polyatomic ion with its name on the blue sheet Dr. Finnan gave us. Those wee the main ideas from week 7 and I look forward to week 8.

Chemistry 2A Week 6 Review

     This week in Chemistry was a pretty busy one. With multiple experiments and the celebration of mole day, week 6 in Chemistry 2A was a fun one.
     On Monday we started things off with Dr. Finnan showing us the power of the tesla coil. I thought it was really neat how we could actually see the electric current traveling through the air.

 

     Dr. Finnan showing us the tesla coil

 

 

      On Monday we also learned about Thomson's model of the atom, plum pudding. Plum pudding is described as thousands of negatively charged corpuscles that swarm inside a sort of cloud of mass less positive charge. Thomson came to this conclusion through a series of experiments. In his first, he discovered that when he bent a cathode ray (charges of negative electricity carried by particles of matter) with a magnet, not as much negative charge came through. In his second experiment, he realized that charged particles will normally curve as the move through an electric field, but if it's surrounded by a conductor, this won't happen. In his final experiment, Thomson found out that the mass-to-charge ratio for cathode rays turned out to be far smaller than that of a charged Hydrogen atom.
     Thomson's experiments challenged the ideas that scientists believed about electricity. His experiments were ground breaking and opened up many new opportunities for research on electricity and charge.
     On Tuesday, we conducted the sticky tap lab. We charged up pieces of tape, the top and bottom, and tested to see what they attracted.
     Sticky tap lab setup

    At the end of the lab, we discovered that opposite charges attract, neutral attract with positive and negative but not other neutrals, and that positive on positive and negative on negative repel. Through this experiment we furthered our understanding on charges and discovered how they attract each other. In addition, through the Sticky Tape Post-Lab Worksheet, we discovered that electrons can move through metal objects, and cannot move through non-metal objects, but rather shift over to avoid the charge being applied.
Picture of our diagram explain how electrons can move through metals

 Also, I understand our conclusions we got from this lab.
     On Wednesday, we conducted the conductivity lab. We tested the conductivity of many different materials and recorded data in our notebooks.
Example of conductivity testing station

     After we tested everything, the class tried to categorize what was conductive and what wasn't. This I had trouble with. Through class discussion, I began to understand it. Conductors conduct because of little resistance to the flow of charge that goes through them. Metals allow electrons to move through them while ionic conductors allow free ions (charged atoms) to flow freely.
This whiteboard answered many of the questions I had about categorizing conductors.

I believe I have a pretty solid understanding of categorizing conductors. The key is that a conductor must give little resistance to the flow of charge.   
     On Thursday, we began the Electrolysis of CuCl2 (aq) lab and recorded data in our notebooks. When we plugged in the cables, we discovered the positive side began to bubble and smell like chlorine. There was no smell and no bubbles on the negative side. Later in the hour, w checked up on the experiment and found that the graphite on the negative side began to turn pink at the bottom. We waited until Friday to see the final results of the experiment.
     On Friday, we revisited the experiment, and found the following images.

 

 We concluded that copper was on the negative side and chlorine on the positive side. The electrons were traveling through the graphite, not the water. The copper ions were being converted into neutral metal, hence the pinkish brown trail beneath the graphite.
Example of white-boarded conclusions

 I sort of understand these conclusions. I get that electrons can't travel through water but I still don't really understand why the copper ions are being converted into neutral metal. Is it because copper and chloride ions break up in water?
   On Friday we continued work with Unit 6 Worksheet 1. I understood how to draw the particle diagrams for all the compounds given. The 3+ and 3- stuff confused me. I get that each compound has to be neutral. Like Ga2O3 is Ga+3, Ga+3 and O-2, O-2, O-2. It's Ga+6, O-6. Those add up to be zero, I get that. What I don't understand is how we found Ga+3 and O-2 in the first place. I hope to find out more next week and I will ask questions so I better understand this concept.
   Other that the confusion on Friday, this was a good week. The class got a lot done and I was attentive through most of class. I hope to clear my view and better understand Friday's concepts.
     Also thank you to Mrs. Finnan for the cookies!! They were really good and looked adorable.

 

 

Chemistry 2A Week 5 Review

    This week in chemistry was not too eventful. We spent much of the week reviewing for the Unit 5 Test on Friday, which I'm pretty sure I did a-mole-zing on.

     On Monday we took a short quiz that tested us on conversion skills. We had to go from grams to moles, moles to grams, and moles to atoms. I got 8/8 on the quiz and I understood it. I just messed up on significant figures. I don't understand sig figs at all, I just focused on doing the work right.
Unit 5 Quiz 1c

 

     On Tuesday we completed Unit 5 worksheet 3. We learned the difference between empirical and molecular formulas. Empirical are experimental based while molecular is exact and based on the actual number of atoms in each compound. When given the molar mass, you find the empirical formula and adjust according to what the molar mass is. Like in problem 4 of worksheet 3. We find the empirical formula to be HO. However, we have a molecular mass of 34 g/mol. So you take the atomic mass of Oxygen, 16, and since there is only one Oxygen in the empirical formula, you add 16 to the atomic mass of one Hydrogen, which is 1. If the empirical would have been H2O2 the we would have done 16x2 + 2x1 because of the number of atoms in the empirical formula.

     Anyways, we take 34, our molar mass, and divide it by 17 (H+O). This equals two. So now the molecular formula is H2O2 because the molar mass divided by the atomic mass sum is two. I understood this after some practice with worksheet 3. Explaining and discussing with my table mates helped me get a better understanding of this.

Unit 5 worksheet 3



 

 

     On Wednesday we had PSAT testing and didn't do anything in class.

 

     We spent all of Thursday doing the unit 5 review. There were some things I didn't remember, like relative mass, but now I remember after doing the review. For relative mass, you just divide all your data by the smallest number you got. The data is relative to the smaller number.

     The review also included more conversions, and more problems with empirical and molecular formulas. I felt prepared for Friday's test.

Problems from review guide

 

     On Friday we took the Unit 5 test. I thought it went pretty well. There were probably some stupid mistakes I made but I knew what the questions were asking. I still have no idea about sig figs. I didn't pay attention to them on the test.

 

     Overall I thought it was a good week. We reviewed a lot which really helped. I look forward to seeing what I got on my test!!

 

 

P.S.-What is Avogadro's favorite holiday??

 

 

Cinco de Mole-o!!



Chemistry 2A Week 4 Review

     This week in chemistry most of what we did revolved around the mole. At first, many, including myself, had a hard time understanding what a mole was. But, through worksheets and continuous setup of conversions, I discovered the mole is simply a number. 6.02E23. I can have a mole of pencils if I have 6.02E23 pencils. I can have a mole of chicken wings if I had 6.02E23 chicken wings. A mole is just a number.

     On Monday we completed the Relative Mass and the Mole worksheet. By comparing chicken and quail eggs we slowly began to figure out what a mole was. I remember early on in the week I struggled with this concept. I kept making the problems more complicated than what they had to be. Dr. Finnan taught us the conversion method. We used this on many of our worksheets including the extension to the Relative mass and the Mole worksheet. The conversion method makes finding moles a lot easier.

     Example of conversion method

     On Tuesday we continued to learn about the mole with the Chemistry Unit 5-The Mole worksheet. The worksheet gave us nice examples of moles so we could grasp the concept of the mole as a number. For example, if we had a mole of rice grains, all the land area of the earth would be covered with rice to a depth of about 75 meters. The class continued to practice the conversion method with this worksheet and I myself understood the mole a lot better after Tuesday's work.

     On Wednesday we began the Empirical Formula Lab. First we received a beaker and we measured the beaker. We then added zinc and measured the mass of the beaker and zinc. After we found both weights using the scales, we added about 50 mL of  3M HCl. The beaker began bubbling and fizzing. We then put our beakers under the hood and waited until Thursday so we could see what had happened to our zinc.

     On Thursday, we continued the Empirical Formula Lab. We took our beakers back from under the hood and measured the mass of the beaker and its contents again. The mass had gone up compared to Wednesday's measurement. We then burned the zinc chloride. While burning, a funny smell was produced and the color of zinc chloride went from white to brown. We then measure the mass of the beaker and its contents again and found a slight decrease in mass compared to the measurement we took before burning it. After all the measuring, we completed the back side of the worksheet and found the empirical formula for zinc chloride to be ZnCl2. This makes sense to me because from our calculations, we know there are about twice as many moles of Cl than moles of Zn.

Empirical Formula Lab Class Data

 

 

Burning of the zinc chloride

Table 5 having fun in Chemistry 2A!!

 



 

     On Friday the class finished a good week of moles with the Unit 5 Worksheet 2 in class and homework. The in class part went alright. I don't think the entire class understands the concept of the mole. There were problems when the class was white-boarding that didn't really make sense. Some groups did a good job and some didn't.

    As for me, I have a pretty solid concept of the mole and the conversion method of calculations. The one part I don't really understand is when a problem asks you to find the number of atoms of a specific element in a compound. Like number 9 on the homework. I might be making it too complicated but I hope to clarify it next week in class. My participation was pretty good overall. I could definitely be more focused in class. Other than that I look forward to another exciting week in Chemistry 2A.

Chemistry 2A Week 3 Reveiw

On Monday, the class continued to review for the test that was originally supposed to be on Tuesday, but got changed to Wednesday. We white-boarded Unit 4-Describing Substance Objectives and reviewed items such as properties of matter. Pure substances are single elements or compounds. Elements are one or more of a single type of atom while compounds are two or more different types of atoms chemically bonded together. A mixture is a mix of different elements and/or compounds. Also, mixtures can be physically separated and a compound can only be separated by chemical means.
We reviewed Avogadro's Hypothesis on how two samples of gas at the same volume, temperature, and pressure contain the same number of molecules. The class revisited the Law of Definite Proportions and the law of Multiple Proportions. The Law of Definite proportions states a chemical compound always contains exactly the same proportion of elements by mass. The Law of Multiple Masses states when two elements combine with each other to form two or more compounds, the ratios of the masses of one element that combines with the fixed mass of the other are simple whole numbers.
The class also went over Dalton's model of the atom. Dalton's model states all matter must be composed of particles, and particles shape and motion depend on their state of matter.
Examples of white-boarded review

On Tuesday, we continued to review for the Unit 4 test. We completed Unit 4 Review and white-boarded it as a class. The biggest thing I needed to remember for the test was the diatomic elements. Dr. Finnan taught us the 7-Up trick and I remembered them.

Example of White-boarded review guide

On Wednesday we took the test. I am happy with my grade of 31/34. I am curious to know what I did wrong. I'll make sure I stop by after school to find out. After the test we got our Unit 5 objectives and Dr. Finnan explained how we would need to know them because they are important to the unit.

 

On Thursday we got new seats. I am excited to work with my new table mates. We completed the Relative Mass Activity and came to the conclusion that it is possible to count by weighing. However, there is a method to it. You first have to find the average weight of the object, like we did with the packing peanuts. You then find the weight of the container with the objects inside. After that you find the weight of just the container. Then you take the difference of the weight with the objects in the container, and just the container. This allows you to find the weight of just the objects. After finding this, you divide the weight of just the objects by the average you found earlier. This gives you the number of objects.

 

On Friday, class was shortened because of the pep rally. Since I was in band I had to leave early so I didn't complete any of Unit 5 Worksheet 1. I was informed by a fellow classmate that we didn't do much of it so I look forward to catching up on it on Monday.

I would also like to thank Dr. Finnan for collecting my ticket at Homecoming and I look forward to another great week in science. 

Chemistry 2A Week 2 Review

On Monday we wrapped up Worksheet 2. We determined that some gases must be diatomic. If they weren't, Avogadro's hypothesis wouldn't make sense. Some gases must be diatomic in order to explain their volumes because the number of particles in each "system" must be the same.

We also watched part of the film "Out of Thin Air". I found the video very interesting. It was cool to find out how elements like Oxygen were discovered. I also found it neat to learn how scientists back then saw the world, and how they experimented.

On Tuesday we did the Lavosier and Priestly reading and worksheet. We learned about the competition between the two scientists, and how each worked in a different way. However different they were, both of these men were great scientists and made great contributions to the world of chemistry. We also learned more on how early chemists, like Dalton thought the world worked.

We experimented in Dalton's Playhouse on Wednesday. We did the same experiments as Lavosier and Priestly, and I thought it was cool how we could, basically, physically see how the two chemists made their discoveries. We also learned about the race of discovering Iodine. Like Lavosier and Priestly, Davy and Guy-Lussac were rivals but their competition was just fuel for the discoveries they made.

Thursday was rough. Worksheet 3 was very difficult. Problems 1 and 2 were alright. In problem 1, B is about twice A. Since, in the ratios, we had more oxygen than carbon, in model B there should always be twice as many oxygen than carbon because of the ratio. Problem 2 has the same idea as problem 1. Problem 3 was okay. I understand the ratios. I am still a little confused on why it's Cl2Cu, not Cu2Cl. Dr. Finnan helped me understand a little more because he changed the ratio numbers so you could tell Cl had more grams. I just wonder how Dr. Finnan did that. Problem 4 was the most difficult. The ratio itself wasn't a whole number. I think I understand how we got FeCl2 and FeCl3. A simpler version is FeCl and FeCl1.5 but you can't have a fraction of an element. So we took the next simplest form, FeCl2, and multiplied it by 1.5. 2 times 1.5 is 3 so we get FeCl2 and FeCl3 as the simplest form because there are no fractions of elements.

Friday we worked out worksheet 3 as a class. We also did part of worksheet 4. Worksheet 4 was pretty simple. You divide the amount of whatever element by the total amount of mass to get the percent of that element in the object. Since the percent's in problem 3 are different in problem 1, we know we are not dealing with the same object because the percent of elements are different.

Problems 1-3 from worksheet 4

Problem 4 from worksheet 4

Overall, it was another successful week in chemistry 2A. I'll make sure I'm prepared for our test Tuesday.

Chemistry 2A Week 1 Review

Much of our first full week was setting up for the trimester. We set up our blogs and our Evernote accounts. We continued to discuss the subjects we reviewed from Sustainable Green Chemistry 2A. The class went over our POGIL classification of matter worksheet that we did the first week of school. This was some extra review from Sustainable Green Chemistry 1. We found out the differences between atoms, particles, and molecules. Particles can be a single atom. A particle can also be a molecule. Atoms cam be chemically bonded into molecules. For example, R3Sq is a molecule that consists of 3 R atoms chemically bonded to one Sq atom. We discovered the differences between pure substances, mixtures, elements, and compounds. You can tell a pure substance from a mixture by its code. Pure substances are chemically bonded and have code like R, or T, or TSq2R. Mixtures are not chemically bonded, they are just a bunch of molecules mixed together. Their codes look like R & Sq2, or T & RSq & R. Elements have codes with just one atom in their code. Some examples are T, and Sq2. Compounds have more than one atom in their code like R3Sq, or TSqR. We found out the difference between an atom and an element is that an atom is a single particle while an element is multiple atoms of the same type gathered together. Also, we discovered that the difference between a compound and a molecule is that a compound has two or more different types of atoms in it.

Later in the week, we looked at iron, sulfur, iron sulfate, and a mixture of iron and sulfur. We found that the mixture of iron and sulfur was still magnetic, the iron was just pulled away from the sulfur by the magnet. However, the compound, iron sulfate, was not magnetic. This means that when elements undergo changes, like physically bonding together, some components of the element are lost.

We watched sugar dissolve in water, ethanol, and a mixture of water and ethanol. We discovered that sugar dissolves in water, doesn't dissolve in ethanol, and partially dissolves in a mixture of the two. This further enforces the idea that when substances undergo changes, the properties change. We know this because even the combination of water and ethanol had properties from both of its substances. The sugar dissolved but not fully.
Sugar video

 

We white boarded the sugar dissolving in ethanol, water and the mixture.
Picture of sugar dissolving white boards

Towards the end of the week, we discussed gases, and the ratio of their volumes. We watched the electrolysis of water and found that the volume of hydrogen in water was twice that of oxygen in water. That is where the formula H2O comes from. Two Hydrogen for every one Oxygen.
We also watched an old video about gases and how they combine. We discovered that the volumes of combined gases are always a whole number ratios. We briefly talked about Avogadro's Hypothesis and how "equal volumes of gases, at the same temperature and pressure, have the same number of molecules." We practiced adding gases together and making sure the product had the same number of molecules that the gases we were adding together had.
So far I understand what we have learned in class. I'm a little confused about Avogadro's Hypothesis, especially part 2 of the unit 4 worksheet 2 but we will go over that in class next week. My idea right now is that in order to have a result of the two volumes, the ratio of what we are adding can't be 1 to 1, it has to be 2 to 1. I suppose I will find out next week if I'm right. Other than that, I look forward to another fun week in Chemistry 2A.