I will be able to use the principles of collision theory to change the rate of reactions.
4. Students brainstormed what they could measure and what they could change in the reaction of Mg with HCl. In groups of 2-3, choose ONE thing you could change and ONE method of measuring the effects of the change. Plan out your activity (which we will do next class).
If the ____________ is ______________, then the __________ will _________. We think this is because _____________.
Plan out what equipment you will need, how you will do the activity (procedure), what you will need to control (keep the same in each experiment), etc…
(example: If the amount of water added to plants is increased, then the height of the plant will be taller. We think this is because plants need water to survive. We will add 10mL, 20mL, 30mL and 40mL of water to plants over 2 months. We will measure their height each week with a ruler. We will use the same type of plant, soil, container, location, and temperature.)
Quiz on Friday on Metric Conversions and Applying Sig Fig Rules.
On Friday, we will have the quiz and then you will have time to finish the lab write up with your partner. You will also start the chapter 1 review worksheet
Tuesday: Ch1 review worksheet is due
Thurs. Ch1 Test. There will be a mc section and a written section. The mc section will cover a variety of topics from chapter 1. The written section will focus on metric conversions, applying sig fig rules and reading scales.
Activity: Find the density of water. Note: there are two purposes of this activity: 1) to see if you could measure precisely using the equipment available in our classroom and 2) to see if you could apply the sig fig rules to your calculation of density. How did your group do?
Next class: we will be doing a lab activity where you will apply these principles
Friday: Quiz on Metric Conversions and Sig Fig Rules
Tuesday: will go over ch1 review WS
Thurs Oct 6 – ch1 test. Your ch1 notes and review WS corrections will also be due this day.
Hand in the column notes for section 7.1 and the worksheet for section 7.1
Demo: What happens when hot water vapour is cooled down quickly when put in an ice bath? Why did the balloon get sucked into the Erlenmeyer flask rather than inflate?
Video: Melting of Ice
On sticky notes, students:
wrote one observation of the ice melting
wrote a question they had after watching the ice melting
wrote one thing they could measure if they were doing this activity
wrote one thing they could change in this activity
Based on the class discussion of these 4 things, students will design their own experiment where they will choose ONE thing they would change in this activity and ONE thing they will measure. We will finish planning the activity and do it next class.
The planning of the experiment can also be followed with this handout: Smarter Science