zilongwang/ReadingBank huggingface dataset:
Learning Goals: Identify the parts of a chemical equation and Recognize, analyze, interpret, and balance chemical equations (synthesis/combination, decomposition, single and double replacement reactions, and combustion.) Classify reactions as one of four basic types of reaction, or as a special type of reaction (Combustion, Redox, or Acid-Base) Balance Chemical Equations as a way to prove the Law of Conservation of Mass. SCALES 5 – SWBAT Classify chemical reactions as synthesis, decomposition, single-replacement, double-replacement, in addition to the special reactions of acid/base, redox, or combustion. Identify parts of a chemical equation. Describe the action of a catalyst. Write skeleton equations, chemical sentences, and balanced chemical equations to describe both simple and complex reactions to fulfill the Law of Conservation of Mass (LOCM). Use to balance complex redox reactions. 4 – SWBAT Classify chemical reactions as synthesis, decomposition, single-replacement, double-replacement, in addition to the special reactions of acid/base, redox, or combustion. Identify parts and symbols used in a chemical equation. Write skeleton equations, chemical sentences, and balanced chemical equations to describe both simple and complex reactions to fulfill the Law of Conservation of Mass (LOCM). 3 – SWBAT Classify chemical reactions as synthesis, decomposition, single-replacement, double-replacement, or combustion. Identify parts and symbols used in a chemical equation. Write skeleton equations, chemicals sentences, and balanced chemical equations to describe reactions to fulfill the Law of Conservation of Mass (LOCM). 2 – SWBAT Classify chemical reactions as synthesis, decomposition, single-replacement, double-replacement. Identify parts and symbols used in a chemical equation. Write skeleton equations and balanced chemical equations to describe reactions to fulfill the Law of Conservation of Mass (LOCM). 1 – With help, SWBAT classify chemical reactions as synthesis, decomposition, double-replacement. Identify parts and symbols used in a chemical equation. Write skeleton equations and balanced chemical equations to describe reactions to fulfill the Law of Conservation of Mass (LOCM). 0 – With help, student is not able to classify chemical reactions as synthesis, decomposition, single-replacement, Identify parts and symbols used in a chemical equation. Write skeleton equations and balanced chemical equations to describe reactions to fulfill the Law of Conservation of Mass (LOCM)
Name:___________________________ Period:__________________________ Chemistry Unit 5 – Forming Compounds Chemistry Daily Journal Today’s Date What did I accomplish yesterday? What are my today? What sections, activities, and labs do I want to get done today?
Number of in a Formula Determine the number if atoms in the following chemical formulas. NaCl H2SO4 KNO3 CaCl2 C2H6 Ba(OH)2 NH4Br Ca3(PO4)2 Al2(SO4)2 H2O2 Types of Chemical Bonds Identify the following compounds as ionic (metal and nonmetal), covalent (nonmetal and nonmetal) or both (compound containing both). CaCl2 CO2 H2O BaSO4 K2O NaF Na2CO3 CH4 SO3
Writing and Naming Ionic Compounds Fill in each column with the appropriate information. For the “Compound Name” you may choose to do stock naming or classical naming. But just so you know we will be using stock naming most of the time. This would be a really good chance for you to get to know your ion card really well. Compound Made Of… Positive Ion Negative Ion Chemical Formula Compound Name Number of Atoms 1 Ca and Cl 2 Ni (II) and SO4 3 Cu (I) and CO3 4 Mg and Cl 5 Sn (II) and SO4 6 NH4 and PO4 7 Al and NO3 8 Ca and SO3 9 Fe (II) and CO3 10 Ca and OH 11 Li2SO4 12 SrCO3 13 NH4F 14 Cr2O3 15 Fe3(PO4)2 Compound Made Of… Positive Ion Negative Ion Chemical Formula Compound Name Number of Atoms 16 Ca(NO3)2 17 SnCl4 18 CuCO3 19 20 SnSO3 21 Ammonium nitrate 22 Lithium phosphate 23 Sodium bicarbonate 24 Lead (II) phosphate 25 Magnesium hydroxide 26 Silver sulfide 27 Barium acetate
JANUARY Block 2 & 4 19 -Choose Topic -Brainstorm background questions 20 -Research background questions 21 -Research background questions 22 -Research background questions 23 -Finish researching background questions -Start researching Big Question 24 25 -Finish researching Big Question -Start answering Bid Idea 26 -Work on Big Idea 27 -Work on Big Idea 28 -Finish Big idea -Work on presentation 29 -Finish presentation -Work on Script 30 31 -Finish Script - Practice presentation Feb 1 Feb 2 -GALLERY WALK
JANUARY Block 3 19 -Choose Topic -Brainstorm background questions 20 -Research background questions 21 -Research background questions 22 -Research background questions 23 -Finish researching background questions -Start researching Big Question 24 25 -Finish researching Big Question -Start answering Bid Idea 26 -Work on Big Idea 27 -Finish Big Idea 28 -Work on presentation -Work on script 29 -Finish presentation -Finish Script -Practice presentation 30 31 -First round of GALLERY WALK Feb 1 Feb 2 -Second round of GALLERY WALK
Chemistry Vocabulary Words – Semester 2 Chapter 11 Chemical equation Skeleton equation Catalyst Coefficients Balanced equation Combination reaction Combustion reaction Decomposition reaction Single-replacement reaction Activity series Double-replacement reaction Complete ionic equation Spectator ion Net ion equation Chapter 12 Stoichiometry Mole ratio Limiting reagent Excess reagent Theoretical yield Actual yield Percent yield Chapter 13 Kinetic energy Kinetic theory Gas pressure Vacuum Atmospheric pressure Barometer Pascal (Pa) Standard atmosphere (atm) Vaporization Evaporation Vapor pressure Normal boiling point Melting point Crystal Unit cell Allotropes Amorphous solid Sublimation Phase diagram Triple Chapter 14 Compressibility Boyle’s law Charles’s law Gay-Lussac’s law Combined gas law Ideal gas constant Ideal gas law Partial Pressure Dalton’s law of partial pressures Diffusion Effusion Graham’s law of effusion Chapter 15 Surface tension Surfactant Aqueous solution Solvent Solute Solvation Electrolyte Nonelectrolyte Strong electrolyte Weak electrolyte Hydrate Suspension Colloid Tyndall effect Brownian motion Emulsion Chapter 16 Saturated solution Solubility Unsaturated solution
CHEMISTS Boots – 51 High Street Brentwood 01277 210808 Burntwood – 27 Shenfield Road Brentwood 01277 219728 Co-Op – 201 Rayliegh Road Hutton 01277 214628 Day – 21 Eastham Crescent Ingrave 01277 229203 Day Lewis – Pastoral Way Brentwood 01277 216834 New Pharmacy – 33a High Street Brentwood 01277 216897 Rees Pharmacy – 138 Hutton Road Shenfield 01277 225789 Waldman Morris – 249 Ongar Road Brentwood 01277 211599 Ingrave Pharmacy 01277 229203 Shenfield Assura Pharmacy 01277 225789 Village Pharmacy 01277 822063
a 12 4 3 b 1 1 c 30 5 2 d 2 2 1 20 e 5 4 3 f 15 5 g 40 2 4 h 3 3 1 3 5 i 2 2 1 j 20 4 k 4 1 4 l 6 3 2 5 The numbers in the upper-right corner of each cluster match the clues given on the previous page. Here are the atomic numbers and symbols and clues for the 12 entries. a 12 Mg A not-too-dense but tough metal, sometimes used in flares. b 1 H The most common element in a star. c 30 Zn The first metal to have both its 3d and 4s subshells filled in its ground state. d 2 He The second-most common element in a star. e 20 Ca This group-2 metal is predominant in quick lime, lime water, and limestone. f 15 P Besides oxygen and carbon, a key element in the backbone spirals of DNA. g 40 Zr In a periodic table, this element occupies period 5, group 4 h 3 Li This alkali metal has the strongest drive to be oxidized, measured by Eox values. i 2 He Its boiling point is a very cold 4.1 K. j 20 Ca This metal’s carbonate salt has a molar mass of 100. k 4 Be The one element in the alkaline-earth group that is not a true metal. l 6 C Graphite is one of the allotropes of this element.
October/November 2016 Issue Correlations to the Next Generation Science Standards Article NGSS Guilty or Innocent? Fingerprints Tell the Story Disciplinary Core PS1.A Structure of matter PS2.B Types of Interactions Crosscutting Concepts: Patterns Cause and effect: Mechanism and explanation Structure and Function Science and Engineering Practices: Analyzing and interpreting data Engaging in argument from evidence Nature of Science: Scientific investigations use a variety of methods. Vertical Farming: Does It Stack Up? How SUE Became a Rock Star Disciplinary Core Ideas: PS1.A Structure of matter LS2.A Interdependent Relationships in Ecosystems Crosscutting Concepts:
this. If you use these reading and writing strategies to evaluate student performance, you may want to develop a grading rubric such as the one below. Score Description Evidence 4 Excellent Complete; details provided; demonstrates deep understanding. 3 Good Complete; few details provided; demonstrates some understanding. 2 Fair Incomplete; few details provided; some misconceptions evident. 1 Poor Very incomplete; no details provided; many misconceptions evident. 0 Not acceptable So incomplete that no judgment can be made about student understanding Teaching Strategies: Links to Common Core Standards for Reading: ELA-Literacy.RST.9-10.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). ELA-Literacy.RST.11-12.4: Determine the meaning of symbols, key and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. Links to Common Core Standards for Writing: ELA-Literacy.WHST.9-10.2F: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). ELA-Literacy.WHST.11-12.1E: Provide a concluding statement or section that follows from or supports the argument presented. Vocabulary and concepts that are reinforced in this issue: Chirality; Enantiomer; Amino acid; Protein; Enzyme; and Organic molecular structures. To help students engage with the text, ask students article engaged them most and why, or what questions they still have about the articles. The Background Information in the ChemMatters Teachers Guide has suggestions for further research and activities. Directions: As you read, complete the graphic organizer to explain chirality in your own words using information from the article. Chirality
General Web References (Web information not solely related to article topic) The University of California, has developed the Dynamic Chemistry E-Textbook on their ChemWiki site. This is an excellent reference source. You can easily access information from basic organic chemistry and biochemistry to chirality and optical isomerism. Search options are on the site. For example you can just search for chirality and optical isomerism. ()
April/May 2015 Teacher's Guide for The Skinny on Fats Table of Contents About the Guide Teacher’s Guide editors William Bleam, Regis Goode, Donald McKinney, Barbara Sitzman and Ronald Tempest created the Teacher’s Guide article material. E-mail: Susan Cooper prepared the anticipation and reading guides. Patrice Pages, ChemMatters editor, coordinated production and prepared the Microsoft Word and PDF versions of the Teacher’s Guide. E-mail: Articles from past issues of ChemMatters can be accessed from a DVD that is available from the for $42. The DVD contains the entire 30-year publication of ChemMatters issues, from February 1983 to April 2013. The ChemMatters DVD also includes Article, Title and Keyword Indexes that covers all issues from February 1983 to April 2013. The ChemMatters DVD can be purchased by calling 1-800-227-5558.
VITAMIN A (Retinol, retinal, and retinoic acid — three active forms of vitamin A in the body — are retinoids, “preformed” vitamin A. Beta carotene can easily be converted to vitamin A as needed.) Essential for vision Lycopene may lower prostate cancer risk. Keeps tissues and skin healthy. Plays an important role in bone growth. Diets rich in the carotenoids alpha and lycopene seem to lower lung cancer risk. Carotenoids act as antioxidants. Foods rich in the carotenoids lutein and zeaxanthin may protect against cataracts M: 900 mcg (3,000 IU), W: 700 mcg (2,333 IU) Some supplements report vitamin A in international units (IU’s). 3,000 mcg (about 10,000 IU) Sources of retinoids: beef, liver, eggs, shrimp, fish, fortified milk, cheddar cheese, Swiss cheese Sources of beta carotene: sweet potatoes, carrots, pumpkins, squash, spinach, mangoes, turnip greens Many people get too much preformed vitamin A from food and supplements. Large amounts of supplemental vitamin A (but not beta carotene) can be harmful to bones. VITAMIN C (ascorbic acid) Foods rich in vitamin C may lower the risk for some cancers, including those of the mouth, esophagus, stomach, and breast. use of supplemental vitamin C may protect against cataracts. Helps make collagen, a connective tissue that knits together wounds and supports blood vessel walls. Helps make the neurotransmitters serotonin and norepinephrine Acts as an antioxidant, neutralizing unstable molecules that can damage M: 90 mg, W: 75 mg Smokers: Add 35 mg 2,000 mg Fruits and fruit juices (especially citrus), potatoes, broccoli, bell peppers, spinach, strawberries, tomatoes, Brussels sprouts Evidence that vitamin C helps reduce colds has not been convincing. term
Reading Strategies These graphic organizers are provided to help students locate and analyze information from the articles. Student understanding will be enhanced when they explore and evaluate the information themselves, with input from the teacher if students are struggling. Encourage students to use their own words and avoid copying entire sentences from the articles. The use of bullets helps them do this. If you use these reading and writing strategies to evaluate student performance, you may want to develop a grading rubric such as the one below. Description Evidence 4 Excellent Complete; details provided; demonstrates deep understanding. 3 Good Complete; few details provided; demonstrates some understanding. 2 Fair Incomplete; few details provided; some misconceptions evident. 1 Poor Very incomplete; no details provided; many misconceptions evident. 0 Not acceptable So incomplete that no judgment can be made about student understanding Teaching Strategies: to Common Core Standards for Reading: ELA-Literacy.RST.9-10.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. ELA-Literacy.RST.9-10.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). ELA-Literacy.RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. ELA-Literacy.RST.11-12.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. Links to Common Core Standards for Writing: ELA-Literacy.WHST.9-10.2F: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Answers to Student Questions (taken from the article) Growing Green on the Red Planet What does Mark Watney need in order to survive on Mars until NASA sends a rescue mission? Mark Watney will need food and water to survive on Mars. What type of scientist is Mark Watney? Mark Watney is a botanist. Name three places on Earth that have been used to study Mars. The three places on Earth used to study Mars are: Antarctica Hawaii South America According to this article, why is Mars much colder than Earth? Mars is much colder that Earth mainly because it is farther away from the sun than is Earth. Why is it necessary to regulate the use of manure as fertilizer on Earth? It is necessary for U.S. environmental agencies to regulate the use of manure to prevent the spread of viruses and bacteria that could contaminate the crops. Describe the chemical reaction that is involved in photosynthesis. Water and carbon dioxide react to produce oxygen and sugars in photosynthesis. 6 H2O + 6 CO2 6 O2 + C6H12O6 Nitrogen, phosphorus and potassium are primary nutrients for plants. What is the purpose of each of these nutrients? Nitrogen is an important element in chlorophyll, which is needed for photosynthesis. Phosphorus is a component in the chemical reactions that involve photosynthesis. Potassium is involved in the opening and closing of the pores in leaves and stems, which allows the uptake of carbon dioxide and water. Describe the difference between macronutrients and micronutrients. Macronutrients, such as nitrogen, phosphorus, potassium, calcium, magnesium and sulfur, are needed in large quantities for plant life. Micronutrients, which include iron, manganese, zinc, copper, boron, molybdenum, and chlorine, are important for plant growth but are only need in small quantities. How does the gravity on Mars compare to that on Earth? The gravity on Mars is 38% that of Earth’s. List the three factors cited in the article that would make it difficult to grow plants on Mars. Factors that make it difficult to grow plants on Mars include: extreme cold temperatures sunlight hitting Mars is much less that what gets Mars’s atmosphere is not as as Earth’s What are the sources of oxygen and hydrogen that Mark Watney used to make water on Mars?
related Teacher’s Guides since they were first created with the February 1990 issue of ChemMatters. The DVD also includes Article, Title, and Keyword Indexes that cover all issues from February 1983 to April 2013. A search function (similar to a Google search of keywords) is also available on the DVD. The ChemMatters DVD can be purchased by calling 1-800-227-5558. Purchase information can also be found online at . Student Questions Genetically Modified Foods: Are They Safe to Eat? Why are plastic bags referred to as “urban tumbleweeds”? Why is it estimated that most of the plastic that has ever been made still exists somewhere? Give two reasons why plastic bag litter is harmful to wild animals. What is a gyre and what can it trap? Describe the type of substance that up plastics.
They are fatty acids that the body cannot make from other biochemicals in the body. The two essential fatty acids are linoleic acid and α-linoleic acid. They must be present in the diet in order for the body to make other fatty acids it needs from those two. Why is the dietary ratio of linoleic acid to α-linoleic acid important? The same enzymes are used to convert two compounds into other fatty acids. If there is too much linoleic acid in the diet then there are insufficient enzymes available to convert acid. The U.S. Department of Agriculture recommends a linoleic acid: α-linoleic acid ratio of 10:1, but in the diet of many Americans the actual ratio is greater than that. The article describes ways of mitigating the dietary imbalance between linoleic acid and α-linoleic acid. What are they? The simplest way to deal with the linoleic acid to α-linoleic acid imbalance would be to reduce consumption of food that contains linoleic acid. That’s difficult because so many foods contain the acid. The second way would be consume more food or food supplements that contain acid, such as flax seed. The third way described is to eat more food that contains the two main chemical intermediates that are produced from linoleic acid and α-linoleic acid, and which then are converted to other important compounds in the body. These two intermediates are eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA). Fish are good sources of these two compounds. Anticipation Guide Anticipation guides help engage students by activating knowledge and stimulating student interest before reading. If class time permits, discuss students’ responses to each statement before reading each article. As they read, students should look for evidence supporting or refuting their initial responses. Directions: Before reading, in the first column, write “A” or “D,” indicating your agreement or disagreement with each statement. As you read, compare your opinions with information from the article. In the space under each statement, cite information from the article that supports or refutes your original ideas. Me Text Statement Fatty acids have long hydrocarbon tails. Fats are composed of triglycerides, but oils are not. Saturated fats have only single bonds in the side chain.
ΔH = [(4)(C-H) + (4)(F-F)] - [(4)(C-F) + (4)(H-F)] = [(4)(413) + (4) 154)] - [(4)(485) + (4)(565)] = -1932 kJ
Directions: As you read the article, complete the graphic organizer below to explain how each of the substances represented in the acronym FODMAP contributes to digestive problems for people with FODMAP sensitivity. Substance Foods containing the problematic substance Examples of the chemical Chemical explanation of the problem Oligosaccharides Disaccharides Monosaccharides Polyols How fermentation contributes to the problem Connect: On the back of this paper, write a statement about whether you think you have some FODMAP sensitivity, providing evidence for your ideas. Background Information (teacher information) More on the basics of FODMAPs
Low FODMAP Diet Calories 1,417 Women Men 21-25: 2,000 26-50: 1,800 51+: 1,600 2,400 2,200 61+: 2,000 Total Fat 44% 20%-35% Saturated 8% Less than 10% Trans 0% N/A Total Carbohydrates 46% 45%-65% Sugars (total except as noted) 18% N/A Fiber 24 g. Women Men 19-30: 28 g. 31-50: 25 g. 51+: 22 g. 34 g. 31 g. 51+: 28 g. Protein 15% 10%-35% Sodium 1,693 mg. Under 2,300 mg., under 1,500 mg. for 51+ Potassium 3,456 mg. At least 4,700 mg. Calcium 607.5 mg. 19-50: 1,000 mg. 51+: 1,200 mg.
3 New things you learned 3D printers 1. 2. 3. 2 Describe 2 types of plastic polymers used in 3D printing 1 Name one use for 3D printers not mentioned in the article Contact! What would you use a 3D printer for if you had one? Air Travel: Separating Fact from Fiction
Nutrition Here’s a breakdown of the nutritional content of a typical day on a low FODMAP diet, alongside recommendations from the U.S. Government’s “2010 Dietary Guidelines for Americans”. Diet figures were calculated by U.S. News and World Report, using ESHA Food Processor software. Low FODMAP Diet Calories 1,417 Women Men 21-25: 2,000 26-50: 1,800 51+: 1,600 2,400 2,200 61+: 2,000 Total Fat 44% 20%-35% Saturated 8% Less than 10% Trans 0% N/A Total Carbohydrates 46% 45%-65% Sugars (total except as noted) 18% N/A 24 g. Women Men 19-30: 28 g. 31-50: 25 g. 51+: 22 g. 34 g. 31 g. 51+: 28 g. Protein 15% 10%-35% Sodium 1,693 mg. Under 2,300 mg., under 1,500 mg. for 51+
and validation (or not!) of ideas that are being promulgated for public consumption. This is a good reference for teachers to consult when students bring up a variety of questions about such topics as global warming, the “dangers” of GMO’s (genetically modified organisms), cell phones and cancer, and the like. Refer to .
(Brightfield, L. The Dentist’s Problem—Satisfactory Material for Restoring Teeth. J. Chem. Educ., 1929, 6 (2), p 308) The author also discusses at length the state of the art with regard to dental cements used to hold the fillings in place. He concludes his article by saying that It is likely that some of these dental requirements will be difficult to meet. But the dentist is confident that the chemist will continue to study dental cements and eventually give him a formula that will answer most if not all his requirements. The dentist's greatest problem has always been that of finding satisfactory materials for restoring teeth and with the aid of the chemist his problem is on the way to satisfactory conclusion. (Ibid; p 313) Here is a similar list from 1999, 70 years later: Ideally, a dental restorative material should be perfectly compatible with the oral environment and should fulfill the criteria set out below: easily and placed as an unset paste short working and setting times rapid buildup in mechanical properties on setting match of thermal and expansion properties with the tooth high resistance to erosion and degradation by oral fluids/saliva, brushing, and flossing biologically inert or bioactive achieves a hermetic seal with the surrounding tooth tissue color and translucency to match the tooth high strength (tensile and compressive) inexpensive (Nicholson, J.; Anstice,H. Chemistry Everyday for Everyone: The Chemistry of Modern Dental Filling Materials. J. Chem. Educ., 1999, 76 (11), pp 1497–1501; abstract available online at ; article available to subscribers only at this same URL) Comparing the two we have: Desirable Physical Properties of Dental Fillings Brightfield, 1929 Anstice, 1999 Indestructible in the High resistance to erosion by saliva, etc. Adaptable to walls of tooth, tampable, malleable Achieves hermetic seal with surrounding tissue Free from shrinkage Match expansion properties of tooth Hard – resistant to wear and chewing High strength Strong and tough to prevent fracture High tensile and compressive strength Good color and appearance Color and translucency to match tooth Non-conductor of thermal heat or cold Match of thermal properties of tooth Non-toxic to root or nerve Biologically inert or bioactive
Determine the percent composition of gallium telluride. Ionic Compounds rubidium oxide potassium permanganate chromium(II) sulfite zinc carbonate iron(III) dichromate nickel(II) iodide cadmium bicarbonate ammonium oxalate silver arsenate antimony(III) hydroxide Pb(NO2)2 SnS Ba3P2 Al(C2H3O2)3 NaClO CuBr2 Pb(ClO2)4 (NH4)2SO3
CrN CoAsO4 manganese(II) iodide lithium nitrate nickel(III) perchlorate cadmium acetate iron(II) phosphate beryllium hydrogen carbonate zinc selenide ammonium hypochlorite scandium chromate lead(IV) nitride Ag3PO4 Na2Cr2O7 NH4C2H3O2 Mn(CO3)2 Sr(NO2)2 Ga(MnO4)3 Mg(HCO3)2 CuClO Ba(OH)2 Rb2C2O4
Atmosphere (composition) Carbon dioxide (95.32%) Nitrogen (2.7%) Argon (1.6%) Water vapor (0.03%) Nitric oxide (0.01%) Nitrogen (77%) Oxygen (21%) Argon (1%) Carbon dioxide (0.038%) Atmosphere (pressure) 7.5 millibars (average) 1013 millibars (at sea level) Deepest canyon Valles Marineris 7 km (4.35 miles) deep 4000 km (2485 wide Grand Canyon 1.8 km (1.1 miles) deep 400 km (248.5 miles) long Distance from the sun (average) 227,936,637 kilometers (142,633,260 149,597,891 kilometers (92,955,820 miles) Equatorial radius 3,397 kilometers (2,111 6,378 kilometers (3,963 miles) Gravity 0.375 that of Earth 2.66 times that of Mars Largest volcano Olympus Mons 26 kilometers (16 miles) high 602 kilometers (374 miles) in diameter Mauna Loa (Hawaii) 10.1 kilometers (6.3 miles) high 121 kilometers (75 miles) in diameter Length of day (time required to make a full rotation on its axis) 24 hours 37 minutes Just slightly under 24 hours Length of year (time required to make a complete orbit of the sun) 687 days 365 days Polar caps Covered with a mixture of carbon dioxide ice and ice Permanently covered with water ice Surface temperature (average) –81 oF (–63 oC) 57 oF (14 oC) Tilt of axis 25 degrees 23.45 degrees # of satellites 2 (Phobos and Deimos) 1 (Moon) () Plant growth and nutrients Many factors affect the growth of a plant, and each kind of plant has its own needs and requirements. All plants do require certain basic environmental factors in their environment. If
This article discusses how capturing CO2 for geological storage may be a way to reduce the concentrations of CO2 in the air. (Vos, S. Cleaning up the Air. ChemMatters, 2011, 29 (1), pp 14–15) This concise article describes the chemistry of lithium air batteries that are used in electric cars. (Page, P. Electrochemistry: Making Better Electric Cars. ChemMatters, 2011, 29 (2), p 4) This article discusses the advantages of hydrogen gas over gasoline as an energy source and the problems associated with its production and storage. (Baxter, R. H2GO. ChemMatters, 2011, 29 (2), pp 8–9). This article describes the chemistry that operates an electric car. (Tinnesand, M. Drivers Start your [Electric] Engines! ChemMatters, 2013, 31 (1), pp 14–16) This article creatively explains the function of the engine, the catalytic converter, and the exhaust system of a car. (Rohrig, B. Is your car a living thing? ChemMatters, 2013, 31 (1), pp 17–19) The Teacher’s Guide for the February 2013 article above provides additional information on the chemistry of gasoline, the energy flow in a car, and the oxidation of hydrocarbons. Web Sites for Additional Information (Web-based information sources) Engine Power This site describes ways to increase the horsepower of a car: . This site explains the relationship between horsepower and torque: . Fuel Economy At this government site, you can calculate your car’s total fuel cost during time of ownership: . The New York Times has current and archived articles and commentaries on automobile fuel efficiency, emission standards, and the latest trends in reducing pollution: . The U.S. Department of Energy provides a calculator to compare cars based on MPG, price, body make: . This article describes three problems with fuel economy standards and offers a solution to the problems. () Pollution
Chemical Compounds Research the following compounds to find information to fill in the chart below. Use ionic, molecular, acid or hydrate for the classification column. Compound Chemical Formula Classification Common Name Properties Primary Uses and Applications Calcium chloride dihydrate Lead (IV) oxide Carbon tetrahydride Magnesium sulfate heptahydrate Boric acid
Web Sites for Additional Information (Web-based information sources) Sue Hendrickson This site provides some information about the life of Sue Hendrickson, the high school dropout, after she found SUE. () “Dinosaur 13” The film critique was published by the Chicago Reader. It goes beyond “Dinosaur 13” to discuss the deep problems involved in the commercialization of fossil recovery. () The documentary “Dinosaur 13” (1:35:00) is available for rent or purchase. () This YouTube video (38:39) includes clips and a trailer of the film. () The 3:00 minute official trailer can be found at . Film critics gave positive responses to the film: Dennis Harvey, : "engrossing" Duane Byrge, , "story of scientific discovery and petty politics" Eric Kohn, , "A subset of the recent scientific-documentary-as-thriller tradition epitomized by and ” Todd Douglas Miller, “both awe-inspiring and tragic” () Others in the scientific community call ”Dinosaur 13” a very slanted anti-government approach that ignores U.S. Federal laws written to protect fossils on public land. Writing for Slate, Don Lessem provides a thorough review of the documentary “Dinosaur 13” from his perspective: “Don’t Believe the Anti-Government Tale Spun by This New Dinosaur Documentary”. This may provide information useful if your students are gathering material for a debate on the ethics of for-profit fossil hunting or to present an alternative view if you show the film. () The Chicago Reader critique of the documentary reviews the film and speaks about the frustration of academic paleontologists when excavations become commercial. () The Field Museum purchase of SUE This Washington Post story: “The T. rex that Got Away” describes the drama and secret bidding involved in the purchase of SUE. () On March 21, 2014, Christina Rose published an article in the tribal newsletter, The Indian Country Today, titled, “After T-Rex Troubles, Dinosaurs Stay on the Rez”. The judge’s decision favoring Maurice Williams in the SUE case was based on the premise that, “… fossils are actually part of the ground, which meant the dinosaur was tribal land.” ()
9. Electrons I 0. Evaporation ,.- 11. Cation 12. Atom Q] 13. Given the balanced equation: Mg+02 MgO The reactants in the equation are \j:_ 14. Which of the following is a diatomic molecule? (\ A) NaCl B) 02 C) none above t1- 15 J{olutions are omogeneous B) heterogeneous C) odorless symbol does not represent an ion? B) ca+ C) CI- I 7. Which pair forms a heterogeneous mixtur . A) coffee and water B) sugar and watel and vinegar VI_ Iatom loses an electron, it becomes a ore positive B) more negative C) neutral 0 0 .()" c'V\ Q() <- o 19. What is the charge of an ion having 6 protons and 3 electrons formed from a single atom? A) 2· B) 3+ C) 4· \ • Use the following to answer questions 20-21 (_ _) Identify the mixture with the definition. A) solution B) suspension - 20. Salt water 1. Italian dressing ·_ 22. What is the relationship between the temperature of river water and he concentration of dissolve oxygen? v f '\W 1 \)
Use the following to answer questions 22-23: 200 190 J 181) I . t 170 I \u ' <--\\ 'Y :- \t 'E"l-12 ... 160 lSO Ill) 140 .tfkl'_.., '-- (j,.\.)1"\_ ( ji- 130 .5 120 l "2 110 f >too · . 0 I .lO 'I 80 70 I 1"\\"' S. p Jilt 60 a"' 40 I) 30 v 20 / 10 '/ : / \C;C.\ I- NaCI 0o 20 40 60 80 100 Temperature (0C} 22. What is the mass ofKNOJ needed to make a saturated solution in 100 grams of water af20°C? '?£) -'3\ .. - _ 23. 80 g ofKCl at 20°C is a(n) A) unsaturated solution B) saturated solutio persaturated solution_ _ 24. Define solute, solution and solvent \ So"-\-%.. \.Jt 1 '.s.su)\.z )<) Sv£ Sv \\Jk>/\-1- .. --n.a_. ct '->c;l Sv01- <...L. d. )s \J \ 0 Su'v-1-\ W\ '. toN)\?)('\"")-\ )Vn D-\ s\Jk}Q... / SOh.i/.tT\) r 25. When substances react the solid that settles to the bottom of the container as a solid is called a - C\X :Q:G\ 0 C \G\ ,, ' Jt- S-1\ llle_Irelrtoc:liG--J classifies elements according to: A) atomic numbers . B) atomic masses C) boiling points _ 27. at is the total number of neutrons in an atom with a mass number of 20 and an tomic n . br
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35. Mass % = Mass of compound x100 Mass oftotal Compound -&:> '\ ,, - a. Calculate the percent by mass percentage of SOg Fluorine in 250g of CaF2? - ::'6- x \ f)O ::: o,O - .SDd b. What is the mas;p'Fluorine in 350g ofCaF2 N\<;< 'I· ) - f.\DU... \-}-q 36. Draw a model of a supersaturated solution ofNaCl in water (H20). - 1\\0e.. soLv+c. J' r: ®® ® ( 1\ ® Y\UW ('(\U(' --I"M" \\l,D
38. 0 . 0 0 0 (J () 0 \tovv O.mf= bS- mL (:, :'>\=<- (!,_ -\-o -\-k f-i<;Y'\-\->) 75m m= S' nm (_ l_p '> \D (l1 Sv)\) 8.70 hm = • <?] km IOcm= ,.---=---1 - m 5 g = (.)\)\)tJ\)1) 01Jt00g o.o76 hm = 1\oDDO 0 0,Jlm \ 39. l\'<\\c_ (1J ) . Which of the following would NOT be part of the Scilotific Method a. observations . b. hypothesis c. experimentation blishing inaccurate results. ·'l> • - J
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4) Click on Finish Search to run the query. This will find all “Chemicals” that co-occur with “Neoplasms”. Thus, these “Chemicals” will be associated with “Kinase” through the intermediary “Neoplasm” term. In total, there 11 143 chemicals associated with “Neoplasms” ranked by article count. This means that 11 143 unique “Kinase”-“Neoplasms”-“Chemicals” connections (A-B-C). 5) Expand the table size in the “Set Table Limit” box and find “imatinib” There are 255 articles in which “imatinib” and “Neoplasms” co-occur, thereby completing a “Kinase”-“Neoplasms”-“imatinib” connection. This is a well-established A-B-C connection that Chemotext is capable of retrieving. B) Linking to Articles and Downloading Results 1) As with all previous sections, the CSV file with final terms and article counts can be accessed through the “View CSV” tab. Additionally, CSV file with final terms, article counts, and associated PMIDs can be accessed through the “CSV with pmids” tab. 2) With Chemotext, the article in which both terms co-occur can be directly accessed. Click on the “255” article count for “imatinib”. Chemotext will provide the PMIDs or actual article title (when available) for all 255 associated articles.
Table 1: Overview of the activation energies from the model compound study and stress-relaxation experiments of the vitrimer elastomers. Catalyst Ea model reactions (kJ mol-1) Ea Stress-relaxation (kJ mol-1) Uncatalyzed 73 12 81 3 pTsOH 73 3 70 4 DBTL 45 7 31 10 TBD 102 3 122 19 Having established the effects of various additives on model reactions involving low-MW compounds, the influence of additives on the viscoelastic behaviour on vinylogous urethane based polymer networks was examined. Therefore, low Tg vinylogous urethane networks were prepared by mixing priamine 1074 1, tris(2-aminoethyl)amine 2, acetoacetylated pripol 3 and one of the selected additives from the initial screening study. The spontaneous condensation reaction between acetoacetates and amines (Figure 3) was performed using a small excess of amines versus acetoacetates (a ratio of 0.95) in order to ensure that free amines, required for the exchange reaction, would be available throughout the polymer network. After curing for 6h at 90°C, full conversion of the acetoacetates to the vinylogous urethanes was observed according to infrared spectroscopy (Figure S3). Moreover, these curing conditions appeared also sufficient to remove all the water released during the condensation reaction as no more mass loss was observed by thermogravimetric analysis (TGA) after 4h (Figure S4). Using a monomer ratio of 0.40:0.40:0.95 of 1:2:3, a network with a Tg of a Young modulus of 2.0 MPa, an elongation at break of 140% and a yield stress of 1.2 MPa was obtained. The mechanical properties of the vitrimers prepared according to this procedure can be tuned by simply changing the monomer ratios (Table S2 and Figure S5). -
Conversion: Angstroms (A) are often used to measure atomic dimensions. Conversion: atomic number: -- the whole number on Periodic Table; determines the identity of an atom mass number: isotopes: different varieties of an element’s atoms -- -- some are radioactive; others aren’t -- An atom of a specific isotope is sometimes called a nuclide. All atoms of an element react the same, chemically. The Periodic Table group: a vertical column; elements in a group share certain phys. and chem. properties -- group 1 = alkali metals -- group 2 = alkaline earth metals -- group 16 = chalcogens -- group 17 = halogens -- group 18 = noble gases Most molecular compounds contain only nonmetals. molecular formula: empirical formula: structural formula: Also... perspective drawing model space-filling model Nomenclature of Binary Molecular Compounds Use Greek prefixes to indicate how many atoms of each element, but don’t use “mono” on first element. 1 – mono 3 – tri 5 – penta 7 – hepta 9 – nona 2 – di 4 – tetra 6 – hexa 8 – octa 10 – deca EXAMPLES: carbon dioxide N2O5
Answer Key 0209782 Key # 1 Crack the code! Write the real word that each of the codes represent. Each letter in the real word has been changed to another letter. For example, a B in the code might really mean C. Once you figure out the code for one letter, the same code is used for all the words on this sheet. Code: A B D E F J K N P Q R T U W X Y C P V R S N E D U B T Q O I L A
For newborn screening, whole blood may be collected by heel puncture how many hours after birth. 48 to 72 Secretion of TSH is circadian with big concentrations occurring between ______(time of day), and the lowest between _______(time of day). 2:00 to 4:00 AM 5:00 to 6:00 PM Measurement is done using electron capture gas chromatography, high performance liquid chromatography, and isotope dilution tandem mass spectrometry. This is the Measurement of what? Thyroxine (T4) What is the preferred specimen (EDTA and heparin plasma can also be used) for Total Thyroxine . Serum Because total T4 alone provides limited clinical information, FT4 measurements are preferred. True or False? True What does T3 stand for? Triiodothyronine What is the techniques of choice to measure T3 in body fluids predominantly or plasma? Immunoassays Give 2 examples. Radio immunoassay Non-isotopic immunoassays Serum specimens should be tested within ______ hours of collection. 24 What temperature must serum specimens be stored at after 24 hours? 2 to 8°C What does ‘rT3’ stand for? Reverse Triiodothyronine Measurement are done, using which immunoassay? Radio immunoassay True or False: rT3 measurement has limited diagnostic value. True True or False: The diagnosis of non-thyroidal illnesses can usually be established without measuring rT3. True What are the methods of measurement of Free Thyroid Hormones? Direct assays •serve as reference methods –Direct Equilibrium Dialysis –Ultrafiltration Indirect or estimate assays •for general laboratory use –Two-step and One-step immunoassay What type of measurement are used in Thyroxine Binding Globulin (TBG)? •competitive, heterogenous method •measurement of bound conjugate by chemiluminescence •enhance microparticle turbidimetry
CO32- NH3 Step #1: Add up the number of valence electrons that should be included in the Lewis Structure. 4 + 3(6) + 2 = 24 (carbon has four and each oxygen has six; add two for the -2 charge) 5 + 3(1) = 8 (nitrogen has five; each hydrogen has one) Step #2: Draw the “skeleton structure” with the central atoms and the other atoms, each connected with a single bond. Step #3: Add six more electron dots to each atom except the central atom. Also, never add dots to hydrogen. (no change) Step #4: Any “leftover” electrons are placed on the central atom. Find the number of leftovers by taking the total from Step #1 and subtracting the number of electrons pictured in Step #3. 24 – 24 = 0 leftover electrons (no change) 8 – 6 = 2 leftover electrons; placed around nitrogen Step #5: If the central atom has 8, then you are done. If not, then move two electrons from a different atom to make a multiple bond. Keep making multiple bonds until the central atom has 8 electrons. (no change) Critical Thinking Questions Write the Lewis Structure for nitrate, NO3-1. Hint: when you are done it should look very similar to CO32- in the table above. Draw the Lewis Structure for SO2. ChemQuest 24 Name: ____________________________
TABLES iv FIGURES v EXECUTIVE SUMMARY vi 1.0 INTRODUCTION 1 2.0 DESIGN PROBLEM STATEMENT 1 3.0 DESIGN PROBLEM SOLUTION 2 3.1 Principles of Detection 3 3.2 Operating the 4 3.3 Operating the Detector 5 3.4 On-Board User Interface and Wireless Tablet Platform 6 4.0 DESIGN IMPLEMENTATION 8 5.0 TEST AND EVALUATION 10 5.1 Subsystem Testing 10 5.1.1 Laser Controller to Lab-On-Chip Testing 11 5.1.2 Detection Testing 12 5.1.3 User Interface Testing 13 5.1.4 Power Testing 14 5.2 System Testing 15 6.0 TIME AND COST CONSIDERATIONS 17 6.1 Time Considerations 18 6.2 Cost Considerations 19 7.0 SAFETY AND ETHICAL ASPECTS OF DESIGN 20 8.0 RECOMMENDATIONS 21 9.0 CONCLUSIONS 23 REFERENCES 25 APPENDIX A – LAB ON CHIP SENSOR A-1 APPENDIX B – ABSORPTION SPECTROSCOPY B-1 APPENDIX C – LASER DRIVERS EXPLAINED C-1 CONTENTS CONT’D
APPENDIX D – ANALOG FRONT END EXPLAINED D-1 APPENDIX E – DIGITAL LOCK-IN EXPLAINED E-1 APPENDIX F – OVERALL I/O SYSTEM SPECIFICATIONS F-1 APPENDIX G – BILL OF MATERIALS G-1 APPENDIX H – APPLICABLE STANDARDS H-1 TABLES 1 ChemSense Cost Benefit Analysis 9 2 ChemSense’s Prototype Power Results 17 2 Cumulative ChemSense Project 19 FIGURES 1 Block Diagram of ChemSense 3 2 Schematic of ChemSense’s Detection Process 5 3 User Defined Set Points (Android App). 7 4 Android App Data Export Function 7 5 Prototype Dimensions and Layout 10 6 QCL Output with ChemSense Negative Pulsed Driver 11 7 Lock-In Detection Test 12 8 ChemSense Laser Driver Powered by Power Subsystem 15 9 Integration Test of Laser Driver, DSP MCU, and Detection Circuitry. 16 10 Android App Real-Time System Test 16 11 Android App Real-Time System Test with Threshold Alert 17
Apparatus Knowledge Apparatus list is complete. Student the correct name of all equipment used. Apparatus list is complete. Student gives the correct name of most equipment used. Apparatus list is incomplete. Student gives the correct name of most the equipment they listed. Apparatus list is incomplete. Student gives the correct name of only a few pieces of the equipment they listed. Method Effective Communication Method is correct, logical, complete and written in appropriate tense. Method is incorrect, or illogical, or incomplete or written in inappropriate tense. Method has two - three deficiencies. Method is incorrect and illogical and incomplete and written in inappropriate tense. Technical expertise Students suggest at least two precautions and two safety measures for each lab which are relevant and accurate. Students suggest at least one precaution and one safety measure for each lab is relevant and accurate. Students suggest at least one precaution or one safety measure for each lab which is relevant and accurate. Students do not suggest any precaution or safety measure which is relevant and accurate. Results Effective Communication Each observation is accurately and completely included. Most observations are accurately and completely included. Few observations are accurately and completely included. No observations are accurately and completely included.
Section Competency SCORE COMMENTS Aim Eff. Comm. 1 4 3 2 1 TOTAL Apparatus Knowledge 4 3 2 1 TOTAL Method Eff. Comm. 4 3 2 1 Tech. Exp. 4 3 2 1 TOTAL Results Tech. Exp. 4 3 2 1 Eff. Comm. 4 3 2 1 TOTAL Conclusion Anal. Ability 4 3 2 1 TOTAL Post Lab questions Anal. Ability 4 3 2 1 TOTAL TOTAL LAB MARK /32: TOTAL LAB MARK (%): LAB LECTURER:
E. 9.27 Which of the following relationships is true? A. Ka+ Kb= 14.00 B. KaKb=Kw C. KaKb=14.00 D. Ka+ Kb =Kw E. None of the above is true pOH + pH = ___. A. 1.0 • 10-14 B. Kw C. –log(1.0 • 10-14) D. 7.00 Consider the titration of HCl with Mg(OH)2. What is the pH of the solution at the equivalence point? A. <7 B. >7 C. =7 D. Need more information The pH of a solution is 8.9. What is the concentration of hydroxide in the solution? A. 5.1 B. 1.2589x10-9 C. 1.3x10-9 D. 7.9x10-6 A solution with a pOH of 2.4 is ___ A. Acidic B. Basic C. Neutral If you are 2.0moles of NaOH and put it in 4L of water, what is the resulting pH? A. 0.5 B. 13.7 C. 0.3 D. 8.9 The Ka for an acid is 1.8x10-4. What is the Kb for its conjugate base? A. 1.8x10-4 B. 6.9x10-6 C. 5.6x10-11 D. 4.1x10-9
Lecture materials – Lecture notes and slides are available on D2L. They are not comprehensive course guide but only an additional aid to help reviewing. The textbook should remain the authority in all conflicts. Academic Honesty – Cheating in class is a serious offence and will not be tolerated. ETSU student handbook: “Academic misconduct will be subject to disciplinary action. Any act of dishonesty in academic work constitutes academic misconduct. This includes plagiarism, the changing or falsifying of any academic documents or materials, cheating, and the giving or receiving of unauthorized aid in tests, examinations, or other assigned school work. Penalties for academic misconduct will vary with the seriousness of the offense and may include, but are not limited to: a grade of F on the work in question, a grade of F for the course, reprimand, probation, suspension, and expulsion. For a second academic offense the penalty is permanent expulsion.” Special needs – If you need any academic accommodations such as test-taking or note-taking because of a disability, medical situation or other situations, please discuss it with the instructor. A non-refundable laboratory materials fee of $25.00 is assessed for this laboratory class. If you wish your exams and quizzes returned to you through the campus mail, please put your name and box number on the back of the exam. Otherwise, they will be returned through the Chemistry Stockroom, room #482. Grading: There will be an overall grade for lecture and lab. Individual grades are dependant upon the individual lecturer. A = 90 – 100% B+ = 82 – 86% C+ = 70 – 74% D+ = 58 – 62% A- = 86 – 90% B = 78 – 82% C = 66 – 70% D = 54 -58% B- = 74 – 78% C- = 62 – 66% F = <54% Tips towards A: Read, study and practice. Work hard! Speak out! You can not only answer my questions, but also question my answers. Keep up with the instructor in the lecture. Take notes smartly. Listening and understanding don’t guarantee learning and applying. Only through practice can you learn better. Schedule a daily study time instead of working overnight before exam. It won’t work effectively anyway. Group study is encouraged. The best way to know you have learned is that you can teach somebody else.