Using reactions to figure things out 10/23/17-10/27/17

https://kcls.bibliocommons.com/events/57f3f225a07b3901005914b6

Do you know how to classify a reaction? Classifying reactions is when you figure out if the reaction is a Single or double displacement, synthesis, or Decomposition reactions. A single displacement reaction is where one molecule will trade one part or piece of its particle with a different type of atom leaving the traded atom on its own. A double displacement is where two different molecule will trade one part of its molecule with the others, leaving the two 'rejects' together. A synthesis reaction is when two or more atoms come together to create one thing. A decomposition reaction is when a molecule breaks into its separate pieces leaving each part on its own.Not only that but there are two different ways that energy is involved in reactions. Endothermic and Exothermic are the two different ways that energy can be involved in a reaction. An endothermic reaction is a reaction where the products have more energy then the reactant therefor absorbing the energy in the surrounding materials. An exothermic reaction is a reaction where the reactants have more energy then the products therefore the reaction let out heat or energy into its surroundings.  Endothermic reactions are warm because of the energy transfer where as exothermic reaction are cold because of the energy transfer. Reactions are often used to find unknown items. This is done by making chemical reactions between known things and the unknown thing using the same reactants and seeing how each one is different and similar throughout the reaction to identify the unknown substance.


S&EP
SP4: Analyzing data

We analyzed data when we used chemical reactions to figure out a unknown substance. We had to analyze what happened when we added one substance to another. We had to analyze what happened and make a conclusion on what that unknown substance was. When we had fully analyzed the data we found out that the unknown substance was baking powder.

XCC
XCC: Energy and Matter

Energy and matter take part in reactions because of the energy transfer and the fact that they are a catalyst which means that they are used to start reactions. Energy is transferred through chemical reactions in two different ways. endothermic and exothermic reactions. A catalyst is a substance like water or energy or heat that is used to speed up or slow down the rate of a chemical reaction. Matter takes place in chemical reactions through the fact that all of the parts of a chemical reaction is matter.

Chemical Reactions and Equations 10/16/17-10/20/17

https://commons.wikimedia.org/wiki/File:Electrolysis_of_Water.png

        What is a chemical reaction? A chemical reactions is when one or more molecules come together and their bonds break and reform to make something new. A chemical equation is what we use to show what is happening in the chemical reaction (as shown above). When you read a chemical equation the + separates the two or more molecules either in the reactants side (the left side) or the product side ( the right side). The arrow shows which was the chemical reaction is going. So if the chemical reaction is reversible then the arrow will point in both directions, if the equation is not reversible then the arrow will point towards the product side of the chemical reaction. But what if the equation isn't balanced? If the equation is not balanced then you have to balance it because according to the law of conservation mass. The law of conservation mass states that matter can not be lost nor gained nor change its identity. To balance a chemical equation you must first draw a box around all of your reactants and products, for neither the elements nor the subscripts can be changed you can only add coefficients. Next you would take your inventory. This means you would count all of the atoms in the  equation that you have at hand. You must keep your inventory updated, so do not use a pen that is not erasable. After this you would have to add coefficients in front of the boxes. Then you take inventory again. You must repeat this process until you have the same number of atoms on both sides. Though, sometimes the amount of coefficients you added can be simplified so you can divide the coefficients on both sides of the equation by the same number to simplify the amount of coefficients but be sure to take inventory after you do so to make sure that your answer is still correct.

S&EP

SP5: Using Mathematics

          We used mathematics to help us determine the amount of atoms in a equation. We had to multiply to figure out the number of atoms in a when we added a coefficient. We also had to do math when we figured out what how many coefficients we had to add to a certain element or molecule in the equation.

                                                                           XCC
                                                         XCC: Energy and Matter

"Energy and Matter change forms but are not created nor destroyed". Energy and matter take place everywhere in chemical reactions and equations. Matter is a part of the Law of conservation mass. For the law of conservation of mass states that matter cannot be lost nor gained or switch identities during a chemical reaction. 

Counting Atoms 10/9/17-10/13/17

http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/compounds_mixtures/revision/4/

What is counting atoms and how do you do it? Counting atoms is literally finding out how many atoms are in a certain formula. Like the one above. How do you do it? Easy, as you know each element can only have one capitol letter in each chemical symbol, like Na or S, so each time you see a capitol letter you know it's a new element. But what about the numbers at the bottom? The numbers at the bottom are called subscripts they tell you how many atoms of that element there are. But what if there's no subscript that means that their is one of that element.  Though, sometimes parts of the formula is in parenthesis like this Na2(SO4)3 this means that you would multiply the amount of atoms in the parenthesis by the number out side of it. so we would end up getting Na2S3O12 because we multiplied the number of atoms inside the parenthesis by the number outside of it. Then we have formulas that look like this 3Na2SO4. The 3 at the start of the formula is called a coefficient. A coefficient is a number at the start of the formula that tells you how many of the whole entire formula do you have. once you have figured out the coefficients and subscripts and parenthesis then you can do the math. You find out how many atoms of each elements there are - using the coefficients, subscripts and parenthesis- then you add together the number of atoms there are. so for the picture above there would be 7 atoms in all.

S&EP

SP5: using mathematics

We used mathematics to help us determine the amount of atoms in a formula. We had to multiply to figure out the number of atoms in a parenthesis and when their are a coefficient. We also had to add when we added together the number of atoms of each element to find out what the number of atoms in our formula was.

XCC

XCC:structure and function

i think that this is an example of structure and function because the structure of a molecule determines the function of the same molecule. This is because if H2O didn't have the same formula/structure it would not have the same function. I think that this relates to the topic of formula because of the reason above. It also relates to formulas and counting atoms because the structure of the formula is different than another molecule's structure which is why they have different functions.

Periodic Table of slimes 10/1/17--10/6/17

         In this project we were required to make a periodic table of something. Our group chose to make a periodic table of slimes. While we made this project I was able to learn what Trends are in the periodic table. Trends are how you table works as in what does it increase by going down the line or across.  I also learned more about the constructing of the Periodic table. I learn that it is a lot harder than it looks to make the periodic table because you had to make sure that everything is in the right pattern and that everything is placed where it has to be. I also learned that in the periodic table elements actually have a lot more in common because they are always slowly increasing and sometimes they can share the same atomic mass. This I thought was cool.

Backwards-Looking

One of the problem my group encountered well we were doing this project is that we did not know what we wanted to make our atomic mass be. Meaning what numbers would we add to our atomic number and how would those connect to our periodic table and not just be random numbers. We ended up making our atomic mass our atomic number plus wavelength. Wavelength is the colors number so we added that slimes color number to its atomic number.

Inward-looking

I think that I had very high standards for this project because I felt as though I should be able to excel at it because we had spent a while on this topic and I was comfortable with it. I also had a lot of knowledge on this topic. I think that I meet my standards because I like the piece of work that I made and I think that it is a very good piece of work and that it has a lot of good things in it that I really like. I also like the way we organized it and the way that we were able to make it.

Outward-Looking

I think that we did our work different then others because we had a different process. We started making our project by making the table outline and putting all of the slimes in their appropriate places before we started to make our different element symbols and or atomic masses and out atomic numbers. The ways that we made it similar though is that we did it the same process is that we made the key and the abstract lats. I also think we did ours differently because we made ours have 7-8 periods depending on on what column you are in, where as the other groups made their with about 4-5 periods.

Forwards-looking

If I had a chance to re-do this project I would probably put more time into the abstract. I mean our abstract was very good and I like it but I feel as though we probably could make it better next time. I think that we also did most of it at home so it was harder to collaborate on it so we didn't have all the same ideas heard. But other then that I think that i would not change anything else because I feel we did good on it.