Chemistry Entry 3

Starting off our week in Chemistry, Monday was our designated review day for the Unit 4 test, our first one this trimester. Previously on last Friday, our class acquired an objective sheet illustrating main concepts that we needed to know for the test on Tuesday. The listed concepts on the sheet were everything we had covered in the weeks leading up to the test day. Within our table groups, we filled out the boxes on the sheet to the best of our abilities without using our notes, referred back to them once everything we remembered was written down, and then white boarded the worksheet to share our answers with the class, as shown below.   

I really enjoy this type of learning as it is an easy way to place yourself in terms of understanding the material and noticing where you are in comparison to your peers. Also, through white boarding review packets like this, if you noticed you made the same mistake as someone else, than you can work together to solve it or bring it up as a class discussion. Similarly, you can scan another groups board to see if they solved any problems differently and possibly in a simpler fashion, or query on how they got a specific answer that your group might not be sure on. Either way, I recognize that this type of review session is beneficial for a quality test score, although I am still curious on what points I lost as they are yet to be handed back.

The Monday review session for our Unit 4 test was composed of filling out a review packet, similar to what was completed on Friday. This one differed from Fridays because it contained actual questions that could appear on the test but in a different format/new scenario. Using the same whiteboard form of study, we concluded our worksheet and updated our whiteboard. A concept I found interesting was that atoms can be monatomic, diatomic, triatomic, and so on. I was aware that atoms differ depending on the element, but unaware of the specific classifications and how to demonstrate the differences in a particle diagram. I had a bit of difficulty diagramming how atoms of different classifications (say monatomic and diatomic) compounded together to create a new element, but by white boarding the problem out, I had it down in no time. The only other problem I faced was was not mixing up the definitions and properties of mixtures, compounds, elements, atoms, and molecules. I continuously quizzed myself on this topic both in class and out, but I'm worried I haven't mastered it as I believe those were the scarce problems I incorrectly completed on my test.



Kicking off our new unit, like last time, our class received a list of objectives that will be taught through the course of the next unit, which is Unit 5 - Counting Particles. Our first activity had to do with a worksheet focused on Relative Mass. The purpose behind this was to determine the relative mass of different kinds of hardware and to learn to count by massing. We were given a semi-filled out data table, that contained multiple different types of hardware (bolts, washers, hex-nuts) and an empty container. We had to find the general mass, mass of 25 pieces, and the mass of 1 box. This was calculated through a scale, and guided with knowing that 1 kilogram is equal to 1,000 grams. Throughout the rest of the sheet we had to use the given information to solve problems, given various scenarios and new bits of information to add to the calculations. I definitely still need to work on problems like these as I am always either at a loss on how to approach the problem, or am on the right track but still don't understand parts of it.

As Friday was pep rally day, I had to leave early for the marching band. However, I am aware that the worksheet that was covered in the short amount of time had to do with Molar Masses of the Elements. I would like to cover this on Monday as a refresher to the kids who learned it, and as new material for us marching band nerds.