Change the Class Meeting for Material and Energy Balance from Tuesday and Thursday to Monday

In order to fully engage students and make personal connections/ownership to the content, it is vital to connect a topic to the student’s life. Unit II is the smallest chemistry unit that provides the necessary background knowledge students need for

The subject of Chemistry is one that deals heavily with a comprehension of the natural world and the individual details that make up an entire system. I was introduced to this course my sophomore year as I took on Honors Chemistry. As a student who grasps material best with hands on projects, this class fueled my excitement to be able to understand a complex subject using planned out lab procedures. From titrations to calculating the amount of copper in a solution, Chemistry gave me an opportunity to bring my own speculations into a class rather than being told directly what is occurring in a scientific process. The fascination of this class is what directed me to take AP Chemistry my senior year of high school. Even with the difficulty of

Our group decided on the science understanding of chemical science as our theme through strong influence from the Victorian Curriculum, as we adapted our unit of work to focus on the ‘Three States of Matter’ that centred around looking specifically at solids, liquids and gases in detail. We thought that this unit topic would be a fun and interesting to plan and create a sequence of six lessons with student-centred and hands-on activities throughout. I felt our presentation went informative in the sense of highlighting and addressing all our Victorian Curriculum components, although instead of just reading out all the content descriptors it would have been more beneficial to just focus and pinpoint how it relates, and how it was incorporated

The Chemical Baggies Lab demonstrated to students how certain chemicals cause diverse chemical or physical changes depending on what substances were mixed together in a designed controlled experiment. During the process of this experiment, almost identical observations were made about different combinations of chemicals that had at least one substance in common. For example, the frequent observation that was made throughout the experiment was that heat was felt. Even though there were distinct chemical combinations, there was one substance that generated a certain observation or characteristic, such as a mixture has to comprise of the phenol red for there to be a color change, which was learned from this lab. Also, calcium chloride

This lab allowed students to understand and observe the four reactions. In order to further this lab and knowledge, a further lab can be conducted. In the lab one can learn about and practice the four reactions and balancing

I will build upon the technical writing skills I learned in junior lab to write the assignments in this course. Knowledge from fluids, heat and mass, separations, reactors, and thermodynamics will all be used to design chemical processes. The basic box and arrow diagrams that were first learned in CHE211 will be expanded in this course to develop process flow diagrams. These skills will be used to meet the instructor’s goals of using compositions and flows to determine process equipment size, its corresponding cost, flow diagrams, and how to synthesize the

There were 3 objectives for this lab they were demonstrate that mass is conserved in chemical transformations, practice balancing out chemical equations for reactions observed in the lab and practice the skill of recognizing chemical reactions and making detailed observations.

Becoming an HCDE student at the University of Washington will enable me to develop the required skill set to achieve my future goals. Also, it will grant me the opportunities to find connections that I would need to turn my dream into a career. As an engineer, I will have plenty of resources and networking opportunities to improve my problem-solving skills, and engineer new methods of achieving my goals. I wish to create more innovations, connect society to technology and improve communication skills between individuals of varying backgrounds.

Barajas 5th period chemistry class would demonstrate growth in the topic of percent composition of a compound or sample. This expectation was met by 20 (77%) out of the 26 students. The post-assessment is has 8 sections, but only five measure the ability to calculate the percent composition by mass of samples or compounds. The file “Criterion_6_Sample_1,” in the evidence tab, shows that Lily received a score of 100% on her post-assessment—which included five parts (points) that assessed the application of percent composition computations. Juan got an 87.5% score; however, both students correctly answer the 5 sections pertinent to the goals being measured. Both correctly determined that Magnesium Hydroxide is composed of 41%, 55%, and 3% magnesium, oxygen, and hydrogen respectively. Their work demonstrates the accurate use of formula masses and the application of percent composition equations. Just like them, 15 other students demonstrated equal ability to calculate the same percentages. The rating for this goal is high for the 17 students who got perfect scores, average for the 3 students who demonstrated 40 to 60 % growth, low for the 2 students who got zeros in the post-assessment, and uncertain for those students who had recurring absences and failed to participate in the growth goals set for

Purpose: Investigate a chemical reaction using lab procedures and observations. Then, find a pattern of reactivity and explain the findings using a chemical equation and particle diagram.

Accelerated Chemistry I is a rigorous college preparatory course that will challenge you to think critically and problem solve. You will be asked to analyze data, draw conclusions, process new information, and build your own understanding of chemistry concepts. Only after you have investigated new ideas will you discuss them formally. The model is engage, explore, explain, evaluate. You will be asked to analyze commonplace phenomena, such as burning candles and melting ice cubes, in order to understand the deceivingly complex chemical processes that allow them to occur. You will analyze the relationship between microscope structures and macroscopic properties. In doing so, you will gain a better understanding of the world around you, and will

Mrs. Sorrell’s AP Chemistry: August 2015- May 2016. The big idea 3: chemical reactions were a blast for me. I enjoyed how the teacher engaged the students in labs that corresponded with this topic. During labs, I understood the different chemicals and the reactions from the mixtures. This chemistry class was imperative for the preparation for the projects, labs, tests, and the AP exam. These projects, labs, tests, and AP exam gave me the tools needed to tackle challenging problems in this chemistry class and take these challenges beyond the classroom. Learning how to apply the basic concepts of chemistry into the most complex problems of chemistry and learning how to solve the tasks was demanding for me. I learned how to become more independent

I plan to go to college and major in Chemical Engineering. I know this program will prepare me to enroll in the Early College program at MJHS. Hopefully, I will get to work with some

One of the misconceptions mentioned in Mary Nakhleh’s Why Some Students Don't Learn Chemistry is some students’ lack of understanding pertaining to balancing equations. In the paper, Nakhleh writes that a common misconception is that students view” the balancing of equations as a strictly algorithmic exercise.”

Number systems, codes, arithmetic and logic operations: Computer number systems and computer codes, arithmetic operations and computer logic operations, introduction to binary number representation, positive and negative numbers, arithmetic operators and examples, one's-and two's-complement, binary subtraction, addition, multiplication, division, real numbers (floating point), strings, arrays. Applications software: Introduction, software packages, selection of software (factors to consider), wordprocessors (e.g. Wordstar), spreadsheets (e.g. Lotus), report generators (e.g. Harvard Graphics), accounting packages (e.g. Dac Easy). Computer graphics (e.g. CAD packages e.g. Autocad), (to be covered through laboratory exercises). Application Software : Packages: wordprocessing, spreadsheets, database management, mathematical programming, statistics (tabulations and regression), project management. Software developments: knowledge-based systems (A.I.) FCE 181 - Chemistry IA (45 hrs) Inorganic Chemistry: Solubility, precipitation, ion-exchange, nitrification and denitrification, oxidation-reduction reactions, absorption, characteristics and significance of some salts and elements (ammonia, nitrates, phosphates, sulphates, silicates, chlorine, oxygen, ozone, carbon, etc.) Physical Chemistry: Ions in solution, ionization energy, chemical energetics and bonding, chemical equilibrium, reaction kinetics. SEMESTER II FCE 104 - Elements of