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Category Archives: Chemistry

Concept Builders – Chemistry

ChemistryWhat?!? Chemistry? At The Physics Classroom?

Yes. Why not? We're not breaking any laws ... it's perfectly legal. You might say we're dabbling a bit ... sort of like an experiment. The Concept Builders you see below areinteractive questioning modules that present learners with carefully crafted questions that target various aspects of a concept. If you're a frequent visitor to our website, you likely have used some of our Physics Concept Builders. Each Concept Builder focuses the learner's attention upon a discrete learning outcome. Questions target that outcome from a variety of angles using multiple difficulty levels or varying activities. Learners ponder the given information and answer questions in the hopes of earning Stars and Trophies. These Stars (for answering questions) and Trophies (for completing levels or activities) are displayed on the screen, allowing a teacher to track student progress. If you're a chemistry teacher visiting our website for the first time, then welcome! We invite you to give one of our Chemistry Concept Builders a try and let us know what you think.

Significant Digits and Measurement

Learning Goal:To understand the concept of significant digits and to use such understanding to make and process such measurements made from lab equipment.

Name That Element

Learning Goal:To express a comfort with the organization of the periodic table, including concepts related to family names, periods, groups, metals, nonmetals, metalloids, atomic number, and atomic mass.

Chemical vs. Physical Properties

Learning Goal: To identify a stated property as being either a chemical or a physical property.

Metals, Nonmetals, and Metalloids

Learning Goal: To identify the difference between metals, nonmetals, and metalloids and to be able to place an element into one of these categories.

Particles .. Words .. Formulas

Learning Goal:To associate the particle representation of a sample of matter with the proper verbal description and formulas.

Isotopes

Learning Goal:To demonstrate understanding of the composition of an atom by constructing the isotopic symbol from information regarding the number of protons, neutrons, and electrons.

Names to Formulas 1

Learning Goal:To use an understanding of formula writing to identify incorrectly written formulas. (Includes binary ionic compounds only.)

Names to Formulas 2

Learning Goal:To use an understanding of formula writing to identify incorrectly written formulas. (Includes binary molecular compounds, binary ionic compounds, and compounds containing polyatomic ions.)

Formulas and Atom Counting

Learning Goal:To identify the number of atoms of each element represented by a set of simple or complex formulas.

Balancing Chemical Equations

Learning Goal:To be able to use coefficients and an atom count to balance a chemical equation.

Chemical Reaction Types

Learning Goal:To be able to categorize chemical reactions based on their reaction type - such as synthesis, decomposition, combustion, single replacement, and double replacement.

Writing Balanced Chemical Equations

Learning Goal:To combine an understanding of reaction types, formula writing, and equation balancing in order to write a balanced chemical equation.

Precipitation Reactions

Learning Goal:To predict the precipitate that is produced when two aqueous solutions of ionic compounds are mixed and to represent the precipitation reaction by a net ionic equation.

Mole Conversions

Learning Goal:To mathematically relate the the number of moles of a compound to the number of molecules and to the mass in grams.

Stoichiometry: Relationships

Learning Goal:To use the coefficients of a balanced chemical equation and the molar masses of reactants and products to relate the quantities of reactants and products involved in a reaction.

Complete Electron Configurations

Learning Goal:To identify the complete electron configuration for a neutral atom or of an ion of any given element.

Periodic Trends

Learning Goal:To order elements based on the values of periodic properties such as atomic radius, ionization energy, and electronegativity.

Ionic Bonding

Learning Goal:To identify the types of elements that undergo ionic bonding and to be able to describe the process that takes place when two elements form ionic bonds.

Lewis Structures

Learning Goal:To identify correct and incorrect Lewis electron dot structures when given the formulas of molecular compounds.

Valence Shell Electron Pair Repulsion Theory

Learning Goal:To identify the Lewis electron dot diagram and the molecular shape of a variety of covalently-bonded molecules.

Which One Doesn't Belong? - Energy and Chemical Reactions

Learning Goal:To interpret various representations of a thermochemical reaction and to identify which one is not consistent with the others.

Pressure Concepts

Learning Goal:To be able to explain at the particle level the factors that effect gas pressure, to compare values of pressure expressed in different units, and to use manometer information to determine the pressure of a gas.

Pressure and Temperature

Learning Goal:To use an understanding of the pressure-temperature relationship in order to predict how the value of pressure changes with changing temperature.

Volume and Temperature

Learning Goal:To use an understanding of the volume-temperature relationship in order to predict how the value of volume changes with changing temperature.

Pressure and Volume

Learning Goal:To use an understanding of the pressure-volume relationship in order to predict how the pressure of a gas changes with varying volume.

Dissociation

Learning Goal:To be able to write the equation for the dissociation of an ionic compound in water and to use the equation to determine ion concentrations if given the concentration of the ionic compound.

Which One Doesn't Belong? - Acid-Base Properties

Learning Goal:To analyze a variety of properties of acids and bases in order to identify which property is not like the others.

Bronsted-Lowry Model of Acids and Bases

Learning Goal:To use the Bronsted-Lowry model to determine the products of the dissociation of an acid or a base when dissolved in water.

pH and pOH

Learning Goal:To mathematically relate the pH, pOH, [H3O+], and [OH-] for aqueous solutions of acids and bases.

Collision Model of Reaction Rates

Learning Goal: To identify the variables that affect reaction rate and to explain the effects using the Collision Model of reaction rates.

Equilibrium Constant Expression

Learning Goal:To use the Law of Mass Action in order to identify the equilibrium constant expression for a given chemical equation.

LeChatelier's Principle

Learning Goal: To identify the effect that a stress has upon a system that is at equilibrium.

Nuclear Decay

Learning Goal: To identify the various forms of nuclear decay and the effect of each upon the atomic number and mass number of an isotope.

We started adding Chemistry Concept Builders in September, 2018. As of this writing (mid-July, 2019), we have 33 Chemistry Concept Builders. We don't believe that we are done. We hope to add several more during the Summer of 2020.

This might be The Physics Classroom. But Chemistry is still a legal operation on this site. So enjoy our Chem Gems.

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Concept Builders - Chemistry

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AP Chemistry: The Exam | AP Central The College Board

Support for Students and Schools Impacted by CoronavirusIn response to school closures due to the COVID-19 pandemic, were offering at-home testing for 2020 AP Exams. Note that any related adjustments to 2020 AP Exams, such as length or content covered, may not be reflected on all AP Central pages. Visit Taking theExams for the latest exam information.

New Secure Practice ExamThe international 2019 AP Chemistry Exam is now available on the AP Course Audit siteand in theAP Classroomquestion bank, along with scoring guidelines and a scoring worksheet.

You continue to have access to the international 2018 and 2017 exams. All are available as secure practice exams on the AP Course Audit site and as individual secure questions in the question bank.

As a reminder, these exams are most appropriate for student practice late in the school year, as the exam date approaches.

Get Real-Time Feedback from Personal Progress ChecksPersonal progress checks in AP Classroom are a great way to ensure your students are continuing to build mastery of content and skills. The real-time results can help you and your students prioritize additional practice before the AP Exam.

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Chemistry Program – Coastal Carolina University

Bachelor of Science

Chemistry is the science of all matter and its changes and is intimately linked to all the natural and applied sciences. The curriculum of the Bachelor of Science degree in chemistry will involve the study of numerous fields of chemistry, including analytical, biological, inorganic, organic, and physical chemistry.

Students planning to pursue amajororminorin chemistry at Coastal should complete high school courses in algebra, trigonometry, analytical geometry and physics in addition to chemistry courses.

The major requirements for a chemistry degree allow some flexibility depending upon the interests of the student. The chemistry major provides a good foundation for careersin industry, medicine, forensics, government, teaching, manufacturing, research and development, quality control and environmental quality.

Students must earn a C or better in all major courses.

Chemists are involved in many of the following areas/industries: teaching at all levels; environmental work; patent law; food science; instrument development; forensics; clinical medicine; quality control; technology research and development; technical writing; sales and marketing of chemicals, pharmaceuticals and instrumentation.

Further information about the Bachelor of Science in chemistry can also be found in theUniversity Catalog.

CHEM 321 Analytical ChemistryCHEM 331 General Organic ChemistryCHEM 351 BiochemistryCHEM 411 Inorganic ChemistryCHEM 441 Physical ChemistryCHEM 422 Instrumental Analysis

David Evans, Ph.D.Associate Professor, Department ChairScience Annex II 301F843-349-2209devans@coastal.edu

Savannah StewartAdministrative SpecialistScience AnnexII 301843-349-2379sstewar3@coastal.edu

Science Annex II107 Chanticleer Drive EastConway, SC 29526

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Chemistry Program - Coastal Carolina University

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AP Chemistry: The Course | AP Central The College Board

Support for Students and Schools Impacted by CoronavirusIn response to school closures due to the COVID-19 pandemic, were providing free, live AP online classes and review lessons. Well also offer at-home testing for 2020 AP Exams. Note that any related adjustments to 2020 AP Exams, such as length or content covered, may not be reflected on all AP Central pages. VisitTaking theExams for the latest exam information.

AP Chemistry Updates and New Resources for 2019-20To help more students prepare forand succeed onthe AP Chemistry Exam, weve clarified the courses focus starting with the 2019-20 school year and are introducing new resources for your classroom. Weve also moved exam registration to the fall, a best practice that improves students chances of earning college credit and placement.

Download the new course and exam description (CED) and log into your Course Audit account to access the updated AP Chemistry Teacher Lab Manual.

New AP ResourcesAP Classroom is now available. Designed with AP educators, it helps you provide students daily practice and personalized feedback throughout the year. Sign in to access AP unit guides with aligned resources, topic questions, personal progress checks, the progress dashboard, and your question bank.

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Chemistry – University of Oklahoma

The Department of Chemistry and Biochemistry has developed a new program to assist incoming freshman chemistry/biochemistry majors succeed at OU. It is designed to assist the student who wishes to seek a degree in one of our majors but may need a little additional assistance to reach their true potential.

Approximately 19-20 students will be invited to join the Chemistry Learning Community. These students will be selected through an application process. The selected consort will take a course each semester taught by faculty from the Department of Chemistry and Biochemistry. This course will be a one- or two-credit hour class and will augment the first- and second-year chemistry curriculum.

Faculty teaching the additional courses will also serve in a mentoring role. This mentor is not intended to replace the formal advising by professional advisors in University College, rather offer more detailed information on courses, careers, and pitfalls the student might encounter.

The department will interface with various student service and support systems already in place on campus, including advising, career services, and financial aid in order to offer consistent information to the student regarding these services so important to a students success.

We know from our own personal experiences and from observing graduating class after class of undergraduates that students who participate in faculty-mentored undergraduate research are much more likely to have successful careers in a STEM field or in professional health related areas. Thus, we are committed to providing our students with these opportunities.

We have partnered with the Honors College to offer a Four Year Research Experience (FYRE). In Spring 2015 we had about 70 participants in this program with about half doing 10-12 hours per week of research in chemistry/biochemistry faculty labs. Many of these students continue with research in the following years. Participation in FYRE is not required to join a research team. Many students join a research lab during their sophomore or junior years and complete a senior thesis. Many of our undergraduate researchers receive undergraduate Research funding awards, present posters at the campus-wide Undergraduate Research Day each spring, travel to scientific conferences, and see their research work published.

Other organizations and programs chemistry majors may want to be a part of:

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Chemistry - University of Oklahoma

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Watch members of My Chemical Romance, The Darkness and more cover The Ramones – NME

Members of My Chemical Romance, The Darkness, Gogol Bordello and more have joined forces for a special charity cover of a Ramones song.

The cover of I Believe In Miracles by the freshly formed #rockforhope collective will raise funds for coronavirus relief efforts.

The group includes My Chemical Romances Frank Iero, The Darkness Justin Hawkins, Gogol Bordellos Boris Pelekh and Eugene Hutz, The Donnas Brett Anderson, Frank Turner, Plain White Ts Tom Higgenson and Rival Sons Michael Miley. The line-up is completed by Gorilla Biscuits Walter Schreifels, MuteMaths Roy Mitchell-Crdenas, and Flogging Mollys Nathen Maxwell. Watch a performance of the cover created in lockdown below.

On a GoFundMe page created to raise money for the Partners In Health organisation, the band shared a statement about the project. This is a very special punk-rock song and we hope that it brings positivity to peoples lives at this difficult time, they wrote. We are also raising funds for the Partners In Health COVID-19 charity. Our motto is simple: Watch our video. If you enjoy it, please donate. If youre not in the position to give, share it with someone that is.

In a press release, Pelekh added: Rock for Hope was inspired by my mom whos in her mid-sixties and a staff nurse at New York Presbyterian in Queens. Her hospital became a central hotspot of the pandemic in New York City and her unit was repurposed for COVID-19 patients.

The cover isnt the first charity effort to be created by stars during the coronavirus pandemic. Last month, the likes of Dua Lipa, Ellie Goulding, Coldplays Chris Martin, Bastille, Mabel and Dave Grohl joined together to cover Foo Fighters Times Like These to raise money for Comic Relief and Children In Need.

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Watch members of My Chemical Romance, The Darkness and more cover The Ramones - NME

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