Final Steps

On Friday, we will wrap up the fish kill problem. Hopefully every group has completed their graphs and at this point you probably have a pretty good idea of what may have caused the fish kill. The presentations on areas of expertise should confirm your suspicions. Here is the agenda for Friday's class:
1) Groups present areas of expertise in front of class.
2) Individual groups reconvene to make conclusions on the cause of this fish kill, using what you now know about the possible causes and your analysis of the data. Prepare to present your conclusions to the class. Make sure you back up your conclusion with evidence. (Talking about your answers to questions 1-3 in the Data Analysis might help guide your conclusions).
3) Groups present their final conclusions to the class and as a class we will come to consensus on the cause of the fish kill.

Each group needs to turn in some information so that I can give you all some points for the work you have done. You will turn back in your folders with the following items:
1) The original data packet
2) All of your graphs
3) A copy of each persons current event
Please turn in these items only and in this order.

Presenting Areas of Expertise

For further information on possible causes of the fish kill, visit the following sites:

Lead in drinking water

Other heavy metals

Molecular substances

Non-point source pollution

Optimal pH for water quality

Dissolved oxygen

The Trouble With Cleaning Up

I'm still astounded that none of you in Period 2 have seen the movie Erin Brockovich! I do recommend it -- it is a nice Hollywood take on the very real problem of water pollution. As we discussed in class, at the end of the movie (and in real life) it seemed like everything was fixed -- PG & E paid the citizens of Hinkley over 330 million dollars in restitution. After paying out that much money, surely they would address the problem so they wouldn't have to pay money like that again! But, according to recent tests, the toxic hexavalent chromium plume has continued to spread. You can listen to another report on the continuing problem in Hinkley from NPR.

What is the take home message from all of this? It is alot easier to make a mess than it is to clean it up. Case in point -- those superfund sites we talked about last week. The industries responsible for polluting these sites were making profits while they made these messes. When it came to cleaning them up, though, not much could be done. So now they just sit there, all toxic and abandoned.

What will it take to prevent industries for polluting in the first place?

Researching An Element

Physical Science Students:

You may use the following resources to research your element:

The Visual Elements Periodic Table
This on-line and interactive periodic table gives a brief background on each element.

The Periodic Table of Videos
This website has short videos for each element on the periodic table. Their content varies, but often they do include the history of the element.

Interactive Periodic Table
This periodic table gives extensive information about the discovery of each element.

The Pervasive Problem of Water Pollution

Honors Students:

We are about to begin a project on water pollution. You may think that water pollution is a problem of the past -- we passed the Clean Water Act, we have the EPA, shouldn't it all be taken care of now?

Unfortunately this is not the case, water pollution is as real a problem now as it ever was. And it is problem with many sources that manifests itself in many ways.

To begin this project, here is an overview of some very real water pollutions stories, some from the past and some that are very current.

The Cuyahoga River Fire:
In 1969, the Cuyahoga River in Cleveland, Ohio caught fire. Wastewater run-off and uncontrolled pollution from the industries and facturies that bordered the river has left the surface of the water slick with oil and debris. Eventually the flammable oil slick caught fire. The fire only lasted for 30 minutes, but it was enough to raise awareness about the seriousness of water pollution. Today, thanks to the the clean water act and the work of many volunteer organizations, the river is once again a healthy ecosystem for animals, plants and people.


Polluted Drinking Water:

In addition to the Clean Water Act, the Safe Drinking Water Act was passed to help regulate water pollution. However, 35 years later, it is outdated enough to be largely ineffective. In 2009, reporter Charles Duhigg prepared a series for the New York Times addressing the issue of water pollution called Toxic Waters. The series covers the wide variety of water issues that we face today.












Gulf Oil Spill Leads to Fish Kill:
Even though the leak has been capped, the effects of the Gulf Oil Spill are still being seen. We don't know how long the oil spill will effect the health of the Gulf of Mexico, but if we can learn anything from the Exxon Valdez spill, oil will be present in the Gulf for quite awhile.






Water Pollution Close To Home:

New Gulf of Maine Restoration Plan Carries Hefty Price Tag

As early as last night, MPBN reported on some very serious water pollution issues here in Southern Maine. Due to outdated sewage systems and water treatment plants, sewage run-off often flows into Casco Bay. It's effects are many, from ecological, to economical.

Arsenic Contamination in Maine's Private Wells More Extensive Than Expected

In addition to ocean water pollution, many communities in Southern Maine are afflicted by arsenic contamination in their well water. This problem is of particular concern because arsenic is odorless, tasteless and colorless and people can unsuspectingly consume contaminated water for years.

Moving Quickly!

Honors Chemistry Students,

Many of you have seemed unsettled about the pace of our class these last two weeks. I explained to you all the reason for that pace -- we have a certain amount of material to master in a set amount of time and the only way to achieve that is to move quickly -- but now I want to give you some tips on how to manage that pace.

1) Use your textbook! You need to have read the material before we go over it in class. Take notes on the text; familiarize yourself with examples. Having facility with the content of the textbook will help you complete the problem sets more easily.
2) Review the class notes on-line. If a lecture was particularly confusing to you, then that would be a good time to review the lecture notes on-line. Pinpoint the areas you really don't understand and formulate questions about them. If you can come to me with specific questions (rather than saying, "I don't understand any of it!") I can help you more efficiently. Also, feel free to print the notes off and take your class notes directly on those print-offs.
3) Review your notes with frequency. It is especially important to continually review your old notes when we are working on a long chapter. Chemistry builds upon itself and you need to maintain mastery of previous material.
4) Use all you resources. The textbook is an obvious resource, but so are your peers. Consider putting together a study group. Work on your problem sets together. (Be aware though, that working together is different than copying. When you work together everyone is thinking about the topic and you are all helping each other to understand it better. If you are copying, you are doing nothing to further your understanding and missing the point of a study group entirely.)

If you start using these strategies now, it will help you when you take science classes in college. Believe me, the pace in college classes will be even more accelerated, so now is a good time to start practicing!

Chapter 4 Test!

Hey Physical Science Students!
So, you want to study for the test tomorrow, but you don't know what to study. Consider this jeopardy game your review sheet. If you can answer all the questions successfully, you are amply prepared for the test!

Rutherford's Experiment Post-Lab

Physical Science Students:
The post-lab for Rutherford's Experiment is to write a conclusion that addresses the following:
1) How did you use your observations to determine the shape under the board?
2) How accurate were you?
3) What would you do differently if you could redo the experiment?
4) How was this lab similar to Rutherford's Experiment? How was it different?

To help you answer the last question, you might want to refresh your memory on Rutherford's Gold Foil Experiment by watching this animation.

The Story of the Atom

Physical Science students,
I hope you enjoyed "The Story of the Atom." I think it interesting to read about the lives of scientists and some of the scientists involved certainly had interesting lives. Here is a link to the summary of the reading that we compiled in class. Also, don't forget: you want to write in your journal about how the paper cutting exercise helped you understand and think about the incredible smallness of an atom.

Why Gold? A Chemical Explaination

From gold doubloons to the gold standard, people have been using gold as money for a long time. But, why gold? To answer that questions you must delve into real, everyday applications of chemistry. In a radio podcast, NPR's Planet Money team explores that question with a professor of chemical engineering to guide them.

PS Phase Change Post Lab

1) Make a graph of Time on the x axis (bottom) and Temperature on the y axis.
2) Write a conclusion that summarizes your results, answers the question ("Does temperature change during a phase change?"), and comments on your hypothesis.

Reminder: If your results are suspicious (for example, your temperature changed wildly throughout the experiment) the conclusion is where you would explain what you expected and why you think your results deviated from that expectation (for example, "Our data showed that the temperature kept increasing during a phase change, but I know from the textbook that the temperature should stay constant during a phase change. I think that our results were influenced by the fact that we were resting the thermometer on the bottom of the beaker, so our data really shows the temperature of the hot plate, not the temperature of the water. If I were going to do the experiment over again, I would make sure to hold the thermometer differently, then I would expect to see the temperature remain constant during the phase change.")

Molecular Models Post-Lab

Sorry, sorry period 2 students that I didn't get this up sooner.

For the Molecular Models Post-Lab, please answer the following questions.
1) Define/describe the following molecular geometries: trigonal pyramidal, bent and tetrahedral.
2) Make up a name for C2H6 and explain why you chose it.
3) Define structural isomer and sterioisomer IN YOUR OWN WORDS.

Reading "The Cannon"

I hope "The Cannon" got you thinking. Maybe you noticed some resources you'd like to pursue, like the poet-chemist Roald Hoffmann. Perhaps you made connections between our lectures and the concepts she describes, like the description of ionic compounds on pages 128-129. Hopefully you attended to the hints about things we might soon be covering, like the introduction to covalent bonding on page 125. Keep "The Cannon" nearby during the next couple of chapters in the textbook. These concepts will keep coming up and Ms. Angier will help us make sense of them.

Chapter 5; The Cannon

Honors chem students. Please read pages 120-136 in The Cannon for Tuesday. In preparation for our discussion, post a comment on this post that includes a thought-provoking quote from this section of reading.

Physical Science Review

PS students, don't forget to study for your test on Friday. It covers sections 3.1 and 3.3. Make sure you are familiar with all the vocabulary from the sections, be able to identify common substances in the different states of matter, and understand the 3 pairs of phase changes. You can review states of matter by playing this game on-line.

Solving the Crime!

Physical Science Students: You post-lab is to write a conclusion to the lab as if you were a forensic specialist writing a report to the district attorney. Explain whether you think Mr. Manet should continue to be considered a suspect in the dognapping based on the forensic evidence. Make sure to cite specific results from your tests to back up your recommendation.

Websites on the Periodic Table

Somehow the Periodic Table inspires people to make cool interactive websites. Here are some that you might want to check out.
The Periodic Table of Videos: Chemists in England have made short You Tube videos for each element in the periodic table. They are full or fun random facts. It is worth it to watch them just to meet "The Professor" -- he's a hoot!
Visual Elements: The Royal Society of Chemistry (also in England) has interpreted each element in the periodic table in a unique visual way. A little strange, but pretty cool.

Also, you might be interested in watching the following video that demonstrates the periodic trend of reactivity in alkali metals.

And, for those who weren't satisfied with the first viewing, follow this link to re-watch the "Island of Stability" Nova episode on how scientists are synthesizing new, heavy elements.

Periodic Properties Postlab

Analysis Questions:
1. Calculate and record the densities of tin, silicon, and lead in Table 1.
2. Prepare a graph of density vs. period number for tin, silicon, and lead.
3. Use the graph to estimate the density of germanium. Compare your estimate with the accepted density of germanium ( 5.3 g/cc). Explain any deviation.
Conclusion:
Write a conclusion that addresses the following ideas:
-- Based on the data table, hypothesize how density might vary among the elements in other groups in the periodic table.
-- Test your hypothesis by looking at the density graphs for groups 1A though 8A in the Elements Handbook of your textbook.
-- Make your own prediction about what element 114 might be like, if scientists succeed in synthesizing it.

Having Good Ideas

Have you ever wondered how good ideas happen? What makes them take root? From scientific ideas to social ones, a new book "How Good Ideas Happen", explores just that. Listen to the review of it and an interview with the author on NPR and then consider how we can make our classroom a culture where good ideas happen.

H and CP Chem -- Weekend Homework

All chemistry classes need to complete the Intro to the Spectrophotometer post-lab for Tuesday and begin to compile your first journal reflection for Wednesday.

Science in America

Don't forget about The Atom Smashers -- this film has interesting commentary on the state of science in America and connects well with our reading of The Cannon. For a refresher on the film, check out the summary on the website, or watch the whole film over again on-line!

BONUS: Check out these websites that give us some more insight into the nature of light. The University of Colorado talks you through the dual nature of light and this video on the double-slit experiment just might blow your mind!

Nobel Prize Week!

It is an exciting week in Sweden and in the scientific community, because this is the week that Nobel Prizes are announced. Over the course of this week, keep up to date on these exciting events by visiting the Nobel Prize website. Pay special attention to the announcement of the winner of the 2010 Nobel Prize in chemistry on Wednesday, October 6. Also this week you have your first on-line assignment: pick a past Nobel Prize winner from the website and learn more about them and why they won the prize; post who you picked and what you learned as a comment on this post. I look forward to reading about what you learned.

Electron Configurations

While we stumble our way through electron configurations, Kira found us a music video that might help clarify things (or at least make you laugh). Mr. Rosengarten, who made it, won't allow it to be embedded, so if you want to watch it, follow this link.

Glow Exploration!

Ok, chemistry students, are you just dying to know why and how those glowing objects glowed? I bet you all came up with some pretty good explanations, but if you just have to know what the experts think, check out these websites:
How glow-in-the-dark stuff works.

Why glow sticks glow.

Why do wint-o-green lifesavers spark?

What's in a seashell?

Thanks Carolyn for your thought provoking moment. What is it we hear when we listen to a seashell? The ocean or blood rushing through our ears? If it is the ocean, how did that noise get there. If it is blood, why can we hear it in a shell and not hear it all the time. This sparked so many questions for me and was a great "moment".

Movin' Right Along

Congratulations, Chemistry Students!
You completed your forst test. But we're moving right along, so start reading Chapter 5. Plan on having read 5.1 for today, 5.2 for tomorrow and the rest of the chapter over the weekend.

Physical Science Students:
The quiz is still on over simple unit conversions for tomorrow. This website has lots of options for practice. Practice, practice practice!

Physical Science Students:

If you want to practice metric conversions over the weekend, go to this website. The answers are included.

Chemistry Students:

If you liked the video we watched this morning, you can watch it over and over again. I encourage you to check out Radiolab and see the other cool things they have to offer.

Chemistry Update

All chemistry classes got the Chapter 4 Problem Set today. This problem set is due on Friday of this week. It should NOT be completed in your journal, but on loose-leaf paper that you can turn in. Honors students: for vocabulary, do not follow the instructions on the problem set, instead define in your own words the vocabulary that we compiled as a class.

For lab this week:
Title: Rutherford's Experiment
Purpose: To determine the structure of an object by indirect means.
Procedure: Develop your own procedures to determine the size and shape of an object under a board using a marble as your probe. You may not touch or look at the object.

Atomic Theory Videos

Here are some videos that explain Millikan's oil drop experiment:


And...


And a link to an interactive website that explains Rutherford's gold foil experiment.

This week in science

This week we are really getting into the swing of things. It is time to start bringing your textbook to class everyday. Also, make sure you are keeping caught up with your journal by updating your Table of Contents regularly and getting all your little doo-dads and blurbs pasted in.

Physical Science:
Tomorrow I am collecting your journals to read your moon project results.

Chem CP:
Keep reading Chapter 4 and keep recording vocab in the back of your journal. Don't forget the lab quiz tomorrow!

Chem H:
Period 03 -- don't forget the lab quiz on Thursday!

Reminders!

Remember, everyone has work to do over the long weekend.

Physical Science Students: Read 1.2 for Friday and 1.3/1.4 for Tuesday. While your reading update your vocabulary list in the back of your journal. All the pages in your journal need to be numbered by Tuesday, as well.

Chemistry Honors Students: Read Chapter 4 for Tuesday. While you are reading, update you vocabulary list in the back of your journal. All the pages in your journal need to be numbered by Tuesday, as well. Don't forget the lab quiz coming up next week!

Chemistry CP Students: Begin reading Chapter 4 for Tuesday ( you don't have to be finished, but about half-way). While you are reading, update you vocabulary list in the back of your journal. All the pages in your journal need to be numbered by Tuesday, as well. Don't forget the lab quiz coming up next week!

Keep observing and questioning!

Ms. Franey Wonders Why...

Why does my ice pop and crack when I pour water into my glass for ice water?

Identity Revealed

For any of the insatiably curious out there, the objects of our reflective moment were the shells, or "tests", of sea urchins. Sea urchins can be found in tidepools here in Maine. These animals have spines that they use to protect themselves with, hundreds of legs with suction cups on the ends to cling to rocks with, and a mouth with 5 scraping teeth, which is sometimes called Aristotle's lantern. Go to your nearest tidepool and find one today!

First day -- completed!

Congratulations! You survived the first day of the 2010-2011 school year. Not too bad, right? I just wanted to remind you that you have a short "To Do" list.

Chemistry students:
1) Complete steps 1-4 of "The Science Journal"
2) Create your online textbook account.
3) Become a follower of our blog.

Physical Science students:
1) Complete steps 1-4 of "The Science Journal"
2) Become a follower of our blog.

The Science Journal

This year you will be expected to keep a science journal. This journal is to be a place to record all the musings, questions, discoveries, “a-ha” moments, and rants that this class inspires you to have. This journal will be in a traditional, bound composition book with graph ruled paper. No spiral binding, no fancy journals please -- I like the old fashioned ones and that’s what I want you to get. A portion of the journal is free form and up to you. There are other parts of this journal, though, that are going to be prescribed.

Among the journal requirements are quickwrites. For a quickwrite, I will give you a prompt and your job is to take 7 minutes to respond in a thoughtful way (usually these will happen at the beginning of class). Your responses are not meant to be blurbs in which you regurgitate something that you have read in the textbook, nor are they an attempt to prove how much you know, but instead, they are a time to record some genuine ideas or questions about the prompt. I will join you in writing a response based on the prompt. After 7 minutes I will generally request that someone share – either reading aloud what they actually wrote or sharing about how the writing process treated them.

Another required aspect of the journal will be your lab log. Details for the lab log will be given later.

You will also be required to keep a vocabulary list in your journal. Throughout a chapter (both textbook reading and lecture) you will be responsible for recording ALL vocabulary that is new to you. You will also be responsible for defining this vocabulary.

Occasionally, your journal will be used for other assignments, like reading logs and two column responses, the details of such assignments will be given at the time they are assigned.

Your journal also must have a table of contents -- in order for the table of contents to be possible, you must number all the pages in your journal. The only entries that you are required to have in your table of contents are your labs, other than that, how much or how little you list is up to you. I will suggest that having a detailed table of contents will make your Quarterly Journal Reflection, which is described in the next paragraph, easier.

At this point, I’m sure you are wondering, how will this be graded?

I will not read every page in your science journal. The reasons for this are many, including that I would never have time to read every page in all of your journals, but also because not everything you write in the journal will be a brilliant, dazzling observation that you feel like sharing with me. For that reason, at the end of every quarter you will be responsible for compiling a journal reflection. The journal reflection will give you some topics, for example: “Turn in an entry that exemplifies formulating genuine questions.” Then you will review your journal and find an entry that best meets this criteria. You will type up this entry and turn it in as a piece of your quarterly journal reflection. In addition to typed up pages, you will need to turn in your journal with the selected entries marked so I can refer back to the originals. Details for each Quarterly Journal Reflection will be given out a week before the end of the quarter.
Whew! That’s a lot of information. Here’s the overview:
1) Buy a bound composition book with graph ruled pages.
2) Number all the pages.
3) Dedicate the first five pages to your Table of Contents.*
4) Count back twenty pages from the last page and label this your vocabulary section.*
* You may want to mark the end of the TOC and the beginning of the vocabulary with a sticky note tab so that you can easily flip to them.
What I really hope is that this journal becomes a personal thing. I’d like to see each person develop their own unique habits with it. Maybe you’ll begin marking important pages with sticky notes. Or flag different topics with different colored sticky notes. In my journal, I have section in the back for “Golden Lines”, quotes that I hear that I think are important and want to remember. I have other back sections for my book list and a “Don’t Forget” list. In order for you to make sense of your journal, I highly recommend that every entry has a date and a title. This will make it easier for you to find things later. But beyond this, the options are endless and up to you. Have fun! I hope you find this journal to be a useful tool.