Review the term percent, indicate it as parts per 100.
Develop a list of step by step instructions, along with the general formula used to calculate the percent by mass.
Using an example, work through each step to arrive at the correct percentage.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Math was not above Ben's ability. He worked the example with me. Tomorrow I will present him with a second problem like the first and follow his workin it out.
Review and discuss the difference between elements and compounds chemically.
State the law of definite proportions and use examples to clarify.
Introduce the term percent by mass, which will be discussed on Tuesday, along with how to determine the % by mass
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Have been trying to get Ben to copy notes from the board directly into a notebook. He started out OK but lately seemed reluctant to work that way. I went back to his using Google docs. for all his classwork, and we will keep the notebook for chemistry math. problems only
Examine numerous elements through the computer, along with numerous ores which contain those elements.
View how the elements are separated from the ore.
Discuss how they are arranged in vertical rows called groups and horizontal rows called periods.
Discuss why groups are ofter called families.
Define compound in terms of elements bonding.
Discuss why molecule and compound are interchangeable along with atom and element being interchangeable
Display samples of copper, zinc, magnesium, aluminum, iron.
Elicit and list what they all have in common.
Define the term element based on the common properties listed.
Introduce the periodic table of elements
Discuss natural and synthetic elements.
Explain groups and periods on the table
Lab producing hydrogen gas from zinc and sulfuric acid. The reactants are measured to 0.01g and then the reaction proceeds while the reactants are still on the balance. Any change in mass is noted as a downward movement of the balance pointer.
Determine and discuss whether this disproves the law of conservation of mass.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Ben was very intuitive in determining it did not disprove the law, and also what procedure could be employed to show this.
Lab to demonstrate the law of conservation of mass and allow for a written statement of the law.
A precipitate of silver chloride is formed by the chemical reaction between sodium chloride and silver nitrate. Masses are recorded prior to the reaction and post reaction.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Ben felt ill at the end of the lab period, his stomach. He seemed ok after a trip to the toilet.
Have Ben list all the visible properties of a pencil.
Elicit a definition of physical properties based on the observation.
Add to the list some unseen properties: density, melting point, boiling point.
Explain extensive and intensive properties, list the differences and view a short video which explains explains the difference.
Describe, define, and discuss the liquid and gaseous phases of matter. Include in the description molecular attraction and gravitational attraction. Include physical descriptions such as expansion and compression. Discuss the process of evaporation from liquids into vapor, the difference in molecular attraction between molecules on the surface and molecules in the center of the liquid
Define states of matter and elicit the 3 main classifications, solids, liquids, and gas. Differentiate between a gas and a vapor.
Beginning with solids, discuss definite shape and volume. Sketch the arrangement of the particles and discuss the forces which hold these particles close together. They are tightly packed.
Explain the effect heating has on the particle packing, with only slight expansion.
Determine that the particles in a solid are incompressible.
Elicit that solids need not be hard or rigid, for example a wax or :"play dough"
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Ben is being encouraged to write more notes in his notebook, copying notes from the whiteboard rather than just speaking into the computer.
