A synthesis reaction was outlined, defined and examples given of some synthesis reactions outlined. A decomposition reaction was also defined, explained and examples given.

The two test tubes collecting gas from the electrolysis of water yesterday were removed from the water and both tested with a burning splint. The test tube of hydrogen produced the classical "bang sound" while the oxygen test tube just about allowed the glowing splint to glow a little brighter. The lack of oxygen in the tube was most likely due to escape of the gas overnight, and absorption into the water. A fresh test tube of oxygen gas was prepared from the decomposition of hydrogen peroxide, tested with a glowing splint which reignited when placed into the test tube. The chemical reactions for both the electrolysis and the decomposition were written out. The production of carbon dioxide gas was done in a test tube and the gas tested by placing a burning splint at the mouth of the test tube and observing that it went out immediately .A short video showing the combustion of hydrogen gas in a balloon, as well as oxygen and hydrogen gas in soap bubbles was viewed.

Electrolysis of water lab to demonstrate the decomposition of water into its elements. Use of a student electrolysis apparatus and 6v battery.

Hydrolysis of water, the procedures and equipment, were reviewed step-by-step to increase understanding of how the lab was to be done, as well as the chemistry involved.

Reviewed and discussed the lab dealing with synthesis reactions. Each of the 4 reactions completed in the lab were discussed, and a working definition of a synthesis reaction derived from the reactions. The terms reactants and products, as well as the use of chemical reaction symbols in writing a reaction was discussed. The general formula for a synthesis reaction was written. Using a bottle of hydrogen peroxide as an example, the reason it is stored in a brown, opaque bottle was determined to protect it from light. The reason to protect it was illustrated by showing on the board what happens to the peroxide if exposed to light, it forms oxygen gas. This was related to the lab performed last week, in which hydrogen peroxide was used to produce a bottle of oxygen gas. This type of reaction is called a decomposition reaction, with the definition determined and written. The decomposition of water into hydrogen gas and oxygen gas was shown in a diagram, and labeled as a decomposition reaction. This reaction, called the electrolysis of water will be attempted in our next lab.

We worked on a lab which examines some common synthesis reactions, and tests which indicate the change in the reactants to form products. The production of magnesium oxide by burning and then placing the white magnesium oxide into a beaker of water which contains the reagent phenolpthalein, a test for alkalinity. We studied the production of calcium carbonate by exhaling into a test tube of calcium hydroxide, the carbon dioxide reacting with the calcium hydroxide to form insoluble calcium carbonate. We discussed the production of copper sulfide and iron sulfide by heating iron and sulfur as well as copper and sulfur. Each reaction procedure involved noting and recording changes which were observed, as well as examining the chemical formula reactions.

A lab was completed which involves the production of oxygen gas for use during the lab, the synthesis of iron oxide by inserting glowing steel wool into the bottle of collected oxygen, as well as the "sparkler" produced when iron powder is sprinkled over an open flame. The reigniting of a glowing wood splint was used to show the presence of oxygen. The oxygen was collected by a water displacement method which was devised in the classroom. The formal lab report will be written during tomorrow's class session.

A lab involving the production on oxygen to use in the demonstration, the burning of steel wool (iron) without and with oxygen, the burning of magnesium in oxygen and the combination of aluminum and sulfur. The lab will be written up and questions answered.

Using a pre printed electron configuration of a sodium atom, showing the electron configuration of 2-8 and 1 electron in the last energy level, the increase in stability was indicated by removal of the single electron, leaving 8 in the new last energy level. The same was done with a pre printed atom of chlorine, showing 2-8-7 configuration. The gain of 1 electron to chlorine would stabilize the atom by now having electrons in the last energy level. That these are now ions was elicited. The sodium was a +1 ion and the chlorine a -1 ion. The attraction between unlike charges was recalled from earlier work, indicating that the sodium ion and chloride ion were now bonded together to form a compound, called sodium chloride. The recognition of NaCl as table salt was noted. A YouTube video showed the violent reaction of sodium and chlorine to form the salt. It was pointed out that both sodium and chlorine are toxic substances, but that the compound formed is eatable. The same was done for lithium and chlorine and sodium and fluorine.

Classwork review regarding group 1 atoms, the number of outer electrons and how they become stable by attaining the electron configuration of an inert gas... The group 2 elements were listed and electron configurations sketched, showing each atom containing 2 electrons in its outer energy level. The term valence electrons was introduced. The stability of these atoms was increased when they "lost" 2 electrons from their last energy level, forming ions of +2 charge. The same was done for the group 17 non metals, florine, chlorine and bromine. It was worked out that they will "gain" an electron to increase their last energy level from 7 to 8, and form ions of -1 charge. What happens to these "lost" electrons ? To be answered soon.