Chemblog!

Regents: we got into the Nuclear unit discussing the factor that makes some isotopes/nuclei unstable (its the RATIO of neutrons to protons in the nucleus). For unstable nuclei, a certain fraction of those nuclei are randomly decaying at a given time. The rate of decay of a particular sample of isotope can be qualitatively estimated from the "half-life" of the isotope/nuclide. Samples of radioisotopes with short half-lives decay rapidly, those with long half-lives decay slowly.
We then looked at the four types of emissions/emanations from radioisotopes: alpha particle decay, beta (-) decay (an electron) , beta (+) decay/ positron decay, and gamma emission (although some gamma radiation is also emitted in all decay processes.
We also did some of the Jan. 2006 Regents. Keep looking at that test and be ready with questions for review.

Honors: we reviewed the rest of Jan. 2006 and did select questions on Jan. 2007.
As you practice, don't forget to THOROUGHLY mark up each question and DRAW out your answers; I keep grading tests, EVEN AP EXAMS, that have unbelievably careless mistakes (and therefore ZERO CREDIT due to the incorrect answers that followed) due to poorly read questions and poorly drawn answers and NO double checking. You honestly would not believe some of the errors that I have been encountering. These errors are EASILY CORRECTED and/or AVOIDED. You just have to TAKE PAINS to make the effort of writing, drawing, and checking that your work agrees with what is asked for.

Honors: G Period got to review most of January 2006; the class was productive and efficient as it should be. What was learned today will be tested on your Regents so it was good that we could generalize on several topics.
In D Period, the aforementioned learning experience was prevented by several unprepared and completely apathetic students, today. That will not happen again, I GUARANTEE that; amazing how I had the same experience with my Regents class a day earlier. Obviously, some of you are not behaving like Honors students yet you are enjoying an Honors-weighted grade; that will be corrected.

Regents: we had our comprehensive "final" exam today. Use today's experience to gauge how well your preparation for the Regents is going; I definitely will.
Most of you have handed in fair to poor quality homework on the past two Regents. About six of you didn't hand in a Regents at all; that was a very poor decision on your part and will practically guarantee that you land in summer school as you continue to reject any last chances to improve in this class. Perhaps you will learn from this later in life. This sounds very Confucian but sometimes one must first fail in order to succeed later. I'd prefer that you try to succeed first and then have even greater success later.

Updated note: A rare exception, I will NOT be in for extra help BEFORE first period tomorrow. However, if you have some quick questions, see me in Room 229 during Homeroom.

Regents: Tomorrow is Test-Day for the Regents class; the exam is worth 200 points towards your quarter grade. The test lasts for ALL of E and F periods (85 minutes) without a break so plan accordingly.

The following is meant for the dozen or so students who were physically in class today but who were completely oblivious to anything that was going on. That is NEVER going to happen again, I can GUARANTEE you that; I have not experienced such rudeness from a Regents class in quite some time, if ever.

After our test tomorrow, when class begins on Thursday, EVERYONE had better be prepared, alert, and ready with questions. If you have not been prepared, I know who you are and you WILL be called on repeatedly throughout our remaining classes so expect that and be ready. I do NOT expect you to know everything, but I AT LEAST expect you to try and to come to class prepared and ready to learn.
We have gone over FOUR Regents exams so far. You cannot afford to completely IGNORE the information gained from these past tests that we have discussed and analyzed in class and for homework!!!. If you did not learn the required material before and you continue to space out and ignore the CRUCIAL test-taking advice that I am giving in our last few hours together, then you are WANTONLY failing, by definition.

In ALL of my past classes, those who had to COMPENSATE for doing less-than-stellar work during the year, DID so. I do not see that happening with some of you. Do not throw away your final twenty or so days. There is barely any time left but still time to make a difference if you OVERCOMPENSATE. Many or even most of the success stories in life are due to overcompensation!
I do NOT want you to fail or to even come close to failure and I will not accept any path to failure lightly. With our current review and upcoming review schedule, ALL of you are capable of doing very well but some will have to work unbelievably hard to make up for the past and present. The opportunity is yours to take.

Honors: D Period had their 200 point comprehensive exam while G Period went over the January 2006 exam (there is a page of questions missing from that test, questions 61-67?, in the orange review book, so download that page from the exam on line).
We will cover the Jan 2006 and, time permitting, begin the Jan 2007 exam tomorrow and Thursday. After that, you should begin to feel somewhat seasoned/experienced with the chem Regents exam so the good times and great scores can ensue.

As I told you in class last week, each class will have a Regents-style exam during their double-period this week. For D-Period-Honors, that exam is on Tuesday, Day 7, during C and D periods. For E-Period-Regents, the exam is on Wednesday, Day 1, during E and F periods, and for G-Period-Honors, the exam is on Friday, Day 3, during G and H periods.
You will take the exam straight through with no break. You may use the lavatory ONLY before the test. After that, you must remain at your desk, working on the exam until the end of the double period. You may not leave the exam between periods so BE PREPARED.

MAKE SURE THAT YOU COME PREPARED WITH several pens, pencils, and your calculator.

If you have been seriously preparing with the practice Regents exams (as I have instructed), you should do fine on this test. If you have been trying to get away with doing the minimum and not learning from the practice Regents, this test will clearly show that.

Since we did not get to review the January 2006 Regents, have questions about that exam ready for Tuesday (or Wed., if you are in D period).

This extended weekend's assigned Regents exams are posted even though they are in your Orange Review Book. I will post my analysis of certain important questions. You will notice that my analysis contains as many ILLUSTRATIONS as words! That is no accident and should be remembered and applied to most of the questions on your Regents. This way, you (and the graders) will be able to SEE and follow what you are writing about. Naturally though, a drawing, just by itself, generally will not suffice for an answer so always describe and label what you draw out.
"IN TERMS OF": these three important words are found in MANY part B-2 and part C questions. They are EXTREMELY important and must be explicitly followed! When a question asks for an answer IN TERMS OF a particular word or phrase, LOOK AT YOUR ANSWER and ask yourself, " Did I use the EXACT word or phrase that was asked for AND did I RELATE/show the relationship between the word or phrase and what was asked for"? For example, "in terms of electronegativity, explain why the C-O bond is polar" means that you must DEFINE the term "electronegativity", which is a measure of the degree of attraction of an element's nucleus for the electrons that are SHARED in a (covalent) BOND. Then you reason that, the HIGHER the electronegativity of an element, the GREATER its degree of attraction for shared electrons in a bond. Since, according to the Reference Tables, C has an electronegativity of 2.6 and O has an electronegativity of 3.5 AND the cutoff for considering a bond to be POLAR is an electronegativity DIFFERENCE of greater than 0.5, the C-O bond is polar because the difference in electronegativity is (3.5 - 2.6) 0.9. SO, Oxygen has a much greater attraction for the electrons shared in its covalent bond with Carbon, thus, the polar bond.
More test tips to come in class and on this blog...

You deserve the highest kudos and praise for taking AP Chem during your senior year and keeping any signs of "senioritis" in check till the end. You have shown that you are definitely more qualified and better prepared for future challenges than any other students. In an age in which the vast majority are taking the easiest paths in life, you have shown that taking the difficult road can be a lot more meaningful, fulfilling, and worthwhile in the short and long term.

Thanks to the entire AP chem class for such an unbelievably great and very fun learning experience this year. You will be missed and not forgotten.
The hoodie and class card were such thoughtful and clever gifts that will always bring me back to the good times from this class.
:)
Few teachers are lucky enough to guide such an amazing group.
Have a well-deserved, fantastic summer!

Chemistry Regents Review must be a daily habit until June 21. Thus, we have TWO more actual released exams assigned for this weekend: June 2005 and August 2005, which are BOTH in your Orange Review Book. I will also post the files on the class website in case the "dog temporarily got hold of your review book".
As I explained in class, take the Regents properly: go over the exams that we have been reviewing, then take the new exams (one every other day). Carefully mark up each question, write any formula, definition, illustration, explanation, etc. to show how you predicted your answer to each question. DRAW EVERYTHING OUT- that can ONLY help you! Chemistry is THE MOST visual of all sciences. Those who do not "get" chemistry are NOT drawing a picture/diagram of what is going on.
I WILL POST the answer keys to these tests with some of my additional COMMENTS (sadly, the Regents answer keys are so horrifyingly minimal and poor; your answers (your KEY!) on the Regents will have to be more thorough, illustrated, and explanatory. Do NOT take chances with this!). The honest and intelligent student will only review the key AFTER s/he has completed the test. Again, your part B-2 and C answers should be more elaborate and Honors-level than the succinct, "Frankenstein"-talk answers on the key.
Use these tests to study for your written mock Regents exam next week.

I posted a detailed Reference Table/"legal cheatsheet" that you should practice copying so that you can commit the information to memory for test-day. You WILL be making a LEGAL cheat sheet by marking up your Reference Table just AFTER the Regents exam begins (you have all the time in the WORLD on Regents day to do so). You can then refer to your mnemonics and other tips throughout the entire test! Please let me know if you think of any mnemonics to add to the table. I also posted the current NY State Chem Regents Syllabus upon which all Regents questions are based.


Random most frequently asked question: What does AMPHOTERIC/AMPHIPROTIC mean? an AMPHOTERIC/AMPHIPROTIC substance can act as either a Bronsted acid = H+ donor/proton donor or as a Bronsted base = H+ acceptor/proton acceptor in a chemical reaction.
For example:
rxn 1 HS- + H2O --> H2S + OH-
rxn 2 HS- + NH2- --> S 2- + NH3

in rxn 1, HS- is acting as a proton/H+ acceptor i.e. a Bronsted base
in rxn 2, HS- is acting as a proton/H+ donor i.e. a Bronsted acid.

I will post another Regents by Monday; just download that one and PREVIEW/HIGHLIGHT some questions that you want answered during Tuesday's class. If ANYONE is not ready for review on Tuesday, s/he will be given an in-class 100-point exam immediately.
I take Regents review seriously and I expect the same from each class.
The time to relax is AFTER June 20th. Until then, you have a lot of knowledge to reinforce. I hope that ALL of you will make the commitment, as I have to you, to achieving a very high score on the Regents and that you will NOT settle for a grade below 90, but rather that you will strive for the elusive 100 (as 10 students achieved last year)!
On WEDNESDAY, June 20th, you will be taking your ELEVENTH full Regents exam, at the least!. If you work earnestly and correct any and all errors and uncertainties, I think that you will be well-versed by then.
Stay strong,
Mr.Cicale

AP: FINAL TEST is tomorrow from 7:30 AM to 9:45AM... the exam will be similar to the AP exam except that part I will be half as long (45 minutes for about 37 questions). Do not miss this test for any reason. Based on your final test, I will let you know how you probably did on the AP exam.
See you tomorrow morning.

Honors AND Regents: we covered the all-important esterification reaction along with showing how to name esters and how to identify the alcohol and acid that reacted to form the ester. Esters are known for their pleasant fragrances.

We also covered combustion, fermentation, and polymerization.
Note on polymers:
the Regents is obsessed with your knowing several natural and synthetic (made in the laboratory) polymers.
Here is a list:
NATURAL (made by organisms): cellulose (cotton/wood), starch, rubber, DNA, RNA, proteins (polymers of amino acids), glycogen.
ARTIFICIAL: nylon, polyester, polyurethane, polyethene i.e. most plastics, latex.

We then did some more Regents review. The Jan. 2005 exam, fully explained is due tomorrow, Friday.
Also, you must preview the January 2006 exam (in your Orange Review Book) for tomorrow's class. I put a copy of that exam on EDLINE for now (later, the exam will be posted on the class website).
Log in to edline and you can use this link:
https://www.edline.net/files/9ce26541e4c369523745a49013852ec4/052407Chemistry_Ja06.pdf

Since we did not get to many questions today, ALL classes may have until FRIDAY to hand in the January 2005 exam. This way, we can do some more questions in class tomorrow. Today, ALMOST NOBODY came to class with specific questions prepared. If that EVER happens again, you will immediately be given a 100 point written-response test and that is how we will prepare for the Regents. It doesn't take much effort to look over a test and see what you do NOT know thoroughly and easily.
You will have TWO Regents exams assigned over the extended weekend...details forthcoming.
Your final test for the course is coming on the next double-period day. It will be a Regents-style exam that you will have the two periods to take, without a break. For D Period, that test is on Tuesday, Day 7; E Period on Wednesday, Day 1; G Period, Friday, Day 3. If you are putting in the effort on these past Regents exams, thoroughly researching what you do not remember and correcting your errors, you will do well on the final because the questions will be similar to what we have covered.

Regents: we did substitution, addition, and combustion organic reaction types. Tomorrow, we will finish those reaction types and then we will begin our nuclear unit. Bring in the January 2005 Regents and be ready to draw out complete answers to the questions that we cover.

Honors: G- we did substitution, addition, fermentation, and combustion organic reaction types.
D- we did substitution, addition, and combustion organic reaction types as well as tie up some loose ends regarding electrolytic cells and acids/bases.
We just began some Jan '05 Review so be ready with questions on that tomorrow after we do the remaining organic reaction types.

Those of you who are prepping for the SAT II, here is a nice link for the exam (actually, the link is good for anyone who is reviewing chem):
http://www.sparknotes.com/testprep/books/sat2/chemistry/
I will try to scan my answer key to the two Achievement Tests that I gave out last week. There's a lot to scan so it may take a while.
Remember, I have FOUR official released SAT II exams. You should take at LEAST three of these tests , timed in Room 229, (with time to analyze and review them afterwards) if you are going to take the June SAT II. Do not waste your time with that test if you cannot hit in the 700s by the third practice SAT II; better to prep over the summer if you can't hit near the 90th percentile.

Today's class averages on the MULTIPLE CHOICE TESTS:
D: 88
G: 82 (the LOWEST "Honors" class average ever on a MC test; WAKE UP!!!)
E: 70
Obviously, some of you think that you're not going to summer school (merely "passing" the Regents will not exempt you from summer school) or you may not care that you ARE going to summer school. As of today, some of you are GUARANTEED going to summer school. You may not want to do anything for the rest of the year (which will put or keep you in the guaranteed group) or you may want to spend every afternoon for the rest of the year in Room 229 prepared WITH questions and then attend EVERY review session thereafter, which MIGHT get you out of summer school pending drastic improvement!
All classes: we formally begin course review tomorrow. MAKE SURE that you have your orange review book on you at ALL times until the Regents Exam on June 21st. By the last day of class, we will have reviewed, scrutinized, and discussed the tests and test-taking skills required by EVERY exam in that book. We will average one full Regents per day so be ready to spend a MASSIVE amount of time on homework, especially if you have not taken the time to make up for your errors all year long. The "magic" of being well-prepared for the Regents exam is putting the time in now so that you can finish successfully and enjoy a well-earned vacation. There is a great sense of catharsis and achievement after you work so hard i.e. to the point at which you become confident in your knowledge of chemistry and then have that effort pay off with a high Regents score and course/quarter grade.
We are down to the wire: If you waste the next month of school by not putting in the maximum time and effort, you will likely find yourself taking this course again over the summer, a consequence that neither of us want (though the decision is automatic if you do not make the effort AND learn the material).

Tonight and tomorrow before class: preview the JANUARY 2005 Chemistry Regents exam; highlight any question that you are not bulletproof on and be prepared with questions for class.

Regents: we must finish the organic chem unit AND do the entire nuclear (physics) unit by Friday. Download the notes and preview them BEFORE each class. We will be going at a very rapid pace until the last day of classes. Be in your seats with notebooks open and be ready to work and ask questions BEFORE the bell or you will be in detention, starting tomorrow. Plan accordingly, no excuses. I will definitely be giving out at least one detention tomorrow if you do not respect this rule.
Also, if you do not keep up with the class and hand things in ON TIME, your average will plummet.


Honors: we will finish the organic unit tomorrow as well as begin the review of our next Regents exam. Bring in your orange review book and be ready to work just before the bell rings.

TEST for both Honors and Regents classes tomorrow/Tuesday.
Honors: we finished our electrochem/redox unit by explaining the electrolytic cell, which can be used for electrolysis of molten salts, salt solutions, or water, and also for electroplating of precious metals onto cheaper metal items.
Electrolysis is also used for purification of metal ores though we didn't do an example of that (so that specific example won't be on the test).
One definition/convention that I forgot to mention is that, in an ELECTROLYTIC CELL, the cathode is labelled with a negative sign (opposite of what the cathode is labelled in a VOLTAIC (spontaneous) cell) and the anode is given the positive label (again, opposite of the sign of the anode in a VOLTAIC cell). HOWEVER, "an ox" (oxidation occurs at the anode metal bar) and "red cat" (reduction occurs at the cathode metal bar) still applies and is the same for ANY electrochemical cell.

I will post another Regents for you to preview for Wednesday's class, which is when we begin formal Regents review. Scrutinize the test and CIRCLE ANY QUESTION that you do not readily and easily know how to do...we will have time for ONLY these questions DURING CLASS; the rest you must do that night for hw or with me at extra help. You will hand in your written work for each Regents.
Bonus Regents may begin later this week IF lab folders are perfect AND IF ALL fourth quarter tests are 100% corrected. YOU MUST know that material inside and out or you are wasting your time AND my time with these practice exams.

Regents: we finished our electrochem/redox unit by explaining the electrolytic cell, which can be used for electrolysis of molten salts, salt solutions, or water, and also for electroplating of precious metals onto cheaper metal items.
Electrolysis is also used for purification of metal ores though we didn't do an example of that (so that specific example won't be on the test).
I will post another Regents for you to preview for Wednesday's class, which is when we begin formal Regents review. Scrutinize the test and CIRCLE ANY QUESTION that you do not readily and easily know how to do...we will have time for ONLY these questions DURING CLASS; the rest you must do that night for hw or with me at extra help. You will hand in your written work for each Regents.

Thanks to the students who alerted me to a few discrepancies in questions between the posted August 2004 Regents and the August 2004 Regents in the Orange Review Book. I have re-posted the exam on the website so that the exam coincides with the answer key and with the exam as written in the Orange Review book.
If you already have done the exam and noticed that questions 24, 33, 34, 41, 43, 52, 53, 61, 62, and 85 have answers that are different from those in the posted answer key, you are correct. You may hand in your work from that original posting. Just hand in your test with an asterisk indicating that you did NOT take the test from the Orange Review Book (have that book with you at ALL TIMES from now on, in class or otherwise!).
I won't be around until late tonight but you can email me if you see more discrepancies. I may not get back to you until class tomorrow, though.

Today, you can witness the great spectacle of the second leg of the Triple Crown. Just two weeks ago, you saw Street Sense accelerate like a '75 Cadillac and go from 19th to 1st place and then pull away from his "peers" in the Kentucky Derby. Today, he faces some new wannabes/challengers in a smaller field of 9.
Now let's talk about Biology. When you watch horse racing, you are witnessing several hundred years of human-caused evolution. Horsemen have "selectively bred" horses that have the most desirable traits, speed and stamina, for the past three hundred years. In fact, the modern thoroughbred horse can trace its roots back to Britain where three top Arabian horses were imported and bred to some native Scottish mares. The result was a new breed of horse, the Thoroughbred (still the same "species" as the other horses, though, because they can interbreed and produce fertile offspring.) The main three horses who are the great-great-etc. grandsires of almost all modern thoroughbreds are Herod, Eclipse, and Matchem. The Horse of the Year awards, in fact, are called "Eclipse Awards".
Selective breeding has both positive and negative aspects. Though thoroughbreds (and standardbreds, harness racing horses) have gradually been able to achieve faster and faster times over various distances, the breed has become noticeably more fragile! Most horses in the US race while on a drug called Lasix, which is an anti-hemorrhaging agent. You know that, back in the day, Seabiscuit never even heard of Lasix. You may have also witnessed various horses who have broken down or broken their bones (a life-ending injury for such a massive animal). Recall the great Barbaro from last year's Preakness.
This is no accident; as you know, "in-breeding" can increase the frequency of horses with genotypes that are homozygous for deleterious traits (this goes for dogs and cats, too!). Responsible breeders are aware of the dangers of too much in-breeding and try to use a larger variety of sires and mares in creating the next generation of horses.

Okay, now let's get to cases: I think that Street Sense will again fly by his opponents todayin the Preakness. He just does not like to lose and he has a strange proclivity for running right next to the rail. I think that he will sit back on the rail and then motor by everyone else again.
There is always the possibility of an upset, duh. If any horse might be ready, I think that Circular Quay might follow Street Sense and try to take the race. CQ had been resting for eight weeks before the Derby so maybe he needed that wakeup call to get prepped for this race.
There are a bunch of other horses but I think that, as good as their trainers are, the talent just isn't there.
Look for the tradition of draping the winner, not in roses, but in "Black-Eyed Susans", flowers that have to be PAINTED because they are not in season in May!
Enjoy the races, NBC at 5PM from Pimlico Racetrack in Maryland!

With the completion of our "(Re-)Activity Series/Redox/Single Replacement" Lab, I have posted the final lab write-up for our course, which is due in your lab folder by Monday, May 28. Though we will do an organic isomer model lab, that writeup will be optional because we have met the state requirement for labs.
You have had beyond sufficient warnings all year long: Make sure that your lab folder is neat, accurate, and complete by Monday the 28th. I will not accept any labs after June 1st. If your folder is not complete by then, you will receive and F for the course AND you will not be eligible to take the Regents exam (NY State Education Dept. requirement). I have not EVER, repeat EVER, had a problem with any student (at Saint Anthony's HS) meeting this requirement; let us continue that trouble-free tradition.
You may not take an after-school, bonus Regents exam until you submit your lab folder for inspection and approval. If your labs are complete and acceptable, you may sign up for a bonus Regents exam, which will count towards your average only if your score on that exam increases your average. You must let me know at least one day in advance that you are coming in after school to take each practice Regents exam. I will sign you up for an exam; you must bring a NEW notebook designated solely for review and correction of each exam. After you review and correct a given exam with me, you are eligible to take another exam the next day or thereafter.
After classes are over in June, you may still take these exams if you first come to at least one hour of that day's review session (review sessions will be scheduled and posted on the blog; the classroom is generally on the first floor).
Looking forward to a very successful completion of our course.
Thanks!

All classes: Our long-awaited fourth quarter is coming to a close. We can finally begin in-class Regents Review sometime next week!
Your first practice Regents assigned, from August 2004, is available in your orange review book. I have also posted a copy of this exam on the class website in case you left your review book at school (do not forget it again).

Regents Class ONLY: skip questions 31, 49, 83, and 85 (we will cover nuclear at the end of next week).

Download the "Regents Test-Taking Procedure" from the class website and follow that information as you take the exam. On SEPARATE PAPER that I WILL collect on Monday, you must show your work/reasoning/calculation with COMPLETE FORMULA AND UNITS for each part A and B-1 question. Do not leave ANY question blank or you will lose many points.
Using the answer booklet at the end of the exam, you must do the same for parts B-2 and C; for those written-response sections, I will check that your answers are, in general, of higher quality/more detailed than those that you might copy from the minimal, low quality answer key that is provided. I expect to SEE the same type of work/reasoning clearly and explicitly written out on your 2007 Chemistry Regents exam.
If you do not know how to answer a question, go to the relevant part of the notes/text/hw/review book and READ. You will find the answer when you take the time to research it. Send an email if you need guidance (NOT late Sunday night, I am not around then.)

Overall, this practice WILL make you a successful or more successful test-taker. You are in training now for the Regents. Always simulate test conditions and MAKE your Regents practice a test-taking-skill-building and learning experience.

Regents and Honors class:
By Monday, you must take your first of MANY practice Regents exams. The instructions for this Regents exam will be posted by tomorrow. You must show your work for each question on separate paper, which will be graded based on quality of effort and accuracy.
Do NOT be foolish with these practice tests! I am supplying the (minimal) answer key for each test. If you simply copy the key, you will learn NOTHING and you will go into the Regents unprepared and you will likely fail.
If you need to use a key to CHECK your work or reasoning AFTER you have done the test, that is fine, of course. However, you MUST keep track, for yourself, of the questions/topics that you need help with. Furthermore, many of the answer Regents answer keys give the ABSOLUTE bare MINIMUM of what qualifies for a correct answer. DO NOT lower yourself to such low quality answers or you will find that you are not prepared for this year's Regents. It is easy to dumb yourself down on Regents day, it is not possible to suddenly increase your knowledge of things that you did not prepare for on that day.

Honors: we looked at a couple of ways to predict whether a redox reaction occurs spontaneously: we looked at the standard reduction potential chart and connected the REACTANTS. If the line connecting the reactants goes uphill (positive slope), the reaction is NOT spontaneous, if the line goes downhill, the reaction IS spontaneous. You can add up the reduction potential of the reactant that gets reduced and the OXIDATION potential (the opposite sign of the reduction potential) of the reactant that gets oxidized; if the sum is positive, the reaction is spontaneous.
We also looked at the activity series Table J (I will show this method to D period on Monday) to see which metals are more active (oxidized more easily) and which nonmetals are more active (more easily reduced) and applied this to predict whether a redox/single replacement is spontaneous.
We then discussed electroplating and forcing a nonspontaneous reaction to occur via an electroLYTIC cell. These cells use electricity (electrical energy) to force/cause a nonspontaneous chemical reaction to occur.

Regents: We also looked at the activity series Table J to see which metals are more active (oxidized more easily) and which nonmetals are more active (more easily reduced) and applied this to predict whether a redox/single replacement is spontaneous. We then began to discuss "electrolytic" cells.

Here's an electrochemistry animation link:
http://highered.mcgraw-hill.com/sites/0073656011/student_view0/chapter19/elearning_session.html

Here is a link to many a fun chem demo that are either too dangerous for class or too long...enjoy!
http://www.klte.hu/~lenteg/animate.html
Check out the "burning gummy bears" demo and the 55-gallon drum demo among others...
Here is a great redox link in which you can manipulate metals and solutions for single replacement redox reactions. Click on the "molecular scale reaction" button to really see what is happening.

http://www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/flashfiles/redox/home.html

AP: thank you all for coming in earlier than farmers to warm up for today's AP exam. You all seemed confident before the test and then confident and GIDDY after the test.
:)
You do realize that the vast majority of AP Chem test-takers do not feel at all elated after taking that exam. The only bad thing about this "easy" test is that you have so much more knowledge that you could easily have demonstrated had you been asked.

We witnessed and experienced a rare classroom occurrence this year: a class of different personalities that greatly complemented each other and made the class have a great personality of its own. The class became a pretty nice family. That was a great thing to see and be a part of.
Have a well-deserved rest tonight and a festive and raucous celebration this weekend!

Honors: we did a few Voltaic cell examples and introduced the quantitative calculations of cell potentials. We also wrote the redox equations that occur overall for a given Voltaic cell.

Regents: we did a few Voltaic cell examples and identified the site of oxidation, the anode (an ox), and the site of reduction, the cathode (red cat). We also wrote the redox equations that occur overall for a given Voltaic cell.
Make sure that you practice your oxidation numbers and redox balancing .

AP: the marathon review session went by very quickly as we covered various question types and lab techniques.

Honors: we reviewed balancing redox reaction; we did an example in which an element in a compound has a subscript, which gets carried into the oxidation or reduction half reaction. The oxidation number applies to each atom of the given element in the formula.
We covered the remaining types of redox and non-redox (double replacement) reactions.
We then started electrochemistry by drawing a typical Voltaic/Galvanic electrochemical cell. These cells are connected in series to make the batteries that are commonly used.

Regents: we reviewed balancing redox reaction; we did an example in which an element in a compound has a subscript, which gets carried into the oxidation or reduction half reaction. The oxidation number applies to each atom of the given element in the formula.
We covered the remaining types of redox and non-redox (double replacement) reactions.
We then started electrochemistry by drawing a typical Voltaic/Galvanic electrochemical cell. These cells are connected in series to make the batteries that are commonly used.

We're about 12 hours away from "the show" and I know that the countless hours of preparation are going to pay off for you tomorrow and in the future as well. Tomorrow, we'll just have a casual warm-up session in which we will discuss some last minute reactions, test-taking tips, and general questions- nice and easy.
At 7:30 AM, we'll march up to the Board Room as we have done before and then you'll demonstrate your vast - and I do mean vast - knowledge of chemistry. This class has been through more preparation than any of my previous classes; take that to the bank and cash it in for a 5.
Get a good night's sleep and I will see you bright and early for breakfast!
Independent of any other consideration, I want to thank you all for being such an unbelievably great class all year long.

This week, we will start review for the Chemistry Regents. Over the mini-vacation, you will be assigned your first of many Chemistry Regents exams.

Here is a link to an upcoming TV show and website for Regents Review Live. The show is conducted by a rather eccentric but very enthusiastic and prolific chemistry teacher from upstate NY. The show airs on public TV channels 21 and 13. You can also download the show if you forget to TiVo or videotape the show.
Website:
http://www.regentsreviewlive.net/rrl/courses/chemistry.html

Regents Review Show schedule for Channel 21, WLIW:
http://whatson21.wliw.org/program_info_list.php?program_id=22882

Thanks again to the Varsity Chem team for making the sacrifice and taking another full exam on Saturday. Usually, the whole class makes it in for the first trial exam but only about half of the class comes in for the second exam. So. again. kudos for the unprecedented turnout.
I have no doubt that you have more experience with AP Chem and the AP Chem exam than any other class, bar none. That experience is going to be very helpful and will give you a lot of control over the exam on Tuesday.
p.s. Here is a link to some video lab technique movies from UCLA for your lab review. Focus on "Solution Preparation" and "Using a Buret".
http://www.oid.ucla.edu/Webcast/chemistry/index.html/?searchterm=chemistry

It is just about SHOWTIME for the varsity chem team. I want you to keep one thing at the FOREFRONT of your thoughts during the test, one continuous theme as you answer each question on your AP Chemistry Exam: " I am writing the ANSWER KEY".
The only serious way to take a test and to do amazingly well is to pretend (but you're actually not pretending) that you are writing the answer key, the STANDARD by which all other answers will be gauged! This method of taking the test will ensure that your answers are germane, cogent, clear, and meticulous.
The second point to keep in mind BEFORE the test is to ANTICIPATE that AT LEAST A FEW questions are going to be either unfamiliar, "weird", written in a "different" way. Even if that situation doesn't arise, it is so important to rehearse and KNOW exactly how you will react to such a quandary. You shall (1) re-read the question and circle/look for clues regarding topic and data in order to answer the question; (2) if nothing seems familiar, IMMEDIATELY skip the question with a KNOWING smile that you have skillfully AVOIDED wasting your time on a WEED-OUT question! These questions are purposefully placed throughout the exam to destroy poor test-takers, especially those who have a lot of knowledge and refuse to move to the next question until they solve the (ONE POINT!!!) mystery. Even if the question is not a true "weed-out" question, that question would have weeded you out! Stay composed and keep on moving with the confidence that you are going to be familiar with most of the questions, certainly enough of them to keep you well into the 5 range!

You have all done a TREMENDOUS amount of preparation, remediation (KARMA), and review for this test. That is going to count for a lot towards your successful (i.e. 5) completion of this exam. Last year's class had the ultimate success; this year's class overall has been even more cohesive, committed, and determined than last year's class. I could only have imagined a class that matched in some ways but not exceeded last year's class. Now is the time to reap the profits of those (sewn) efforts on this year's AP exam. Good luck (vielen gluck!), Varsity Chem!

Pay particular attention to the third change. That is potentially good news. Instead of 40 minutes of two questions (with calculator), you now get 55 minutes for THREE questions (with calculator). Then, instead of 40 minutes for the final 4 questions, you have 40 minutes for the final THREE questions. Also, note that the lab question may be mostly quantitative or mostly qualitative. Here's what the College Board states on their website:

Teachers and students should be aware that the AP Chemistry exam given in May 2007 will have a NEW FORMAT. It is important to note that the content covered by the exam will not change. The weighting of the two major parts of the exam will change slightly—Sections I and II will each contribute 50 percent toward the final grade. Section I (90 minutes) will not change and will still consist of 75 multiple-choice questions with broad coverage of chemistry topics. However, there will be three primary changes in the format of Section II of the 2007 exam.
The first change in Section II is that students will no longer be asked to choose between alternative questions. All students will do the same six questions: three problems, the first of which is an equilibrium problem; question 4 (reactions); and two free-response essay questions.
A second change in Section II relates to question 4, which assesses students' knowledge about chemical reactions. Currently students are asked to write chemical equations for five of eight given sets of reactants. In the new question 4 format, all students will write balanced chemical equations for three different sets of reactants and will answer a short question about each of the three reactions.
The third change in Section II relates to the timing of Part A (during which calculators are permitted) and Part B (when no calculators are permitted). In Part A, students will have 55 minutes to answer three problems; in Part B, students will have 40 minutes to answer question 4 and questions 5 and 6, the two essay questions.
In addition to the changes above, the laboratory-based question can now appear as either a quantitative problem in Part A or as an essay question in Part B.

AP: here's the deal with question 1 from today's class. (1.) we didn't do anything wrong (other than feeling unsure and hesitating). (2.) Our answers were correct as solved by using the SRFC table into the ICE table, which we have ALWAYS done whenever a weak acid was titrated by a strong base or vice versa. (3.) You COULD have used Henderson-Hasselbalch as usual EXCEPT, in this ONE case/permutation of this question type, there is no significant advantage to using the equation because you would have to solve for the concentration of the acid, [HA], in the equation and STILL convert to moles by multiplying by the solution volume.
The bottom line: it is a good thing that we saw this (final) permutation of the titration question. With respect to acid-base equilibria,now we can say that we have seen it ALL.
Another important lesson, if you DO get stuck on ANY part II (or part I) question, just write out what you know and MOVE ON!!! If you have time (which you should have if you keep moving forward efficiently and confidently), you may think of the solution when you re-read and revisit the question with "fresh eyes".
We did a spec-20 problem and used Beer's Law (woot!). The AP has been obsessed with Beer's Law lately so, on Tuesday, we will see whether that streak continues.
Saturday at 10 AM, we'll meet again for a timed and proctored complete exam. This will be another good opportunity to simulate the real deal and to further confirm your score on this STANDARDIZED ( equivalent in content and scoring via scaling) exam.

Honors: we balanced some of the more difficult redox equations. In these equations, once the charge balancing is done, other reactants had to be balanced by mass. Generally, we balance elements other than O and H, and finish balance the O and then the H (usually by changing the coefficient of H2O. Practice more of these equations on the worksheets and text, this weekend. Also, if an element has a subscript in its formula, carry the element WITH its subscript into the oxidation and/or reduction half reaction.

We also discussed how to recognize easily whether a reaction is redox or not; the guaranteed redox reactions are
(1.) synthesis/combination and (2.) cationic or anionic single replacement.
Double replacement reactions are NOT redox reactions (you will see that the oxidation numbers do NOT change in these reactions). Decomposition reactions might or might not be redox depending on whether or not the compound decomposes completely into its elements or just into simpler compounds.

Regents: we balanced some of the more difficult redox equations. In these equations, once the charge balancing is done, other reactants had to be balanced by mass. Generally, we balance elements other than O and H, and finish balance the O and then the H (usually by changing the coefficient of H2O. Practice more of these equations on the worksheets and text, this weekend. Also, if an element has a subscript in its formula, carry the element WITH its subscript into the oxidation and/or reduction half reaction.
We also discussed how to recognize easily whether a reaction is redox or not; the guaranteed redox reactions are
(1.) synthesis/combination and (2.) cationic or anionic single replacement.
Double replacement reactions are NOT redox reactions (you will see that the oxidation numbers do NOT change in these reactions). Decomposition reactions might or might not be redox depending on whether or not the compound decomposes completely into its elements or just into simpler compounds.

Honors: we reviewed oxidation numbers and used them to show which REACTANT was oxidized (the REDUCING AGENT) and which REACTANT was reduced (the OXIDIZING AGENT). We defined the terms oxidizing agent (oxidizer) and reducing agent (reducer) based on what the respective reactant DOES/CAUSES, not based on what happens TO the reactant.
We then used the oxidation numbers in balancing a redox reactions via the oxidation number method (there is another method called the "half-reaction method" or the "ion-electron" method but that is not the method asked for on the Regents).
We will do more of these tomorrow and then start on the second part of the unit: electrochemistry.

Regents: we reviewed oxidation numbers and used them to show which REACTANT was oxidized (the REDUCING AGENT) and which REACTANT was reduced (the OXIDIZING AGENT). We defined the terms oxidizing agent (oxidizer) and reducing agent (reducer) based on what the respective reactant DOES/CAUSES, not based on what happens TO the reactant.
We then used the oxidation numbers in balancing a redox reactions via the oxidation number method (there is another method called the "half-reaction method" or the "ion-electron" method but that is not the method asked for on the Regents).
We will do more of these tomorrow and then start on the second part of the unit: electrochemistry.

AP: we reviewed another part II exam focusing on the alum synthesis lab. We discussed proper lab procedure for pipetting a given quantity of acid followed by a dilution to known molarity. This was followed by some stoichiometric calculations and error analysis (always on the lab question). We also did a weak acid equilibrium ending with adding a strong base, which formed a buffer enabling us to use the Henderson-Hasselbalch equation.
We have just a few more exams to go; we've already seen and done just about everything so we will begin to focus more on test-taking strategies and minutiae.

AP: The seven of you who "cut" class today can catch up on what was discussed:
we did a part II section today reviewing cis-trans isomerism; there is no rotational freedom for double or triple bonded carbons because the pi bond would break if the C's could rotate. Therefore, cis-trans isomerism involves temporarily breaking the C=C double bond; the single bond rotates until the cis groups are trans oriented and then the double bond reforms, or vice-versa.
We also did the gas stoichiometry question. Remember, for the last part, to get the overall Keq from the equations that have been ADDED, you must MULTIPLY the K's of each added equation. We proved this in the notes during the first part of the acids/bases unit. Also, when you double everything in an equation, you must take K to the 2nd power in order to get the consistent value. If you halve all coefficients in a balanced equation, you must take the square root (half power) of the K of the original equation.
We did the titration lab question with error analysis and saw that lab question only SEEMS scary but it is actually one of the easiest questions.
The key to unmasking ANY AP question is to read the question CAREFULLY = AT LEAST TWO TIMES! Each AP question provides you with clues and a roadmap as to what you have to do to logically and efficiently solve the problem. If you do not see those clues, you probably misread the question or you are not looking at the other parts of the problem to see how they can be used in solving the current question.
Tomorrow, we will decipher another part II. This Saturday, I will give another full AP (1999) for those who want to come in; if you can't make the test, be sure to pick up a copy of the test to do for that (final) weekend.

Honors: we discussed redox and learned the standard rules for ASSIGNING oxidation numbers. Armed with these assigned numbers, we can see which elements get oxidized or reduced in a reaction. We will continue with that process, tomorrow.
Remember: NGER and POLE.

Regents: we discussed redox and learned the standard rules for ASSIGNING oxidation numbers. Armed with these assigned numbers, we can see which elements get oxidized or reduced in a reaction. We will continue with that process, tomorrow.

Honors: we did part I of our multi-topic exam. Part II questions will be given after our redox lesson, tomorrow. If we get done with the lesson early, which will be the case if you are alert and participating, you will have more time for the part II questions.
The questions will cover some of the material from today but also some of the question types that you did't get today.

Regents: today, we had the acid-base-salt exam. Some of you SIGNIFICANTLY improved (high 90's) thanks to the extra study that I know you did. Others are making the SAME test-taking errors as always: not writing things out, not writing and applying equations and mnemonics. Make sure that you have the redox notes for tomorrow.

AP: we did the 1984 part I's. If you are taking AP exams this week, that should be your priority and I will work with you on handing things in later (by Monday, the latest). We are doing another part II tomorrow.
Good luck on the Calc AP !!! 5's !!!

AP: we did another part II exam today; note that, in the weak acid or weak base question, the AP writers can use a VARIETY of unknowns! They will give you the Ka, Kb, [H+], [OH-], percent ionization, or some combination of those quantities and ask you for some quantity that can be calculated from those values. BE FLEXIBLE and prepare yourself for any permutation of these quantities by sticking to the ICE table format to SEE what is occurring in the reaction and using a SRFC table for any kind of titration or precipitation with volume change. Note the not-so-nice numbers in the kinetics table; since you must PROVE your answer: dividing the rate law from one experiment by the rate law from another experiment, the numbers will get lead you to the correct exponents. Be sure to know how to use logarithms in order to solve for the exponent and then plug in your final answer. Make sure that your answer makes sense qualitatively by looking at the collected data. BE SURE to know the RELATIVE rates of appearance and disappearance from the balanced equation (even though the balanced equation CANNOT EVER be used to get the (experimentally determined) RATE LAW.
I hope that you saw that today's "lab" question merely involved knowing the solubility rules!!! The qualitative analysis questions are just questions regarding those rules and your knowledge of question 4/descriptive chem!
Tomorrow, we will do our penultimate part I section! I will save the last part I for next weekend's (optional attendance) AP exam.

Honors: we wrapped the acid/base/salt unit by discussing salts that yield acidic, basic, or neutral solutions. We focused on salts of weak acids and weak bases and saw that the Ka and Kb values are the determining factors of whether the solution is SLIGHTLY acidic or basic.
We then began our redox unit with some definitions, mnemonics, and examples. We will go through these rules on Wednesday and we should be mostly done with most of the unit by Friday.
Our test tomorrow covers the entire acid/base/salt unit as well as the delta G/delta H/ delta S and Keq part of the equilibrium unit. Depending on the length of the test, I may save a couple of questions for the first ten minutes of class on Wednesday so that the test will be given in two parts and will be worth more than 100 points.

Regents: we reviewed a little bit for tomorrow's test. Make sure that you go over each problem type that we covered in class; do EVERY assigned hw problem and check your answers. Our test tomorrow covers the entire acid/base/salt unit.

Today is the BIG day on which the world's most promising 3-year old colts compete in the Kentucky Derby, an occasion so momentous that the Queen of England will be in attendance!
Okay, you heard it here first from the horse's (Mr. C's) mouth: Street Sense will beat the 19 other competitors in today's race. He loves to fly by his opponents and I expect him to do the same today even though he is going to get knocked around, jostled and blocked. As for the runners-up? It's anyone's guess with so many horses running but let me venture a few possibilities:
after Street Sense, expect to see Tiago (the full-brother of Giacomo, who won the Derby three years ago and paid $108) closing, also Great Hunter should be firing all pistons near the finish line. Also, look for Circular Quay (one of five entrants that are trained by the amazing Todd Pletcher- he's kind of the Derek Jeter of thoroughbred trainers), Any Given Saturday, Scat Daddy, and perhaps ImAWildandCrazyGuy! There should be a veritable cavalry charge down the stretch.
Enjoy the race!
Thanks to Varsity Chem for giving up their Saturday to come in and take an official AP exam. Given that we now know where to focus our remaining study time, we have evidence to feel confident and optimistic about getting straight 5's on the test in two weeks!

Tomorrow is game day; put on your game face and bring your 5 game!
I'll be in the Board Room at 10AM to begin our test administration. I will read directly from the proctor's instruction booklet. Make sure that you have
1. A WATCH WITH MINUTES AND SECONDS, preferably digital.
2. Pens and pencils
3. The calculator that you will be using on May 15th.

I'll bring some bagels (tell Mackey your order) and OJ. We can get Mario's later, if you want.
Thanks all!
See you tomorrow, Varsity.

Honors: we completed the pH chart and learned how to quickly estimate pH of various concentrations of strong acids. We then discussed the electrolytic properties of salts: soluble salts are strong electrolytes and insoluble salts are weak electrolytes. We then discussed salts and how to determine whether a salt forms acidic, basic, or neutral aqueous solutions. Be prepared for a unit test including the end of the equilibrium unit (delta G, H, S, spontaneity, etc.)

Regents: we completed the pH chart and learned how to quickly estimate pH of various concentrations of strong acids. We then discussed the electrolytic properties of salts: soluble salts are strong electrolytes and insoluble salts are weak electrolytes. We briefly discussed the acidic and basic properties of some salts. Be prepared for an acid, base, salt unit exam on Tuesday or Wednesday.

AP: we worked on our second part I exam (out of five; tomorrow, you will see the third part I). We discussed electrolysis and some lab questions.

AP: we had our last regular-season test and then we gained some practical lab experience.
We did a redox titration of hydrogen peroxide with potassium permanganate. We also transformed dichromate into chromate by adjusting the pH of the solution. Then, we burned stuff.

Honors: we worked with each permutation of the titration equation and solved for either molarity, volume, moles, or grams. We did problems involving both monoprotic and polyprotic acids. We then defined pH as related to the concentration of [H+] in solution. We drew a chart in which we related hydronium and hydroxide concentrations to Kw and to pH and pOH.

Regents: we did several different types of quantitative titration problems. We then defined pH and developed a chart in order to see the pattern of acidity and basicity as related to pH, [H+], and[OH-].

AP: we reviewed our fourth AP Part II exam in which we focused on a redox titration of oxalic acid using (purple) permanganate. We emphasized the importance of using the balanced equation in any titration calculation. Tomorrow's exam covers the nuclear unit in its entirety. Study the notes, worksheets, and practice tests. We will do a redox titration and other lab activities after the exam (about one hour long) tomorrow.

Honors: We revisited Le Chatelier as we discussed the (non)-stress of adding an inert gas to a reaction mixture at equilibrium while holding T and V constant. We showed that there is literally no effect on the reaction rates and no shift; the only effect would be an increase in TOTAL pressure due to the gases but the PARTIAL pressures of the reacting gases would not change.
We then did some Bronsted conjugate acid base drills.
We then started the main quantitative part of the unit: Acid-Base Titration. We will continue with that, tomorrow.

Regents: We did some Bronsted conjugate acid base drills. We then started the main quantitative part of the unit: Acid-Base Titration. We discussed how to perform a titration and then we did a problem involving calculating the number of moles and then the molarity of an acid that was titrated by a base.

Honors: we covered reactions of Bronsted bases and further practiced with conjugate acid base pairs. We defined acids (electron pair acceptors) and bases (electron pair donors) according to the Lewis Concept. We continued with Bronsted conjugate acid-base pairs and predicted, based on acid and base strength, whether the products or the reactants are favored at equilibrium. We reasoned that, the stronger a given conjugate acid, the weaker its conjugate base and vice-versa. The net or favored direction of a given reaction is from the STRONGER acid and base to the WEAKER acid and base.

Regents: we reinforced our definition of a Bronsted base (H+ acceptor) by doing several examples; we determined conjugate acid base pairs in reactions.We continued with Bronsted conjugate acid-base pairs and predicted, based on acid and base strength, whether the products or the reactants are favored at equilibrium. We also reasoned that, the stronger a given conjugate acid, the weaker its conjugate base and vice versa. The net or favored direction of a given reaction is from the STRONGER acid and base to the WEAKER acid and base.

AP: we briefly discussed the standard entropies of aqueous ions, which are the only entropy values that are relative; the "zero" entropy is for an aqueous H+ ion.
We also discussed that, given rate law information, only adding a reactant that is in the RATE determining step (i.e. the reactant is IN the rate law expression) can increase the rate of a reaction (other than increasing the temperature). Without such information, just stick with the usual kinetics/collision theory explanation.
We covered descriptive chem, another qualitative lab question that spanned acid-base, colligative property, AND redox questions. That is a good AP question.
We also did the sparingly soluble salt equilibrium question.

If you are shaky or unsure about any of these questions, you MUST GO TO YOUR NOTES FIRST! We have done all of these question types IN DEPTH and in many permutations. AFTER you carefully read the relevant notes, you should be able to do any of these questions. If you cannot, see me at extra help or email me. I want you to be confident and methodical on test day.