Tonight's homework is to complete CW 94B. See below.
1a. Write one example of a chemical reaction.
1b. Draw a circle around the reactants.
1c. Draw a rectangle around the products.
1d. Describe what is actually happening in the reaction that you wrote out. Be specific and use details.
2. Look carefully at the following chemical reactions and determine whether they are synthesis or decomposition reactions.
a. 2H2N2 → 2H2O + O2 ____________________
b. CO2 + H2O → H2CO3 ____________________
c. N2 + 3H2 → 2NH3 ____________________
d. 2 H2O + energy → 2H2 + O2 ____________________
e. 6 H2O + 6 CO2 + energy → C6H12O6 + 6 O2 ____________________
f. 2 Fe + 3 O2 ← Fe2O3 ____________________
g. CaCO3 ← CaO + CO2 ____________________
3. For each of the examples in #2 above, draw a circle around each of the reactants and draw a rectangle around each of the products.
4. How do chemical reactions connect to homeostasis?
Monday, April 16, 2012
Notes 35 - Chemical Reactions
Chemical Reactions
- A chemical reaction is the process where one or more substances change to create a different substance or substances.
The new substances have different chemical and physical properties.
- What are the components of a reaction?
reactants = starting materials
products = end materials
- During a chemical reaction, the bonds in the reactants break and new bonds form to make products. Energy is required to break the bonds in the reactants and help fond the bonds in the products.
- Chemical reactions are balanced, which means that they have the same number of atoms for each element in the reactants and products
- Remember, all chemical reactions require energy.
- Many reactions can be grouped into two categories:
- Synthesis - two or more substances combine to form a single compound
Ex. 2Na + Cl2 → 2NaCl
- Decomposition - compound breaks down to form simpler substances
Ex. H2CO3 → H2O + CO2
- A chemical reaction is the process where one or more substances change to create a different substance or substances.
The new substances have different chemical and physical properties.
- What are the components of a reaction?
reactants = starting materials
products = end materials
- During a chemical reaction, the bonds in the reactants break and new bonds form to make products. Energy is required to break the bonds in the reactants and help fond the bonds in the products.
- Chemical reactions are balanced, which means that they have the same number of atoms for each element in the reactants and products
- Remember, all chemical reactions require energy.
- Many reactions can be grouped into two categories:
- Synthesis - two or more substances combine to form a single compound
Ex. 2Na + Cl2 → 2NaCl
- Decomposition - compound breaks down to form simpler substances
Ex. H2CO3 → H2O + CO2
Thursday, April 5, 2012
HW - 4/5/12 (Spring Break Homework)
The homework over break is Classwork which can be found below. Additionally, students in the Wolverines need to complete Classwork 92.
Classwork 93 - Ocean Acidification Policy Brief
1. Read the documents about ocean acidification. Take notes about important information related to ocean acidification. Make sure you look for and write about connections what you’ve learned about basic chemistry (ex. water, acids, bases, etc.), ocean acidification, and its effects.
2. Take the Engrade quiz about ocean acidification. (The quiz opens on Thursday afternoon.)
3. Read about solutions/proposed solutions to ocean acidification and take notes on them.
4. Evaluate your notes and draft a policy brief about ocean acidification for Rep. Maloney.
Your policy brief should be:
- typed (not mandatory)
- detailed
- concise (no more than 2 pages, double spaced, using 12 point font, and 1 inch margins)
- complete. It should include:
o a title
o a description of the current problem
o the stakeholders involved
o an explanation of why the current solution needs to be changed
o your recommendation(s) for action
o an APA formatted bibliography (which can be on a third page)
Your completed policy brief is due on Monday, April 16.
Useful links for Classwork 93:
National Geographic article from class
Summary from Ocean Acidification Symposium from 2008 off of ocean-acidification.net
Ocean Acidification Fact Sheet from 2008 off of ocean-acidification.net
Natural Resources Defense Council
Watch the movie! Acid Test: The Global Challenge of Ocean Acidification
NY Times Blog
USA Today
Classwork 93 - Ocean Acidification Policy Brief
1. Read the documents about ocean acidification. Take notes about important information related to ocean acidification. Make sure you look for and write about connections what you’ve learned about basic chemistry (ex. water, acids, bases, etc.), ocean acidification, and its effects.
2. Take the Engrade quiz about ocean acidification. (The quiz opens on Thursday afternoon.)
3. Read about solutions/proposed solutions to ocean acidification and take notes on them.
4. Evaluate your notes and draft a policy brief about ocean acidification for Rep. Maloney.
Your policy brief should be:
- typed (not mandatory)
- detailed
- concise (no more than 2 pages, double spaced, using 12 point font, and 1 inch margins)
- complete. It should include:
o a title
o a description of the current problem
o the stakeholders involved
o an explanation of why the current solution needs to be changed
o your recommendation(s) for action
o an APA formatted bibliography (which can be on a third page)
Your completed policy brief is due on Monday, April 16.
Useful links for Classwork 93:
National Geographic article from class
Summary from Ocean Acidification Symposium from 2008 off of ocean-acidification.net
Ocean Acidification Fact Sheet from 2008 off of ocean-acidification.net
Natural Resources Defense Council
Watch the movie! Acid Test: The Global Challenge of Ocean Acidification
NY Times Blog
USA Today
Tuesday, April 3, 2012
HW - 4/4/12
For the Bearcats, Crimson, and Spartans, tonight's homework is to complete Classwork 92.
For the Wolverines, tonight's homework is to work on Classwork 93.
For the Wolverines, tonight's homework is to work on Classwork 93.
Monday, April 2, 2012
Sample Policy Brief
Title: Keeping Antibiotics Out of Animal Feed
Problem:
Strains of bacteria (including those that cause gonorrhea, Strep throat and Staph infection) are becoming resistant to antibiotics at an alarming rate (about 1 percent per year). There are concerns that the treatments previously used to kill bacterial infections will no longer be effective. As a result, people will be sick with bacterial infections for longer and deaths from infections will increase especially in young children, the elderly, and those with weakened immune systems.
Large, industrial farms engage in practices that require their livestock (cattle, pigs, chicken, etc.) to be treated with antibiotics. Animals are raised in very close quarters in conditions that are often unsanitary. This raises the risk of bacterial infection. In addition, farmers want the livestock to grow as large as possible as quickly as possible and as cheaply as possible (to maximize profits), so livestock are fed corn even though their digestive systems are not suited for it (they should eat grass). Consuming large quantities of corn leads to bacterial infections which require treatment or preventative medication.
Stakeholders:
Physicians – want effective drugs to be available
Patients – want effective drugs to be available
Pharmaceutical companies – want to be able to sell the antibiotics they have developed and need lots of time to develop new antibiotics
Livestock farmers – want to maximize profits by raising animals quickly and cheaply
Consumers – want quality food, but at a low cost
Reason why change is necessary:
Including antibiotics in livestock feed means that they (and especially the bacteria that are living on, in, or around them) are constantly exposed to antibiotics. This low level of exposure does promote growth in livestock, but also promotes resistance in bacteria. Non-resistant bacteria are eliminated while bacteria fortunate enough to be born with mutations for resistance are able to survive and multiply. With time, resistant strains of bacteria found in food like E. coli could become more and more common leading to an increase in food sickness cases and deaths from it.
Recommended Action(s):
- Remove antibiotics from animal feed – This will remove one of the main causes of antibiotic resistance and slow the evolution of resistant bacteria.
- Improve conditions for livestock – Giving livestock more space to live and grow and removing corn from their diet will lower rates of infection and decrease the need for livestock to be given antibiotics.
- Continue to develop new antibiotics – The evolution of antibiotic resistance strains of bacteria is inevitable, so new antibiothcs will be necessary at some point.
Problem:
Strains of bacteria (including those that cause gonorrhea, Strep throat and Staph infection) are becoming resistant to antibiotics at an alarming rate (about 1 percent per year). There are concerns that the treatments previously used to kill bacterial infections will no longer be effective. As a result, people will be sick with bacterial infections for longer and deaths from infections will increase especially in young children, the elderly, and those with weakened immune systems.
Large, industrial farms engage in practices that require their livestock (cattle, pigs, chicken, etc.) to be treated with antibiotics. Animals are raised in very close quarters in conditions that are often unsanitary. This raises the risk of bacterial infection. In addition, farmers want the livestock to grow as large as possible as quickly as possible and as cheaply as possible (to maximize profits), so livestock are fed corn even though their digestive systems are not suited for it (they should eat grass). Consuming large quantities of corn leads to bacterial infections which require treatment or preventative medication.
Stakeholders:
Physicians – want effective drugs to be available
Patients – want effective drugs to be available
Pharmaceutical companies – want to be able to sell the antibiotics they have developed and need lots of time to develop new antibiotics
Livestock farmers – want to maximize profits by raising animals quickly and cheaply
Consumers – want quality food, but at a low cost
Reason why change is necessary:
Including antibiotics in livestock feed means that they (and especially the bacteria that are living on, in, or around them) are constantly exposed to antibiotics. This low level of exposure does promote growth in livestock, but also promotes resistance in bacteria. Non-resistant bacteria are eliminated while bacteria fortunate enough to be born with mutations for resistance are able to survive and multiply. With time, resistant strains of bacteria found in food like E. coli could become more and more common leading to an increase in food sickness cases and deaths from it.
Recommended Action(s):
- Remove antibiotics from animal feed – This will remove one of the main causes of antibiotic resistance and slow the evolution of resistant bacteria.
- Improve conditions for livestock – Giving livestock more space to live and grow and removing corn from their diet will lower rates of infection and decrease the need for livestock to be given antibiotics.
- Continue to develop new antibiotics – The evolution of antibiotic resistance strains of bacteria is inevitable, so new antibiothcs will be necessary at some point.
HW - 4/2/12
Tonight's homework is to complete Classwork 89 - Policy Brief #1. Click on either of the links below to get more information about the Glen Canyon Dam and other dams like it.
Ecological Impact of Dams
Impact of Dams
Remember the components of a Policy Brief as the following:
- Title
- Description of Current Problem
- Determine Stakeholders
- Explain Why the Current Approach Needs to Be Changed
- Your recommendations for Action
Ecological Impact of Dams
Impact of Dams
Remember the components of a Policy Brief as the following:
- Title
- Description of Current Problem
- Determine Stakeholders
- Explain Why the Current Approach Needs to Be Changed
- Your recommendations for Action
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