LARN 151 C38D3
Start the following in class:
1. For today’s journal entry, J151, on your three holed 8.5 inch by 11 inch ruled paper, you are to construct a concept map. Please turn to page 580 in your text and, in your learning journal, construct a concept map relating the following sixteen terms:
- dynamic chemical equilibrium,
- common ion, common ion effect,
- equilibrium expression,
- equilibrium constant,
- forward reaction,
- reverse reaction,
- catalyst,
- Le Châtelier’s principle,
- solubility product constant,
- ion product constant,
- incomplete reaction,
- reversible reaction,
- stress,
- imposed change,
- reactive change.
Copy the terms onto your page, draw ovals around each term, and connect the ovals surrounding related terms with arrows. Draw the arrows such that the subject of each sentence explaining the relationship is at the tail of the arrow, the verb describing the relationship of the subject to the predicate is written beside the arrow, and the object or predicate nominative of the verb that you have chosen is being touched by the arrow head.
2. Do all the pages in the Section Review packet for chapter 18, Reaction Rates and Equilibrium, as a formative assessment to find out some of the things that you do and do not know, and not as a research project.
- If you did not obtain a section review packet for the chapter in class or if you have misplaced it, go to MNSD Google Drive > Student Resources > Section Reviews and print off a section review for each individual section of the chapter.
- The section review packet for each chapter contains a separate section review document for each section of the chapter. So for example, a chapter with four sections would have four separate section review documents that need to be printed off. Each section review question document is identified by a name whose last two digits or last three digits represent the chapter number followed by the section number of that particular section. So for example, chsr153.pdf stands for chapter section review for chapter 15, section 3.
- For each question or problem challenge for which a work space is given, either answer the question to the best of your ability using one or more full sentences, or answer the problem to the best of your ability by recording the numbers and units of measure of what is sought for, of what was given, and of what, if any, conversion or comparison ratios could be used to obtain a correct solution. Circle or box your final result after expressing your result to the proper number of significant figures, followed by the proper unit of measure.
- After doing this formative assessment, but before you demonstrate your understanding on our class’ summative assessment, you will check all your responses using green ink check marks, (√), for each correct response, and by lining out (striking trough) and inserting improved text in green ink when you think the suggested response expresses your present understanding in a better way. Then, when you know what you didn’t understand, you will be able to study more efficiently by studying that which you have corrected in green ink.
Recommended for those who have time left in their 45 minute study period, but not required of all:
1. Continue to review the meanings of the words on the chapter 1, chapter 2, chapter 3, chapter 4, chapter 5, chapter 7, chapter 8, chapter 9, chapter 10, chapter 11, chapter 12, chapter 13, chapter 14, chapter 15, chapter 16, chapter 17, and chapter 18 vocabulary lists. Place a – symbol in front of each word that you have to study more, and a change the- to a + symbol in front when you have demonstrated mastery over the word to a study buddy, parent, or friend.
2. Study the Key Concepts given on pages 33, 57, 95, 121, 148, 180, 206, 246, 280, 314, 346, 378, 406, 438, 464, 498, 534, and 580 of the text.