Continue studying of the brown thing that goes underground

wow... okay I just deleted everything I did.... fail..

So I'll start over again~


YES MOLES!!! THOSE LOVELY LITTLE ANIMAL!!! WITH WEIRD FACE(the once with the star ....)

ALSO THIS MUST BE REMINDED IT IS AVOCADO'S NUMBER BECAUSE THE PERSON WHO FOUND THIS NUMBER IS SO IN LOVED WITH AVOCADO AND HE NAME IT AFTER IT

 Last class we studied converting moles to particles or grams
It was A REALLY FUNNNNN CLASS Since we learned something new~
yea since I deleted my intro before... I'll keep this one short

Okay so first convert particles to moles
If i have  5.0*10^12 particles of anything then how many moles would I have?
The equation for this is (number of particles) * (1mole/6.022*10^23particles)

5.0*10^12 particles	1mole
	6.022*10^23particles

So the answer would be 8.3*10^-12

Now let do it backwards from moles to particles
If I have 15 moles of carbon then how many particles would i have?

15moles	6.022*10^23particles
	1mole

So I would have 9.0*10^24 particles for 15 moles of carbon

Now let convert Mole into grams
Since what ever the atomic mass is is the molar mass so carbon with an atomic mass of 12 would have a molar mass of 12mol/g
So lets have an example question
If I have 91 moles of Uuq then how many grams would it be?

91moles	289grams
	mole

2.6*10^4 grams of Uuq if I had 91 moles of it

Okay now the other way around
If i have 5846 grams of Americium than how many moles would it be?

5846grams	mole
	243grams

So I would end up with 24.1moles of Americium~

http://www.fordhamprep.org/gcurran/sho/sho/convert/molecalc.htm this is an extremely good source if you didn't get the lesson

This is a little game that I found on the internet that is about moles the site is below
http://nobel.scas.bcit.ca/chemed2005/tradingPost/TUPM_S2_4_15ChemFunGames.pdf

The Great Mole Relay Race
Purpose: Students will work as a team in a relay race format in order to solve 1-step and
multi-step problems involving mass, moles, and representative particles.
Materials: Whiteboards mounted on wall, dry erase markers, slips of paper with different
problems printed on each
Set-up: You will want to separate your class into teams of about 3-6 people each. Be
strategic in your team formation so that no one team has a lop-sided advantage or
disadvantage. Each team will use a different section of the whiteboard.
Place the problems which are on the different slips of paper in cups labeled for each
team. Each cup will contain the same five or six problems, but students will choose the
slips at random, so that each team will probably be working on a different problem at any
particular time.
As teams work out the problems you will want to make sure you have a clear answer key
already written out so that you can check their work.
Game Play:
1) On your signal, the first student from each team will pick a slip of paper from his
team’s cup. He will then write the problem on the board in any form he chooses
so long as the rest of his team understands the problem (note: no one else is
allowed to look at the slip of paper). Player 1 then sits down.
2) Player 2 then heads to the board and begins the problem, proceeding through the
first conversion factor.
3) Player 3 then heads to the board and continues the problem by writing the next
necessary conversion factor.
4) Player 4 will write the next conversion factor, or if there is no need for another
conversion factor, she must use her calculator to correctly compute the answer
with units.
5) Check the answer. If it is correct, the next person may begin the next problem. If
it is wrong the next person must go to the board and figure out what is wrong and
fix it. This requires each person to be engaged in the whole problem. Require
each person to write each problem on his or her own paper. Collect all of their
work at the end of the game.
6) The winning team is the one that finishes all of the problems the fastest.

A little video that I found teaching the mole