new stuff

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diff --git a/cer/sem1/bonds/bonds.log b/cer/sem1/bonds/bonds.log
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+ restricted \write18 enabled.
+ %&-line parsing enabled.
+**bonds.tex
+(./bonds.tex (../cer.tex)
+! Misplaced \cr.
+<recently read> \cr 
+                    
+\data ...olid & Solid & Solid \cr \noalign {\line 
+                                                  } \head Appear\-ance and T...
+
+\@evidence ->\parsub \noindent \data 
+                                     \parsub \smallskip I know this because ...
+<argument>  {\bf Evidence:} \parsub \@evidence 
+                                               \smallskip 
+\item ...4em \vbox { \hsize 3.6015in \smallskip #1
+                                                   } \advance \count 10 by 1...
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diff --git a/cer/sem1/bonds/bonds.pdf b/cer/sem1/bonds/bonds.pdf
new file mode 100644
index 0000000..2becad7
--- /dev/null
+++ b/cer/sem1/bonds/bonds.pdf
diff --git a/cer/sem1/bonds/bonds.tex b/cer/sem1/bonds/bonds.tex
new file mode 100644
index 0000000..8fbeedf
--- /dev/null
+++ b/cer/sem1/bonds/bonds.tex
@@ -0,0 +1,37 @@
+\input ../cer.tex
+
+\name{Holden Rohrer}
+\course{FVS Chemistry AB 19.3}
+\teacher{Kerr}
+
+\question{Based on a substance's properties, how can you determine whether its bonds are ionic or covalent?}
+\claim{If a substance is solid at room temperature, has a crystalline structure, dissolves easily in water, and conducts electricity well, then it likely contains ionic bonds. Otherwise, it likely contains covalent bonds.}
+
+\def\data{
+  \datastyle{0.6in}
+  \halign{ \vrule width 1pt \text{##} & \vrule \text{##} & \vrule \text{##} & \vrule \text{##} & \vrule \text{##} \vrule width 1pt \cr
+    \noalign{\hrule height 1pt}
+    \head Property & \head Oil & \head Corn\-starch & \head Sodium Chloride & \head Sodium Bicarbonate \cr
+    \noalign{\hrule}
+    \head State of Matter & Liquid & Solid & Solid & Solid \cr \noalign{\line}
+    \head Appear\-ance and Texture & Pale Yellow and Viscous, Amorphous & Powdery and White & Granular and White & Powdery and White \cr \noalign{\line}
+    \head Crystal\-line Structure (Yes/No) & No (not solid) & No (non-crystalline solid) & Yes & Yes \cr \noalign{\line}
+    \head Solubility in Water & None & None & All & Most \cr \noalign{\line}
+    \head Conduct\-ivity when in Water (Yes/No) & No & No & Yes & Yes \cr \noalign{\line}
+    \head Ionic or Covalent Bonds & Covalent & Covalent & Ionic & Ionic \cr \noalign{\line}
+  }
+}
+\evidence{\parsub \noindent\data\parsub\smallskip
+  I know this because all examined substances follow most trends as expected. Starting with the covalent substances, oil is liquid at room temperature, leading us to think it is covalent in line with the claim; cornstarch is solid, contradicting the trend, showing that these trends for ionic and covalent bonds aren't hard and fast. The more ``strict'' properties such as solubility in water, crystalline structure, and conductivity while in solution are, respectively none, none, and none---exactly as one would expect for covalent substances.\parsub
+  The ionic substances, in turn, satisfy the predictions much more readily. They are both solid at room temperature and have a crystalline structure visible macroscopically as grains or powder. Also, they mostly or completely dissolve in water and allow it to conduct electricity in solution---precisely as predicted by the claim.
+}
+
+\justification{
+  The properties listed occur in these examples and in general because of core structural differences in ionic and covalent bonds. The most important of these differences is the strong polarisation of ionic compounds. Such a polarisation is generated from the cations losing their outer valence shell to the anions.\parsub
+  The strongly polar nature of ionic compounds manifests in high (compared to covalent compounds) boiling and melting points because of the resultant high intermolecular forces. Covalent bonds have low boiling and melting points because they have lower intermolecular forces. Even if a given covalent bond is polar, ionic bonds are generally stronger because they contain strongly charged ions instead of generally uncharged atoms of which one more strongly attracts electrons. This can also explain why ionic compounds dissolve in water more readily than a typical covalent compound (generally nonpolar or weakly polar). The strong polarity of these ionic compounds allows the water, a weakly polar compound and a polar solvent, to dissolve the solute and dissociate the ions.\parsub
+  These dissociated ions are precisely why a solution of an ionic compound and water is extremely conductive---the electrons flow through the ions sliding around inside the liquid to generate an electric current. The crystals that ionic compounds form occur for a loosely related reason: the ions can associate very readily into 3-dimensional crystals (the bonds are just the strong attraction between the ions, which works the same with 20 pairs or with 200). These crystals also have low potential energy, making them one of the most stable forms for ionic compounds to be in.
+}
+
+\makeheader
+\makedoc
+\bye
diff --git a/cer/sem1/cer.tex b/cer/sem1/cer.tex
new file mode 100644
index 0000000..7a60ab1
--- /dev/null
+++ b/cer/sem1/cer.tex
@@ -0,0 +1,96 @@
+\font\tinyx=cmr8 at 6pt \def\tiny{\tinyx \baselineskip=6pt}
+\font\headx=cmb8 at 9pt \def\head{\headx \baselineskip=9pt}
+\font\bigx=cmb14 \def\big{\bigx \baselineskip=14pt}
+
+\hoffset -0.5in
+\voffset -0.5in
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+\vsize 10in
+
+\catcode `\@11
+\def\@name{}
+\def\@course{}
+\def\@teacher{}
+\def\name#1{\def\@name{#1}}
+\def\course#1{\def\@course{#1}}
+\def\teacher#1{\def\@teacher{#1}}
+\def\makeheader{
+\noindent Your Name: \@name
+\vskip 2ex plus 0pt
+\noindent Course: \@course
+\vskip 2ex plus 0pt
+\noindent Teacher: \@teacher
+\vskip 2ex plus 0pt
+}
+
+\long\def\column#1#2{ %width %count %text=
+  \long\def\item##1{
+    \noindent \vrule \vbox{
+      \hrule \hsize#1 ##1
+      \hrule
+    }\vrule\par \vskip -1.5pt
+  }
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+}
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+    \vbox{
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+      ##1
+    }
+    \advance \count10 by 1 \ifnum\count10<#2 \vrule \fi
+  }
+  \hbox{\hskip -0.15em #3 \hskip -0.6em}
+}
+
+\def\@question{}
+\def\question#1{\def\@question{#1}}
+\def\@claim{} \def\claim#1{\def\@claim{#1}}
+\long\def\@evidence{} \long\def\evidence#1{\def\@evidence{#1}}
+\long\def\@justification{} \long\def\justification#1{\def\@justification{#1}}
+
+\def\@data{} \dimendef\@tablewidth=1
+\def\data#1#2#3{
+  \dimen1=#2
+  \def\endlinex{\cr \noexpand\endliner}
+  \edef\@data{#3}
+  \def\preamb{#1}
+}
+
+%\def\cp#1{#1}
+%\def\preambloop{
+%  & \vrule \text{##}
+%  \advance \@columns by -1
+%  \ifnum \@columns>0 \span\preambloop \fi
+%}
+%\def\makepreamb{
+%  \vrule width 1pt \text{##}
+%  \advance \@columns by -1
+%  \ifnum \@columns>0 \span\preambloop \fi
+%  \vrule width 1pt \cr
+%}
+
+\def\makedata{
+  \def\text##1{\tiny \tolerance=10000 \hbadness=10000 \hbox to \@tablewidth{\hskip1em \vbox{\vskip1ex \noindent \advance \@tablewidth by -2.25em \hsize\@tablewidth ##1 \smallskip} \hskip1em} }
+  \def\endliner{\noalign{\hrule height 0.05pt}}
+  \halign{\span\preamb
+    \noalign{\hrule height 1pt}
+    \@data
+    \noalign{\hrule height 1pt}
+  }
+}
+
+\long\def\pad#1{\smallskip #1 \smallskip}
+\long\def\makedoc{
+  \column{7.4in}{
+    \item{\pad{{\bf Question:} \@question}}
+    \item{\pad{{\bf Claim:} \@claim}}
+    \item{\row{3.6015in}{2}{
+      \item{ {\bf Evidence:}\par \noindent\makedata\par\smallskip \@evidence \smallskip}
+      \item{ {\bf Justification (Reasoning) of the Evidence:} \par\@justification \smallskip }
+    }}
+  }
+}
diff --git a/cer/sem1/changes/changes.log b/cer/sem1/changes/changes.log
new file mode 100644
index 0000000..1294d03
--- /dev/null
+++ b/cer/sem1/changes/changes.log
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+**changes.tex
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diff --git a/cer/sem1/changes/changes.pdf b/cer/sem1/changes/changes.pdf
new file mode 100644
index 0000000..ed49934
--- /dev/null
+++ b/cer/sem1/changes/changes.pdf
diff --git a/cer/sem1/changes/changes.tex b/cer/sem1/changes/changes.tex
new file mode 100644
index 0000000..5985427
--- /dev/null
+++ b/cer/sem1/changes/changes.tex
@@ -0,0 +1,57 @@
+\input cer.tex
+
+\name{Holden Rohrer}
+\course{FVS Chemistry}
+\teacher{Kerr}
+
+\def\data{
+    \def\line{\hrule height 0.05pt}
+    \def\width{1.05in}
+    \def\style{\tiny \tolerance=10000 \hbadness=10000}
+    \def\text##1{\ \style \hbox to \width{\vbox{\vskip1ex \noindent \hsize\width ##1}} }
+  \halign{ \vrule width 1pt \text{##} & \vrule \text{##} \hfil & \vrule \text{##} \vrule width 1pt \cr
+    \noalign{\hrule height 1pt}
+    \head Material & \head Change(s) Observed & \head Type of Change (Physical or Chemical) \cr
+    \noalign{\hrule}
+    Calcium Carbonate & The substance was crushed into a fine powder (particle size decreased) & Physical \cr \noalign{\line}
+    Calcium Carbonate and Hydrochloric Acid & The two substances mixed and began to release gas & Chemical \cr \noalign{\line}
+    Water & The substance was heated and began to release gas (water vapor) as it boiled & Physical \cr \noalign{\line}
+    Copper Sulfate Pentahydrate (CSP) & The substance was heated, causing it to release gas,
+      lose volume, and change color from blue to white & Chemical \cr \noalign{\line}
+    Iron Filings and Sulfur & The two substances were stirred together, changing color to an olive.
+      Then, a magnet was placed above the pile, and iron filings were pulled onto it. & Physical \cr \noalign{\line}
+    Potassium Iodide and Lead Nitrate & The lead nitrate (liquid) was poured into potassium iodide (liquid), and
+      they changed color from both light blue to yellow. & Chemical \cr \noalign{\line}
+    Magnesium and Hydrochloric Acid & Magnesium was placed into hydrochloric acid, significantly increasing the temperature;
+      bubbles were released on the magnesium strip, and the magnesium disappeared & Chemical \cr \noalign{\line}
+    Candle & The top of the candle's wick was lit, starting a flame which burned away the wick and
+      melted much of the candle wax, refrozen at the bottom of the candle & Physical and Chemical \cr
+    \noalign{\hrule height 1pt}
+  }
+}
+
+\def\parsub{\par}
+\def\quadspace{\ \ \ \ } \def\qquadspace{\quadspace\quadspace}
+\def\pad#1{\smallskip #1 \smallskip}
+
+\makeheader
+\column{7.4in}{
+  \item{\pad{{\bf Question:} How can you distinguish a physical change from a chemical change?}}%
+  \item{\pad{{\bf Claim:} If a substance undergoes a chemical change, it will not retain its original properties because a new substance is formed.}}
+  \item{\row{3.6in}{2}{
+    \item{
+      {\bf Evidence:} \vskip2ex \data \vskip0.5ex \qquad Certain Chemical and Physical Changes \parsub
+      I know this because all observed chemical changes form\-ed substances with new properties. For example, the calcium carbonate and hydrochloric acid combined to create a substance (the released gas) which was gaseous at room temperature. The CSP chemical change also demonstrates this because, when heated, it created a substance which was white and powdery (in contrast to its original form). \parsub
+      The physical changes prove the inverse: ``if a substance undergoes a physical change, it will retain most of its original properties.'' Heating water, for example, left water with the same properties as before (other than temperature). Stirring iron filing and sulfur, another physical change, left two substances with precisely the same properties as before -- clearly evidenced by the magnet pulling out the still magnetically attracted iron filings. \parsub
+      \vskip1ex
+    }
+    \item{
+      {\bf Justification (Reasoning) of the Evidence:}\parsub
+      A chemical change is defined as ``a change in the identity and properties of matter.'' A physical change is defined as ``a change in one or more physical properties of a substance but not in the identity of the substance.'' Thus, it seems reasonable that a chemical change would result in the change of a substance's identity and consequently its properties (the essential elements of any form of identity). The numerous examples of chemical structure's significant effect on the properties of a substance also show that any minor or major change in structure (all chemical changes) or makeup can drastically modify a substance.\parsub
+      The properties which change only during chemical chan\-ges are chemical properties, and these can also be used to differentiate from physical changes which still change physical properties (such as temperature --- a physical property --- when water was heated, as compared to color --- a chemical property --- changing when CSP was heated). Also, because chemical changes can modify both chemical and physical changes, any given chemical change likely changes the majority of properties of a substance.
+      \vskip1ex
+    }
+  }}
+}
+
+\bye
diff --git a/cer/sem1/changes/changes0.log b/cer/sem1/changes/changes0.log
new file mode 100644
index 0000000..504386a
--- /dev/null
+++ b/cer/sem1/changes/changes0.log
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+ %&-line parsing enabled.
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diff --git a/cer/sem1/changes/changes0.pdf b/cer/sem1/changes/changes0.pdf
new file mode 100644
index 0000000..cb01344
--- /dev/null
+++ b/cer/sem1/changes/changes0.pdf
diff --git a/cer/sem1/changes/changes0.tex b/cer/sem1/changes/changes0.tex
new file mode 100644
index 0000000..6618aa9
--- /dev/null
+++ b/cer/sem1/changes/changes0.tex
@@ -0,0 +1,63 @@
+\input cer.tex
+
+\name{Holden Rohrer}
+\course{FVS Chemistry}
+\teacher{Kerr}
+
+\def\data{
+    \def\line{\hrule height 0.05pt}
+    \def\width{1.05in}
+    \def\style{\tiny \tolerance=10000 \hbadness=10000}
+    \def\text##1{\ \style \hbox to \width{\vbox{\vskip1ex \noindent \hsize\width ##1}} }
+  \halign{ \vrule width 1pt \text{##} & \vrule \text{##} \hfil & \vrule \text{##} \vrule width 1pt \cr
+    \noalign{\hrule height 1pt}
+    \head Material & \head Change(s) Observed & \head Type of Change (Physical or Chemical) \cr
+    \noalign{\hrule}
+    Calcium Carbonate & The substance was crushed into a fine powder (particle size decreased) & Physical \cr \noalign{\line}
+    Calcium Carbonate and Hydrochloric Acid & The two substances mixed and began to release gas & Chemical \cr \noalign{\line}
+    Water & The substance was heated and began to release gas (water vapor) as it boiled & Physical \cr \noalign{\line}
+    Copper Sulfate Pentahydrate (CSP) & The substance was heated, causing it to release gas,
+      lose volume, and change color from blue to white & Chemical \cr \noalign{\line}
+    Iron Filings and Sulfur & The two substances were stirred together, changing color to an olive.
+      Then, a magnet was placed above the pile, and iron filings were pulled onto it. & Physical \cr \noalign{\line}
+    Potassium Iodide and Lead Nitrate & The lead nitrate (liquid) was poured into potassium iodide (liquid), and
+      they changed color from both light blue to yellow. & Chemical \cr \noalign{\line}
+    Magnesium and Hydrochloric Acid & Magnesium was placed into hydrochloric acid, significantly increasing the temperature;
+      bubbles were released on the magnesium strip, and the magnesium disappeared & Chemical \cr \noalign{\line}
+    Candle & The top of the candle's wick was lit, starting a flame which burned away the wick and
+      melted much of the candle wax, refrozen at the bottom of the candle & Physical and Chemical \cr
+    \noalign{\hrule height 1pt}
+  }
+}
+
+\def\parsub{\par}
+\def\quadspace{\ \ \ \ } \def\qquadspace{\quadspace\quadspace}
+\def\pad#1{\smallskip #1 \smallskip}
+
+\question{question placeholder}
+\claim{claim placeholder}
+\evidence{some cool ass evidence}
+\justification{this makes sense because}
+
+\makeheader
+\makedoc
+\column{7.4in}{2}{
+  \item{\pad{{\bf Question:} How can you distinguish a physical change from a chemical change?}}%
+  \item{\pad{{\bf Claim:} If a substance undergoes a chemical change, it will not retain its original properties because a new substance is formed.}}
+  \item{\row{3.6in}{2}{
+    \item{
+      {\bf Evidence:} \vskip2ex \data \vskip0.5ex \qquad Certain Chemical and Physical Changes \parsub
+      I know this because all observed chemical changes form\-ed substances with new properties. For example, the calcium carbonate and hydrochloric acid combined to create a substance (the released gas) which was gaseous at room temperature. The CSP chemical change also demonstrates this because, when heated, it created a substance which was white and powdery (in contrast to its original form). \parsub
+      The physical changes prove the inverse: ``if a substance undergoes a physical change, it will retain most of its original properties.'' Heating water, for example, left water with the same properties as before (other than temperature). Stirring iron filing and sulfur, another physical change, left two substances with precisely the same properties as before -- clearly evidenced by the magnet pulling out the still magnetically attracted iron filings. \parsub
+      \vskip1ex
+    }
+    \item{
+      {\bf Justification (Reasoning) of the Evidence:}\parsub
+      A chemical change is defined as ``a change in the identity and properties of matter.'' A physical change is defined as ``a change in one or more physical properties of a substance but not in the identity of the substance.'' Thus, it seems reasonable that a chemical change would result in the change of a substance's identity and consequently its properties (the essential elements of any form of identity). The numerous examples of chemical structure's significant effect on the properties of a substance also show that any minor or major change in structure (all chemical changes) or makeup can drastically modify a substance.\parsub
+      The properties which change only during chemical chan\-ges are chemical properties, and these can also be used to differentiate from physical changes which still change physical properties (such as temperature --- a physical property --- when water was heated, as compared to color --- a chemical property --- changing when CSP was heated). Also, because chemical changes can modify both chemical and physical changes, any given chemical change likely changes the majority of properties of a substance.
+      \vskip1ex
+    }
+  }}
+}
+
+\bye
diff --git a/cer/sem1/flame/flame.log b/cer/sem1/flame/flame.log
new file mode 100644
index 0000000..e7c955d
--- /dev/null
+++ b/cer/sem1/flame/flame.log
@@ -0,0 +1,30 @@
+This is pdfTeX, Version 3.14159265-2.6-1.40.20 (TeX Live 2019) (preloaded format=pdftex 2019.5.8)  12 JUN 2019 19:56
+entering extended mode
+ restricted \write18 enabled.
+ %&-line parsing enabled.
+**flame.tex
+(./flame.tex (../cer.tex)
+! Missing } inserted.
+<inserted text> 
+                }
+<to be read again> 
+                   &
+<argument> { \head Ionic Compound in Solution &
+                                                Observed Flame Color \cr \no...
+
+\text ...skip 1ex \noindent \hsize \@tablewidth #1
+                                                   \smallskip }} 
+\makedata ...\@data \noalign {\hrule height 1pt} }
+                                                   
+<argument> ...\parsub \parsub \noindent \makedata 
+                                                  \parsub \smallskip \@evide...
+...
+l.36 \makedoc
+             
+? x
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+
diff --git a/cer/sem1/flame/flame.pdf b/cer/sem1/flame/flame.pdf
new file mode 100644
index 0000000..3a41c0a
--- /dev/null
+++ b/cer/sem1/flame/flame.pdf
diff --git a/cer/sem1/flame/flame.tex b/cer/sem1/flame/flame.tex
new file mode 100644
index 0000000..80a8f45
--- /dev/null
+++ b/cer/sem1/flame/flame.tex
@@ -0,0 +1,35 @@
+\input ../cer.tex
+
+\name{Holden Rohrer}
+\course{FVS Chemistry AB 19.3}
+\teacher{Kerr}
+
+\question{Based on a substance's properties, how can you determine whether its bonds are ionic or covalent?}
+\claim{If a substance is solid at room temperature, has a crystalline structure, dissolves easily in water, and conducts electricity well, then it likely contains ionic bonds. Otherwise, it likely contains covalent bonds.}
+
+\data{2}{1.65in}{
+  \head Ionic Compound in Solution & Observed Flame Color \cr
+  \noalign{\hrule}
+  $HCl$ Solution (baseline) \ampsub blue \endlinex
+  0.5M calcium chloride ($CaCl_2$) \ampsub orange-red \endlinex
+  0.5M sodium chloride ($NaCl$) \ampsub orange-yellow \endlinex
+  0.5M barium chloride ($BaCl_2$) \ampsub pale green \endlinex
+  0.5M lithium chloride ($LiCl$) \ampsub red \endlinex
+  0.5M copper(II) chloride ($CuCl_2$) \ampsub blue-green \endlinex
+  0.5M cesium chloride ($CsCl$) \ampsub blue-violet \endlinex
+  Unknown Solution \#1 \ampsub red \endlinex
+  Unknown Solution \#2 \ampsub blue-violet \endlinex
+}
+\evidence{%\parsub \noindent\data\parsub\smallskip
+\qquad\qquad\qquad\qquad Lab Results\parsub
+Metal ion in Unknown Solution \#1: Lithium \parsub
+Metal ion in Unknown Solution \#2: Cesium \parsub
+}
+
+\justification{
+This makes sense
+}
+
+\makeheader
+\makedoc
+\bye
diff --git a/cer/sem1/flame/flame0.log b/cer/sem1/flame/flame0.log
new file mode 100644
index 0000000..c8dbb92
--- /dev/null
+++ b/cer/sem1/flame/flame0.log
@@ -0,0 +1,20 @@
+This is pdfTeX, Version 3.14159265-2.6-1.40.20 (TeX Live 2019) (preloaded format=pdftex 2019.5.8)  19 JUN 2019 11:56
+entering extended mode
+ restricted \write18 enabled.
+ %&-line parsing enabled.
+**flame0.tex
+(./flame0.tex (../cer.tex) [1{/usr/local/texlive/2019/texmf-var/fonts/map/pdfte
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+Output written on flame0.pdf (1 page, 74728 bytes).
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+
diff --git a/cer/sem1/flame/flame0.pdf b/cer/sem1/flame/flame0.pdf
new file mode 100644
index 0000000..1e9fbd9
--- /dev/null
+++ b/cer/sem1/flame/flame0.pdf
diff --git a/cer/sem1/flame/flame0.tex b/cer/sem1/flame/flame0.tex
new file mode 100644
index 0000000..b117c71
--- /dev/null
+++ b/cer/sem1/flame/flame0.tex
@@ -0,0 +1,36 @@
+\input ../cer.tex
+
+\name{Holden Rohrer}
+\course{FVS Chemistry AB 19.3}
+\teacher{Kerr}
+
+\question{How can you use flame color to identify the metal ion in an unknown compound?}
+\claim{If an unknown metal ion's flame color matches that of a known metal ion, then the metal ion likely is the same because metal ions produce characteristic colors when burned.}
+
+\data{\vrule width 1pt \text{##} & \vrule \text{##} \vrule width 1pt \cr}{1.65in}{
+  \head Ionic Compound in Solution & \head Observed Flame Color \cr \noalign{\hrule}
+  $HCl$ Solution (baseline) & blue \endlinex
+  0.5M calcium chloride ($CaCl_2$) & orange-red \endlinex
+  0.5M sodium chloride ($NaCl$) & orange-yellow \endlinex
+  0.5M barium chloride ($BaCl_2$) & pale green \endlinex
+  0.5M lithium chloride ($LiCl$) & red \endlinex
+  0.5M copper(II) chloride ($CuCl_2$) & blue-green \endlinex
+  0.5M cesium chloride ($CsCl$) & blue-violet \endlinex
+  Unknown Solution \#1 & red \endlinex
+  Unknown Solution \#2 & blue-violet \endlinex
+}
+
+\evidence{
+\centerline{Lab Results}
+\centerline{Metal ion in Unknown Solution \#1: Lithium}
+\centerline{Metal ion in Unknown Solution \#2: Cesium}
+I know that the claim is true because all studied metal-chloride salts have different colors. The $LiCl$ salt, for example, burns a characteristic red which is backed up by an identical chemical solution burning the same color. All other examples on the above list have unique colors, and all samples of the same ions produce the same colors (as can be logically expected). The other example of the last property allowing identification of a given metal ion is $CsCl$, the second unknown solution which is blue-violet in both cases. This also gives a good clue as to the investigative question: one can determine the given metal ion of an unknown substance by cross-checking its flame test with the flame test of known substances.
+}
+
+\justification{
+The ability to identify which metal ion is in a given unknown substance makes sense because when heating occurs from the Bunsen Burner, electrons within the metal ion become excited when they absorb the light. Then, they release photons in line with their atomic (emission) spectrum. The mixture of these photons produces a specific color---the characteristic color of the flame. Because atomic spectra are unique, any given set of compounds with different metal ions will always have different characteristic colors. These are also consistent between two atoms of the same element, further corroborating previously noted properties. As described in the evidence section, these properties of consistency and uniqueness mean that a cross-checking procedure would work to identify an unknown ionic compound's metal ion.
+}
+
+\makeheader
+\makedoc
+\bye
diff --git a/cer/sem1/flame/flame1.log b/cer/sem1/flame/flame1.log
new file mode 100644
index 0000000..b4e57c3
--- /dev/null
+++ b/cer/sem1/flame/flame1.log
@@ -0,0 +1,16 @@
+This is pdfTeX, Version 3.14159265-2.6-1.40.20 (TeX Live 2019) (preloaded format=pdftex 2019.5.8)  13 JUN 2019 15:06
+entering extended mode
+ restricted \write18 enabled.
+ %&-line parsing enabled.
+**flame1.tex
+(./flame1.tex [1{/usr/local/texlive/2019/texmf-var/fonts/map/pdftex/updmap/pdft
+ex.map}] )</usr/local/texlive/2019/texmf-dist/fonts/type1/public/amsfonts/cm/cm
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+
diff --git a/cer/sem1/flame/flame1.pdf b/cer/sem1/flame/flame1.pdf
new file mode 100644
index 0000000..2301a60
--- /dev/null
+++ b/cer/sem1/flame/flame1.pdf
diff --git a/cer/sem1/flame/flame1.tex b/cer/sem1/flame/flame1.tex
new file mode 100644
index 0000000..f02dc6e
--- /dev/null
+++ b/cer/sem1/flame/flame1.tex
@@ -0,0 +1,104 @@
+\font\tinyx=cmr8 at 6pt \def\tiny{\tinyx \baselineskip=6pt}
+\font\headx=cmb8 at 9pt \def\head{\headx \baselineskip=9pt}
+
+\hoffset -0.5in
+\voffset -0.5in
+\hsize 7.5in
+\vsize 10in
+
+\catcode `\@11
+\def\@name{}
+\def\@course{}
+\def\@teacher{}
+\def\name#1{\def\@name{#1}}
+\def\course#1{\def\@course{#1}}
+\def\teacher#1{\def\@teacher{#1}}
+\def\makeheader{
+\noindent Your Name: \@name
+\vskip 2ex plus 0pt
+\noindent Course: \@course
+\vskip 2ex plus 0pt
+\noindent Teacher: \@teacher
+\vskip 2ex plus 0pt
+}
+
+\def\column#1#2{ %width %count %text=
+  \def\item##1{
+    \noindent \vrule \vbox{
+      \hrule \hsize#1 ##1
+      \hrule
+    }\vrule\par \vskip -1.5pt
+  }
+  #2%
+}
+
+\def\row#1#2#3{ %width %count %text
+  \count10=0
+  \def\item##1{
+    \hskip 0.4em
+    \vbox{
+      \hsize #1 \smallskip
+      ##1
+    }
+    \advance \count10 by 1 \ifnum\count10<#2 \vrule \fi
+  }
+  \hbox{\hskip -0.15em #3 \hskip -0.6em}
+}
+
+\def\@question{}
+\def\question#1{\def\@question{#1}}
+\def\@claim{} \def\claim#1{\def\@claim{#1}}
+\def\@evidence{} \def\evidence#1{\def\@evidence{#1}}
+\def\@justification{} \def\justification#1{\def\@justification{#1}}
+
+\def\@data{} \def\@columns{} \dimendef\@tablewidth=1
+\def\data#1#2#3{
+  \def\@columns{#1} \dimen1=#2\relax
+  \def\@data{#3}
+}
+
+\def\makedata{
+  \def\text##1{\ \tolerance=10000 \hbadness=10000 \hbox to \@tablewidth{\vbox{\vskip1ex \noindent \hsize\@tablewidth ##1 \smallskip}} }
+  \gdef\endlinex{\cr \noalign{\hrule height 0.05pt}}
+  \halign{\vrule width 1pt \text{##} & \text{##} \vrule width 1pt & ## \cr
+    \noalign{\hrule height 1pt}
+    \@data
+    \noalign{\hrule height 1pt}
+  }
+}
+
+\def\pad#1{\smallskip #1 \smallskip}
+\def\parsub{\par}
+\def\makedoc{
+  \column{7.4in}{
+    \item{\pad{{\bf Question:} \@question}}
+    \item{\pad{{\bf Claim:} \@claim}}
+    \item{\row{3.6015in}{2}{
+      \item{ {\bf Evidence:} \parsub\parsub \noindent\makedata\parsub\smallskip \@evidence \smallskip}
+      \item{ {\bf Justification (Reasoning) of the Evidence:} \parsub \@justification \smallskip }
+    }}
+  }
+}
+
+\name{Holden Rohrer}
+\course{FVS Chemistry AB 19.3}
+\teacher{Kerr}
+
+\question{Based on a substance's properties, how can you determine whether its bonds are ionic or covalent?}
+\claim{If a substance is solid at room temperature, has a crystalline structure, dissolves easily in water, and conducts electricity well, then it likely contains ionic bonds. Otherwise, it likely contains covalent bonds.}
+
+\data{2}{1.65in}{testtest & xrioe &\endlinex this is & a line &\cr}
+\evidence{%\parsub \noindent\data\parsub\smallskip
+\qquad\qquad\qquad\qquad Lab Results\parsub
+Metal ion in Unknown Solution \#1: Lithium \parsub
+Metal ion in Unknown Solution \#2: Cesium \parsub
+}
+
+\justification{
+This makes sense
+}
+
+\makeheader
+\makedata
+\makedoc
+\bye
diff --git a/cer/sem1/yield/limiting-reactant.log b/cer/sem1/yield/limiting-reactant.log
new file mode 100644
index 0000000..c9df912
--- /dev/null
+++ b/cer/sem1/yield/limiting-reactant.log
@@ -0,0 +1,22 @@
+This is pdfTeX, Version 3.14159265-2.6-1.40.20 (TeX Live 2019) (preloaded format=pdftex 2019.5.8)  20 JUN 2019 15:33
+entering extended mode
+ restricted \write18 enabled.
+ %&-line parsing enabled.
+**limiting-reactant.tex
+(./limiting-reactant.tex (../cer.tex) [1{/usr/local/texlive/2019/texmf-var/font
+s/map/pdftex/updmap/pdftex.map}] ) </Users/benrohrer/Library/texlive/2019/texmf
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+-dist/fonts/type1/public/amsfonts/cm/cmsy10.pfb>
+Output written on limiting-reactant.pdf (1 page, 79762 bytes).
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+ 30 compressed objects within 1 object stream
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+
diff --git a/cer/sem1/yield/limiting-reactant.pdf b/cer/sem1/yield/limiting-reactant.pdf
new file mode 100644
index 0000000..f4a32ab
--- /dev/null
+++ b/cer/sem1/yield/limiting-reactant.pdf
diff --git a/cer/sem1/yield/limiting-reactant.tex b/cer/sem1/yield/limiting-reactant.tex
new file mode 100644
index 0000000..8ce549f
--- /dev/null
+++ b/cer/sem1/yield/limiting-reactant.tex
@@ -0,0 +1,49 @@
+\input ../cer.tex
+
+\name{Holden Rohrer}
+\course{FVS Chemistry AB 19.3}
+\teacher{Kerr}
+
+\question{While observing a chemical reaction, how can you tell which reactant is limiting?}
+\claim{If a substance is the limiting reactant, then it will be fully consumed by the time the reaction completes because it is the reactant that reacts completely and the reaction cannot proceed further.}
+
+\long\def\makedata{
+  \vskip 0pt \noindent{\big Trial 1}
+  
+  \def\width{0.5in}
+  \def\text##1{\hbox{\vbox{\hsize\width \tolerance=10000 \hbadness=10000 \noindent##1}}}
+  \def\style{\vrule width 1pt \head \hfil \text{####} \hfil & \vrule width 0.05pt \hfil #### \hfil & \vrule width 0.05pt \hfil #### \hfil & \vrule width 2pt \hfil #### \hfil & \vrule width 0.05pt \hfil #### \hfil \vrule width 1pt \crcr}
+  \def\cr{\crcr \noalign{\hrule height 0.05pt}}
+  \halign{ \span\style
+    \noalign{\dimen1=\hsize \advance \dimen1 by -0.65in \hfil \vbox{\moveright0.185in\vbox{\hrule width \dimen1 height 1pt}} \vskip -5pt}
+    \omit & \omit \vrule width 0.05pt \ $3CuCl_2(aq)$ & \omit + $2Al(s)$ & \omit $\rightarrow$ $3Cu(s)$ & \omit + $2AlCl_3(aq)$ \vrule width 1pt \cr
+    Measur\-ed Mass (g) & 2.50 & 0.50 & N/A & N/A \cr
+    Molar Mass (g/mol) & 134.45 & 26.98 & N/A & N/A \cr
+    Actual Moles (mol) & 0.019 & 0.019 & N/A & N/A \cr
+  }
+
+  \smallskip The limiting reactant is copper chloride because there was still aluminum left over after the reaction stopped. The reaction has a molar ratio of $CuCl_2:Al=3:2$, which is confirmed by this trial (copper chloride is limiting because $CuCl_2:Al$ ratio $= 1:1 < 3:2$)
+
+  \bigskip \noindent{\big Trial 2}
+
+  \halign{ \span\style
+    \noalign{\dimen1=\hsize \advance \dimen1 by -0.59in \hfil \vbox{\moveright0.255in\vbox{\hrule width \dimen1 height 1pt}} \vskip -5pt}
+    \omit & \omit \vrule width 0.05pt \ $3CuCl_2(aq)$ & \omit + $2Al(s)$ & \omit $\rightarrow$ $3Cu(s)$ & \omit + $2AlCl_3(aq)$ \vrule width 1pt \cr
+    Measur\-ed Mass (g) & 2.50 & 0.25 & \vbox{\tiny \parindent=0in \hsize 0.57in \raggedright Filter paper alone: 0.27g \par Filter Paper + Cu: 0.98g \par Cu alone: 0.71g} & N/A \cr
+    Molar Mass (g/mol) & 134.45 & 26.98 & 63.55 & N/A \cr
+    Actual Moles (mol) & 0.019 & 0.0093 & 0.011g Cu & N/A \cr
+  }
+
+  \smallskip The limiting reactant is aluminum because all of the aluminum dissolved, and the molar ratio of $CuCl_2$ to $Al > 3:2$.
+}
+
+\evidence{
+This evidence shows that the claim is true because whe\-re copper chloride should be the limiting reactant theoretically, it completely reacted and the aluminum was left over. Similarly, trial 2 (limiting reactant should theoretically be aluminum because of the ratio) saw that the aluminum fully dissolved. When comparing the two trials, it can be clearly seen that the "removal" of aluminum caused the substance which didn't allow the reaction to be completed to change. 
+}
+\justification{
+This result makes sense because the limiting reactant would allow the reaction to continue if more were added, by definition. This can lead us to conclude that no more of the limiting reactant is available at the end of the reaction because then adding more of the limiting reactant could not possibly allow the reaction to continue. The reactant being unavailable at the end of the reaction is equivalent to the limiting reactant being fully consumed by reacting completely in all of its particles.
+}
+
+\makeheader
+\makedoc
+\bye
diff --git a/cer/sem1/yield/texput.log b/cer/sem1/yield/texput.log
new file mode 100644
index 0000000..6a3f7d3
--- /dev/null
+++ b/cer/sem1/yield/texput.log
@@ -0,0 +1,80 @@
+This is TeX, Version 3.14159265 (TeX Live 2019) (preloaded format=tex 2019.5.8)  20 JUN 2019 13:21
+**\underline{text}
+
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+                      
+End of file on the terminal!
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+No pages of output.