Modeling Chemistry Honors - Home | Florida … · Semester One • Introduction/Expectations PPT • Syllabus (Signatures) • Chemistry Concepts Inventory • Expectations Quiz Welcome

Modeling

Chemistry

Honors

Course Manual

Blake Schmidt Page 1

Welcome to Modeling Chemistry - Honors.

You are about to embark on a learning experience unlike any other you have had in school.

Modeling Chemistry-Honors is first and foremost a course in science. As such, your role in this class will be more often as a scientist than as a traditional student. Exactly what that means will soon become clear. For now, however, you need to know that this course will demand a lot from you. You will need to be active both inside and outside of the classroom: observing, experimenting, researching, reviewing, studying and practicing nearly every day.

Our journey through chemistry is comparable to the construction of a building. Not only will you need to establish a strong foundation, but each subsequent level will need to be strong as well. If any level is incomplete, neglected, or just constructed poorly, the entire building is threatened. The same is true for this course. We will build continually on our knowledge of chemistry. If you fail to complete any one section in its entirety, you will impair your ability to build further. And yes, the final is cumulative.

AcknowledgmentsThis manual has been written, compiled, and edited by Blake Schmidt to supplement the Modeling Curriculum. The Modeling Curriculum is one of two high-school science curriculums nationally recognized by the Department of Education as "Exemplary." For more information about the Modeling Curriculum, please visit http://modeling.asu.edu

The author remains gratefully for the advice and assistance of Michael Mitchell, Frank Lock, and ACS-Hach Scientific that aided in the formation of this manual. I also thank my past students that helped improve this manual.

Blake Schmidt - Introduction Page 2

http://modeling.asu.edu

Course SyllabusThis syllabus outlines the expectations students will need to meet in order to be successful in chemistry. This syllabus should be considered as a supplement to Charlotte County Public School's policies as described in the “Code of Student Conduct.” You are

responsible for knowing and following these guidelines.

Point Breakdown: Each quarter grade will be based on points earned in the following categories:Tests & Quizzes…………………….70%Participation……………...….…….20%Lab Reports…………………….……10%Semester grades will be based on 35% for each quarter and 30% for the semester examination.

Participation: Major concepts will be broken down into units (see Basic Plan of Attack). Each unit will consist mainly of laboratories and whiteboard classroom discussions. The fundamental concepts will

be developed during these exercises. Each student is expected to participate in a positive manner toward the development of these concepts and to maintain a notebook. Students begin with a 75%

(C) for participation. Each positive contribution adds to this score. Minimal participation will result in deduction, and negative participation (e.g. disruptive behavior) will result in major deduction (see

Participation in Appendix).

Tests and Quizzes: As concepts are developed, students should expect to be quizzed for understanding. Each unit may have one or two small quizzes and they may be unannounced. The

majority of points for this category, however, will be earned during tests. Each unit concludes with a test. Note that 70% of a quarter grade will be based on two or three tests. There will be an

opportunity to earn up to 1/3rd of missed test points during test repair sessions offered after school only for most, but not all, tests.

Lab Reports: Students are expected to write a complete PPOWR lab report for each lab. All lab reports are due the next school day following the completion of a lab. I will "randomly" select and

grade at LEAST five (5) labs each quarter for each student. I placed randomly in quotes because I will purposely select you if I suspect you have been neglecting your lab reports. Do your lab reports!

Academic Honesty: To make this class work its best, I encourage you to discuss and process information with friends, family, Google, and even Wikipedia (I especially recommend Wikipedia). At

the same time, you cannot attempt to claim someone else’s work or thoughts as your own. You must give credit where credit is due: Always provide a reference. Make sure you are familiar with the

difference between an acceptable paraphrase and plagiarism (see Appendix). I take cheating very seriously and will not tolerate plagiarism. Any plagiarized assignment will receive a failing grade and

further action may be warranted depending on previous record (i.e. course failure). Consider yourself duly warned.


Required Materials: Students are expected to bring the following materials to class EVERYDAY:

Sturdy notebook - Whatever you like best.•

Scientific Calculator with Log function (e.g. Texas Instruments TI-30Xa)•Cell Phones Are NOT Calculators!

Ability and eagerness to think•

Pens or pencils •

Dry Erase Markers (Expo markers are recommended)•

Expectations: Students earning an A (>89.5%) will demonstrate a mastery of concepts and lab techniques that far exceeds expectations, as well as exceptional scientific writing and presentation skills. These students frequently lead and support their classmates and help others understand the material. B (89.4%-79.5%) students demonstrate great understanding of concepts and lab techniques, with work distinguished in most areas but not all. These students frequently demonstrate an ability to process information independently and

share knowledge with others. C (79.4%-69.5%) students are defined as average, or meeting expectations. These students demonstrate a good understanding and ability to answer questions, but rarely expand or provide independent thought. D (69.4%-59.5%) students demonstrate a fair understanding and ability to answer questions, but are below the average level of their classmates. Students earning an F (<59.4%)have failed to meet the minimum expectations described above.

Your parents/guardians can check your current scores and grade at any time using Focus, a resource available from the Charlotte County Public School’s website. I recommend the use of this resource to track student progress and performance throughout the academic year.

To ensure a fair grading policy, please do not use your name on any test or quiz that I will be grading. Instead, use your Edison student ID number (SID). I will never attempt to match your

name and SID when grading. You will be deducted points for using anything other than your SID.

You are responsible for any material/information missed during an absence (excused or unexcused). Make every effort possible to get notes from a classmate. Students absent for a test must make arrangements to take the test after school. Remember, you are granted two school days for each

absence to make up work. Students that fail to make up a test within the provided time will receive a zero for that test.


Laboratory Safety Agreement

If there is an emergency, inform the instructor immediately.

Safety in the laboratory is very important. You must obey the following rules and behave in an appropriate manner at all times. Before you begin any experiment, you must be familiar with the procedure. Be sure you know where to put the waste. All damaged glass must be disposed in the sharps waste container. Make sure you know where the fire extinguisher, fire blanket, and eye-wash station are located.

Appropriate attire is required for lab safety.Eye protection must be worn over the eyes at all times.•We recommend that you do not wear contact lenses. •You must wear closed toe shoes. •Keep long hair pulled back. •Clothes that cover the body and legs are highly recommended. •

Responsible behavior is required for lab safety.Eating and drinking are not allowed in the lab.•Wash hands frequently while in the lab and at the end of each lab period. •Gloves should be used when handling toxic or corrosive chemicals. •Never use an open flame in the vicinity of flammable substances. •Keep your face away from the opening of the vessel when mixing reagents, when applying heat, or when testing for an odor.

•

Etiquette is necessary for lab safety.At the end of each lab, make sure you clean your lab bench and put your chair away.•All materials should be cleaned and left to dry or put back in the appropriate place.•

Hazard Warning: CAUTION---the solids, liquids and gaseous substances, and combinations thereof, used in experiments are potentially hazardous in one or more of the following ways:

they may be irritants to, or have caustic action on, the skin, mucous membranes, lungs, and eyes.•they may be systemic poisons.•they may be flammable or explosive.•


Semester One

Introduction/Expectations PPT•Syl labus (Signatures)•Chemistry Concepts Inventory•Expectations Quiz•

Welcome to Modeling Chemistry-Honors○

Student Presentations (Science is…)•The Scientific Method PPT•McPherson Paper•Acting Scientifically PPT•Dimensional Analysis PPT•Test•

Unit 1: What is Science?○

Lab/Whiteboard Expectations Lab•Mass and Change Labs•Conservation of Matter PPT•Volume Lab•Mass and Volume Lab•Floating Ice Lab•Density of a Gas Lab•Thickness of Al Foil Lab•Test•

Unit 2: Identifying Matter○

Release the Gas Lab•Hot vs . Cold Lab•Thermal Expansion Lab•Sea Level and Global Warming PPT•Crush Can Lab•Straw Presentations•Weather and Atmosphere PPT•Pressure, Number of Particles, Temperature, and Volume Labs

•

Test•

Unit 3: Physical Properties of Matter○

Heat vs . Temperature Lab•Icy Hot Lab•Energy and Change PPT•Lauric Acid/Candle Wax Labs•Heat is On PPT•Temperature of Bunsen Burner Flame Lab•Heat Capacity of Steel/Anti-Freeze Labs•Absolute Zero•Test•

Unit 4: Thermodynamics○

Solubility of Sugar Lab•Solubility and Solutions PPT•Sand and Salt Lab•Electrolysis of Water Lab•Classifying Matter/Periodic Table PPT•Sticky Tape Lab•Atomic Theory PPT•Conductivi ty Lab•Melting Point Lab•Molecular Compounds PPT•Ionic Compounds PPT•Metallic/Covalent Networks PPT•Unknowns Lab•Test•Midterm Examination•

Unit 5: Classifying Matter○

Basic Plan of Attack

Semester Two

Naming Molecular Compounds PPT•Naming Ionic Compounds PPT•Test•

Unit 6: Naming Compounds○

5 Ba l loons Lab•5 Bal loons Hypothesis PPT•Relative Mass Lab•The Mole PPT•Empirical Formula Lab•MgxOy Lab•Magnesium sulfate ∙ ?-hydrate Lab•Test•

Unit 7: Counting Particles○

Nai l Lab•Galvanized Nail Lab•Electrochemistry PPT•Chemical Reactions Lab•Chemical Change Lab•Energy in Reactions PPT•Test•

Unit 8: Chemical Reactions○

Molarity Lab•Lead iodide/Cobalt hydroxide Lab•BCA Tables PPT•Acids/Bases/pH PPT•Sodium Hydroxide/Hydrochloric Acid Lab•Test•

Unit 9: Solution Stoichiometry○

3 Conta iners Lab•Molar Volume of Gas Lab•Molar Gas Law PPT•Energy of Combustion Lab•Calorimetry PPT•Test•

Unit 10: Gas and Energy Stoichiometry○

Wave Interference Simulation•Properties of Waves•Blackbody Radiation/Photoelectric Effect•Do the Wave PPT•Describing Light Lab•Emission Spectra/Flame Test Lab•

Atom•The Quantum Atom Model PPT•Test•Chemistry Concepts Inventory•Final Examination (Cumulative)•

Unit 11: Quantum Theory○

Lab/WhiteboardPowerPoint PresentationVideo


Unit 1: What is Science?Student Presentations (Science is…)Prepare a 2-4 minute oral presentation that answers the question, "what is science?"Keep your opinion/thoughts as the focus. Do not provide a textbook definition.

Is science good or bad? Of what use is science?Who does science? What, if anything, does science produce?

As you define science, please try to also answer the following questions:

After hearing the presentations, reflect on your answer. Has your opinion changed at all?It is highly recommended that you formalize your thoughts by putting them into your notebook. By writing such a reflection, you challenge your mind to think more deeply

about the topic and you provide yourself with an invaluable resource for reviewing.

The Scientific Method

In order to view PowerPoint presentations from the course website, you may need to download Microsoft's PowerPoint Viewer, which is available from Microsoft's website: http://www.microsoft.com/downloads/details.aspx?FamilyID=048dc840-14e1-467d-8dca-19d2a8fd7485&DisplayLang=en

McPherson G. 2001. Teaching & Learning the Scientific Method.The American Biology Teacher 63 (4): 242-245.

Hypothesis Formation may be the most important part of the scientific method. Let's figure out how to form a good hypothesis.

U1 EP1

Acting Scientifically

U1 EP2

Dimensional Analysis (Conversions)

U1 EP3

Blake Schmidt - Unit 1 Page 7

http://www.microsoft.com/downloads/details.aspx?FamilyID=048dc840-14e1-467d-8dca-19d2a8fd7485&DisplayLang=en

http://www.microsoft.com/downloads/details.aspx?FamilyID=048dc840-14e1-467d-8dca-19d2a8fd7485&DisplayLang=en

U1 EP1The Scientific Method

Unit 1: Example Problems 1

True or False. All scientists use the same scientific method for all scientific endeavors. Why or why not?1.

List the 7 steps of the basic scientific method presented in class.2.

Go through all the steps of the scientific method yourself. Please use hypothetical experiments and results. For example, you may have noticed that grass grows poorly next to sidewalks on campus. Why? Form a hypothesis, a prediction, a hypothetical experiment, etc. You will share in class.

3.

How is a hypothesis different from a prediction?4.

Why is it important to distinguish a hypothesis from a prediction?5.

In January 2005, Bobby Henderson proposed the existence of an intelligent designer known as Flying Spaghetti Monster (FSM). By August 2005, BoingBoing.net offered $1 million to anyone that could prove

that Jesus was NOT the son the of FSM. Why was BoingBoing.net confident enough to stake a million dollars against anyone finding such evidence?

6.

How does Pastafarianism (belief in FSM) demonstrate a difference between science and religion and the danger of teaching non-science in a science classroom?

7.


U1 EP2 Unit 1: Example Problems 2Accuracy/Precision/Significant Figures

Explain how a series of measurements can be precise without being accurate.1.

Why are significant figures important when reporting measurements?2.

Suppose a graduated cylinder was not calibrated correctly. How would this effect the results of a measurement? How would it effect the results of a calculation using this measurement?

3.

0.4004 ma.6000 gb.1.00030 kmc.400 mLd.

How many significant figures are there in each of the following numbers?4.

0.0006730 ga.7500 kmb.602.2 mmc..0094 mgd.

Write the following numbers in scientific notation.5.

Calculate the sum of 6.078 g and 0.3329 g.6.

Subtract 7.11 cm from 8.2 cm.7.

What is the product of 0.8102 m and 3.44 m?8.

Divide 94.20 g by 3.16722 mL.9.

A large building is 1.02 x 102 m long, 31 m wide, and 4.25E2 m high. Calculate the volume.10.


U1 EP3Dimensional Analysis


A quarterback throws for 350. yards in a game. How many feet? How many inches?1.

A car traveling at 75 miles per hour will travel what distance in 90. minutes?2.

A bullet is fired at 1500. feet per second. How many miles per hour?3.

A car travels at 100. miles per hour. How many feet per second?4.

A patient takes 2000. mg of Tylenol. How many grams? How many kg?5.

What is the mass in kilograms of a 2.2E5 g container of fertilizer?6.

A horse travels 244 furlongs in a fortnight. How many miles per hour was the horse traveling? A furlong is 1/8 mile and a fortnight is 2 weeks.

7.

The drug Surital can be used as a pre-anesthetic at a dosage of 1.0 mL per 5.0 lbs. How much Surital should be given to a dog that is 19 kg? 1 kg = 2.2 lbs.

8.

To reduce salivation when using Surital, atropine can be used at a dosage of 1.0 cc per 20. lbs. How much atropine should be used for a 4.5 kg cat? 1 cc = 1 mL.

9.

Ketomine can be used as an intramuscular anesthetic for cats. The dosage is 15.0 mg per lb. The ketomine is available in bottled form with a concentration of 100. mg per cc. How many cc are needed for a 7.21 kg cat?

10.

A man suffers a heart attack. The responding paramedic estimates the man to be 175 lbs. Epinephrine is injected into the trachea at 1.0 cc per 10. kg. How much epinephrine should be

administered to this man?

11.


Unit 2: Identifying Matter

Lab/Whiteboard Expectations LabThe purpose of this lab is to familiarize you with experimenting and whiteboarding in chemistry.The majority of labs will be very similar to this lab in terms of format. You will not be given a detailed list of steps to follow. You will, however, be given a basic overview of the lab and made aware of any

special items. Because you will be tested on the concepts and techniques developed during labs, it is critical to keep thorough and organized notes. An example of notes for this lab has been included.

You should follow a similar format for all other labs.

Mass and Change Labs

Clumped/Separate Steel Wool 4. Solid/Dissolved Alka-Seltzer1.Ice/Liquid Water 5. Burnt Steel Wool2.Solid/Dissolved Sugar 6. Solid from Liquids3.

The following six labs will help us identify and understand matter:

After completing all the labs, form a hypothesis to explain all of your observations about mass.

U2 EP1

Conservation of Mass Presentation

Volume LabNow that you have a grasp of mass, you can learn about volume. In this lab, you will investigate the relationship between volume measured with a ruler and volume measured with a graduated cylinder.

Mass and Volume LabWith mass and volume under your belt, investigate how these two quantities of matter are related.

Floating Ice LabHow high does ice float? What holds ice up? What happens to volume when ice melts?

U2 EP2

Density of a Gas LabHow does the density of a gas compare with a liquid or solid? What must be true about the particles that make up a gas? What about the particles in a liquid or solid?

Thickness of Aluminum Foil LabCombine your understanding of mass and volume with your mastery of math and determine the thickness of aluminum foil. If you have time, compare how heavy-duty foil measures up with regular?

U2 EP3


Example NotesUnit 2 Expectations Lab

Purpose: become familiar with labs and whiteboards (W/B)

Procedure: Fill 1000 ml beaker with water.

3 test tubes with water (1 = 10% full; 2 = 50%; 3 = 100%).

Seal with thumb and then flip test tube into water.

Place a piece of calcium carbide into 1000 ml beaker.

Trap gas coming off calcium carbide in test tube.

Flame test for each.

Observations: Water stays in upside-down test tube in beaker.

Calcium carbide bubbles when placed in water, releasing gas.

(10% filled with water) Exploded-flame shot out of test tube and made a

loud whistle.Test tube was cool afterwards and did not have any residue.

(50%) Ignited gas made a relatively small flame that traveled down the

test tube rather quickly and then went out. The test tube turned black

and warmed a little. Black ash came out of the tube and floated

around the room.

(100%) Ignited gas made a small flame that burned for about 15

seconds just a little down into the tube (close to the top of tube). Flame

then went out and top of test tube was hot. No ash or black residue.

Whiteboard Particle Diagrams

100 % 50% 10%

AIR

FLAME

ASH

GAS

Reflection: I need to make sure I keep the room neat and clean, and wear

goggles. I also need to really think about what I put on my whiteboard.

For example, if there are two types of gases in my test tube, I should draw

both. I also need to be specific with my drawings so that others know what

I’ve drawn: like using different symbols or colors to represent different types

of particles. I also need to pay attention to other presentations and make

sure others thought of the same stuff I, or my group, did. One question that

I should ask myself often is “how do I know?” This question will help me put

my thoughts onto paper and into my presentations, and we need to

demonstrate our thoughts. As far as the experiment goes, I think the way

the gas burns depends mostly on how much air is mixed into it.


U2 EP1Mass and Change


When you pulled the steel wool apart, you found that the mass was unchanged. When you heated the steel wool, you found that the mass changed. Explain.

1.

Clumped/Separated Before Heating/After HeatingDraw diagrams (at the particle level) of the steel wool before and after the change.

When ice melts, the volume of water is smaller than that of the ice. How does the mass of the water compare to the mass of the ice?

2.

Draw diagrams of the ice and water. Use small circles to represent the water particles.

When the sugar dissolved in the water, you found that the mass remained unchanged. When the Alka-Seltzer dissolved in the water, the mass of the system changed. Explain.

3.

Draw diagrams of each of the materials before and after it was dissolved. Solid Sugar/Dissolved Sugar Solid Alka-Seltzer/Dissolved Alka-Seltzer

Form a hypothesis to explain the observations from the Mass and Change labs.4.


U2 EP2Mass, Volume and Density


Study the matter shown to the right. Assume the particles are uniformly distributed throughout each object and particles of the same size have the same mass. In the table below, show how the masses,

volumes and densities of A and B compare by adding the symbol <, > or = to the statement in the second

column. Explain your reasoning for each answer.

1.

Property Relationship Reasoning

Mass A ____ B

Volume A ____ B

Density A ____ B

Study the matter shown to the right. Assume the particles are uniformly distributed throughout each

object and particles of the same size have the same mass. In the table below show how the masses,

volumes and densities compare by adding the symbol <, > or = to the statement in the second column.

Explain your reasoning for each answer.

2.

Property Relationship Reasoning

Mass C ____ DC ____ ED ____ E

Volume C ____ DC ____ ED ____ E

Density C ____ DC ____ ED ____ E

Is object F or object G more dense? Assume the particles are uniformly distributed throughout each object, and particles with a larger size have a larger mass. Explain your reasoning.

3.

BA

C

D

E

F G




The graph above shows the relationship between mass and volume for two substances.4.Use the graph above to answer the following questions.

You have built a simple two-pan balance to compare the masses of substances A and B. What

would happen to the balance if you put equal masses of A and B in the two pans? What would

happen if you put equal volumes of A and B in the two pans? Explain your reasoning.

a.

Write equations for both substances. What does the slope physically represent? What does it tell you about these substances?

b.

What mass of Substance B would be needed to balance the pans if 10 mL of Substance A is in one pan? Explain your reasoning.

c.

What volume of Substance A would be needed to balance the pans if 35 mL of Substance B is in one pan? Explain your reasoning.

d.

Water has a density of 1.00 g/mL. Sketch a line to represent water on the graph above.e.

Determine whether substance A and B will sink or float when placed in a bucket of water.f. A: sink / float B: sink / float (circle correct response)

Defend your answer using the graph, and your outstanding understanding of density.

Substance A

Substance B

0

10

20

30

40

50

60

70

80

0 10 20 30 40 50 60 70 80

Mas

s(g

)

Volume (mL)




Sketch a graph of mass vs. volume for titanium, copper and mercury.5.

V = ______ cm3 V = ______ mL

What is the volume of each cube in cm3? in mL? (Show your work)a.

lead cube _____________nickel cube _____________zinc cube _____________

Find the mass of the following metal cubes: (Show your work)b.

Suppose you made some cubes out of each metal in the table. Each measures 2.00 cm on every side. (all except mercury – why can you not make a cube of mercury?)

6.

Alicia's cheapskate boyfriend gave her a ring he claims is 24-carat gold. Alicia is skeptical. She measures the mass of the ring (15.28 g) and finds the volume of the ring by water displacement (initial volume 42.2 mL, final volume 43.7 mL). Should she treasure the ring as his first truly generous gift to her, or throw it at him the next time he walks by? Defend your answer.

7.

A student filled a graduated cylinder with water and read the meniscus at 25.8 mL. The student then dropped a solid material into the graduated cylinder and the water level rose to 35.9 mL. If the solid material had a density of 2.99 g/mL, determine the mass of the solid object.

8.

Substance Density (g/mL)Aluminum……....2.70Titanium…...…...4.54Zinc…………...…..7.13Tin…………...…….7.31Iron………...……..7.87Nickel……...…….8.90Copper……...…..8.96Silver………...….10.50Lead………...…..11.35Mercury…...…..13.35Gold………...…..19.30


Mass, Volume, and Density

Unit 2: Example Problems 3U2 EP3

What is the mass of 225 cm3 of ethanol?a.What is the volume of 75.0 g of ethanol?b.

Ethanol has a density of 0.789 g/cm3.1.

The cup is a volume widely used by cooks in America. One cup is equivalent to 225 cm3. If 1.00 cup of olive oil has a mass of 205 g, what is the density of olive oil in g/cm3?

2.

What would you expect to happen if the cup of olive oil is poured into a container of ethanol?3.

What is the volume of the cube?a.What is its mass?b.

Gold has a density of 19.3 g/ cm3. A cube of gold measures 4.23 cm on each edge.4.

Your standard backpack is 30. cm x 30. cm x 40. cm. Suppose you find a hoard of pure gold while treasure hunting in the wilderness. How much mass would your standard backpack hold if you filled it with the gold? An average student has a mass of 70. kg. How do these values compare?

5.

A kilogram is about 2.2 pounds. A 70. kg person is how many pounds? How many pounds of gold are in the backpack?

6.

An object measures 3.0 cm tall, 4.0 cm wide, and 5.0 cm long. How many mL?7.

Use the density table from U2 EP2 to help you answer the following questions.What is the mass of 10. mL of aluminum? 8.

What is the volume of 15 g piece of lead? 9.

A piece of metal is 14 g and has a volume of 5.19 mL. What kind of metal is it? 10.

Which piece is larger?a.Which has more mass?b.Which is denser?c.How many grams of lead?d.

You are given 10. mL of aluminum and 10. mL of lead.11.

Which piece is larger?a.Which has more mass?b.Which is denser?c.How many mL of zinc?d.How many mL of tin?e.

You are given 50. g of zinc and 50. g of tin.12.

Which piece is more massive?a.How many mL of zinc?b.How many mL of nickel?c.Which piece is larger?d.

You are given 100. g of zinc and 75 g of nickel.13.


Unit 3: Physical Properties of Matter

Release the Gas LabYou have a craving for an Outback Special. As soon as you arrive in the parking lot and open your door, you can smell all those wonderful proteins grilling on the barbie. How do those smelly particles make their way from the grill to your nose ?

Hot vs. Cold LabSome like it hot, some do not! What is hot anyway? What is cold? What is temperature?

Thermal Expansion LabGrandma just cannot get that lid off the grape jelly. But after running it in hot water for a while,it pops right off. What gives?

U3 EP1

Sea Level and Global Warming Presentation

Crush Can LabJust when you thought you understood this stuff, this lab happens. It will take a lot of brain power to figure this one out. Once you get it, however, it explains a whole lot about our everyday world.

Straw PresentationsHow does a straw work? Besides well! Just another one of those everyday occurrences that can be explained from the Crush Can Lab. Demonstrate your understanding with a presentation.

Weather and the Atmosphere Presentation

U3 EP2

Pressure, Number of Particles, Temperature, and Volume LabsIf you think you are under pressure now, just wait. These labs will allow us to explain the relationships between pressure and number of particles, pressure and temperature, and pressure

and volume. Graphs never looked so good!

U3 EP3


U3 EP1Physical Properties of Matter


How does the behavior of the water molecules change as the pan of water is heated?a.

What about your answer to (a) would change if more water was in the pan?b.

You decide to boil water for pasta. You place the pan of water on the stove and turn on the burner. 1.

What property of matter best describes the way a typical alcohol thermometer works?2.Explain (in terms of energy transfer) why the alcohol level in the thermometer rises (or falls) when you place the thermometer in contact with both warmer (or colder) objects.

Does the concept of temperature apply to a single particle? Explain.3.

If you feel feverish, why can you not take your own temperature with your hand? 4.

Your older brother announces that the lid to a jar of pickles from the refrigerator is “impossible” to loosen. You take the jar, hold the lid under the hot water from your sink’s faucet for a few seconds, and calmly open the jar. Your brother, when faced with this blow to his pride, claims that he loosened it for you. What knowledge of materials have you applied in this situation that really explains how you were able to open the lid?

5.

Which is warmer to the touch, a bucket of water at 50.˚C or a bathtub filled with water at 25˚C?6.Which of these contains more energy?


U3 EP2Measuring Pressure


For Problems 1 & 2, calculate the pressure of the gas inside

the flask that is connected to the manometer. The pressure

in the room (Proom) is given.

What do we mean by atmospheric pressure? What causes this pressure?3.

How do we measure atmospheric pressure? Is atmospheric pressure the same everywhere on the surface of the earth?

4.

Why is the fluid in a barometer mercury, rather than water or another liquid?5.

Explain why you cannot use a hand pump like the one below right to lift water up to the 3rd floor of an apartment complex.

6.

One standard atmosphere of pressure (SP) is equivalent to ____________mmHg.7.

1 atmosphere = 760 mmHg = 14.7 psi (pounds per square inch) 320. mmHg to atma.30.0 psi to mmHgb.Barometric pressure in Breckenridge, Colorado (9600. feet) is 580. mm Hg. How many atm?c.

Convert pressure measurements from one system of units to another in the following problems. 8.


U3 EP3IFE Tables


Use an IFE table to answer the following questions.

A sample of gas occupies 150. mL at 25˚C. What is its volume when the temperature is increased to 50.˚C? Assume P and n are constant.

1.

The pressure in a bicycle tire is 105 psi at 25˚C in Boulder. You take the bicycle up to Frasier, where the temperature is – 5˚C. What is the pressure in the tire? What must be constant?

2.

What would be the new pressure if 250. cm3of gas at standard pressure is compressed to 150. cm3 ?

3.

What would be the new volume if 250. cm3of gas at 25˚C and 730. mm pressure were changed to standard conditions of temperature and pressure (STP)?

4.

Sam’s bike tire contains 15 units of air particles and has a volume of 160. mL. Under these conditions, the pressure is 13 psi. The tire develops a leak and now contains 10. units of air and has contracted to a volume of 150. mL. What would the tire pressure be now?

5.

A closed flask of air (0.250 L) contains 5.0 “bobs” of particles. The pressure probe on the flask reads 93 kPa. A student uses a syringe to add an additional 3.0 “bobs” of air through the stopper. Find the new pressure.

6.

A 350. mL sample of gas has a temperature of 30.˚C and a pressure of 1.20 atm. What temperature is needed for the same amount of gas to fit into a 250. mL flask at 1.0 atm?

7.

A 475 cm3sample of gas at STP is allowed to expand until it occupies a volume of 600. cm3. What temperature would be needed to return the gas to standard pressure?

8.

The box on the left contains gas molecules at 25˚C and 1.0 atm. The top of the box is free to move down and is held up by pressure. Using the box to the right, adjust the top of the box and gas particles to match what it will look like at STP.

9.

Pressure Temperature(K) Volume number of particles

Initial

Final

Effect

P T(K) V n

I

F

E


Unit 4: ThermodynamicsHeat vs. Temperature LabWe often think of heat and temperature as one and the same. It is important, however, to distinguish one from the other. This lab will make the difference clear.

Icy Hot LabIt is often the simple things that reveal the most to us. Just wait to see how much the simple graph produced from this lab can tell us.

Energy and Change Presentation

U4 EP1

Lauric Acid/Candle Wax LabsThese labs will help drive home the concepts learned from Icy Hot and U4 EP1.

U4 EP2

The Heat is On Presentation

U4 EP3

U4 EP4

Temperature of Bunsen Burner Flame LabYou know it's hot, but just how hot is it? Use your mastery of thermodynamics to figure it out.

Heat Capacity of Steel/Anti-Freeze LabsNow that you know the temperature of the Bunsen Burner Flame, you can calculate these constants.

Absolute ZeroThis 109 minute video documents humanity's quest to understand and master cold. It highlights and expands on the concepts developed in Units 3 & 4. Be sure you can answer questions pertaining to the topics listed below as discussed in the video. If you miss any of the video, or just want to watch it again, you should be able to view the video at www.pbs.org/wgbh/nova/zero/program.html.

Contributions of Robert Boyle to cold.○

The temperature scales developed by Daniel Fahrenheit and Anders Celsius.○

How a thermometer works.○

The first evidence that cold has a lower limit (provided by Guillaume Amontons).○

Antoine Lavoisier's caloric theory and why it was so well accepted.○

Benjamin Thompson's (Count Rumford) evidence against caloric theory.○

Contributions of Michael Faraday, Sadi Carnot, James Joule and William Thompson (Lord Kelvin).○

The industrialization of cold by Frederic Tudor, Clarence Birdseye and Willis Carrier.○

The quests of James Dewar and Heike Kamerlingh Onnes.○

Superconductivity and its potential uses.○

Contributions of Eric Cornell, Carl Wieman, Wolfgang Ketterle, and Daniel Kleppner○

Bose-Einstein Condensates and their potential uses.○


www.pbs.org/wgbh/nova/zero/program.html

U4 EP1LOL Charts


For questions 1-4 below, use energy bar charts to represent the ways that energy is stored in the system and flows into or out of the system. Be able to describe the arrangement and motion of

the particles and how they change from the initial to the final state.

A can of cold soda warms as it is left on the counter.2.

A tray of water (20.˚C) is placed in the freezer and turns into ice cubes (- 8.0˚C).3.

One of the ice cubes described in #3 is placed in a glass of room temperature (25˚C) soft drink.4.Do separate bar charts for the ice cube and the soft drink.

Where does the energy that leaves the system in #3 go? How does this energy transfer affect the room temperature in the kitchen? Do you have any experience that supports your answer?

5.

The graph below shows a cooling curve for a substance as it freezes. Sketch a cooling curve for a larger sample of that same substance. Divide the graph into appropriate sections and identify what phases

(states) of matter are present in each. Draw particle diagrams to represent the particles in each section.

6.

T

E

A cup of hot coffee sits on the table and cools.1.


U4 EP2More LOL Charts


Water vapor in the room condenses on a cold plastic bottle of water.1.

A pan of water (25˚C) is heated to boiling and some of the water is boiled away. Do separate energy bar charts for each stage of the process.

2.

You spill some warm water on your shirt. As it evaporates, you feel cool. Do separate charts again.3.

During boiling, bubbles appear in the liquid water. In the boxes below represent the arrangement of molecules inside the liquid water and inside a bubble.

4.

Liquid

What is inside the bubble? Explain your reasoning.5.

Suppose the burner under a pan of boiling water is turned to a higher setting. How will this effect the temperature of the water in the pan? Explain.

6.

The graph below shows a heating curve for a liquid heated beyond its boiling point. Sketch a heating curve for a larger sample of that same liquid. Divide the graph into appropriate sections and identify what phases of matter are present in each. Draw particle diagrams to represent the particles in each section.

7.

Bubble

T

E


U4 EP3Q = mC OR Q = mC∆T


The following properties of water are useful for solving quantitative energy problems. These constants will be given on tests; therefore, you do not have to memorize them, but you will need to know how to use them. You should, however, remember that 1 calorie = 4.18 Joules.Specific Heat Capacity of Liquid Water: 4.18 J/g∙˚C Specific Heat Capacity of Ice: 2.1 J/g∙˚CHeat of Vaporization: 2260 J/g Heat of Fusion: 334 J/g

Begin each problem by sketching an appropriate heating or cooling curve and then use that curve to determine which equations and constants to use.

A cup of coffee (140 g) cools from 75˚C down to comfortable room temperature 20.˚C. How much energy does it release to the surroundings?

1.

Suppose you lose 2.0 lbs of water due to sweating during gym class. If all of this water evaporated, how much energy (in kJ) did the water absorb from your body? 2.2 lbs = 1.0 kg

2.

Suppose during the Icy Hot lab that 65 kJ of energy were transferred to 450. g of water at 20.˚C.3.What would have been the final temperature of the water?

The heat capacity of solid iron is 0.447 J/g∙˚C. If the same quantity of energy as in #3 was transferred to a 450. g chunk of iron at 20.˚C, what would be the final temperature?

4.

Suppose a bag full of ice (450. g) at 0.0˚C sits on the counter and begins to melt to liquid water.5.How much energy must be absorbed by the ice if 2/3 of it melted?

A serving of Cheez-Its releases 130. kcal when digested by your body. If this same amount of energy was transferred to 2.5 kg of water at 27˚C, what would be the final temperature?

6.

If this same quantity of energy (130. kcal) was transferred to 2.5 kg of water at its boiling point, what fraction of the water would be vaporized?

7.


U4 EP4 Q = mC AND Q = mC∆T


The following properties of water are useful for solving quantitative energy problems. These constants will be given on tests; therefore, you do not have to memorize them, but you will need to know how to use them. You should, however, remember that 1 calorie = 4.18 Joules.Specific Heat Capacity of Liquid Water: 4.18 J/g∙˚C Specific Heat Capacity of Ice: 2.1 J/g∙˚CHeat of Vaporization: 2260 J/g Heat of Fusion: 334 J/g

Begin each problem by sketching an appropriate heating or cooling curve and then use that curve to determine which equations and constants to use.

How much energy must be absorbed by a 150. g sample of ice at 0.0 ˚C that melts and warms to 25.0˚C?1.

Suppose in the Icy Hot lab that the burner transfers 325 kJ of energy to 450. g of liquid water at 20.˚C. What mass of the water will boil away?

2.

A 12 oz can of soft drink (340. g) at 25˚C is placed in a freezer at – 12˚C. How much energy must be removed from the soft drink for it to reach this temperature?

3.

65.0 kJ of energy are added to 150. g of ice at 0.0˚C. What is the final temperature of the water? 4.

250. kJ of energy are removed from a 4.00E2 g sample of water at 60.˚C. Will the sample of water freeze completely? Explain.

5.

An ice cube tray full of ice (235g) at –7.0˚C is allowed to warm up to 22˚C. How much energy must be absorbed by the contents of the tray for this to happen?

6.

If this same quantity of energy was removed from 40.0 g of water vapor at 100.˚C, what would be the final temperature of the water?

7.


Unit 5: Classifying Matter

Solubility of Sugar LabOur model of matter will need to undergo some modifications to explain these results.

Solubility and Solutions Presentation

U5 EP1

Sand and Salt LabYou may not like this lab at first, but with some thinking and good lab technique, it should be easy.

Electrolysis of Water LabWhy is water H2O? This lab may be the first time you have actual evidence to support that formula.

Classifying Matter/Periodic Table Presentation

U5 EP2

Sticky Tape LabThe lab may be simple, but explaining the results is not. Try your best to make a model that works.

Atomic Theory Presentation

Conductivity LabWhat is electricity? How is it conducted? And how can our model of matter explain all that?

Melting Points LabAt room temperature, water is liquid but sugar is solid. How can our model explain these observations?

Molecular Compounds Presentation

Sodium Metal DemonstrationToo bad that the sodium in table salt does not react with water like this. More importantly, why not?

Ionic Compounds Presentation

Metallic Bonds / Covalent Networks Presentation

U5 EP3

Unknowns LabUse the information you have gathered to determine the type of bond present in an unknown chemical.


U5 EP1Solutions/Solubility


Carbon dioxide dissolved in water is an example of which solute-solvent combination?1.a. liquid-gas b. gas-liquid c. liquid-liquid d. gas-gasSugar dissolved in water is an example of which solute-solvent combination?2.a. liquid-liquid b. solid-solid c. liquid-solid d. solid-liquidWhich mixture is made up of the smallest particles?3.a. milk b. shaving cream c. saltwater d. muddy waterWhich mixture contains visible particles that settle out unless the mixture is stirred?4.a. colloid b. solution c. emulsion d. suspensionA metal solution is a(n)5.a. colloid b. suspension c. alloy d. emulsionThe Tyndall effect is used to distinguish between6.a. liquids and gases. c. emulsions and colloids.b. solutions and colloids.d. solvents and solutes.Increasing the surface area of the solute7.a. increases the rate of dissolution.b. decreases the rate of dissolution.c. has no effect on the rate of dissolution.d. can increase, decrease, or have no effect on the rate of dissolution.Stirring increases the rate of dissolution because it8.a. raises the temperature.b. lowers the temperature.c. brings fresh solvent into contact with the solute.d. decreases the surface area of the solute.Which of the following will dissolve most rapidly?9.a. sugar cubes in cold water c. powdered sugar in cold waterb. sugar cubes in hot water d. powdered sugar in hot waterWhich of the following will dissolve most slowly?10.a. large salt crystals in unstirred water c. small salt crystals in unstirred waterb. large salt crystals in stirred water d. small salt crystals in stirred waterIf the amount of solute present in a solution at a given temperature is less than the maximum amount that can dissolve at that temperature, the solution is said to be

11.

a. saturated. c. supersaturated.b. unsaturated. d. concentrated.A solute crystal is dropped into a solution containing dissolved solute. It falls to the bottom of the beaker and does not dissolve after vigorous stirring. What does this indicate about the

solution?

12.

a. It is probably unsaturated. c. It is probably saturated.b. It is probably supersaturated. d. It is not at equilibrium.In a solution at equilibrium,13.a. no dissolution occurs.b. the rate of dissolution is less than the rate of crystallization.c. the rate of dissolution is greater than the rate of crystallization.d. the rate of dissolution and the rate of crystallization are equal.


U5 EP2Matter & Periodic Table


The idea of arranging the elements in the periodic table according to their chemical and physical properties is attributed to _______________________.

1.

Mendeleev left spaces in his periodic table and predicted the existence of three elements and their______________________.

2.

The discovery of what elements added a new column to Mendeleev's periodic table?3.a. noble gases b. transition metals c. halogens d. alkaline -earth metalsWhat are the elements with atomic numbers from 58 to 71 called?4.Argon, krypton, and xenon are __________________________.5.The periodic law allows some properties of an element to be predicted based on its6.a. position in periodic table b. symbol c. mass d. colorPotassium and bromine belong to ____________________.7.In which group does hydrogen belong? Explain.8.The most reactive group of nonmetals is _______________________.9.Elements in group 1, aka ____________________, are (more/less) reactive than elements in group 2, aka ______________________.

10.

What type of mixture has components in a uniform distribution?11.Which of the following is a homogeneous mixture?12.a. water b. sugar water c. whole wheat bread d. sugarAll of the following are heterogeneous mixtures except13.a. whole wheat bread b. granite c. tap water d. oil -water mixtureIdentify the separation techniques pictured below. Which technique would be useful to separate a mixture of sand, salt and water? Of salt and water? Elements of water?

14.


U5 EP3Types of Compounds


Below left is a 2-D array that represents an ionic lattice. At right is a 2-D array that represents a molecular solid. In what ways are they similar? In what ways are they different?

1.

Below are groups of the inner cores of the atoms of the tapes. Sketch in the mobile negative charges to show how the top tape becomes (+) and the bottom becomes (-). Label each tape.

2.

Describe the contents of each cell.3.1

2

3

4


Unit 6: Naming Compounds

Naming Molecular Compounds Presentation

U6 EP1

Naming Ionic Compounds Presentation

U6 EP2


U6 EP1Molecular Compounds


Name and/or write the formula for the following molecules. Be prepared to draw each.

a. CBr41.

b. N2P3

c. PCl3

d. ICl

e. N2O

f. SiF4

a. GeH42.

b. N2Br4

c. P2S5

d. SeO2

e. NH3

f. SiO2

a. phosphorus triiodide3.

b. silicon tetrachloride

c. dinitrogen pentoxide

e. dinitrogen tetroxide

f. carbon monoxide

a. carbon dioxide4.

b. sulfur hexafluoride

c. dinitrogen tetrachloride

d. carbon tetraiodide

e. phosphorus pentafluoride

f. diphosphorus pentoxide

5.H

H

O

6.

CO O

7.

CH H

H

H

8.

HO O

9.

H

O

O O

S


U6 EP2Ionic Compounds


Name and/or write the formula for the following ionic compounds. Be prepared to draw each as both an electrically neutral empirical compound and dissociated ions.

a. Na2O1.

b. K2S

c. MgCl2

d. CaBr2

e. BaI2

f. Al2S3

a. CsBr2.

b. AgF

c. Na3N

d. K2O

e. AgBr

f. MgI2

a. SnBr23.

b. SnBr4

c. CrO

d. Cr2O3

e. Hg2I2

f. HgI2

a. PbCl24.

b. Fe2O3

c. SnI2

d. Hg2O

e. HgS

f. CuI

a. lithium bromide5.

b. sodium iodide

c. silver sulfide

d. cesium oxide

e. beryllium iodide

f. barium hydride

a. silver oxide6.

b. aluminum sulfide

c. sodium nitride

d. barium chloride

e. strontium hydride

f. aluminum fluoride

a. chromium(III) chloride7.

b. tin(IV) oxide

c. lead(II) oxide

d. copper(II) iodide

e. cobalt(II) oxide

f. cobalt(III) oxide

a. chromium(III) sulfide8.

b. manganese(IV) oxide

c. gold(III) chloride

d. titanium(IV) chloride

e. iron(II) bromide

f. iron(II) oxide

a. sodium nitrate9.

b. aluminum phosphate

c. calcium carbonate

d. sodium carbonate

e. calcium nitrate

f. aluminum carbonate

a. K2SO410.

b. Mg(NO2)2

c. AgNO3

d. Cu3PO4

e. Be(OH)2

f. Al3HCO3

a. potassium hydroxide11.

b. ammonium hydroxide

c. potassium bicarbonate

d. zinc carbonate

e. cobalt(II) hydroxide

f. iron(III) phosphate

a. 12.

b. K Cl

+

+

Na S

O

OO

O

2-

Na

c.


Unit 7: Counting Particles

5 Balloons LabCan you form one of the most popular hypotheses in all of chemistry?

5 Balloons Hypothesis Presentation

Relative Mass LabEven though we cannot see individual particles of matter, our new hypothesis allows us to make some very useful statements about them.

U7 EP1

The Mole Presentation

U7 EP2

Empirical Formula LabIn Unit 5, we just accepted oxidation numbers as fact. What evidence do we have to support them? This lab will reveal how we know the formula for zinc chloride with real evidence.

MgxOy LabMore evidence to support oxidation numbers. Just promise not to stare!

U7 EP3

Magnesium sulfate ∙ ?-hydrate LabWe have already come across some ionic compounds that incorporate water into their crystal lattice structure (hygroscopic compounds like calcium chloride). How much water does your sample of

magnesium sulfate contain? What is the formula for this hydrate?


U7 EP1Relative Mass


The following items are sold regularly by the dozen instead of individually:eggs, bagels, munchkins (donut holes), and chicken wings.

Why are these items sold in this manner?1.

A student determined the mass of a dozen of each of these items.Eggs = 1.5 poundsBagels = 3.0 poundsMunchkins = 0.75 poundsWings = 2.25 pounds

Calculate the average mass of ONE of each item.2.

Place the correct number of munchkins in the empty balance pan.3.

1.0# 0.75#

Compare how you "counted" particles in the pressure vs. number of particles lab in Unit 3 with how you "counted" particles in the relative mass lab. What assumptions did you make in each lab? What reasoning did you use to reach these assumptions?

4.


U7 EP2The Mole


Assuming that each human being has 60. trillion body cells (6.0 x 1013) and that Earth's population is 6.7 billion (6.7E9), calculate the total number of living human body cells on this planet. What percentage of a mole is this number?

1.

Roadrunner, the fastest supercomputer in the world as of June 2008, can perform a petaflop. A "flop" is an acronym meaning floating-point operations per second. One petaflop is 1,000 .trillion operations per second. How long (in both seconds and years) will it take Roadrunner to perform a mole of operations? (1 year = 365.25 days)

2.

If you started counting when you first learned how to count and then counted by ones, eight hours a day, 5 days a week for 50 weeks a year, you would be judged a 'good counter' if you could reach 4 billion by the time you retired at age 65. If every human on Earth (6.7E9) were to count this way until retirement, what percentage of a mole would they count?

3.

An old (pre-1987) penny is nearly pure copper. If such a penny has a mass of 3.3 g, how many moles of copper atoms would be in one penny?

4.

Four nails have a total mass of 4.42 grams. How many moles of iron atoms do they contain?5.

A raindrop has a mass of 0.050 g. How many moles of water does a raindrop contain?6.

What mass of water would you need to have 15.0 moles of H2O?7.

One box of Morton’s Salt contains 737 grams. How many moles of sodium chloride is this? 8.

A chocolate chip cookie recipe calls for 0.050 moles of baking soda (sodium bicarbonate). How many grams should the chef mass out?

9.

Rust is iron(III) oxide. The owner of a l959 Cadillac convertible wants to restore it by removing the rust with oxalic acid, but he needs to know how many moles of rust will be involved in the reaction. How many moles of iron(III) oxide are contained in 2.50 kg of rust?

10.

First-century Roman doctors believed that urine whitened teeth and also kept them firmly in place. As gross as that sounds, it must have worked because it was used as an active ingredient in toothpaste and mouthwash well into the 18th century. Would you believe it’s still used today? Thankfully, not in its original form! Modern dentists recognized that it was the ammonia that cleaned the teeth, and they still use that. The formula for ammonia is NH3. How many moles are in 0.75 g of ammonia? How many molecules? How many nitrogen atoms? How many hydrogen atoms?

11.

Lead(II) chromate was used as a pigment in paints. How many moles of lead(II) chromate are in 75.0 g of lead(II) chromate? How many atoms of oxygen are present?

12.

The diameter of the tungsten wire in a light bulb filament is very small, less than two thousandths of an inch, or about 1/20 mm. The mass of the filament is so very small – 0.0176 grams – that it would take 1,600 filaments to weigh an ounce! How many tungsten atoms are in a typical light bulb filament?

13.

Two popular antacids tablets are Tums and Maalox. The active ingredient in both of these antacids is calcium carbonate. Tums Regular Strength tablets contain 0.747 g and Maalox tablets contain 0.600 g of calcium carbonate. How many more molecules of calcium carbonate does a Tums provide than a Maalox?

14.


U7 EP3Empirical Formulas


Find the empirical formula of a compound containing 32.0 g of bromine and 4.9 g of magnesium.1.

What is the empirical formula of a carbon-oxygen compound if a 95.2 g sample of the compound contains 40.8 g of carbon and the rest is oxygen?

2.

A compound was analyzed and found to contain 9.8 g of nitrogen, 0.70 g of hydrogen, and 33.6 g of oxygen. What is the empirical formula of the compound?

3.

A compound composed of hydrogen and oxygen is found to contain 0.59 g of hydrogen and 9.40 g of oxygen. The molar mass of this compound is 34.0 g/mol. Find the empirical and molecular

formulas.

4.

A sample of iron oxide was found to contain 1.116 g of iron and 0.480 g of oxygen. Its molar mass is roughly 5x as great as that of oxygen gas. Find the empirical and molecular formulas.

5.

Find the percentage composition of a compound that contains 17.6 g of iron and 10.3 g of sulfur.6.

Find the percentage composition of a compound that contains 1.94 g of carbon, 0.48 g of hydrogen, and 2.58 g of sulfur. What is the empirical formula?

7.

What is the % by mass of oxygen in magnesium nitrate?8.

What is the percentage composition of water?9.

What is the empirical formula for a compound that is 39.3% sodium and the rest chlorine?10.


Unit 8: Chemical Reactions

Nail LabYou have never seen nails do this before.

U8 EP1

U8 EP2

U8 EP3

Galvanized Nail LabYou may have heard of a galvanized nail before, but now you will see how it is made.Hopefully, you can develop a model to explain how the process works.

Electrochemistry Presentation

U8 EP4

Chemical Reactions LabThese chemical reactions are great examples of the types of reactions that youwill need to be familiar with.

U8 EP5

Chemical Change LabIt begins with copper metal and nitric acid. Let us see what we end up with.

Energy in Chemical Reactions Presentation

U8 EP6


U8 EP1Rearranging Atoms


Conservation of Massa.Chemical Formulab.Subscriptc.Coefficientd.

Define the following terms and provide examples of each.1.

Draw particle diagrams for each reactant and each product. Adjust the number of each particle accordingly so that the chemical equation follows the conservation of mass.

2.

a. H2 + O2 H2O

b. H2 + Cl2 HCl

c. Na + O 2 Na2O

d. N2 + H2 NH3

e. CH4 + O2 CO2 + H2O

f. NO + O 2 NO2

g. Fe + Cl2 FeCl3

h. CH3OH + O 2 CO2 + H2O


U8 EP2Balancing Equations


Adjust coefficients to balance the following equations (1-35). Be prepared to draw particle diagrams.

____C + ____H2O → ____CO + ____H21.

____MgO →____Mg + ____O22.

____Al + ____O2 → ____Al2O33.

____Zn + ____H2SO4 → ____ZnSO4 + ____H24.

____Cl2 + ____KI → ____KCl + ____I25.

____CuCl → ____Cu + ____Cl26.

____Na + ____Cl2 → ____NaCl7.

____Al + ____HCl→ ____AlCl3 + ____H28.

____Fe2O3 → ____Fe + ____O29.

____P + ____O2→____P2O510.

____Mg + ____HCl → ____MgCl2 + ____H211.

____H2 + ____N2 → ____NH312.

____BaCl2 + ____H2SO4 → ____BaSO4 + ____HCl13.

____CH4 + ____O2 →____CO2 + ____H2O14.

____ZnCl2 + ____(NH4)2S → ____ZnS + ____ NH4Cl15.


U8 EP2Balancing Equations


____SO2 + ____O2 ____SO316.

____CH4 + ____O2 ____CO + ____H2O17.

____P + ____Cl2 ____PCl318.

____CO + ____O2 ____CO219.

____CH4 + ____ O2 ____CH3OH20.

____Li + ____Br2 ____LiBr21.

____Al2O3 ____Al + ____O222.

____Na + ____H2O ____NaOH + ____H223.

____CO2 + ____H2O ____C6H12O6 + ____O224.

____H2SO4 + ____NaCl ____HCl + ____Na2SO425.

Two reactions are used to get rid of sulfur dioxide, a pollutant from burning coal:

____H2 + ____SO2 ____H2S + ____H2O26.

____CaCO3 + ____SO2 + ____ O2 ____CaSO4 + ____CO227.

____AgNO3 + ____CaCl2 ____AgCl + ____Ca(NO3)228.

____HCl + ____Ba(OH)2 ____BaCl2 + ____H2O29.

____H3PO4 + ____NaOH ____Na3PO4 + ____H2O30.

____Pb(NO3)2 + ____KI ____ PbI2 + ____KNO331.

____CuO + ____NH3 ____N2 + ____Cu + ____H2O32.

____C2H5OH + ____O2 ____CO2 + ____H2O33.

____C2H6 + ____O2 ____CH3COOH + ____H2O34.

____NO2 + ____H2O ____HNO3 + ____NO35.


U8 EP3Writing Balanced Equations


Nitric oxide (NO) reacts with ozone (O3) to produce nitrogen dioxide and oxygen.1.

Iron burns in air to form a black solid, Fe3O4.2.

Sodium metal reacts with chlorine gas to form sodium chloride.3.

Acetylene, C2H2, burns in air to form carbon dioxide and water.4.

Hydrogen peroxide (H2O2) easily decomposes into water and oxygen.5.

Hydrazine (N2H4) and hydrogen peroxide are used together as rocket fuel. The products are nitrogen and water.

6.

If potassium chlorate is strongly heated, it decomposes to yield oxygen gas and potassium chloride.

7.

When sodium hydroxide is added to sulfuric acid (H2SO4), the products are water and sodium sulfate.

8.

In the Haber process, hydrogen and nitrogen react to form ammonia.9.

Ammonia (NH3) reacts with hydrogen chloride to form ammonium chloride.10.

Calcium carbonate decomposes upon heating to form calcium oxide and carbon dioxide.11.

Barium oxide reacts with water to form barium hydroxide.12.

Acetaldehyde (CH3CHO) decomposes to form methane (CH4) and carbon monoxide.13.

Zinc is combined with copper(II) nitrate.14.

Calcium sulfite decomposes when heated to form calcium oxide and sulfur dioxide.15.


U8 EP3Writing Balanced Equations


Aluminum is combined with sulfuric acid (H2SO4).16.

A nitrogen containing carbon compound, C2H6N2, decomposes to form ethane, C2H6, and nitrogen.

17.

Phosgene, COCl2, is formed when carbon monoxide reacts with chlorine gas.18.

Manganese(II) iodide decomposes when exposed to light to form manganese and iodine.19.

Dinitrogen pentoxide reacts with water to produce nitric acid (HNO 3).20.

Magnesium is combined with titanium (IV) chloride.21.

Carbon reacts with zinc oxide to produce zinc and carbon dioxide.22.

Bromine reacts with sodium iodide to form sodium bromide and iodine.23.

Phosphorus (P4) reacts with bromine to produce phosphorus tribromide.24.

Ethanol, C2H5OH, reacts with oxygen to produce carbon dioxide and water.25.

Calcium hydride reacts with water to produce calcium hydroxide and hydrogen.26.

Sulfuric acid, H2SO4, reacts with potassium hydroxide.27.

Propane, C3H8, burns in air.28.

Lead is combined with aluminum chloride.29.

Zinc is combined with hydrochloric acid.30.


U8 EP4Electrochemistry


In an electrochemical cell, electrons are generated at the1.a. anode.b. cathode.c. circuit.d. electrolyte.

What is used to keep two half-cells apart but allow charges to flow?2.a. an electrolyteb. a cathodec. a porous barrierd. an anode

Where does oxidation take place in an electrochemical cell?3.a. the anodeb. the cathodec. the anode or the cathoded. the half-cell

The oxidation number of the substance taking part in the reaction that occurs at the cathode4.a. decreases.b. increases.c. does not change.d. None of the above

In an electrochemical cell, the cathode is the5.a. neutral electrode.b. electrode at which matter can gain or lose electrons.c. electrode at which matter gains electrons.d. electrode at which matter loses electrons.

Draw a complete (labels, etc.) electrochemical cell using copper and zinc.6.Use sulfate as the anion for aqueous solutions of each metal.

Draw (with labels) and describe how a typical AA battery works.7.


U8 EP5Types of Rxns


Na3PO4 + KOH NaOH + K3PO4 81.

MgCl2 + Li2CO3 MgCO3 + LiCl 52.

C6H12 + O2 CO2 + H2O 223.

Pb + FeSO4 PbSO4 + Fe 44.

CaCO3 CaO + CO2 35.

P4 + O2 P2O3 66.

RbNO3 + BeF2 Be(NO3)2 + RbF 67.

AgNO3 + Cu Cu(NO3)2 + Ag 68.

C3H6O + O2 CO2 + H2O 119.

C5H5 + Fe Fe(C5H5)2 410.

SeCl6 + O2 SeO2 + Cl2 611.

MgCl2 + Mn(SO3)2 MgSO3 + MnCl4 612.

Zr2O3 + Sn Zr + SnO2 1213.

(NH4)2Cr2O7 Cr2O3 + N2 + H2O 714.

Indicate whether the following are examples of synthesis (combination), decomposition, combustion, single replacement or double replacement. The number in boldface is the

SUM of the coefficients of the correctly balanced equation.


U8 EP6LOLOL Charts


For questions 1-5 below, use energy bar charts to represent the ways that energy is stored in the system and flows into or out of the system. Be able to describe the arrangement and motion of the particles and how they change from the initial to the final state.

Heating calcium carbonate decomposes it into calcium oxide and carbon dioxide.1.

Solid zinc is combined with hydrochloric acid in a test tube. The test tube feels warmer.2.

Isopropyl alcohol, C3H8O is burned in air.3.

In some chemical cold packs, solid ammonium chloride dissolves in water forming aqueous ammonium and chloride ions.

4.

In some chemical hot packs, a supersaturated solution of sodium acetate forms crystals of solid sodium acetate.

5.


Unit 9: Solution Stoichiometry

Molarity LabWhat does that "M" on the bottle of 3.0 M HCl stand for?

U9 EP1

Cobalt hydroxide/Lead iodide LabRemember how to decant? I hope so. You will need to recall a lot of informationand lab techniques to perform this lab.

BCA Tables Presentation

U9 EP2

U9 EP3

U9 EP4

Acids / Bases / pH Presentation

Sodium hydroxide / Hydrochloric acid Lab

U9 EP5


U9 EP1Molarity


Use the graph at right to determine the molarity of the potassium chloride solution.

1.Slope = 0.00175

0.000

0.005

0.010

0.015

0.020

0.025

0.030

0 2 4 6 8 10 12 14 16

Mo

les

KC

l

Volume (mL)

Use the graph at right to determine the molarity of the sodium chloride solution.

2.

Slope = 0.1169

0

20

40

60

80

100

120

140

0 200 400 600 800 1000 1200

Mas

s N

aCl

(g)

Volume (mL)

Explain what this concentration tells us about the NaCl solution.a.How might a chemist use this ratio?b.

Sodium chloride was dissolved in water to produce a 1.5M solution. 3.

A 45.3 g sample of potassium nitrate is dissolved in enough water to make 225 mL of solution. Determine the molar concentration of the potassium nitrate.

4.

Find the molarity of a solution made from 275 g of CuSO4 dissolved in enough water to make 4.25 L.5.

An alcoholic iodine solution (“tincture” of iodine) is prepared by dissolving 5.15 g of iodine crystals in enough alcohol to make a volume of 225 mL. Calculate the molarity of iodine in the solution.

6.

What final volume would be needed in order to prepare a 0.25 M NaCl solution from 5.2 g of NaCl (s)?7.

0.25 M AlCl3a.0.375 M Na2CrO4b.0.0020 Ca(OH)2c.0.103 M Na3PO4d.

Draw a particle diagram of each of these ionic substances in solution. Then calculate the molarity of each ion present in each of the following solutions.

8.

How many grams of silver nitrate are needed to prepare 250. mL of standard 0.100 M silver nitrate solution?

9.

If 10.0 g of AgNO3is available, find the volume needed to prepare a 0.25 M AgNO3solution.10.

Concentrated hydrochloric acid is made by pumping hydrogen chloride gas into distilled water. If concentrated HCl contains 439 g of HCl per liter, what is the molarity?

11.


U9 EP2BCA Stoichiometry


Begin each problem with a balanced chemical equation. Complete the BCA table using the coefficients from the balanced equation to determine the appropriate mole ratios.

Hydrogen sulfide gas, which smells like rotten eggs, burns in air to produce sulfur dioxide and water. How many moles of oxygen gas would be needed to completely burn 8 moles of hydrogen sulfide?

1.

H2S(g) + O2(g) SO2(g) + H2O(g)

M Before ___ ___ ___ ___OL Change ___ + ___ ___ + ___

ES After ___ ___ ___ ___

Propane, C3H8, burns in air to form carbon dioxide and water. If 12 moles of carbon dioxide are formed, how many moles of propane were burned?

2.

Ammonia for fertilizer is made by causing hydrogen and nitrogen to react at high temperature and pressure. How many moles of ammonia can be made from 0.15 moles of nitrogen gas?

3.

The poison gas phosgene, COCl2, reacts with water in the lungs to form hydrochloric acid and carbon dioxide. How many moles of hydrochloric acid would be formed by 0.835 moles of phosgene?

4.

Iron metal and oxygen combine to form the magnetite, Fe3O4. How many moles of iron can be converted to magnetite by 8.80 moles of pure oxygen? How many moles of magnetite are produced?

5.

The recipe for Coca-Cola Classic is a closely guarded secret, so a complete balanced equation is out. Researchers outside the company believe the flavoring mixture, known as “7X”, contains oils of orange, lemon, nutmeg, cinnamon, and coriander. The original mixture also contained caffeine, vanilla, caramel, lime juice, sugar or artificial sweetener, and citric acid. Over the years, the recipe has changed. For example, the original recipe contained citric acid but this was combined with phosphoric acid to cut production costs. Corn syrup replaced sugar for the same reason. Here is the part of the recipe that we know.

6.

C8H10N4O2 + 4 H3PO4 + 6 CO2 + other ingredients C6H5CO2K + other products

caffeine phosphoric acid potassium benzoate

To produce 1000 cans of Coca-Cola Classic, 40g (0.21 moles) of caffeine are reacted with phosphoric acid and other ingredients. How many moles of phosphoric acid are required? How many moles of CO2 are required?


U9 EP3Percent Yield


Use BCA tables to complete the following problems.Using the Hoffman apparatus for electrolysis, a chemist decomposes 36 g of water into its gaseous elements. How many grams of hydrogen gas should she recover (theoretical yield)?

1.

Liquid sodium reacts with chlorine gas to produce sodium chloride. You want to produce 584.5 g of sodium chloride. How many grams of sodium are needed?

2.

You eat 180.0 g of glucose (90 M&Ms). If glucose, C6H12O6, reacts with oxygen gas to produce carbon dioxide and water, how many grams of oxygen will you have to breathe in to burn the glucose? How many grams of carbon dioxide should be produced?

3.

Suppose 4.61 g of zinc was allowed to react with hydrochloric acid to produce zinc chloride and hydrogen gas. How much zinc chloride should you get? Suppose that you actually recovered 8.56 g of zinc chloride. What is your percent yield?

4.

Determine the mass of carbon dioxide that should be produced in the reaction between 3.74 g of carbon and excess O2. What is the % yield if 11.34 g of CO2is recovered?

5.

In the reaction between excess K(s) and 4.28 g of O2(g), potassium oxide is formed . What mass would you expect to form (theoretical yield)? If 17.36 g of K2O is actually produced, what is the percent yield?

6.

Determine the mass of carbon dioxide one could expect to form (and the percent yield) for the reaction between excess CH4and 11.6 g of O2if 5.38 g of carbon dioxide gas is produced along with some water vapor.

7.

Determine the mass of water vapor you would expect to form (and the percent yield) in the reaction between 15.8 g of NH3and excess oxygen to produce water and nitric oxide (NO). The mass of water actually

formed is 21.8 g.

8.


U9 EP4Limiting Reactant


Write the balanced equation for the reaction between hydrogen and oxygen.1.

Suppose that 4 molecules of hydrogen gas and 4 molecules of oxygen gas react to form water.Make a drawing that represents the reaction container before and after the reaction.

How many molecules of water can be produced?a.Which reactant is in excess? Why?b.How many molecules of excess reactant are there?c.

Construct a BCA table for this reactant mixture using molecules instead of moles.Answer questions a-c using the BCA table. How, if at all, do your answers differ?

Based on your two methods of analysis above, what determines how much product can be made from a particular reactant mix?

Make a drawing that represents the reaction container before and after the reaction of 6 molecules of nitrogen and 12 molecules of hydrogen. How many molecules of ammonia can be produced? Which reactant is in excess? Why? How many molecules of excess reactant are there?

2.

Answer the same questions using a BCA table instead of the particle diagrams.

Describe how you know which reactant determines how much product can be made.

Use only BCA tables to answer the remaining questions.When 0.50 mole of aluminum reacts with 0.72 mole of iodine to form aluminum iodide, how many moles of the excess reactant will remain? How many moles of aluminum iodide will be formed?

3.

When sodium hydroxide reacts with sulfuric acid (H2SO4), water and sodium sulfate are the products. Calculate the mass of sodium sulfate produced when 15.5 g of sodium hydroxide are

reacted with 46.7 g of sulfuric acid.

4.

A 14.6 g sample of oxygen gas is placed in a sealed container with 2.5 g of hydrogen gas. The mixture is sparked, producing water vapor. Calculate the mass of water formed. Calculate the number of moles of the excess reactant remaining.

5.

Neuroscientists believe that the only chemical in chocolate that may have a feel -good effect on the human brain is phenylethylamine (PEA). Although the PEA in chocolate occurs naturally, PEA can be

made in the laboratory by the following reaction: CH5NO2 + C8H8O C8H11N + CO2 + H2O

6.

How much PEA can be made from 75.0 g of CH5NO2 and 125g of C8H8O? What mass of the excess reactant remains?


How many moles of lead(II) hydroxide (solid) can be formed when 0.0225L of 1.0.135 M Pb(NO3)2 solution reacts with excess sodium hydroxide?

Aqueous barium nitrate reacts with aqueous sodium sulfate. Abigail places 20.00 mL of 0.500 M barium nitrate in a flask. She has a 0.225M sodium sulfate solution available. What volume of this solution must she add to her flask of barium nitrate so she has no excess reactant left over?

2.

Calcium chloride (aq) reacts with sodium carbonate (aq). Determine what volume of a 2.00 M calcium chloride solution would be needed to exactly react with 0.0650 L of 1.50 M Na2CO3. How many grams of sodium chloride should be produced from the reaction. How much sodium chloride will actually be produced if the percent yield for the reaction is 85%?

3.

The remaining problems represent all types of stoichiometry problemsCalculate the number of moles of potassium chlorate (s) that must decompose to produce potassium chloride (s) and 1.8 moles of oxygen.

4.

Magnesium metal reacts with hydrochloric acid. What volume of 1.0 M hydrochloric acid is needed to completely react with 2.43 g of magnesium?

5.

Ethane, C2H6, combusts in air. What mass of oxygen is needed to react with 2.20 mol of ethane?6.

Determine the mass of sodium nitrate produced when 0.73 g of nickel(II) nitrate reacts with sodium hydroxide.

7.

2.93 g of copper metal is placed in a 0.75 M silver nitrate solution, producing silver metal and aqueous copper(II) nitrate. The silver nitrate solution contained 1.41 g of silver nitrate. What is

the volume of the silver nitrate solution? If 0.87 g of silver metal is recovered, what is % yield?

8.

Hydrochloric acid is added to sodium bicarbonate, producing sodium chloride, water and carbon dioxide. What is the percent yield if 4.68 g of CO2 are collected when 10.0 g of sodium hydrogen

carbonate reacts with excess 3.0 M HCl?

9.

If 5.0 g of phosphorus and 35 g of bromine react, how many grams of phosphorus tribromide should be produced?

10.

Zinc sulfide and oxygen gas react to form zinc oxide and sulfur dioxide. Determine the amount of ZnO that should be produced in a reaction between 46.5 g of ZnS and 13.3 g of oxygen. What

is the mass of the xs reactant?

11.

U9 EP5Solution Stoichiometry



Unit 10: Gas and Energy Stoichiometry

3 Containers LabWe know the volume and the number of particles, so what else must be true? Do not be afraid to make some assumptions.

U10 EP1

Molar Volume of a Gas LabUsing magnesium metal and hydrochloric acid, determine the volume (in L) of 1 mole of hydrogen gas at standard temperature and pressure. This volume will allow us to do a lot.

Molar Gas Law Presentation

U10 EP2

U10 EP3

Energy of Combustion LabWe have revisited gases and now we will revisit energy and thermodynamics. How much energy is released by during the combustion of candle wax?

Calorimetry Presentation

U10 EP4


U10 EP1Gases Again


A can of spray paint contains nitrogen gas as the propellant. The pressure of the gas is 3.5 atm when the temperature is 20.˚C. The can is left in the sun, and the temperature of the gas increases

to 50.˚C. What is the pressure in the can?

1.

A 90.0 mL volume of helium was collected under a pressure of 740. mmHg. At what volume would the pressure of this gas be 700 mmHg? Assume temperature is constant.

2.

A small bubble rises from the bottom of a lake, where the temperature is 8 ˚C and the pressure is 6.4 atm, to the water’s surface, where the temperature is 25˚C and pressure is 1.0 atm. Calculate

the final volume (in mL) of the bubble if its initial volume was 2.1 mL.

3.

Three gases are mixed in a 1.00 L container. The partial pressure of CO 2 is 250. mmHg,4.N2 is 375 mmHg and He is 125 mmHg. What is the pressure of the mixture of gases?

What are the percentages of the gases in the above mixture?5.

Our atmosphere is a mixture of gases (roughly 79% N2, 20% O2 and 1% Ar). What is the partial pressure (in mmHg) of each gas at standard pressure?

6.

A mixture of He and O2 gases is used by deep-sea divers. If the pressure of the gas a diver inhales is 8.0 atm, what percent of the mixture should be O2 if the partial pressure of O2 is to be the same as

what the diver would ordinarily breathe at sea level?

7.

When you found the density of carbon dioxide gas in Unit 2, you collected the gas by displacing water. At the time, we assumed the gas was only carbon dioxide. The gas you collected actually

was a mixture of CO2 and water vapor. How did water vapor get mixed in. Hint: What happens to a drop of water left on a table?

8.

If, on the day of the Density of a Gas Lab, the room pressure was 730. mmHg and the partial pressure of water vapor was 21 mmHg, what would be the partial pressure of the CO 2 gas?

9.

Suppose that when you reacted zinc with hydrochloric acid, you collected the hydrogen gas by water displacement. If the pressure in the room is 735 mmHg, and the partial pressure of the

water is 22 mmHg, what would be the partial pressure of the hydrogen gas? If the volume of the hydrogen is 25.0 mL, what is the volume of the hydrogen gas alone at standard pressure?

10.


U10 EP2Molar Gas Law


What volume does 16.0 g of O2 occupy at STP?1.

A mixture contains 5.00 g each of oxygen, nitrogen, carbon dioxide and neon gas.2.Calculate the volume of this mixture at STP.

A 250 mL flask of hydrogen is collected at 763 mmHg and 35˚C by displacement of water. The vapor pressure of water at 35˚C is 42.2 mmHg. How many mol of hydrogen are in the flask?

3.

A weather balloon contains 65 L of helium at 20.0˚C and 0.932 atm. How many atoms of helium are in the balloon?

4.

What will the volume of the weather balloon from question 4 be when it rises into the stratosphere where the temperature is -61˚C and the pressure is 1.0856E-2 atm?

5.

A 4.44 L container holds 15.4 g of oxygen at 25.25˚C. What is the pressure in mmHg?6.

How many moles of air are in a 2.65 L balloon at 22.1˚C and 1.09 atm?7.

How many moles of neon are in a 0.50 L tube at STP?8.

How many moles of air are in a 1.00 L tube at STP?9.


U10 EP3Gas Stoichiometry


CaCO3(s) → CaO(s) + CO2(g)When calcium carbonate is heated strongly, carbon dioxide gas is evolved.1.

If 4.74 g of calcium carbonate is heated, what volume of CO 2(g) would be produced when collected at STP?

Zinc metal reacts vigorously with chlorine gas to form zinc chloride. What volume of chlorine gas at 25˚C and 1.00 atm is required to react completely with 1.13 g of zinc?

2.

P4(s) + 6 H2(g) ––> 4 PH3(g)Consider the following reaction:3.

What mass of P4 will completely react with 2.50 L of hydrogen gas at 0˚C and 1.50 atm pressure?

Mg3N2(s) + 3H2O(l) ––> 3 MgO + 2NH3(g)If water is added to magnesium nitride and heated, ammonia gas is produced.4.

If 10.3 g of magnesium nitride is treated with water, what volume of ammonia gas would be collected at 20˚C and 0.989 atm?

Nitrogen gas and hydrogen gas combine to produce ammonia gas. What volume of hydrogen gas at 25˚C and 735 mmHg is required for the complete reaction of 10.0 g of nitrogen?

5.


How many kJ of heat will be released when 4.72 g of carbon reacts with excess oxygen gas to produce carbon dioxide? C + O 2 CO2 ∆H° = –393.5 kJ

1.

How much heat should be transferred when 38.2 g of liquid bromine reacts with excess hydrogen gas to form hydrogen bromide? Is the heat being transferred from the system to the

surroundings or from the surroundings to the system? H 2 + Br2 2 HBr ∆H° = 72.80 kJ

2.

2 S + 3 O2 2 SO3 ∆H° = –791.4 kJ

How many kJ of heat would you expect to be transferred when 6.44 g of sulfur react with excess oxygen to produce sulfur trioxide? Is this reaction endothermic or exothermic?

3.

Nitrogen gas and oxygen gas can combine to produce nitric oxide, NO. If such a reaction absorbs 88.0 kJ of heat from the surroundings, how many grams of nitrogen gas do you predict were consumed in the reaction? N2 + O2 2 NO ∆H° = 180 kJ

4.

4 NH3 + 5 O2 4 NO + 6 H2O ∆H° = – 1170 kJ

Ammonia gas combines with excess oxygen gas to produce nitric oxide and water. If 256 kJ of energy were released in such a reaction, how many grams of ammonia gas were reacted?

5.

Carbon in the form of graphite combines with excess hydrogen gas to form benzene, C 6H6. In the following reaction 3.95 kJ of heat were transferred. Calculate the grams of graphite reacted. Is the reaction endothermic or exothermic? 6 C + 3 H 2 C6H6 ∆H° = 49.03 kJ

6.

C8H18+ 12 1/2 O2 8 CO2+ 9 H2O ∆H° = –5483.4 kJHow much heat will be released if 30.0 g of octane (C 8H18) is burned in excess oxygen?7.

How much heat would be released by burning one gallon of octane? The density of octane is 0.703g/mL. 1 gallon = 3.79 liters.

U10 EP4Energy Stoichiometry



Unit 11: Quantum Theory

Wave Interference SimulationLet's get familiar with waves. Just not at the beach!

Properties of WavesBy now, we are very familiar with the behavior of particles. But to develop our understanding of the atom further, we will need to investigate the properties of waves, including the basic

mathematical relationships that describe them.

Blackbody Radiation and the Photoelectric Effect SimulationsThese two experiments were instrumental in developing quantum theory.

Do the Wave Presentation

Describing Light LabUse spectrascopes to describe the light emitted by three different sources.

Emission spectra/Flame Test LabEach element emits a unique spectra of light, like a fingerprint. We'll use a burner flame to coax several elements into emitting their unique brand of light.

Atom This 3-hour BBC series will guide us through the brilliant people and thoughts that shaped quantum theory and the implications of quantum theory on society. For anyone interested in exploring quantum theory further, I highly recommend reading the book "Atom" by Piers Bizony that accompanies this video. Students should be familiar with the following scientists and concepts for the test.

Albert Einstein, Brownian Motion, Louis de Broglie, Erwin Schrödinger, Wave Function, Neils Bohr, Wolfgang Pauli, Exclusion Principle, Werner Heisenberg, Copenhagen Interpretation, Quantum Jumps, Madame Curie, Ernest Rutherford, JJ Thomson, Solar System Model, Otto Hahn, Lise Meitner, Max Planck, Hans Geiger, Francis Aston, Mass Spectrometer, James Chadwick, Wilson and Penzias, Fred Hoyle, George Gamow, Paul Dirac, Richard Feynman, Murray Gell-Mann, QED, Anti-matter, Positron, Quark.

U11 EP1

The Quantum Atom Model Presentation

U11 EP2


U11 EP1 Unit 11: Example Problems 1Electromagnetic Spectrum

Because excited hydrogen atoms always produce the same line-emission spectrum, scientists concluded that hydrogen

1.

a. had no electrons. c. released photons of only certain energies.b. did not release photons. d. could only exist in the ground state.When the pink-colored light of glowing hydrogen gas passes through a prism, it is possible to see

2.

a. all the colors of the rainbow. c. four lines of different colors.b. only lavender-colored lines. d. black light.The product of the frequency and the wavelength of a wave equals the3.a. number of waves passing a point in a second.b. speed of the wave.c. distance between wave crests.d. time for one full wave to pass.Visible light, X rays, infrared radiation, and radio waves all have the same4.a. energy. c. speed.b. wavelength. d. frequency.For electromagnetic radiation, c (the speed of light) equals5.a. frequency minus wavelength. c. frequency divided by wavelength.b. frequency plus wavelength. d. frequency times wavelength.If electromagnetic radiation A has a lower frequency than electromagnetic radiation B, then compared to B, the wavelength of A is

6.

a. longer. c. equal.b. shorter. d. exactly half the length of B's wavelength.According to Bohr, electrons cannot reside at ____ in the figure below.7.

A line spectrum is produced when an electron moves from one energy level8.a. to a higher energy level. c. into the nucleus.b. to a lower energy level. d. to another position in the same sublevel.The Bohr model of the atom was an attempt to explain hydrogen's9.a. density. c. mass.b. flammability. d. line-emission spectrum.If electrons in an atom have the lowest possible energies, the atom is in the10.a. ground state. c. excited state.b. inert state. d. radiation-emitting state.The distance between two successive peaks on adjacent waves is its11.a. frequency. c. quantum number.b. wavelength. d. velocity.The wave model of light does not explain12.a. the frequency of light. c. interference.b. the continuous spectrum. d. the photoelectric effect.The energy of a photon is related to its13.a. mass. c. frequency.b. speed. d. size.


U11 EP2Quantum Atom


All of the following describe the Heisenberg uncertainly principle except1.a. it states that it is impossible to determine simultaneously both the position and velocity of an electron or any other particle.

b. it is one of the fundamental principles of our present understanding of light and matter.c. it helped lay the foundation for the modern quantum theory.d. it helps to locate an electron in an atom.All of the following describe the Schrödinger wave equation except2.a. it is an equation that treats electrons in atoms as waves.b. only waves of specific energies and frequencies provide solutions to the equation.c. it helped lay the foundation for the modern quantum theory.d. it is similar to Bohr's theory.The French scientist Louis de Broglie theorized that3.a. electrons could have a dual wave-particle nature.b. light waves did not have a dual wave-particle nature.c. the natures of light and quantized electron orbits were not similar.d. Bohr's model of the hydrogen atom was completely correct.How many quantum numbers are needed to describe the energy state of an electron in an atom?

4.

a. 1 b. 2 c. 3 d. 4The letter designations for the first four sublevels with the maximum number of electrons that can be accommodated in each sublevel are

5.

a. s:2, p:4, d:6, and f:8.b. s:1, p:3, d:5, and f:7.c. s:2, p:6, d:10, and f:14.d. s:1, p:2, d:3, and f:4.The statement that no two electrons in the same atom can have the same four quantum numbers is

6.

a. the Pauli exclusion principle. c. Bohr's law.b. Hund's rule. d. the Aufbau principle.Which of the following rules requires that each of the p orbitals at a particular energy level receive one electron before any of them can have two electrons?

7.

a. Hund's rule c. the Aufbau principleb. the Pauli exclusion principle d. the quantum ruleThe sequence in which energy sublevels are filled is specified by8.a. the Pauli exclusion principle. c. Lyman's series.b. the orbital rule. d. the Aufbau principle.Which of the following lists atomic orbitals in the correct order they are filled according to the Aufbau principle?

9.

a. 1s 2s 2p 3s 4s 3p 3d 4p 5sb. 1s 2s 2p 3s 3p 4s 3d 4p 5sc. 1s 2s 2p 3s 3p 4s 4p 3d 4dd. 1s 2s 2p 3s 3p 3d 4s 4p 5sThe electron notation for aluminum is _______________________.10.An element with 8 electrons in its highest main energy level is a(n)11.a. octet element. c. Aufbau element.b. third period element. d. noble gas.Which model of the atom explains the orbitals of electrons as waves?12.a. the Bohr model c. Rutherford's modelb. the quantum model d. Planck's theory


Appendix

Plagiarism will not be tolerated. When paraphrasing another author, students should maintain the main idea or point of the phrase using their own words, sentence structure and

proper citation. The following examples of paraphrasing have been included as a guide. Avoid plagiarism because of unacceptable paraphrase. And remember, scientists generally do not use direct quotes: they paraphrase.

ParaphrasingOriginal Text

"At the moment, the evidence seems to favor an African Eve, because other genetic studies (of nuclear DNA) also point to an origin there and because that's where the

earliest fossils of modern humans have been found. But wherever Eve's home was, the rival geneticists agree that she lived relatively recently, and this is what provokes

anthropologists to start arguing--often with Biblical metaphors of their own."

From: Tierney, J. 1988 January 11. The Search for Adam and Eve. Newsweek, 23-25.

Unacceptable Paraphrase (Plagiarism)

Currently, evidence points to an African Eve, since nuclear DNA studies favor the same starting point and early modern fossils of humans have been discovered there. However,

no matter where Eve was from, competitive geneticists believe that she existed more recently. This makes anthropologists argue—many times with religious comparisons of

their own (Tierney 1988).

Acceptable Paraphrase

Tierney (1988) contends that both the fossil and genetic evidence suggest an "African Eve." However, a major controversy between the geneticists and the anthropologists

centers around not where Eve originated, but when, with geneticists believing in a more recent date.

The following two pages provide examples of how to cite using APA format, the chosen format for most scientists. The examples show how to cite at the end of your paper (i.e. End-Text), such as in a bibliography or reference section. They also show how to cite within the body of your paper (i.e. In-Text), such as at the end of the sentence you are referencing. Please see me if you have any trouble formatting your references. I would also recommend using a citation machine: many are available on the web.

Blake Schmidt - Appendix Page 61

Examples of proper citation of sources, both End-text and In-text.

Journals[unknown author] (year) [title of article] [title of journal] [vol] [pages]Anonymous. 1997. Epidemiology for primary health care. International Journal of Epidemiology. 5:224-225.In-text: (Anon. 1997)

[two authors] (year) [title of article] (title of journal) (vol) (pages)

Quart. Rev. BioI. 59:387-415.Bryant Pl. and Simpson P. 1984. Intrinsic and extrinsic control of growth in developing organs.

In-text: (Bryant and Simpson 1984)

[author. 1st publ. in same year] (title of article) [title of journal] [vol (issue)] (pages)Billings S. 1992a. Mathematical notations. Journal of Chem. Engineering. 46(5):20-25.In-text: (Smith 1990, cited in Billings 1992a)

[author-2nd publ. in same year] (title article) (title of journal) [vol (issue)](pages)Billings S. 1992b. Modules and Notations. Mathematical Review. 54(2):5-7.In-text: (Billings 1992b)

(multiple authors) (year) (title of article) (title of journal) [vol] (number) (pages)

Science. 258(5085): 1122-9.Steiner U, Klein J, Eiser E, Budkowski A, Fetters LJ. 1992. Complete wetting from polymer mixtures.

In-text: (Steiner et al. 1992)

Magazines and Newspapers[author) [year] [month] (title of article) [title of magazine] [pages]Richardson S. 1994 January. The Return of the Plague. Discover, 69-70.In-text: (Richardson 1994)

[two authors] [year] (mo/day) [title of article] [title of newspaper] [sec:pg] [col]

process. Washington Post. A:2(col 5).Rensberger B. and Specter B. 1989. Aug. 7 CFCs may be destroyed by natural

In-text: (Rensberger and Specter 1989)

(unknown author) (year) (mo/day) (title of article) (title of newspaper) (sec page)Anonymous. 1990 Aug 24. Gene data may help fight colon cancer. Los Angeles Times. A:4.In-text: (Anon. 1990)

Books and Book Chapters(author) (year) (title of book ) (publisher) (place of publ.)Ling GN. 1984. In Search of the Physical Basis of Life. Plenum Press; New York.In-text: (Ling 1984)

[organization/publisher as author] (year) [title of book] [place of publ.]IOS-International Organization for Standardization. 1979. Statistical methods. Geneva.In-text: (IOS 1979)

[publisher of book ] [place of publication][author of chapter] [year] [title of book chapter] [page numbers] [in] [editor of book] [title of book]

Theoretical Ecology. Sinauer Associates, Sunderland, MA.Southwood TRE. 1981. Bionomic strategies and population parameters. Pages 50-52. In RM. May, ed.

In-text: (Southwood 1981)


Pamphlets[organization as author] [no year given] [title of pamphlet] [place of publication]

Humane Society. n.d. Care of critically ill pets. Washington, D.C.In-text: (Humane Society n.d.)

Government Documents/Reports/Publications

(government documentation number](government organization as author) [mo/year] (title of report) (place of publication)

consultants to the Advisory Committee to the Director. NIH. Bethdsda (MD): PB90-155268, PB90-155276.

NIH-National Institutes of Health (US). Dec. 1988. Report of the Human Fetal Tissue Transplantation Panel,

In-text: (NIH 1988)

(two authors) (year) (title of government report) (report number) (publisher of report) [place of publ.]

theoretical basis for the ecosystem model EP A-600/3-83-084. National Technical Information Service PB 3-261-685, Springfield, V A.

Lassiter RR. and Cooley JL. 1983. Prediction of ecological effects of toxic chemicals, overall strategy and

In-text: (Lassiter and Cooler 1983)

Conference Papers

[place of conference] [date of conference]

[author] [year] (title of conference paper) [organization for whom paper was presented]

of the American Association of the Advancement of Science, Washington, D.C., 8 January 1982.O'Leary DS. 1983. Risks and benefits of cooperating with the media. Paper presented at the annual meeting

In-text: (O'Leary 1983)

Web Sites[unknown author] [year] [title of article] [complete web address] [date you accessed the web page]Anonymous. 1996. Use of wildland fire. http://www.fs.fed.uslIandlwdfire7a.htJDl Accessed 15 August 1997.In-text: (Anon. 1996)

(corporation as author) (no date given) [title of article] [complete web address) [date accessed]

Accessed 17 August 1997.Aquatic Conservation Network. n.d. Aquatic Conservation. http://www.tnews.com/textlwetlands.html

In-text: (Aquatic Cons n.d.)

[author] [year] [title of article] [complete web address] [date accessed]

Accessed 25 July 1997.Tardent P. 1995. Cell Biology, annual report. http://www.unizh.ch/-zoo/depts/celllreport94.htmI

In-text: (Tardent 1995)

Video/TV Programs[editor of program] [year] [title of program] [production company] [place of prod] [sponsored by]

producer. Chicago: Chicago Dental Society.Wood RM. editor. 1989. New horizons in esthetic dentistry [videocassette]. Visualeyes Productions,

In-text: (Wood 1989)

Examples of proper citation of sources, both End-text and In-text.


http://www.fs.fed.uslIandlwdfire7a.htJDl

http://www.tnews.com/textlwetlands.html

http://www.unizh.ch/-zoo/depts/celllreport94.htmI

Participation

Chemistry is a science, and science is a verb; therefore, participation is a vital component to your success in chemistry. In order for this class to work its best, we need you to contribute positively. Simply showing up prepared and going through the motions will not increase your participation score. Below is a list of some of the ways that your actions will effect your participation grade.

You maintain a notebook complete with lab write-ups and reflectionsYou think critically before speaking/presentingYou make detailed observationsYou clean-up after yourself AND othersYou work well with your lab partner(s)You help others understandYou share when appropriateOthers value your ideas/observationsYou add unique perspectives

Positive Contributions Increase Your Participation Score:

You neglect to take notes or write lab reflectionsYou're not prepared (e.g. no calculator, markers or notebook)You do other stuff (e.g. homework, read a book, iPod)You neglect to clean-up or put stuff awayYou do not follow directionsYou play with or break lab equipmentYou pose a danger to yourself and others during labYou do not respect your classmates

Negative Contributions Decrease Your Participation Score:

Remember, we need you. Your opinions/ideas/observations are important and need to be shared to help you and others understand. A team never succeeds when its players just show up and go through the motions.
