General Chemistry

En este experimento se prepararán soluciones amortiguadoras de pH conocido y se estudiará la capacidad amortiguadora de estas en comparación con la de agua. Además se estudiará la capacidad amortiguadora de un producto comercial de uso personal.

To demonstrate the formation of an alkyl halide, tert-butyl alcohol was reacted with cold, concentrated HCl to form tert-butyl chloride. The tert-butyl chloride was then dried with anhydrous CaCl2 and decanted to a 25-mL round-bottom flask. The supernate which contained the crude tert-butyl chloride was then distilled at 49-52 and was collected in a pre-weighed vial and cooled in an ice bath. 0.3 mL of tert-butyl chloride was collected through distillation. The experiment had a 6% yield of 0.3 mL of the alkyl halide prepared from the 5 mL of tert-butyl alcohol.

El propósito del experimento es identificar un desconocido mediante una reacción química. En este caso, la meta fue identificar un bicarbonato desconocido. Los posibles bicarbonatos fueron los de Sodio, Potasio y Cesio. Estos compuestos son sólidos cristalinos color blanco solubles en agua. Los antes mencionados tienen la misma solubilidad en agua y la misma apariencia física. Lo único que las distingue es su punto de fusión. Conociendo la masa molar de los posibles bicarbonatos, se halló, mediante razón estequiométrica, la cantidad de ácido sulfúrico (H 2 SO 4 ) para que reaccionaran los bicarbonatos. Se encontró una cantidad que haría que cualquiera de ellos reaccionara y se aplicó. Se tomó un bicarbonato desconocido y se le echó suficiente H 2 SO 4 . Se esperó que reaccionara por completo y se observó que había una diferencia en masa de productos en comparación con la masa de los reactivos. Esto se debió a que se formó el gas dióxido de carbono (CO 2 ). Se halló la cantidad liberada de éste mediante razones estequiométricas y utilizando como base el Principio de Conservación de la Masa. Con la información del CO 2 liberado se pudo entonces hallar la masa molar del bicarbonato desconocido. Se concluyó que la masa molar del bicarbonato fue de 86 ± 4 g/mol. En el caso particular de este experimento, por comparación con la masa molar teórica, se descubrió que el bicarbonato era de Sodio (NaHCO 3 )

The Chemistry Laboratory: Overview of the Three Courses in the Study…………………………………………………………………... Study Participants……………………………………………………. Data Collection………………………………………………………………... Data Analysis………………………………………………………………….. vi Hoyo Rubric…………………………………………………………... York Technical College (YTC) Rubric……………………………… Results and Discussion……………………………………………………….. Distribution(s) for Groups in the Study…………………………….. Baseline Comparison for 177L, 167L, 401L for Scores on First Laboratory Activity…………………………………………………... Distribution(s) of Traits Based on YTC Rubric……………. Test(s) of Significance………………………………… Distribution(s) of Scores Based on Hoyo Rubric…………… Test(s) of Significance………………………………… Correlations…………………………………………………………… Two-Way ANOVA Tests……………………………………………... Effect of Time and Course on YTC Score…………………………... Effect of Treatment and Time on YTC Score………………. Effect of Time and Course on Hoyo Score………………………….. Effect of Treatment and Time on Hoyo Score……………… Inter-Rater Reliability………………………………………………... a) The YTC Rubric…………………………………………… b) The Hoyo Rubric…………………………………………... Conclusion(s)………………………………………………………………….. Limitations……………………………………………………………………. Further Studies……………………………………………………………….. References……………………………………………………………………... CHAPTER 5: CONCLUSIONS……………………………………………………... vii General Conclusions………………………………………………………….. Future Investigations…………………………………………………………. APPENDIX A. Bauer's ASCI v.2……………………………………………………. APPENDIX B. Test of Logical Thinking (TOLT) Instrument……………………..

Lecture notes in General and Inorganic Chemistry provides an introduction to the chemistry of inorganic molecules. The emphasis is on basic principles of atomic and molecular structure, thermodynamics, chemical kinetics and catalysis, properties of solutions, acid-base equilibria, hydrolysis and buffer solutions, and coordination compounds.
Written primarily for use as a textbook for a university-level course, the topics covered here provide the fundamental tools necessary for an accomplished engineer.
Lecture notes is intended for students of specialty like «Transport, transport equipment and technology»,  «Machine engineering and Equipment», «Technology of processing production»,  «Standardization, metrology and certification», «Agriculture and grain processing machines».

Methyl benzoate is an ester compound; an organic functional group that has an oxygen atom connected to two carbons with one of these carbons is doubly-bonded to another oxygen atom. The methyl benzoate can be synthesized by esterification of benzoic acid with methanol using sulfuric acid as a catalyst. The experiment was performed to isolate the product methyl benzoate and to separate out the unreacted benzoic acid, by the method of base extraction. Then, the success of the reaction and the purity of the product were evaluated using FT-IR and GC. Finally, the results obtained from the FT-IR and GC data revealed that the reaction did occur successfully and the product obtained was the methyl benzoate. However, the results were slightly discorded with the actual FT-IR database.

Investigación sobre las aplicaciones industriales de termodinámica química, equilibrios ácidos-bases y de precipitación. Dentro del equilibrio acido-base tenemos distintos sistemas que representan este tipo de equilibrios como soluciones amortiguadoras o buffers, hidrolisis y volumetrías acido-base las cuales tienen múltiples campos de aplicaciones, tales como la industria alimentaria y de bebidas, la de salud y la industria en general. Aplicaciones industriales de termodinámica química.

The study programs for scientific and technical degrees include classroom theoretical teaching, analysis and resolution of real exercises, and some more practical teaching in the laboratory. The laboratory teaching focuses on the application of the theoretical concepts and principles to practical cases, in order to complement the theoretical classes and to reinforce the understandability of the main theoretical concepts.

Kimya bilimi fizik, biyoloji, matematik gibi temel bilimlerle birlikte çevremizi, do¤ay› ve kendimizi tan›mam›z› sa¤layan bilim dallar›ndan biridir. Bu nedenle; temel bilimler, mühendislik, t›p, çevre ve yaflam bilimleri gibi pek çok meslek ala-n›ndaki e¤itimin bafllang›c›nda temel kimya bilgisine ihtiyaç duyulur. Elinizdeki kitap, temel kimya bilgisine ihtiyaç duyulan uzaktan ö¤retim prog-ramlar› için bireysel ö¤renme tekniklerine uygun olarak yaz›lm›flt›r. Bu yöntemle haz›rlanan bu kitap, ders kitab› olmas›n›n yan›nda konuya ilgi duyanlar için yar-d›mc› kaynak olarak da kullan›labilir. Bu kitapta; genel kimya kitaplar›n›n içeri¤ine uygun olarak madde ve atomdan bafllayarak stokiyometri, atomun elektronik yap›s›, kimyasal ba¤lanma, maddenin halleri, çözeltiler, kimyasal kinetik, kimyasal denge ve elektrokimya konular›na iliflkin üniteler yer almaktad›r. Ünitelerde, uzaktan ö¤retim tekniklerine uygun olarak ö¤renciye do¤rudan sade ve özet bilgiler sunulmufltur. Bunun yan›nda ö¤renci, internet ve yaz›l› kaynaklara yöneltilmifltir. Ö¤renilme güçlü¤ü olan veya ö¤encinin yanl›fla düflebilece¤i konular ve noktalar dikkat bölümleriyle verilmifltir. Her konuya iliflkin örnek sorular çözülmüfl, konu s›ra sizde ve kendimizi s›na-yal›m sorular›yla pekifltirilmifltir. S›ra sizde ve kendimizi s›nayal›m bölümlerindeki sorular›n yan›tlar›na her ünitenin arkas›nda yer verilerek okuyucunun kendini ölçmesi, gerekirse konuyu tekrar etmesi sa¤lanmaya çal›fl›lm›flt›r. Ayr›ca baz› ünitelerde bulunan okuma parçalar›, verilen bilgilerin güncel yaflamla ba¤lant›s›n› sa¤lamak üzere haz›rlanm›flt›r. Bu Genel Kimya kitab›, haz›rl›¤›ndan elinize geçti¤i aflamaya kadar farkl› disiplinlerden gelen bir ekibin kapsaml› ve uyumlu çal›flmas›n›n ürünüdür. Bu ba¤lamda, ünitelerin yaz›m›, tasar›m›, dizgi ve bas›m›nda eme¤i geçen Anadolu Üniversitesi'nin tüm ö¤retim elemanlar›na, teknik ve destek personeline içten teflekkür ederim.

It is important to enable the students to have the scientific skills and attitudes which are well developed in order that students can be competitive in the global society, however, it appears that many students are lacking these required competences. As such, this research aims to investigate the Science Process Skills (SPS) and Chemistry Attitudes (CA) and analyze the correlation between those two variables. Convenience sampling was executed to select 152 undergraduate chemistry students at the Yogyakarta State University in the academic year 2017/2018. This survey involved quantitative method and correlational design. The data were obtained by using Science Process Skills Observation Checklist (SPSOC) and Attitudes towards Chemistry Scale (ATCS). The Cronbach's alpha reliability coefficient of each instrument was .88 and .84 respectively. The descriptive statistic, t-test, Pearson correlation, and regression analysis were used at significance level .05. Based on the findings, students' SPS and CA were classified low and moderate respectively. There was a significant difference between SPS and CA scores based on gender in favor of female students. Additionally, there was a significant difference between students' SPS and CA scores based on grade levels in favor of second-year students. According to the result of the correlation and regression analysis also showed a high positive and significant correlation between SPS and CA. It can be concluded that students who have high SPS score tend to have positive attitudes towards chemistry. Implications of the findings on the pedagogical practices have been discussed.

Rumusan Masalah: Untuk meningkatkan daya hantar semikonduktor Si, kepadanya didoping dengan arsenik atau boron. Apa dasarnya? Pokok Bahasan: orbital atom, konfigurasi elektron dalam atom, jejari atom, elektronegativitas dan potensial ionisasi, konduktansi Referensi: internet, buku Chemistry The Molecular Nature of Matter by Jespersen, Brady & Hyslop (6 th edition) halaman 453-455 Tanya Jawab 1. Seperti yang dikatakan sebelumnya, ikatan Si adalah kovalen lemah sehingga mudah melepaskan elektron. Lalu, titik lelehnya rendah. Apa benar demikian? Padahal yang saya tahu titik leleh dari silikon itu tinggi. Sebelumnya kami meminta maaf kalau kami salah menjelaskan pernyataan itu sebelumnya. Silikon memiliki titik leleh yang tinggi, yaitu 1.687 K atau 1.414 0 C atau 2.577 0 F. Silikon merupakan unsur yang tidak reaktif secara kimia (inert), tetapi dapat terserang oleh halogen dan alkali. Kebanyakan asam, kecuali hidrofluorik tidak memiliki pengaruh pada silikon. Silikon memiliki titik leleh yang tinggi karena semua atom silikon memiliki ikatan kovalen yang sangat kuat. Bahkan silikon dapat membentuk struktur ikatan kovalen raksasa. Silikon memiliki struktur kisi (pola geometris molekul) yang besar, di mana setiap atom silikon berikatan secara kovalen ke empat atom silikon lain dalam tatanan bentuk strukturnya tetrahedral. Di samping itu, untuk mematahkan ikatan senyawa silikon dengan unsur lain (misalkan SiO2), perlu energi yang cukup tinggi.

Generally Chemical Homework 1. ໃຫ້ທາດອາຍປະສົ ມໄ ຮໂດດຄາາຄບ ອອ (hydrocarbon: HC) 60.0mL ເກີ ດປ/ຍເຜົ າຮໝ້ພໍ ດີ ກັ ອທາດອາຍອົ ກຊີ ແຊ ຈ/ ໄ 390.0mL ເມ ື່ ອປ/ຍຈົ ອສາມາດວັ ດແທກທາດອາຍໄ CO2 ທີ ື່ ເກີ ດຮດ້ ໄ 240.0mL,ໄ ຈົ ື່ ງຊອກຫາສູ ດດມເລກູ ຂອງທາດປະສົ ມ ດັ ື່ ງກື່ າວໄ(ໂູ ້ວື່ າປ/ຍທີ ື່ ເກີ ດແມື່ ຢູື່ ໃ ເງ ື່ ອ ຮຂດື່ ຽວກັ ). 2. Olefin ຊະ ິ ດໜ ື່ ງປະກອອດ້ ວຍໄ2 ພັ ທະາູື່ ໃ 1 ດມເລກູ ,ໄຈໍ າ ວ 4.32 g ເກີ ດປະຕິ ກິ ລິ ຍາເຜົ າຮໝ້ກັ ອ O2 ໃ ປະລິ ມາ ຫຼ າຍພໍ ,ໄເມ ື່ ອປະຕິ ກິ ລິ ຍາຈົ ອລົ ງສາມາດວັ ດແທກທາດອາຍ CO2 ຮດ້ 14.08 g. າິ ດຮລື່ ຫາສູ ດໄ ດມເລກູ ຂອງທາດດັ ື່ ງກື່ າວໄແລະໄ ຂຽ ສູ ດດາງສ້າງທີ ື່ ເປັ ຮປຮດ້ ທັ ງໝົ ດພ້ ອມຊ ື່ ; -ຖ້ າ ໍ າທາດດັ ື່ ງກື່ າວຈໍ າ ວ 0.08 mol ເກີ ດປະຕິ ກິ ລິ ຍາເຜົ າຮໝ້ ໄຈະໃຊ້ O2 ເທົ ື່ າໃດໄ ດມລໄແລະໄຈະເກີ ດ CO2 ເທົ ື່ າໃດລິ ດໄແລະໄ ໍ ້ າເທົ ື່ າໃດດມເລກູ ? (ທີ ື່ 0˚C, 760 mmHg). 3. 350.0mL ຂອງທາດອາຍໄ HC ເກີ ດປ/ຍເຜົ າຮໝ້ ພໍ ດີ ກັ ອທາດອາຍອົ ກຊີ ແຊ ຈ/ ໄ 2.625L ເມ ື່ ອປ/ຍຈົ ອສາມາດວັ ດແທກທາດ ອາຍທີ ື່ ເກີ ດຂ ້ ທັ ງໝົ ດຮດ້ 1750.0 CC,ໄ ຈົ ື່ ງຊອກຫາສູ ດດມເລກູ ຂອງທາດອາຍໄ HC ດັ ື່ ງກື່ າວໄ (ໂູ ້ວື່ າປ/ຍທີ ື່ ເກີ ດແມື່ ຢູື່ ໃ ເງ ື່ ອ ຮຂດື່ ຽວກັ ). 4. ທາດອາຍໄHC 160.0cm 3 ເກີ ດປ/ຍເຜົ າຮໝ້ພໍ ດີ ກັ ອທາດອາຍອົ ກຊີ ແຊ ຈ/ ໄ0.96dm 3 ເມ ື່ ອປ/ຍຈົ ອສາມາດວັ ດແທກທາດອາຍ ທີ ື່ ເກີ ດຂ ້ ທັ ງໝົ ດຮດ້ 1.28L ໃ ຂະ ະທີ ື່ ໂ້ ອ ຢູື່ . ເມ ື່ ອປະໃຫ້ເຢັ ແລ້ ວ ຜື່ າ ທາດອາຍທັ ງໝົ ດລົ ງໃສື່ ດຊດາກັ ດໜັ ງທີ ື່ ເຂັ ້ ມຂ ້ ໄ 5 7

In this paper, data on the electron configuration of atoms was used to predict the reactivity of chemical elements belonging to different blocks, S, P, D, F and DF. The study of elements of S-block and some elements of P-and D-blocks showed that the total amount of outer electrons usually correspond to maximum number of reactive valent electrons. Exceptions to this rule are described. The phenomenon of passivity of paired s-electrons for higher elements of P-block was mentioned. The correlation between total amount of outer electrons and average number of reactive electrons for the elements of D8-D12 groups was found. The specific electron structure was studied to predict the reactivity of lanthanides and actinides belonging to F-and DF-blocks. In addition, the reactivity of outer electrons of various suborbitals (s, p, d and f) was discussed.

This paper describes an expanded framework to aid chemical educators in constructing exams for their courses. The framework has three primary levels: definition, algorithmic, and conceptual. These primary levels have often been used in chemical education research to analyze and describe exam questions, but in this study the definition, algorithmic, and conceptual primary levels have expanded secondary levels.

Membrane engineering is one of the disciplines most involved in the technological innovations necessary to face the problems characterizing the world today and in future such as water shortage, raw material depletion, and energy consumption. Membrane operations contribute to solving these problems, and the potentialities of membrane operations have been widely recognized in the last few years. In this work, an overview of membrane applications and their perspectives in the field of membrane materials, membrane modelling and water treatment will be analyzed. The scope of this study is to show how membranes, membrane operations and their integration could contribute to the redesign of membrane engineering in the logic of the process intensif ication strategy.

Numerous non-ferrous metallurgy wastes are known (dumps, slags, sludge, dust, clinker, etc.), which, from an economic as well as an environmental point of view, are beneficial and must be disposed of. This book provides an analysis of known methods and proposes new solutions for the autonomous and joint processing of zinc production cake and molybdenum cake of the leaching plant of OJSC Almalyk MMC, which are technogenic deposits of unique polymetallic raw materials, which are practically not used to date. The relevance and novelty of the problem of processing such deposits in the steady growth of their volumes and the lack of effective processing technology. These deposits differ from natural mineral raw materials in that they are a product of technological processing and are composed of new mineralogical formations, more or less persistent and difficult to process. Operating enterprises and technologies often turn out to be unsuitable for waste processing and require reconstruction, modernization or re-equipment based on new progressive technological solutions. The solutions proposed by the authors make it possible to selectively extract copper, zinc, iron, gold and silver from the specified raw materials and define the technology as environmental protection and diversification.

The flipped classroom is a blended, constructivist learning environment that reverses where students gain and apply knowledge.  Instructors from K-12 to college level are excited about the prospect of flipping their classes, but are unsure how and with which students to implement this learning environment.  However, there has been little discussion regarding flipping the classroom with students who are less academically prepared specifically those students at open-enrollment colleges.  Many students at the open-enrollment college did not perceive the flipped classroom favorably.  This differed from the perceptions reported by instructors in Advanced Placement high school chemistry classes or chemistry at competitive colleges and universities.  Students reported that the technology used to deliver content and the overall flipped structure hindered their learning and suggested that the flipped classroom was the reason for lower than expected grades.  This study compared class rank (academic preparedness) and mathematics level to overall course grade in a lecture, flipped class, and stealth flip class learning environment.  The focus of this paper is to provide the reader with insights about flipping a general chemistry class at an open-enrollment college where the mathematics level and academic preparedness are much different from students at competitive universities.  The author will provide student comments on the flipped classroom as well as revisions to the flipped class structure that provided students with more structure and autonomy support.

Avogadro's number is not a constant. Employing the equations for the molar mass of a proton, Avogadro's number was redefined as a variable dependent on ratio of proton mass at rest and its mass in motion. This paper investigates the Lower speed limit for the cosmos, proton mass at rest, Avogadro's number for rest and speeds; the limiting speed of a tachyon; permittivity in free space for tachyons; a constant-z-mediating the change in Avogadro's number as a power for the ratio of rest mass and mass was developed. The Sommerfeld set was introduced: the set of all dimensionless numbers representing physical properties as things in themselves requiring no adjunct dimensions.

• All matter is composed of particles. • The structure of the particles that compose matter determines the properties of matter. • Chemistry is the science that investigates the properties of matter by examining the atoms and molecules that compose matter it. Classifying Matter Based on the Particles That Compose It (1.2) • We classify matter according to its state (which depends on the relative positions of interactions between particles) or according to its composition (which depends on the type of particles). • Matter has three common states: solid, liquid, and gas. • Matter can be a pure substance (one type of particle) or a mixture (more than one type of particle). • A pure substance can either be an element, which cannot be chemically broken down into simpler substances, or a compound, which is composed of two or more elements in fixed proportions. • A mixture can be either homogeneous, with the same composition throughout, or heterogeneous, with different compositions in different regions. The Scientific Approach to Knowledge (1.3) Science begins with the observation of the physical world. A number of related observations can often be summarized in a statement or generalization called a scientific law. • A hypothesis is a tentative interpretation or explanation of observations. One or more well-established hypotheses may prompt the development of a scientific theory, a model for nature that explains the underlying reasons for observations and laws. • Nuclear theory states that the atom is mainly empty space, with most of its mass concentrated in a tiny region called the nucleus and most of its volume occupied by relatively light electrons. Atomic Theory (1.5) • Each element is composed of indestructible particles called atoms. • All atoms of a given element have the same mass and other properties. • Atoms combine in simple, whole-number ratios to form compounds. • Atoms of one element cannot change into atoms of another element. In a chemical reaction, atoms change the way that they are bound together with other atoms to form a new substance. The Electron (1.6) • The number of protons in the nucleus of the atom is its atomic number (Z). The atomic number determines the charge of the nucleus and defines the element. • J. J. Thomson discovered the electron in the late 1800s through experiments with cathode rays. He deduced that electrons are negatively charged, and he measured their charge-to-mass ratio. for different mass numbers) are isotopes. • Atoms that lose or gain electrons become charged and are called ions.

Resumen. Este estudio tiene como objetivo analizar la incorrecta representación de la energía libre por los libros de química general. El trabajo informa acerca de cómo manejan estos libros el criterio de espontaneidad y el de equilibrio químico. Se han encontrado problemas con la terminología. En concreto, confusiones con el significado dado a las funciones ∆G, ∆ r G, ∆Gº y ∆ r Gº, que provoca que muchos textos no diferencien ∆G y ∆ r G. Se propone y se resuelve un problema para ejemplificar el correcto tratamiento de las magnitudes relacionadas, lo que ayuda en la discusión y clarificación de los errores encontrados en esta investigación. Finalmente, se recomienda la eliminación de estos difíciles conceptos del currículum de la química general universitaria.

The effect of molecular weight of pure substances on its rate of diffusion was determined using a petri dish of agar-water gel with three wells. One drop of the prepared solution of each pure substance (KMnO 4 , K 2 Cr 2 O 7 , C 16 H 18 N 3 SCl) was carefully placed simultaneously into each well using a dropper and was immediately covered. The diameter (mm) of the colored area of each compound was measured and recorded for thirty minutes at a regular threeminute interval. The partial rate and average rate of diffusion of the three compounds were then computed. KMnO 4 , which has the lowest molecular weight, diffused the farthest distance and had the highest average rate of diffusion. On the other hand, C 16 H 18 N 3 SCl, which had the highest molecular weight, diffused the shortest distance and had the lowest average rate of diffusion. Thus, the higher the molecular weight of a substance, the slower the rate of diffusion of a substance and vice versa.

Resumen. Este estudio tiene como objetivo analizar la incorrecta representación de la energía libre por los libros de química general. El trabajo informa acerca de cómo manejan estos libros el criterio de espontaneidad y el de equilibrio químico. Se han encontrado problemas con la terminología. En concreto, confusiones con el significado dado a las funciones ∆G, ∆ r G, ∆Gº y ∆ r Gº, que provoca que muchos textos no diferencien ∆G y ∆ r G. Se propone y se resuelve un problema para ejemplificar el correcto tratamiento de las magnitudes relacionadas, lo que ayuda en la discusión y clarificación de los errores encontrados en esta investigación. Finalmente, se recomienda la eliminación de estos difíciles conceptos del currículum de la química general universitaria.