Ed Ray The following is a possible chemistry course sequence based on the NC State competency goals used for the

accompanying lesson plans.

* indicates below a state exam reference table Introduction to Chemistry and Matter 1. Major areas of chemistry 2. Matter classifications and states 3. Introduction to elements and compounds and their symbols/formulas 4. Physical and chemical change 5. Indications of a chemical change (reaction) 6. Reactants and products 7. Law of conservation of mass Scientific Measurement (CHEM ASAP C-D ROM Ch. 3) 1. Scientific notation 2. Accuracy, precision, and percent error 3. Significant figures in measurement and their calculations 4. SI units 5. Density 6. Temperature scales 7. Identifying substances using their physical properties* (CHEM ASAP C-D ROM Ch. 4, omit Section 4.3, omit Practice Problems 23 and 25) 8. Conversion factors, dimensional analysis Atomic Structure (CHEM ASAP C-D ROM Ch. 5, omit Section 5.4) 1. The atom, its structure, and isotopes-Dalton, Thomson, Rutherford, Millikan 2. Calculation of average atomic mass (CHEM ASAP C-D ROM Ch. 28) 3. A brief view of nuclear chemistry 4. Uranium disintegration series* Arrangement of Electrons in Atoms (CHEM ASAP C-D ROM Ch. 13) 1. Introduction to the electromagnetic spectrum (light) 2. The Bohr model and the hydrogen spectrum* 3. Schrondinger and the wave mechanical model of the atom 4. Quantum numbers 5. The electron configuration, orbital notation, and electron dot notation of an element The Periodic Table and Periodicity (CHEM ASAP C-D ROM Ch. 5, Section 5.4 only and Ch. 24) 1. History, divisions, and blocks of the periodic table 2. Relation of electron configuration to periodic table (CHEM ASAP C-D ROM 14) 3. Periodic properties-atomic and ionic radius, ionization energy, electron affinity, and

electronegativity Ionic and Covalent Bonding (CHEM ASAP C-D ROM Ch.15 and Ch. 16) 1. Ionic and covalent bonding 2. Properties of ionic and covalent compounds 3. The Lewis structure, resonance, VSEPR theory, hybridization 4. Electronegativity difference, bond polarity, and intermolecular forces 5. Molecular polarity 6. The metallic bond Chemical Quantities, Names, Formulas (CHEM ASAP C-D ROM Ch. 7) 1. Gram atomic mass and molar mass (gmm and gfm) 2. mole-mass-representative particles-volume (at STP) conversions 3. Percent composition 4. Empirical and molecular formulas (CHEM ASAP C-D ROM Ch. 6) 5. Writing formulas for and the naming of binary and ternary compounds Chemical Reactions (CHEM ASAP C-D ROM Ch. 8, omit Section 8.3 and omit Practice Problems 25 and 26) 1. Balancing chemical equations 2. Classification of the 5 types of reactions 3. Predicting whether a reaction will take place using solubility rules-also recognizing water or a gas forms-for double replacement reactions and using an activity series for single replacement reactions 4. Writing equations for all 5 types-word and formula, some phase symbols use 2 Types of Solution Reactions (Precipitation, Acid-Base) and Oxidation-Reduction (CHEM ASAP C-D ROM Ch. 18, omit Sections 18.2 18.4 and omit Practice Problems 2, 12, 15, 31 and 33) 1. The solution process and terms 2. Solubility vs. temperature curve* 3. Strong, weak electrolytes and dissociation 4. Concentrations of solution -molarity 5. Moles of solution (M X V) 6. Net ionic equations of Precipitation and Acid-Base reactions (CHEM ASAP C-D ROM Ch. 8, Section 8.3 only, Practice Problems 25 and 26) 7. Redox Reactions-Oxidizing and reducing agents (CHEM ASAP C-D ROM Ch. 22) 8. Standard reduction potential table* 9. Voltaic cells, standard cell potentials (CHEM ASAP C-D ROM Ch. 23) Stoichiometry (CHEM ASAP C-D ROM Ch. 9) 1. Mole, mass, and volume calculations 2. Limiting reactants 3. Theoretical and percent yield 4. Thermochemical equations

States of Matter (CHEM ASAP C-D ROM Ch. 10) 1. The nature of solids, liquids and gases 2. Changes of state, ice-water and water-vapor equilibrium 3. Phase diagram Gas Laws (CHEM ASAP C-D ROM Ch. 12) 1. Kinetic Molecular Theory of gases 2. Real and ideal gases 3. Gas laws 4. Revisit gas stoichiometry 5. Effusion and diffusion Thermochemistry (CHEM ASAP C-D ROM Ch. 11, omit Practice Problems 25 and 30 and Simulation 8) 1. Heat vs. temperature 2. Calorimetry 2. Revisit thermochemistry equations 4. The heating and cooling curve for water (q = mc T and q = mH )
p fus

Reaction Rates (CHEM ASAP C-D ROM Ch. 19, only Animation 22 and only Simulation 23 and 25, Skip Sections 19.2 and 19.5, and omit Practice Problems 25, 27, and 29) 1. Factors affecting reaction rates 2. Energy profile diagrams and collision theory 3. Enthalpy, entropy and free energy Chemical Equilibrium (CHEM ASAP C-D ROM Ch. 19, only Animation 23, Section 19.2 and Simulation 24, Practice Problems 7, 8, and 12) 1. The nature of equilibrium 2. The equilibrium position 3. Le Chateliers principle and stresses on equilibrium 4. Homogenous and heterogeneous equilibrium expressions involving: a. gas c. acid-base b. aqueous d. solubility 5. Equilibrium constant calculations involving gasses Acids and Bases (CHEM ASAP C-D ROM Ch. 20 and Ch. 21, omit Section 21.1, only do Practice problem 1 and 4) 1. Characteristics and indicators 2. Strengths and degree of dissociation 3. pH and pOH 4. Acid-base theories and buffers 5. Anhydrides and acid rain 6. Titration and neutralization

The following lesson plans/activities are based on the above Chemistry Course Sequence which is based on the NCDPI State competency goals. This outline of lesson plans was chosen for easy access by the chemistry teacher on the GCS intranet. Topics are used which allow the teacher to immediately identify where the state goals are found in the text. Possible chapter topics are listed and related to state goals. Finding and downloading a lesson plan for a goal using the sequence outline is straight forward. Spacing between questions, etc. is given, so that teachers can just cut and paste. There is no need to match State goals and text chapters to find the activities needed. Notice: All lesson plans that involve CD-ROM Resources are included within the Chemistry Course Sequence above to prevent redundant citing. These lessons plans included are in no way intended to be comprehensive in covering all the goals. _____________________________________________________________________________ _

Introduction to Chemistry and Matter

State goal 2.05 Lesson plan 1 Objective: In this experiment you will mix different solutions, combine solids with solutions, record your observations, and determine by recognizing whether a chemical change took place by writing YES (a Rxn) or NO (no Rxn) on the data sheet provided.

Pre-Laboratory Recognizing a Chemical Change

1. What is the objective of this experiment?

Name: ________________________

2. What are the 4 indicators of a chemical change? 3. One milliliter of solution is approximately equal to how many drops? 4. What 3 solutions are toxic and corrosive? Which substance is flammable? 5. Briefly describe the meaning of each of these phrases as it pertains to this experiment. a) the solution turned blue but remained clear b) the reaction was endothermic c) a precipitate formed

d) fizzing occurred 6. Determine which of the following observations are chemical changes and which are physical changes: a) On a hot day after a rain, water turns into a water vapor b) On a hot day, water collects outside a glass holding iced tea c) Water is added to a glass of tea, and the color lightens d) Clear, colorless, lemon juice is added to a glass of tea. The tea color changes from brown to yellow-brown

Recognizing a Chemical Change

A chemical change occurs when a chemical substance is altered by a chemical reaction; something new is formed! A physical change occurs in a change of phase (melting, vaporization, sublimation, etc.), occurs in a subdivision change (chip, tear, grind, etc.) and occurs in dissolving. Such indicators are not always proof of a chemical change. For example, a gas can form as a result of change in physical state. In a laboratory, we must carefully determine which changes are connected to chemical changes and which changes are connected to physical changes. How can you tell whether a chemical change (reaction) has taken place? In general there are 4 indicators: 1) 2) 3) 4) a temperature change (the giving off or absorption of heat by a system) a precipitate forms (solid forms when two aqueous solutions are mixed) a color change, that is simply not a dilution a gas forms (bubbles seen and sometimes an odor)

Temperature change: Every chemical reaction involves some energy transfer, and in many cases, the energy transfer involves easily detectible heat. If a system (reaction mixture) loses heat, it is termed an endothermic reaction. If a reaction system gains heat, it is termed an endothermic reaction. CAUTION: In this investigation you may have to use a thermometer to determine a few degrees change in temperature if you cannot determine by feeling the temperature change. Therefore, before you indicate No Reaction, you should repeat your result with a thermometer placed in the solutions during the reaction. Observe any small change in temperature.

Precipitate forms: In many reactions a solid forms because one or more of the products is insoluble in the reaction mixture. The insoluble product settles to the bottom of the test tube. The insoluble substance at first appears as a cloudy suspension and slowly, if ever, settles to the bottom. Color change: Color changes that are indicative of a chemical change sometimes result from when the chemical forms of a compound changes. Example: HCl, an acid, added to blue litmus paper turns the paper red. This is because the chemical form of litmus changes. In the presence of an acid, the chemical form of litmus is red in color. The chemical form of litmus is blue in base. Gas forms: If one or more of the products is a gas at the reaction temperature, bubbles form. Also, it is possible to identify a gas by odor, by color, or by other recognizable chemical properties.

Safety Message: NH3, HCl and NaOH solutions are toxic and corrosive. Avoid contact with eyes. Ethanol (C2H5OH) is flammable. Wear apron and goggles. If you spill any solution, notify the teacher. In each of the following 12 experiments: 1) record your observations and 2) indicate whether a chemical change occurred by YES or NO on the data sheet. 1 mL of solution = 20 drops of solution Exp. 1 Obtain a pea size of CoC126H20 with a dry spatula, and place it in a dry test tube. Add 2 mL of 95% C2H5OH (ethanol). Change occurred on the data sheet. Exp. 2 Transfer a piece of Zn to a test tube. Add mL of 1M HC1. Exp. 3 Exp. 4 Exp. 5 Exp. 6 Exp. 7 Transfer a piece of Zn to a test tube. Add 2 mL of 0.1M CuSO4 solution. Use a dry graduate cylinder, transfer 1 mL of 0.1 M CoC126H2O dissolved in 95% C2H5OH. Add 1 mL of water to the solution. Transfer 1 mL of 0.1 M CuSO4 solution to a test tube. Add 1 mL of 1.0 M HC1. Transfer 1 mL of O.1 M CuSO4 solution to a test tube. Add 1 mL of 1M NH3 solution. Transfer 1 mL of 0.1 M CuSO4 solution to a test tube. Add 1 mL of 0.5M

NaHCO3 solution. Exp. 8 Exp. 9 Exp. 10 Exp. 11 Exp. 12 Transfer a shiny 1 cm strip of Mg to a test tube. Add 2 mL of 0.1 M CuSO4 solution. Transfer a shiny 1 cm strip of Mg to a test tube. Add 2 mL of 1 M HC1 Transfer 1 mL of 1 M HC1 to a test tube. Add 1 M NaOH. Transfer 1 mL of 1 M HC1 to a test tube. Add 1 mL of 0.5 M NaHCO3 solution. Transfer a pea size of NH4C1 solid to a test tube. Add 2 mL of water at room temperature.

Data Sheet Observations

Name:________________________ Did a chemical change occur? (YES or NO)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Lesson plan 2

Law of Definite Composition

Objective: Students will be able to: 1. Observe a chemical reaction. 2. Calculate a ratio of mass of magnesium to mass of oxygen. Materials: Crucible and lid Tongs for crucible Safety goggles Medicine dropper Ring stand with ring Bunsen burner and lighter Scout II Balance Pipe-stem triangle Wire gauze Sandpaper Laboratory apron Magnesium ribbon Distilled water Procedure: 1. Before you start any lab with chemicals, always wear your lab apron and safety goggles. 2. Obtain a piece of magnesium from your instructor. If it is not shiny, use the sandpaper on it until it is shiny. 3. Obtain a clean, dry crucible and weigh it with the cover. Record this mass. 4. Roll the magnesium in a coil and place it into the crucible. Record the mass of the crucible and the coil. Subtract this mass from the mass of the crucible by itself. This is the mass of the magnesium. 5. Set up the ring stand assembly with the bunsen burner on the base. Put the appropriate size ring just above the burner. Place the pipestem triangle on the ring. Now, place the crucible on the pipstem triangle. 6. With the lid on the crucible, begin heating slowly. If a large amount of smoke starts to come out of the crucible, remove the heat temporarily. 7. After heating for about 3-4 minutes with no smoke, slightly remove the lid of the crucible. Now, heat the crucible to redness for about 4 minutes. Finally remove the lid completely and heat strongly for four more minutes. 8. Turn the burner off and put the lid back on the crucible. Allow the crucible and the cover to cool to a temperature low enough so that you can touch the crucible. Find the mass of the crucible, contents, and cover. Record these masses.

9. Add ten drops of the distilled water. Notice any odor (smell cautiously). Set the crucible up for heating again. Reheat with the lid on for four more minutes. Let the crucible and lid cool again. 10. Find the mass of the crucible, cover, and product. Record your results. 11. Compare the masses found in steps 8 and 9. If the masses do not agree within 0.05 g, reheat the crucible for four minutes, cool, and find the mass. Repeat until the last two agree within this range. 12. Clean up the lab and wash your hands. Follow-up questions: 1. What were your findings? How did the masses compare before the distilled water and after? 2. Did you have any smoke form? Why did it form? 3. What was the mass of the oxygen that combined with the magnesium? How do you know?

Lesson plan 2 (This plan is placed at the beginning of the course; it allows students to recognize a reaction early.)

Rusting as a Chemical Reaction

Objective: Students will be able to observe which conditions are most conducive to the rusting of iron. The formula for rust is Fe2O3. Materials: Eight iron nails (about 2-3 inches each) Two pairs of pliers Scissors Copper wire Zinc strip Fine grade sandpaper Plastic wrap Water Paper towels Petroleum jelly Saucer Procedure: 1. With the sandpaper, shine seven of the eight nails and then wipe them clean. 2. Trim two paper towels to fit the saucer then wet them with water. 3. Treat the nails as follows: Nail 1: Wrap one end with copper wire. Nail 2: Wrap one end with a strip of zinc. Nail 3: Bend into a U with the two sets of pliers. Nail 4:

Smear the whole nail with petroleum jelly. Nail 5: Cover with salt after completing the next step below. Nail 6: This is your unsanded, untreated nail. Nail 7: Leave untreated. Nail 8: Leave untreated. 4. Place nails 1-7 on the moistened paper towel. Make sure the nails do not touch, and cover them with a piece of plastic wrap. Place nail 8 (the control) on top of the wrap. 5. Make a table and periodically record your observations and changes in each nail over a 24 hour period. Follow-up questions: 1. Which nails did you observe to have the most dramatic changes (rusting)? 2. Why did these nails rust more than the others? 3. Which nails did you notice were not rusted? Why? 4. How can this information be used by new car manufacturers? 5. Write and balance the synthesis reaction for the rusting of iron.

_____________________________________________________________________________ _

Scientific Measurement
State goal 1.04 Lesson plan 1 Objective: to acquaint students with the State Exam Reference Table Students are to use the NC State Exam Reference Table at the beginning of the course to find information and make inferences. 1. Which compound has the higher melting point, sucrose (table sugar) or sodium chloride(table salt)? What are the melting points of each in Kelvin? in Celsius? Are higher melting points more common to ionic compounds or to covalent compounds?

2. A student calculated the density of silver to be 10.3 g/cm3. Compare this answer to the accepted value. What is the accepted value?

3. Calculate the volume (in cm3) of gold which has a mass of 103 g?

4. Ethanol (ethyl alcohol) is drinking alcohol. What is the formula? What is the formula of ammonia? What is the formula for sodium bicarbonate (baking soda)?

5. What is the International System of Units for mass? temperature? the amount of a substance? volume?

6. Calculate the mass of 22.4 L of carbon monoxide?

7. What is the boiling point of nitrogen gas in Kelvin? in Celsius?

8. What is the density of water? What is the density of gold? Why would gold sink in water and many woods float?

Lesson plan 2

Significant Figures
Objective: 1. To determine the appropriate number of significant figures in the result of a calculation. 2. To round answers to the correct number of significant figures. 1. 4.56m X 1.4m = 2. 12.11g + 18.0g + 1.013g = 3. 65.0g / 12cm3 = 4. 55.003Kg - 25. 50Kg = The following are formulas that you will encounter on the State EOC and in class. The formulas are found in your Chemistry Reference Table. Perform the indicated operations using the correct number of significant figures: Dont forget units! 1. D = m/V m = 10.5g and V= 2.2 L, D = ? Answer_____________ Answer_____________

2. D = 7.9 g/cm3, m = 57g, V =? 3. PV = nRT n=? 4. Q = mcT

P = 1.002atm, V = 1.23L, R = 0.08206 L-atm / mol-K, T = 298.15K, Answer_____________ m = 250.g, c = 4.184 J /(g- C), T = 55C, Q = ? Answer_____________
O

5. V1P1 / T1 = V2P2 / T2 V1 = 20.0L, P1 = 765torr, T1 = 270K, V2 = 25L, P2 = 705torr, T2 = ? Answer_____________ 6. pH = - log[H+] Significant figures for a log: The rule is that the number of decimal places in a log is equal to the number of significant figures in the original number. a. Calculate the pH if the [H+] is 1.0 X 10-7 M. There are 2 sig. figures here (namely, 1.0); so consequently, your answer must show two decimal places. Answer____________ b. Calculate the pH if the [H+] is 2.55 X 10-9 M. Answer____________

Lesson plan 3 Objective: to determine the density of regular and irregular objects Density Lab Introduction: An object made of cork feels lighter than an object made of lead. What you are Actually comparing in this case is how massive objects are compared to their size. This property is known as density. Density is expressed mathematically as the ratio of mass to volume. Density = mass/volume The unit of density is often g/mL. 1 mL = 1 cm3

Density is a useful number in determining what a substance is. Gold has a density of 19 g/mL, an average rock has the density of 3 g/mL, woods have varying densities; many woods are less than 1 g/mL, and water has a density of 1 g/mL. Any substance with a density of less than water will float on water; a greater density than water will sink in water. Objective: In this investigation you will find the density of a liquid and two solids. Masses will be measured on a balance. The volumes will be either calculated by a formula given or measured by submerging in water, commonly called the Archimedes method. Dont forget when reading the graduate cylinder to read the bottom of the meniscus as shown below:

Procedure: Liquid Place a 10 mL graduate cylinder on a balance and record its mass. Remove from the balance. Put exactly 10 mL (10.0 mL exactly) of the unknown liquid into the cylinder, and find its mass again; that is cylinder plus the unknown liquid. Solid (regular shape) Find the volume of the wooden cylinder by measuring the diameter and height to the nearest 0.1 cm (such as 2.5 cm). Use the formula for a cylinder, V = r2h. Measure the mass of a wooden cylinder. Solid (irregular object) First, measure the mass of the irregular shaped object. Put approximately 50 mL of water into 100 mL graduate cylinder and record the exact amount of water to the nearest decimal place in your data table (example: 49.8 or 50.1). Gently place the irregular shaped object into the cylinder and record the new volume to the nearest decimal place.

Pre-Lab Questions: 1. Which is less dense, a marshmallow or hot chocolate? A) It depends on how much you have. B) The marshmallow because it floats. C) The hot chocolate because it is a liquid. D) The marshmallow because it weighs 25 g and the chocolate powder weighs only 17g. 2. Which is more dense, water or oil? 3. What mass does 3.0 mL of gold have? 4. Calculate the volume displaced by an average rock which has a mass of 12 g.

Post-Lab Questions: 1. Examine the State Reference tables and discern what liquid was used in this investigation, and calculate your % error. 2. If oil has a density of 0.88 g/mL, would it float on the liquid used in this lab? 3. Since measuring the volume (actually mass and using the density formula) on a balance is more accurate than measuring the volume by reading a meniscus on a graduate cylinder, densities are found differently when a more accurate answer is needed. For example: A cylinder completely full of water is put on a balance and then an object is submerged allowing some water to spill out. Then, the cylinder, object, and water (minus the spillover) are weighed. The volume of the object is then calculated accurately. Use the following data determined by the above method to find the density of the unknown object. Assume the density of water at room temperature (22C) to be 0.9978 g/mL. (The density of water at 4C is exactly 1.000 g/mL.) Mass of cylinder full of water 201.051 g Mass of unknown object 15.211. g Mass of unknown object, cylinder, and water (minus spill-over) 212.219 g Density of unknown object g Show work for density calculation, and use the correct No. of significant figures!

Data:
Liquid: Mass of empty cylinder Mass of cylinder and unknown liquid Mass of liquid Volume of unknown liquid measured Solid (regular shape): Wooden cylinder mass Wooden cylinder height Wooden cylinder diameter Calculated cylinder volume Solid (irregular shape): Mass of object Original volume Volume w/ object Volume of object Calculations: 1. Calculate the density of the unknown liquid. Show work! 2. Calculate the density of the wooden cylinder. Show work! 3. Calculate the density of the irregular object. Show work! ________g ________mL ________mL ________mL ________g ________g ________g ________cm3 (mL) _______g _______g _______g 10.0 mL

Atomic Structure
State goals 1.01, 1.02, 1.05, 3.05 Lesson plan 1 Objective: to trace the refinement of the modern atom through pictures Clue Investigation Divide the class into 7 groups. Each group receives a face. (Democritus, Dalton, Thomson, Rutherford, Bohr, Millikan, and Schrondinger) Go to: http://dbhs.wvusd.k12.ca.us/Gallery/GalleryMenu.html to print the 7 faces of men to be distributed.

Day 1 Clue

The following men have something to do with matter, its structure, and properties. Who are they? What did they do? Tell students to search their text, other texts (college), the internet, and an encyclopedia. (no names are given!) These men developed our current atomic theory. Who are they? What did they do? (No names are given!)

Day 2 Clue

At this time each group should make a report which leads to discussions and further teaching, such as Daltons atomic theory, Rutherfords gold foil experiment, Millikans oil drop experiment, etc. Note: Democritus (400 BC) is the most difficult person to find information about. You may have to coach the group that receives his picture. Also, you may have to give the name of Millikan, etc.

Lesson plan 2 Isotopes of Marblelinium, an imaginary element Imaginary symbol Mb

Introduction: In this investigation, you will determine the relative abundance of the isotopes of marblelinium and the masses of each isotope. You will then use this information to determine the average atomic mass of this imaginary element. Recall the average atomic mass of an element is the weighted average of the masses of isotopes (weighted much like a test is weighted more than an individual homework grade) of the element. The average is based on both the mass and the relative abundance of each isotope as it occurs in nature. Problem: What are the masses and relative abundances of isotopes of marblelinium and what is the average atomic mass of the element? Materials: laboratory balance, centigram scale 20 marbles in a resealable bag Procedure: 1. Remove the 20 marbles from the resealable bag, and record the mass of each marble to nearest 0.01 g by placing each one individually in a polystyrene weighing dish on the balance pan. Data Table: Combined mass (to the nearest 0.01 g) of the 20 marbles ________g Mass 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Mass

Calculations: 1. Inspect your data (mass) carefully. Determine the number of isotopes Mb that are present. ________________ 2. Calculate the fractional abundance of each isotope in your sample. (the number out of 20 that weigh close to each other) 3. Calculate the (relative) atomic mass of each isotope. 4. Using the fractional abundance from #2 and the (relative) atomic mass of each isotope in #3, calculate the average atomic mass of Mb. Ave. at. mass = (rel. at. mass of an isotope) X (fractional abundance) + (rel. at. mass of an isotope) X (fractional abundance) + .

Post-Lab 1. Was the mass of 20 marbles equal to 20 times the mass of one marble? Explain. ________________________________________________________________ ________________________________________________________________ 2. An element consist of 90.51% of an isotope with a mass of 19.992 amu, 0.27% of an isotope with a mass of 20.944 amu, and 9.22% of an isotope with the mass of 21.990 amu. Calculate the average atomic mass, and identify the element.

Lesson plan 3

Objective: to determine electrons, protons, neutrons, mass number, and atomic number
and to relate these numbers to symbols. element Se ______ ______ ______ isotope symbol hydrogen-2 ______ ______ ______ protons _______ ______ 14 ______ nuclear symbol
2 1

mass number _______ 16 28 1 atomic number ______ ______ 92 ______

electrons _______ 9 ______ ______ mass number ______ ______ ______ ______

atomic number _______ _______ _______ _______ protons ______ ______ ______ ______

neutrons 45 ______ ______ ______ neutrons ______ ______ 146 8

H Sr

83 38

______ C

______ ______ ______ 201 80 ______ _____________________________________________________________________________ _ symbol protons neutrons electrons net-charge ______
128 52

33 ______ 16 81 ______ ______ 20 23 ______ 35

42 ______ 16 123 ______ ______ 20 28 ______ 44

______ 54 16 ______ ______ ______ ______ 20 ______ 36

3+ ______ ______ 1+ ______ ______ 2+ ______ ______ ______

Te2--

______ ______
195 78

Pt U

238

92

______ ______ 89 39Y _____

______

15

16

______

3-

Arrangement of Electrons in Atoms

State goal 3.01 Lesson plan 1

Investigation: The Bohr Model of the Hydrogen Atom

Reference pages: Chemistry, Addison-Wesley, p. 361-362; 372-375; 379-380 Abstract: After Rutherfords discover of the nucleus of an atom in the famous gold foil experiment, Neils Bohr proposed in 1913 a newer model of the atom in which electrons are not randomly found in the electron cloud, but found only in certain energy levels (shells or orbits) around the nucleus. The energy levels were labeled n, where n = 1, 2, 3, 4, etc. He proposed that electrons had fixed energy when they remained in the energy level, and the electrons do not lose energy and fall into the nucleus. Scientists were puzzled why electrons didnt lose energy and spiral into the positive charged nucleus. Also, the Bohr model proposed that energy levels (shells or orbits) were not equally spaced from the nucleus; they become more closely spaced the farther away from the nucleus. The model also describes how electrons can move from one level to another energy level: electrons in an atom can transition from their ground state, the lowest energy level they can occupy, to an excited state, a higher level, by absorbing an appropriate amount of energy called the quantum. This energy could be supplied by heat or electricity. Absorbing energy less than the quantum, no transition of the electron can occur. Electrons could transition by absorbing energy moving from n = 2 to n = 4 (2 as ground state to the excited state, 4) and transition back to n = 2 by giving off this energy in the form of light (radiant energy); hence emission spectrum line are formed. Emission spectrum lines are unique to each element, and these lines furnish scientist a way to distinguish one element from another. The Bohr model was able to explain the visible spectrum lines of the hydrogen atom observed in his day by numerous investigators and explain any species that has a one electron system, such as He+. Bohr was able to calculate the energy, frequency, and wavelength of light (radiant energy) given off during an electron transition to a lower state. Its shortcoming which led to the models downfall was that it could not explain the spectrum lines of many-electron atoms. To calculate energy in joules (J) of a quantum of light given off: E = hv h is a constant, known as Plancks constant and has a value = 6.63 X 10-34 J-s v is the frequency of light given off when a electron transitions back to a lower energy level; it is a Greek small letter, called nu pronounced new, and has the unit, 1/s. To calculate frequency (v) or wavelength (nm) of light (radiant energy) given off: v = c/ c is the speed of light, 3.00 X 108 m/s is the wavelength of that radiant energy (light); the units are usually in nm

Objectives: 1.You are to observe the emission spectrum lines of the hydrogen and helium atoms by using a spectroscope, glass tubes containing the two gases at low pressures, and a power source. 2. You are to relate the visible emission spectrum lines seen to the electron transitions in hydrogen atom and to perform the appropriate calculations. Safety precaution: The power source supplies a high voltage! The investigation: 1. Observed the emission spectrum lines of the hydrogen atom and the helium atom. 2. Which atom has more emission spectrum lines? Why? 3. Draw the emission spectrum lines below as seen by you through the spectroscope of hydrogen atom only. Use colored pencils if possible. 4. In all three or four emission spectrum lines of hydrogen atom drawn, indicate which electron transition correspond to which lines. Use the hand out reference sheet, class overhead transparencies, or text pages listed. 5. Estimate the three or four wavelengths observed in the spectroscope for the hydrogen atom (nanometers -nm). List in the table below. 6. Find the three or four correct wavelengths for these emission spectrum lines of the hydrogen atom on the hand out reference sheet, class transparency, or text pages listed. List in the table below. H2 emission spectrum lines drawn here

Table:
Question #5 (above) answer Estimated wavelengths observed (nm) Question #6 (above) answer Correct wavelengths (nm)

7. Order the three or four spectrum lines observed in the hydrogen atom only: a) from lowest energy first to highest energy given off last, b) from lowest frequency first to higher frequency given off last, c) from shorter wavelength first to longer wavelength last. Notice the less than signs. Energy Frequency Wavelength < < < < < < < < < < < <

8. Bohr calculated the energy change by electron transitions by the following equation: E = 2.18 X 10-18 1 / n2final - 1 / n2 initial

) Joules

where n is the energy level of the transitions. If an electron fell from n = 3 to n = 2, then initial is 3 and final is 2. Calculate the energy change (E), frequency, and wavelength in nm of light given off from n = 3 to n = 2 transition in the hydrogen atom. Circle all three of your answers. Dont forget units! Use the space below.

Name_______________________________

Pre-lab:

The Emission Spectrum Lines of the Hydrogen Atom

1. In the Bohr model of the atom, where are electrons found?

2. The energy level is given what letter symbol? 3. When an electron absorbs a certain amount of energy called the _________________, it can transition to a higher energy level. 4. What is the main safety precaution in this investigation? 5. What causes emission spectrum lines?

6. Calculate the energy, in joules, of a quantum of violet light that has a frequency of X 1014 1/s.

6.15

7. Use the frequency above and calculate the wavelength in nm of this violet light.

Lesson plan 2 Objective: to become familiar with quantum numbers and atomic orbitals 1. a. What does the principal quantum number specify? b. How is it symbolized? c. What are shells? d. How does n relate to the number of orbitals per main energy level? 2. a. What information is given by the angular momentum quantum number?

b.

What are sublevels (subshells)?

3. For each of the following values of n, indicate the number of orbitals per main energy level and types of sublevels (subshells) possible for the main energy level given below: See Table 4-2. a. n=1 b. n=2 c. n=3 d. n=4 4. a. What information is given by the magnetic quantum number?

b. How many orbital orientations are possible in each of the s,p,d and f sublevels? c. Explain and illustrate the notation for distinguishing among the p orbitals in a subshell. 5. a. What is the relationship between n and total number of orbitals in a main lever? energy

b. How many total orbitals are contained in the 3rd main energy level? And the 5th? 6. a. What information is given by the spin quantum number? b. What are the possible values of this quantum number? 7. How many electrons could be contained in the following main energy levels with n equal to: a. 1 b. 3 c. 4 d. 6 e. 7 8. What is the maximum number of electrons in an atom that can have the following quantum numbers: a. n = 2, s = -1/2 b. n = 5, 1 = 3 c. n = 4, 1 = 3, m = -3

The Periodic Table and Periodicity

State goal 2.01 Lesson plan 1

Objective: To discover the periodic trends of certain physical properties of elements

related to their position on the Periodic Table of Elements.

Background: The Periodic Table is arranged according to the Periodic Law. The
Periodic Law states that when elements are arranged in order of increasing atomic number, their physical and chemical properties show a periodic pattern. Students can discover these patterns by examining the changes in properties of elements on the Periodic Table. The properties that will be examined in this lesson are: atomic radius, first ionization energy, and electronegativity. (definitions) TEACHER NOTE: The teacher may encourage the students to take notes as they go through the questions (they may become difficult to recall while switching back and forth between pages). Students need to be familiar with the terms: atomic radius, ionization energy and elctronegativity.

Lesson: In this exercise you will look at a few physical properties of elements and how
those properties are related to their position on the Periodic Table. Analyze the data found on the Periodic Table sites to answer the questions listed below. When performing your activities, you may return to this page by clicking on the Go to Lesson link.

Activities:
1. Explore some on-line periodic tables; Use the URL: www.chemicool.com for the Cool Periodic Table. 2. Use the Cool Periodic Table link. For each of the first three elements in rows 2 and 3 (Li, Be, B, then Na, Mg, Al) find the Atomic Radius (click on the element symbol).
o o o o o

What appears to be the trend in atomic radius as you move from left to right in a row? What appears to be the trend in atomic radius as you move down a column? Predict the change in atomic radius of the next elements in a row (C, Si), then check those properties. Do they match your predictions? Check the atomic radius of the next elements in the series (N, P). How do they fit the predicted pattern? Is the pattern of atomic radius absolute or general (always true or generally true)?

3. Repeat the same steps and questions, but look at the property of first ionization energy and then repeat again for electronegativity. 4. Consider all three of the properties that you have examined.
o o

State the general trend for each property if you move from left to right on the Periodic Table. Now, state the general trend from top to bottom. How do these properties show periodicity (periodic trends)?

5. Use the links given below to examine the same three properties graphically. 6. View the line graph of atomic radius.
o o o o

What do the different colors show? Can you see a pattern in the second period that is repeated in the third period? How does this graph agree with your observations of atomic radius made earlier? Why do the fourth and fifth periods have more dots and different patterns?

7. Find the same type of graph for 1st ionization energy (enthalpy) and electronegativity. Answer the same questions for these graphs as you did for the atomic radii graph. 8. Use the color-coded tables, atomic radius, 1st ionization energy and electronegativity, to answer the questions below.
o o o

How does this show periodic trends of the selected property? Which method did you find most informative? Which method was easiest to see the general pattern and not get confused by exceptions in the pattern?

Credits: Kelly Dobbins, Marty Ponder, Lisa Rice and Angie Robertson

Ionic and Covalent Bonding

State goal 1.07 Lesson plan 1

Molecular Models
Construct molecular models of the following covalent compounds, and fill in the following chart:

Molecule HBr

Lewis Structure

No. of LP, No. of SP around central atom

Shape

Polar/Nonpolar Molecule

H2O

CH4

O2

PCl3

CO2

SO3

NH3

SO2

CHCl3

Lesson plan 2 Objective: To determine properties of ionic and covalent compounds. Name:_______________________ 1. Score:__________________

Consider the following six compounds and answer the following questions: NaC1, CH4 (methane), NH3 (ammonia), MgF2, KF, BH3 (boron trihydride) (a) Classify the above six compounds as ionic or covalent. (11) (b) Research the boiling points and melting points of each. Which compounds have the highest boiling and melting points? Go to the media center, public library, or internet (http://chemfinder.camsoft.com) (11) (c) Which compounds occur in the solid, liquid, and gaseous state? (11) (d) Which are good conductors of electricity when in the liquid state or when dissolved in water? Use a reference book or internet search engine. (11)

2.

Compare and contrast your finds from above. (11)

3. 4.

Using the electron configuration, explain how Mg would combine with F to form an ionic bond? (11) Fill in the following chart. (34)

Compound Elements KF O2 IC1 N2 MgO AsH3

Electroneg. Elect. Diff.

Bond Type

Charge

Lesson plan 3 Objective: To determine shape and polarity of molecules. Give the 1)Lewis Structure 2)Bond Angle 3)Shape 4)Molecular Polarity of each Molecule. Do not give polarity of the ions! Molecular Lewis Structure Bond Angle Shape Polarity 1. CO

________________________________________________________________________ 2. H2O2 ________________________________________________________________________ 3. CH3F ________________________________________________________________________ 4. N2 ________________________________________________________________________ 5. A1C13 ________________________________________________________________________ 6. C12CO ________________________________________________________________________ 7. SO32________________________________________________________________________ 8. SeC14
____________________________________________________________________________________________________________

9. C1F4+ _______________________________________________________________________ 10. XeOF4 ________________________________________________________________________ 11. NO2 ________________________________________________________________________ 12. N2O

Lesson plan 4 Objective: To determine shape and polarity of molecules Give the 1)Lewis Structure, 2)shape and, 3)polarity of the following:

1.

A1C13

2.

BeH2

3.

SnC15 -

4.

C12CO

5.

IF4-

6.

SF5+

7.

SO3

8.

CO2

9.

XeO2F2

10.

HCN

Chemical Quantities, Names, Formulas

State goals 1.03, 2.02 Lesson plan 1

Water of crystallization, the hydrate

Objective- In this investigation, you are to name several hydrates and to heat hydrates which drives off their water of crystallization. Introduction- Ionic compounds often crystallize from solution with molecules incorporated within the crystal structure of the solid. Such compounds are referred to as hydrates. This water of crystallization may be driven off by the application of heat to form an anhydrous (without water) compound. In writing the formula of a hydrate, a dot is used to connect the formula of the compound and the number of water molecules per formula unit. Crystals of copper(II) sulfate pentahydrate (CuSO45H2O) always contain five molecules of water for each copper and sulfate ion pair. The deep-blue crystals are dry to the touch. When heated over 100C, the crystals lose their water of hydration (water of crystallization). CuSO45H2O(s) == CuSO4(s) + 5H2O(g) (blue crystals) (white anhydrous solid) Hydrates are named by group prefixes (mono-,di-, tri-, tetra-, penta-, hexa-, hepta-, octa-, nona-, deca-). For example, BaCl22H2O is named barium chloride dihydrate. Procedure: 1. Place about 0.5 g of CuSO45H2O in a clean, small evaporating dish. 2. Set up a wire gauze on a metal ring, and prepare to heat the sample in the burner flame. Begin the heating with a very small flame. If there is any evidence that the material is a bout to spatter, remove the heat immediately. Record any changes in appearance/color as the hydrate is heated. 3. When it is apparent that most of the water has been driven from the sample, increase the size of the flame. Stir the salt with a clean stirring rod until the sample is uniform in texture and appearance. 4. Remove the heat and allow the dish to cool completely to room temperature. 5. When the anhydrous metal salt has cooled to room temperature, add water dropwise. Record any changes in appearance/color. 6. Clean out the evaporating dish, repeat the procedure with the other available metal hydrates: NiCl26H2O; CoCl26H2O; CrCl36H2O; BaCl22H2O. 7. As a more vivid demonstration of the ability of anhydrous salts to absorb moisture, do the following: Weigh an empty clean watch glass (to the nearest 0.01 g), then add about a teaspoon of anhydrous calcium chloride to the watch glass and reweigh. Examine the salt from time to time during the remainder of the lab period, and reweigh the watch glass and contents before leaving lab. Calcium chloride is an excellent desiccant and is able to absorb so much moisture from the air that it usually forms a solution itself. A salt that

absorbs such a great deal of water to form a solution is said to be deliquescent. Calculate the mass of water absorbed by the anhydrous calcium chloride. Calculate what percentage of its own weight the CaCl2 sample was able to absorb in moisture during the lab period. Data Sheet: 1. Copper (II) sulfate pentahydrate

Observation before heating __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________ Observation after heating __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________ Observation on adding water __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________ 2. Nickel (II) chloride hexahydrate Observation before heating __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________ Observation after heating __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________ Observation on adding water __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________ 3. Cobalt(II) chloride hexahydrate Observation before heating __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________ Observation after heating

__________________________________________________________________________ __________________________________________________________________________ __________________________________________________ Observation on adding water __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________ 4. Chromium (III) chloride hexahydrate Observation before heating __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________ Observation after heating __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________ Observation on adding water __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________ 5. Barium chloride dihydrate Observation before heating __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________ Observation after heating __________________________________________________________________________ __________________________________________________________________________ ___________________________________________________________ Observation on adding water __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________ Calcium chloride (anhydrous) Observation on absorbing moisture from air _____________________________________________________________________________ ___________________________________________________________________ Mass of empty watch glass, g _______________________________________________ Mass of watch glass plus anhydrous CaCl2 _____________________________________ Mass of watch glass plus CaCl2 on standing, g __________________________________

Mass of water absorbed, g __________________________________________________ Percent water absorbed ____________________________________________________ Pre-Lab: Name the following hydrates: 1. Ce2(CO3)35H2O 2. BeCl22H2O

3. Na2CrO410H2O 4. LaCl37H2O (Lanthanum is always 3+; hence, no roman numeral is used to name.) 5. LiNO2H2O 6. Mg(BrO3)26H2O 7. Fe(NO3)39H2O 8. IrBr34H2O 9. Co3(PO4)28H2O 10. CrPO43H2O Look up the words deliquescent, hygroscopic, efflorescent and distinguish among all three.

Chemical Reactions
State goal 2.03, 2.05 Lesson plan 1

Beginning Balancing Chemical Equations

Introduction: This assignment is a useful tool for CP students and Honors who need a beginning understanding of the Law of Conservation of Atoms and who have trouble seeing molecules/compounds in their head as balanced. This assignment makes use of the online game, Chembalancer. After successful completion of this web game, a chemistry student should be able to master the balancing of these chemical equations. The assignment could be done in computer lab or done as a homework assignment. Directions: 1. Go to http://www.dun.org/sulan/chembalancer, and check it out. 2. Go to http://www.dun.org/sulan/chembalancer/worksheet.htm . Print out a copy to turn in you answers, if requested by your teacher. The teacher may only want for you to show your final.htm page. 3. Students are to do #12 and #13 also which only appear on the worksheet. 4. To reinforce your knowledge of balancing, answer the following questions after successful completion of the game. a. How many atoms of each element do you find in the following formulas? 1. Ca3(PO4)2 2. 3Mg(C2H3O2)2

b. Study the following balanced equation, and answer the following questions. 2H3PO4 + 3Ca(OH)2 Ca3(PO4)2 + 6HOH 1. How many phosphate anions are on a side? 2. How many hydroxide anions are on a side? 3. What is the total number of oxygen atoms on a side?

Lesson plan 2 Objective: To write 5 types of balanced chemical equations while observing and participating in the reactions. Apparatus/material/equipment needed: 1. Hoffman apparatus, 6M H2SO4, direct power source 2. KClO3, MnO2 , 4-5 gas collecting bottles, trough, large mouth test tube and one-hole stopper with L-glass bend for stopper and enough tubing to reach bottles. 3. Mg ribbon, S, deflagrating spoon, steel wool as a source of iron, litmus paper 4. Cu and 1M AgNO3, Al and a saturated solution of CuCl2 5. Solutions of BaNO3 and H2SO4; solutions of Pb(NO3)2 and KI 6. Natural gas outlet, rubber tubing connected to funnel to dip into a beaker of liquid bubbles for making methane filed bubbles for explosion 7. Solid Ba(OH)2 and solid NH4SCN 8. A prompt of the 5 types of reactions on the board that represent the demonstration reactions. WRITING AND BALANCING CHEMICAL EQUATIONS - AN INTERACTIVE DEMONSTRATION 1. The electrolysis of water a. How many mL of oxygen gas are produced in one arm of the Hoffman apparatus? b. How many mL of hydrogen gas are produced in the other arm? c. Write and balance the equation for the electrolysis (decomposition) of water. What is the catalyst for this reaction? Where is the catalyst placed in the equation? d. How does the experimental volume ratio compare to the coefficient in a balanced equation? e. Look at the power source and determine the anode (+ terminal) and cathode (- terminal). If one could not determine the ratio of the two gases, how could one distinguish in which arm the gases are found? f. When both gases are tested with a burning splint, which gas is explosive? 2. The decomposition of potassium chlorate with heat and MnO2 as a catalyst a. Write and balance the decomposition reaction. Place the catalyst appropriately in the equation. See the prompt on the poster board. b. If all the oxygen is produced in this reaction, what solid remains in the test tube originally containing potassium chlorate?

3. The synthesis of compounds in the oxygen produced Write and balance the following synthesis reactions: a. Hot solid magnesium placed in the oxygen gas forms what ionic compound? b. Hot solid iron placed in the oxygen gas produces an unusual iron solid, Fe304. c. Hot molten sulfur placed in the oxygen gas forms a gaseous molecular compound, sulfur dioxide. d. The sulfur dioxide gas will dissolve in water to form sulfurous acid (H2SO3). 4. Write and balance the following single replacement reactions and/or answer the following questions about single replacement. a. Copper metal is placed into an aqueous solution of silver nitrate: b. A metal (cation) replaces what in the single replacement reaction? c. A nonmetal (an anion) replaces what in a single replacement reaction? d. Aluminum foil rolled up into a ball is added to aqueous copper (II) chloride. e. Which element becomes free (uncombined)? 5. Write and balance the following double replacement reactions and/or answer the following questions: a. Which ion in a compound is written first, the cation or anion? b. After ions are exchanged, what must be checked before balancing? c. Aqueous barium nitrate is added to aqueous sulfuric acid (H2SO4). d. Solid lead (II) nitrate is mixed with solid potassium iodide. e. Is the yellow compound the only product of this reaction? f. What happened before the reaction was mixed? What does this tell us about the solid reaction?

6. The complete combustion of natural gas, mainly methane, CH4 . a. The complete combustion you observe is the chemical reaction between what two reactants? b. What products are produced?

c. Is the combustion of the hydrocarbon fuel endothermic or exothermic?

d. Write and balance the complete combustion of methane. 7. As seen above reactions can give off heat. Reactions can also take in heat. a. When solid barium hydroxide octahydrate is mixed with ammonium thiocyanate, a double replacement reaction takes place. Put your hand on the beaker which contains the reaction. How does it feel? b. c. d. Has the reaction gained heat or lost heat? What is the term for a reaction that describes your answer? Do reactants or products have more heat content? Do research on manually activated cold packs used in sports medicine.

Lesson plan 3

Equation Writing Activity

A. Write and balance each equation in which a reaction occurs. Some double and single replacement reactions do not occur. You will have to: 1) Check the Activity Series for single replacement reactions on the State Chemistry Reference Tables; 2) check Solubility Rules for double replacement reactions on the State Reference Tables; and 3) circle each product in each double reaction that makes it occur.
1. 2. 3. 4. 5. 6. 7. 8. 9. Zinc + hydrochloric acid Sodium chloride + sulfuric acid Sodium chloride + silver nitrate Sodium hydroxide + hydrochloric acid Potassium hydroxide + sulfuric acid Potassium chlorate (heated) Iron (II) sulfide + hydrochloric acid Copper (II) sulfate + hydrogen sulfide Silver nitrate + hydrogen sulfide

10. Sodium nitrate + sulfuric acid

11. Silver nitrate + copper (assume Cu2+ )

12. Aluminum sulfate + ammonium hydroxide 13. Potassium chloride + sodium nitrate

14. Iron (assume Fe3+ ) + sulfur

15. Magnesium + oxygen 16. Electrolysis of water

17. The complete combustion of butane, C4H10

18. Calcium + oxygen ->

19. Copper (II) sulfate + iron (assume Fe2+ ) 20. Sulfuric acid + iron (assume Fe3+ )
21. Sulfuric acid + barium chloride 22. Sulfuric acid + sodium hydroxide 23. Copper (II) sulfate + zinc 24. Copper (II) chloride + silver 25. Aluminum + oxygen 26. Silver + oxygen

B. Indicate the type of reaction represented by equations 1-20 (even if a reaction does not take place). Use the terms synthesis, decomposition, single replacement, double replacement and combustion.
1. 2. 3. 4. 5 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Lesson plan 4

Chemical Equations
Objective: Students will model the process of reactants changing into products during a chemical reaction. Materials: 12 gumdrops, jelly beans or suitable alternative each of three different colors. Small toothpicks. Procedure: 1. Designate each color of gumdrop to represent a single atom of an element. 2. Make three molecules each of hydrogen (H2) and oxygen (O2). Model a reaction between the one molecule of H2 with one molecule of O2 by splitting the molecules (joined by the toothpicks) and joining one oxygen atom with two hydrogen atoms. The other unreacted oxygen atom must react with another hydrogen molecule to form a second water molecule. All of the atoms of reactants must combine to form molecules of product. 3. Write a balanced equation for the formation of water. H2 + O2 H2O. 4. Repeat step 2 for the reaction of methane with oxygen. You will have three molecules of methane and three of oxygen. 5. Write a balanced equation for the formation of carbon dioxide and water from methane and oxygen. The reactants are CH4 and O2 and the products are CO2 and H2O. Remember to make sure the equation is balanced. Follow-up questions: 1. The space shuttle uses hydrogen and oxygen as fuel for lift-off. After it is burned what happens to it? What is the large white plume of smoke that you see at the time of lift-off? 2. Your car engine uses a hydro-carbon as fuel. Methane is also a hydro-carbon. Knowing this, what do you think the main by-products of your cars engine are? In other words what are the main products of the reaction of octane and oxygen? 3. Why is it necessary to balance a chemical reaction? Hint: If you are in a lab and you only want a certain amount of product what would you want to ensure before you start?

2 Types of Solution Reactions (Precipitation, Acid-base) and Oxidation-Reduction

State goal 2.024, 2.03, 2.06 Lesson plan 1 Objective: 1)To track the transfer of electrons in an oxidation/reduction reaction and to assign oxidation numbers. 2) To identify oxidizing and reducing agents and to assess practical examples of redox reactions. 1. Assign oxidation numbers to the following: a. Cl b. HCl c. Ca(ClO ) d. Na O
2 3 2 2

e. KMnO f. K Cr O g. C H O h. PO 3- i. Cu(NO ) j. SO
4 2 2 7 6 12 6 4 3 2

2. Circle the oxidized element and X-out the reduced element. List the oxidizing agent and reducing agent in the following equations: a. b. HS +
2

HNO ----> H SO + NO
3 2 4

+ HO
2

Zn + HCl ----> ZnCl + H

2

What is the oxidation half-reaction and the reduction half-reaction of equation b ? c. d. CH

4 10

+ O ----> CO + H O
2 2 2

P + HNO + H O ---> NO + H PO
3 2 3

What is the oxidation half-reaction and reduction half-reaction of equation c ? 3. What is oxidation? What is reduction? Define oxidizing agent and reducing agent. 4. What are three practical applications or familiar occurrences of redox reactions? Modern p. 590-616 or see the experiment on oxidation-reduction.

Lesson plan 2

Copper Plating, Making Ornaments

This lab can be used the last day of class before Christmas break. It is a review of electrochemistry and gets the attention of students. Objective: Students are to make holiday ornaments by plating copper out on another metal by an oxidation-reduction reaction. Materials: Galvanized sheet metal, cut into 5 X 5 cm squares with a hole drilled in one of the corners Masking tape Pencil Utility knife Steel wool Cotton balls 0.1 M copper (II) nitrate , 25 mL per student Procedure: 1. Polish both sides of the metal with steel wool. 2. Cover the entire metal with masking tape. 3. Draw a diagram with a pencil in the holiday spirit on both sides of the tape, example of drawing: snowflake. 4. Cut out the design with the utility knife. Be careful ! 5. Dip the exposed metal into the 0.1 M copper (II) nitrate solution and/or dap on the solution with cotton balls using tongs. Do not touch with fingers. 6. Rinse ornament carefully in water and allow to dry. 7. Remove excess tape. 8. A. Write the molecular equation for the reaction. B. Write the two half-reactions. C. What metal underwent reduction? oxidation? 9. Hang your ornament on your tree each year to remind you of your chemistry experience.

_____________________________________________________________________________ _

Lesson plan 3

Citrus Batteries
Objective: Students will make a model of a voltaic cell with the use of a lemon. Materials: Lemon Zinc Sheet cut into .5 inch x 1.25 inch strips Copper Sheet cut into .5 inch x 1.25 inch strips Voltmeter Fine grade sandpaper Procedure: 1. With sandpaper, polish the zinc and copper strips. 2. Push the copper strip into the lemon. Leave about three-quarters of an inch of the strip sticking out. 3. Do the same with the zinc strip as you did with the copper. Make sure the copper and zinc strips are separated by about a half an inch. 4. Touch both leads at the same time with your tongue. Record your observations. 5. With the voltmeter, determine what voltage you are able to produce. Follow-up questions: 1. Explain the sensation that you felt on your tongue? 2. Which of the two metals is the anode? Which is the cathode? How do you know? 3. Write an equation describing the flow of electrons through the lemon and leads.

Lesson plan 4

Ions in Solution
Objective: Students will demonstrate that solutions containing ions conduct an electric current. Materials: Table salt (NaCl) Baking Soda (NaHCO3) Vinegar (acetic acid in solution) Sugar (Sucrose) Distilled water 2 foot long pieces of bell wire with the ends scraped bare clear plastic cup 3 - 1.5 volt batteries masking tape Procedure: 1. Connect the batteries together end to end. Make sure that the positive terminal on one touches the negative terminal on the other and then tape them together with the masking tape. 2. Tape the exposed end of one piece of wire to the negative terminal in battery complex and the other wire to the positive end. 3. Fill your cup halfway with distilled water and hold the bare ends of the wires close together in the water. Notice any sign of bubbles which would demonstrate that the liquid conducts electricity. 4. Repeat step 3 with: a concentrated solution of sugar, acetic acid, concentrated solution of sodium chloride (table salt), tap water, and a concentrated solution of baking soda (sodium bicarbonate) Follow-up questions: 1. Document which solutions conduct electricity better and compare the reasons for each. 2. Were there any samples that did not produce electricity? Which ones and why didnt they? 3. Would the amount of batteries used really make a difference to the data? Why or why not?

Lesson plan 5

Mixtures as Solutions or Colloids and the Tyndall Effect

Objective: Students will classify mixtures as solution or colloids by virtue of the Tyndall Effect. Materials: Cup Black Construction Paper Masking Tape Teaspoon Flashlight 3 Rectangular Jars (Rectangular mason jars work well) Distilled water Cornstarch Sodium Bicarbonate (NaHCO3) Procedure: 1. With the construction paper, make a cone and tape to fit over the lens of the flashlight. 2. Make a paste by mixing a quarter teaspoon of cornstarch with 4 teaspoons of water in a cup. 3. In Jar 1, fill with distilled water. In Jar 2, add a quarter teaspoon sodium hydrogen carbonate and fill and mix with water. In Jar 3, add the cornstarch paste and fill and mix with water. 4. Turn out the lights in the room. Shine your flash light at each of the jars and document your observations. 5. Clean the jars when finished and remove the construction paper from the flashlight. Follow-up questions: 1. Was the light beam visible in any of the jars? Which one(s)? Why not in all? 2. Predict what you would observe if you were to replace the sodium hydrogen carbonate with sugar or table salt. 3. What is the particle size difference of the solute which make up a colloid and a solution? _____________________________________________________________________________ _

Stoichiometry
State goals 2.02, 2.04, 3.02 Lesson plan 1 Objective: to calculate beginning stoichiometric relationships- mole-mole, mass-mole and molemass 1. To make oxygen in the laboratory, potassium chlorate is decomposed as follows: 2KClO (s) ----> 2KCl(s) + 3O (g)
3 2

a. How many moles of O form when 3.7 moles of KClO decomposes?

2 3

b. If 7.5 moles of KCl are formed, how many moles of O are formed?
2

c. If 30.0 moles of KClO are decomposed, how many moles of each product are formed?
3

2. Consider the balanced equation: 2CaCO (s) + 2SO (g) + O (g) ----> 2CaSO (s) + 2CO (g) a. If 2.50 moles of each product are formed, how many moles of the gas SO reacted? b. How many moles of the gas O reacted? c. How many grams of O reacted?
3 2 2 4 2 2 2 2

d. In the above equation, 272 grams of the solid CaSO were produced, how many moles of CaCO reacted?
4 3

3. a. In the formation of aluminum sulfide as seen below, how many moles of aluminum are

required to react completely with 18.6 moles of sulfur? 16Al(s) + 3S (s) ----> 8Al S (s)
8 2 3

b. How many moles of aluminum sulfide can be formed?

c. How many grams of aluminum sulfide can be formed?

4. a. When 50.0 grams of silicon dioxide is heated with excess carbon as seen below, how many moles of each product can be formed? SiO (s) + 3C(s) ----> SiC(s) + 2CO(g)
2

c. How many grams of each product can be formed?

_____________________________________________________________________________ _

Lesson plan 2

Pre-laboratory

% Yield of a Compound
Name__________________________________

1. What is stoichiometry?

2. What is the objective of this experiment?

3. What acid is used in this experiment? What terms are used to describe this acid?

4. Why does one slowly add 3.0 M hydrochloric acid to the sodium hydrogen carbonate?

5. What is the formula for finding percent yield?

6. Define actual yield and theoretical yield.

7. Carbonic acid is a by-product in this experiment. It immediately decomposes to what two products?

% Yield of Compound
Objective: In this experiment you will measure the mass of the solid product, NaCl produced which is the actual yield of your experiment. Secondly, you will calculate the theoretical yield of the product, NaCl from the stoichiometry of the balanced chemical equation. Then you will calculate your percent yield of the NaCl from the following equation: % yield = (actual / theoretical) X 100% Actual yield-the amount of product formed when the reaction is carried out in the laboratory. Theoretical yield-the amount of product formed according to the stoichiometry calculation Apparatus: balance, centigram electric heater eye dropper Chemicals: sodium hydrogen carbonate 3.0 M hydrochloric acid Safety: Take the necessary safety precautions. Wear safety goggles and apron. HCl is caustic and corrosive. Avoid breathing vapors. If any acid should spill on you, wash the area with water, or if the acid spills on the table, use acid neutralizer and then wipe up. Procedure: 1. Obtain an evaporating dish. Measure the mass of a clean dry evaporating dish to the nearest centigram. Record this mass in the data table. 2. Add between 2.00-2.75 g of sodium hydrogen carbonate to the evaporating dish. Measure the mass of the sodium hydrogen, evaporating dish. Record this mass in the data table. 3. Slowly add about 10 mL of the 3.0 M hydrochloric acid to the sodium hydrogen carbonate in the evaporating dish. Do not let any solid product bubble out with the gas. Then, carefully add the 3.0 M hydrochloric acid with a medicine dropper drop by drop until the bubbling stops. Note: The solid sodium hydrogen carbonate remains in the bottom of the evaporating dish unreated, and therefore, you must gently swirl the evaporating dish between drops to ensure all the solid reacts. spatula evaporating dish

4. Place the evaporating dish on an electric heater; select a moderate heat. You may have to adjust the heat knob as needed. 5. Gently boil the water from the evaporating dish until only a dry solid remains. Begin to heat slowly when almost all the water is evaporated. Do not let any of the solid product escape. 6. Turn off the heater. Place the evaporating dish with your product in an oven set at 200OC over night. 7. Determine the mass of the cooled dish and solid product. Record this mass in the data table. 7. Calculate the theoretical yield of the NaCl you produced from the balanced chemical equation Do this calculation under Calculations (#7)on accompanying Data Sheet. 8. Dispose of your solid product in the drain. Clean all laboratory apparatus. Wash your hands, and finish your calculations.

Lesson plan 3 The Limiting Reactant Objective: To calculate the theoretical yield; to identify the limiting reactant; to calculate the excessive reactant remaining in a stoichiometry problem 1. How many grams of magnesium oxide can be produced by reacting 20.0 g of magnesium with 16.0 g of oxygen?

2. Sulfuric acid react with aluminum hydroxide by double replacement. If 30.0 g of sulfuric acid reacts with 25.0 g of aluminum hydroxide, identify the limiting reactant. b. Determine the mass of excessive reactant remaining.

c. Determine the mass of each product formed.

3. A student reacts 5.95 g of butane (C H ) with 16.5 g of oxygen in a complete combustion reaction. What is the limiting reactant? Which reactant is in excess? What is the theoretical yield of carbon dioxide?
4 10

Lesson plan 4

Stoichiometry: Theoretical Mass vs. Experimental Mass

Objective: Students will be able to cause a double replacement reaction between zinc acetate and sodium phosphate tri-basic. Materials: Distilled water 100 ml graduated cylinder filter paper 4 grams of sodium phosphate tri-basic 3 grams of zinc acetate 150 ml beaker 250 ml beaker 400 ml beaker stirring rod ringstand funnel weighing dish electronic balances Data Tables: Mass of beaker Mass of beaker + contents Mass of filter paper (before experiment) Mass of weighing dish Mass of filter paper + weighing dish (dry) Day 1 1 1 1 2 Trial 1 Trial 2

Trial 1 Mass of zinc acetate Mass of zinc phosphate (experimental) Average mass of zinc phosphate Theoretical mass of zinc phosphate Percent error

Trial 2

Procedure: 1. Use the data chart to record the information. 2. Students should be wearing chemical splash goggles, lab aprons and gloves. 3. Make sure to weigh the filter paper, the weighing dish, the beaker, and the beaker plus contents before starting the experiment. 4. Have students prepare solutions for the zinc acetate (solubility: 1 grams per 2.3 milliliters of water) and the sodium phosphate tri-basic (solubility: 33 grams per 100 ml of water at 25 degrees Celsius). 5. The two solutions should now be mixed together with a little agitation. 6. A precipitation of zinc phosphate will result. The solution should now be filtered to collect the precipitate. 7. A ring stand with a funnel in the ring with a hose from the funnel into the sink or a beaker placed beneath the funnel should be fine for filtering. 8. Make sure the filter paper is placed properly in the funnel. 9. Pour the solution through the funnel being careful not to spill any over the sides. 10. Allow the precipitate to dry on the filter paper overnight or you may use a vacuum filtration system to dry it out faster. 11. Weigh the filter paper with the precipitate in the weighing dish. 12. Record your results. 13. Repeat the experiment in a second trial to confirm your results. Follow-up questions: 1. Figure out what the theoretical mass of zinc phosphate should be based on the actual mass of zinc acetate. 2. Show the calculations of the percent error of your experimental values vs. theoretical. 3. Explain what factors may have contributed to the differences between the experimental mass and the theoretical mass of the product. 4. Write an equation explaining the double replacement reaction.

States of Matter
State goals 3.02, 4.01 Lesson plan 1

The Process of Sublimation and Deposition

Objective: Students will establish an apparatus that will demonstrate the process of sublimation and deposition. Materials: Ice 3-4 strips of heavy, thick cardboard. Hot water (from a faucet) Two 8-oz clear plastic cups. Small shallow container Small chunks of solid air freshener Procedure: 1. Drop some small chunks of air freshener in a cup. 2. Bend the cardboard in half along the width and lay them on the rim of the cup with the air freshener in it. 3. Insert the second cup inside the first. Please make sure that the second cup doesnt rest on the air freshener. You may adjust the cardboard if necessary. 4. Fill the top cup with ice. Be sure not to let any ice or water into the bottom cup. 5. Fill the shallow container about a third of the way full of hot water from the tap. 6. Gently place the cups in the shallow container in the hot water. 7. Notice what happens to the air freshener. 8. Now, quickly remove the top cup from the bottom cup and look at the bottom. Follow-up questions: 1. What caused the sublimation of the air freshener? 2. What caused the deposition of the air freshener to the bottom of the top cup? 3. Is it possible to separate substances in some mixtures by sublimation?

Gas Laws
State goal 1.06 Lesson plan 1 Objective: to recognize the formula for and calculate various gas laws

Directions: In each problem, list the law; then solve.

1. Some oxygen in a closed container occupies 250. mL when its pressure is 720. mm. How many milliliters will it occupy when its pressure is 750. mm at constant temperature? (240. mL)

2. A sample of contained gas occupies 50.0 mL at 27.0 C. What will be the volume of the gas in milliliters at standard temperature if the pressure remains constant? (45.5 mL)

3. The pressure of a gas in a closed container is 300. kPa at 30.0 C. What will the pressure be if the temperature is lowered to -172 C. (The volume is constant in a closed container.) (100. kPa)

4. A contained gas has a volume of 240.0 mL at 700. torr pressure. What pressure is needed to reduce the volume to 60.0 mL if the temperature remains constant? (2.80 X 103 torr)

5. A gas has a volume of 2280. mL measured at 30.0 C and 808.0 mm of mercury in a closed container. What volume of gas would be measured at STP? (2184 mL)

6. A rigid steel cylinder has 20.00 L of oxygen gas at a pressure of 2.500 X 103 kPa and at 32.0 C. How many moles of oxygen does the cylinder contain? How many grams of oxygen gas are contained? (19.72 mol, 630.9 g)

7. Calculate the relative rates of effusion of CH4, methane gas, to helium gas at STP. (He is 2 times the rate of methane.)

Lesson plan 2

Flick your Bic The Determination of the Molar Mass of Butane

Objective: Using the ideal gas law (equation), PV = nRT, can be a good method for determining the molar mass of a gas in the laboratory. The gas in the lighter is butane, a hydrocarbon. In this experiment, we will use 0.08206 L-atm / mol-K as R. Procedure: 1. Remove the striking mechanism (flint, wheel, and spring) from the pocket lighter (BIC or Scripto). Pointed scissors are a useful tool for removing. Remove warning label and all glue. Measure the mass of the lighter on the balance to the nearest 0.01 g. 2. Fill a 250 mL graduate cylinder completely full of water, invert carefully, and place it inside a pneumatic trough filled partially with water. Be careful not to allow any air bubbles in the cylinder ! 3. Measure the temperature of the water. ( It will be assumed that the gas will be at the same temperature.) Obtain the barometer reading. Use a water-vapor pressure table and Daltons Law to correct the correct pressure of the gas. 4. Hold the lighter under the water and below the mouth of the inverted cylinder, and press the release area on the lighter. Make sure all the bubbles of the gas are going into the cylinder. Collect between 230 to 250 mL of gas in the 250 mL graduate cylinder. 5. Adjust the position of the cylinder in the water, so that the water levels inside and outside the cylinder are the same. Why? You may have to add more water to the trough or more gas to the cylinder to achieve this to achieve this. 6. Shake excess water from the lighter. Blot dry with a paper towel, and then use a cool setting of a hair dryer to blow off any droplets that remain. Then measure the mass of the lighter again to the nearest 0.01 g. Water-Vapor Pressure Table Temp ( C) Water-Vapor Pressure (atm) 18 0.020 19 0.023 20 0.024 21 0.025 22 0.027 23 0.029 24 0.030 25 0.031 26 0.033 27 0.035 28 0.037

Flick your BIC

Pre-Lab: 1. Identify each variable and its unit that you will use in the ideal gas equation, and identify the value of the constant, R and its units.

2. In this laboratory we will find the barometric pressure reading in our area by using www.weather.com. A student must look for this reading inserting our zip code and report it to the class. The pressure reading must be determined at the time of the experiment ! Change this reading from inches of Hg to atm: 29.92 in of Hg = 1.000 atm Your pressure reading in atm is ___________________ . 3. Observing the BIC lighter, how do you explain that you are determining the molar mass of a gas, but butane is a liquid in the lighter? 4. To calculate the molar mass, you have to calculate the number of moles, n, of the gas present in the graduate cylinder by using the ideal gas law. Then, knowing the mass of the gas by measuring it on a balance, you divide the grams of gas by the mole of the gas. Molar mass is g/mole. Sample problem: 240. mL of propane gas is collected over water by inverting a graduate cylinder full of water in a pneumatic trough filled nearly full of water. The corrected pressure is 0.998 atm, and the measured temperature of water is 21 OC . The mass of the gas collected was determined to be 0.42 g. Calculate the molar mass of propane.

5. In this experiment a gas is collected over water. Not only is butane gas collected in the cylinder, but some water vapor automatically is there causing the pressure of the butane gas in the cylinder not to be equal to the barometric pressure. A correction must be made using a watervapor pressure table and Daltons Law ( Pbar = Pgas + Pwater). If the barometric pressure is 0.999 atm and the water temperature is 23C, calculate the pressure for the butane gas in the cylinder needed for your ideal gas law calculation.

Data:
Barometer reading Pressure of butane (from Daltons Law and water-vapor table) __________ atm

__________ atm

Water temperature (gas temperature)

__________ K

Volume of butane collected

__________ L

Mass lighter before gas used

__________ g

Mass of lighter after gas used

__________ g

Mass of gas in graduate cylinder (mass of gas used)

__________ g

Calculate the molar mass of butane using the ideal gas equation. Show all work.

Extension: The percentage composition of the gas in the lighter was found to be as follows: carbon, 82.63% and hydrogen, 17.37%. Calculate the empirical formula of butane. Use the empirical formula mass (efm) and your molar mass (MM) to determine the molecular formula of butane. (n = MM/efm). The butane gas may be impure, and errors may occur in your experiment. Round off n to obtain a whole number to calculate molecular formula.

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Thermochemistry
State goals 3.02, 3.03, 3.04 Lesson plan 1

Thermochemistry and Spontaneity Introduction:

Thermochemistry is the relationship between chemical reactions and heat energy. Reactions can be exothermic (heat loss by a reaction) or endothermic (heat gain), but the natural tendency or driving force is for them to be exothermic. When a chemical reaction is exothermic, the reaction can be spontaneous (will take place as written, unless there is an outside source of energy) or nonspontaneous. Clearly, there must be another/other driving force/s of a chemical reaction other than just heat loss that makes a reaction spontaneous. Spontaneity of a reaction depends on two driving forces: 1) change in enthalpy (exothermic or endothermic) and 2) change in entropy. Entropy is a measure of disorder. The natural tendency is for reactions to become more disordered.

Demonstration and Discussion:

The teacher will dissolve 0.1 mole of each: NH4NO3, MgSO4 and LiC2H3O2 in three different test tubes which each contain 10 mL of distilled water. A student assistant will be asked to record the temperature change as each substance dissolves. The assistant may have to shake gently or stir the solution while recording and observing. The temperature changes of the three reactions or lack thereof allow for a good discussion of change in enthalpy (exothermic, endothermic) and heats of solution formation. Equations for the dissolving substances are written on the board.

Experiment:
In this experiment you will predict the spontaneity of the five reactions represented below. Then in the laboratory, you will attempt to carry out these same reactions to see if, indeed, your predictions are true. Predict spontaneous or nonspontaneous 1. Fe(s) + 2HCl(aq) FeCl2(aq) + H2(g) _______________

2. Cu(s) + 2HCl(aq) CuCl2(aq) + H2(g)

_______________

3. Ca(NO3)2(aq) + K2SO4(aq) 2KNO3(aq) + CaSO4(s)

_______________

4. 2NaCl(aq) + K2SO4(aq) 2KCl(aq) + Na2SO4(s)

_______________

5. Ca(s) + 2HOH(l) Ca(OH)2(aq) + H2(g)

_______________

Laboratory:
1. Place the following amounts in each of 5 small test tubes: Test tube 1 Test tube 2 Test tube 3 Test tube 4 Test tube 5 0.10 g of powdered iron 3 pieces of copper shot 1 mL of 0.50 M Ca(NO3)2 1 mL of 0.50 M NaCl 1 small piece of calcium metal

2. Add 1 mL 1.0 M HCl to each of the first two test tubes, observing for a period of 5 minutes. 3. Then add 1 mL of 0.50 M K2SO4 to test tube 3 and test tube 4, again observing for 5 minutes. 4. Lastly, add 2mL of distilled water to test tube 5 and observe for 5 minutes.

Results:
Report on the spontaneity of each reaction you carried out. Can you say definitely that for those reactions that seemed to be nonspontaneous that they will never happen?

Extension:
If a reaction, which is carried out at 25.0 C, losses 25 kJ of heat and gains 105 J/K of entropy, what is the numerical value of G? Is the reaction spontaneous or nonspontaneous?

Lesson plan 2

Heats (Q) Lost or Gained by H2O

Objective: To determine the amount of heat lost or gained during the heating curve of water 1. How much heat is absorbed when 35.0 g H2O(l) at 100OC is converted to steam at 100OC at standard pressure (101.3 kPa or 1.00 atm)?

2. How many grams of ice at 0OC and standard pressure (101.3 kPa or 1.00 atm) could be melted by the addition of 3.75 kJ of heat?

3. Calculate the following heat gained or lost at standard pressure in the following conditions: a. 3.50 mol of water freezes at 0OC.

b. 0.44 mol steam condenses at 100OC

c. 44.5 g of ice melts at 0OC

4. Calculate the heat gained by 10.0 g of ice when its temperature is raised from -20.0OC to -5.0OC.

5. Calculate the heat gained by 25.0 g of water when its temperature is raised from 10.0OC to 90.0OC.

Lesson plan 3 Heat of Fusion of Ice Objective: Students will be able to estimate the heat of fusion of ice. Materials: Ice 100 mL Graduated cylinder Thermometer Plastic foam cup Hot water Procedure: 1. Fill the cylinder with hot water from the faucet. 2. Allow the cylinder to stand for 1 minute. Pour the water in the sink 3. Use the graduated cylinder to measure 70 mL of hot water. 4. Pour it in to the plastic cup. Record the temperature of the water. 5. Add a small cube of ice to the water and gently swirl the cup. 6. Measure the temperature of the water immediately after the ice cube has completely melted. 7. Pour the water from the cup into the graduated cylinder and measure the volume. 8. Determine the heat of fusion of ice (kJ/mol) by dividing the heat given up by the water by the moles of ice melted. (Determine the mass of ice melted by subtracting the difference between the volume before the ice was added and the volume after it has melted). Follow-up questions: 1. The heat of fusion of ice is 6 kJ/mol. Why do you think there was a difference, if any? 2. Calculate your percent error. Use State Exam Reference Tables for formula. 3. How could you make this activity more error proof? (Hint, add detail)

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Reaction Rates
State goals 3.05, 4.03 Lesson plan 1

Temperatures and Reaction Rates

Objective: Students will observe the effect of temperature on the rates of chemical reactions. Materials: 4 plastic cups 4 Alka Seltzer tablets stop watch (es) thermometer ice graph paper hot/cold water masking tape pen or pencil Procedure: 1. Mark the numbers 1, 2, 3, and 4 on four separate pieces of masking tape. Label each of the plastic cups with one of the numbers. 2. Arrange the plastic cups in numerical order and fill each about of the way full as follows: (cup 1) cold water from tap with some ice, (cup 2) cold tap water, (cup 3) a mix of half cold and hot tap water, (cup 4) hot tap water. 3. Record the water of each cup with the thermometer. 4. Drop an Alka Seltzer tablet into each cup and time each reaction. 5. Record the time it takes for the reaction in each cup to complete 6. Represent your data with a line or bar graph of temperature vs. reaction time. Follow-up questions: 1. What relationship, if any, did you notice between temperature and reaction time? 2. What other ways could you test this relationship? 3. List several other factors that affect reaction rate and explain each. _____________________________________________________________________________ _

Lesson plan 2

Spontaneity
Introduction: Spontaneity is a process (chemical or physical change) that occurs without any outside intervention, The Gibbs Free energy indicates whether a change in Gibbs free energy (G) is positive or negative. If a process is negative, the reaction is spontaneous. Spontaneity of a chemical or physical change means the reaction will take place as written, left to right. This negative change (-G) is termed exergonic. If a process is nonspontaneous (endergonic), the reaction will not take place as written, but will occur in the opposite direction. H is a change in enthalpy, and S is change in entropy. G = H -T S (Gibbs Free Energy Equation)

The criterion for spontaneity is: H - T S < 0 Objective: Using thermochemical methods, you will measure the enthalpy change that occurs when sodium nitrate is dissolved in water. You will also predict the sign of the free energy change ( G) for this process and estimate the minimum value for the entropy change. Concept: The process you will examine in this experiment is the dissolving of sodium nitrate, NH4NO3(s). NH4NO3(s) == Na+(aq) + NO3-(aq) You will measure the heat lost or gained during the dissolving process by using a coffee cup calorimeter. Your teacher will explain the technique. Then you will calculate the enthalpy change for the process, H. After you have calculated the enthalpy change, you will decide whether the process is spontaneous or no spontaneous. The sign for G for the process will rest on your decision. Finally, you should be able to obtain a minimum value for the entropy change, S as well as its sign from H and the predicted sign of G. Pre-laboratory assignment: 1. Provide symbols (where appropriate) and definitions of the following terms: a. Enthalpy change b. Entropy change

c. Free-energy change d. Spontaneous process e. Nonspontaneous process 2. a. How will you decide whether a process is spontaneous in this experiment?

b. If you were to use this method after you had observed the fate of an ice cube at 25C, what would you conclude about the spontaneity of the following process? Why? H20(s) == H20(l)

c. The standard enthalpy change for this process is 6.01 kJ/mol. What is the minimum value for the standard entropy change, on the basis of your conclusions about the spontaneity?

3. During this experiment, you will be required to prepare 100 mL of a 1.0 M solution of NaNO3. Calculate the mass of NaNO3 (to the nearest tenth of a gram) that will be required.

Measuring the heat evolved or absorbed: 1. In the Prelaboratory Assignment, you calculated the mass of NaNO3 that would be required to prepare 100 mL of a 1.0 M solution. Obtain this mass of NaNO3, using a balance. Make sure the pan is protected with a piece of waxed paper. 2. Place 100 mL of distilled water in the calorimeter, using a clean 100-mL graduated cylinder. 3. Measure and record the temperature of this water to the nearest 0.1C. This is the initial temperature (ti). 4. Add the solid NaNO3 to the cup in such a way that none adheres to the side of the cup.

5. Place the top on the calorimeter immediately and begin stirring. 6. Measure the temperature of the solution to the nearest 0.1C after 30 s and every 30 s thereafter until the temperature attains either a maximum or a minimum value. This temperature will be used as the final temperature (tf). 7. Calculate q(system), using 4.184 J/(g C) and 1.0 g/mL for the specific heat and density of the solution and 1.0 101 J/C for the heat capacity of the calorimeter. 8. Calculate the enthalpy change, H, from q(system) and the number of moles of NaNO3. 9. Repeat Steps 1 through 8 with a new solution. Calculate the mean enthalpy change for the process. 10. Pool this value with the data obtained by your classmates, and calculate a new mean enthalpy change. Results: Trial Mass of NaNO3 and paper (g) Mass of paper (g) Mass of NaNO3 (g) ti (C) Temperature (C) after 30 s 60 s 90 s 120 s 150 s 180 s 210 s 240 s tf (C) q(system) (J) __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ 1 __________ __________ __________ __________ 2 __________ __________ __________ __________

H (kJ/mol) Mean H (kJ/mol) Calculations:

__________

__________

___________

Pooled results (Include your own mean H.) __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________

Mean H: __________ Questions 1. Is this process NaNO3(s) == Na+(aq) + NO3-(aq) spontaneous or nonspontaneous? Why?

2.

a. Use your experimental data and your decision about the spontaneity to calculate a minimum value for the entropy change for the process.

b. Does the sign of the entropy change predicted by this method agree with the one that you would predict on the basis of the expected change in disorder as solid NaNO3 is dissolved in water? Explain.

3. Comment on the often-held belief that spontaneous processes must be exothermic.

Chemical Equilibrium
State goal 4.02 Lesson plan 1 Objective: to demonstrate the effect of a concentration stress and a temperature stress on equilibrium. An aqueous solution involving the dehydrated-hydrated cobalt complex is produced. When the system is heated, a color change from pink to blue indicates a shift of equilibrium from left to right. When the solution is cooled, the color change is from blue to pink indicating a shift from right to left. Changing the concentration of reactants results in an equilibrium shift between pink and blue complex ions of cobalt. heat + [Co(H2O)6]Cl2 pink <=> [CoCl2(H2O)2] + 4H2O blue

Concentration Stress Procedure: Wear safety goggles and disposable gloves. CoCl2 is toxic. 1. Shift of equilibrium to the right: Place 20 mL of cobalt(II) chloride solution in a small beaker. Slowly add 40 mL of concentrated HCl. Note the formation of blue color. Use a face shield and gloves when you use concentrated HCl. 2. Shift of equilibrium to the left: Use half of the solution from step 1; save the other half. Add 20 mL of distilled water. Note the color change to pink. 3. Shift the equilibrium to the left. To the remaining solution from step 1, add silver nitrate solution a drop at a time until a precipitate forms. Note the formation of a pink color. 4. Dispose of the solutions according to the directions in Appendix 5. Reactions 1. Excess C1- causes the formation of more blue tetrachlorocobalt (II) complex. 2. Excess water shifts the equilibrium to the left and forms more pink hexaaquacobalt(II) complex. 3. Silver nitrate removes C1-, and the precipitate silver chloride is formed. This precipitation causes the equilibrium to shift to the left, and more pink complex is formed. Solutions 1. The cobalt (II) chloride solution of 0.2 M: 26 g of CoC12 per liter of water. 2. The hydrochloric acid is a concentrated solution. 3. The silver nitrate solution of 0.1 M: 1.7 g of AgNO3 per 100 mL of distilled water (distilled only).Caution: Use gloves with silver nitrate. Teaching Tips NOTES

1. This demonstration projects well. Use Petri dishes on an overhead projector. 2. Be sure to use concentrated HC1 in step 1. In addition to adding C1-, HC1 has a dehydrating effect. 3. Have students make predictions of the effect on equilibrium before each part of the demonstration. QUESTIONS FOR STUDENTS 1. 2. 3. 4. What is the effect of adding a common ion to a system in equilibrium? Explain what happened in each part of the demonstration. What might be another way to shift equilibrium to the right? Blue colors are usually associated with hydrated compounds. Why does the hydrated cobalt complex have a pink color?

Temperature Stress Procedure Wear safety goggles and disposable plastic gloves. CoC12 is toxic. 1. Place 1000 mL of CoC12 solution in a 250-mL beaker. 2. Add concentrated HC1 until the solution changes from pink to blue. Use a face shield and gloves when you use concentrated HC1. 3. Divide the solution into three smaller beakers and treat them as follows. a. Place one beaker on a hot plate. b. Place one beaker in an ice bath. c. Leave one beaker at room temperature as a standard. 4. After a few minutes, show that the heated sample has turned a darker blue and that the cooked sample has turned a light pink. Reactions 1. Addition of heat causes a shift of equilibrium toward products, the blue solution 2. Cooling causes a shift of equilibrium to the left, the pink hydrated complex. Solutions 1. The CoC12 solution of 0.4 M: Dissolve 5.2 g per 100 mL of water. 2. The HC1 solution is concentrated. Teaching Tips NOTES

1. As indicated in the equation, you may have to add quite a bit of HCl to get the formation of the blue complex. 2. The clue color is due to the tetrachlorocobalt(II) complex, and the pink color is due to the hexaaquacobalt(II) complex. 3. For an interesting variation, heat 150 mL of CoC12 solution until it turns blue. Fill a large test tube with this solution and immerse it halfway into a beaker that contains crushed ice and salt. The bottom part of the test tube will turn pink. QUESTIONS FOR STUDENTS 1. 2. 3. 4. Write an equation for the equilibrium system Why was it necessary to add HC1 to establish equilibrium? How does heating shift the equilibrium? What do you think will happen to the equilibrium system if you add water?

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Acids and Bases

State goal 4.04 Lesson plan 1

Acids and Bases (electrolytes)

Objective: To demonstrate the extent of dissociation of strong and weak acids and bases and to relate equilibrium concepts to acid and base dissociation. Needed: 0.1 M solutions of HCl, HNO3, HC2H3O2, H2SO4, H3PO4, NaOH, NH4OH, Ca(OH)2 and conducting apparatus Note: Strong acids and bases completely dissociated and are strong electrolytes. Dissociation 1. HCl(aq) 2. HNO3(aq) 3. HC2H3O2 (aq) 4. H2SO4(aq) 5. H3PO4(aq) 6. NaOH(aq) 7. NH4OH(aq) 8. Ca(OH)2(aq) 1. After discussing in class which acids and bases are strong and which are weak, you are to predict the dissociation of the following acids or bases (by writing the dissociation as above) and to relate which of the following compounds demonstrate equilibrium: a) HClO4(aq) b) HF(aq) c) KOH(aq) d) Sr(OH)2(aq) 2. Which solutions in the above demonstration (1-8) produced the greater H+ (H3O+)? 3. Which solutions in the above demonstration (1-8) produced the greater hydroxide ion concentration? Ions in solution (100% or few)

Lesson plan 2

Antacids vs. Acids

Objective: Students will measure the degree that antacids are able to neutralize excess stomach acid. Materials: White vinegar (5% acetic acid) Sodium bicarbonate (NaHCO3) Various antacids Clear plastic cups Medicine dropper or pipette Mortar and pestle Indicator, phenolpthalein Water Teaspoon measurer Paper towels Procedure: 1. Grind the antacid into a fine powder with the mortar and pestle. 2. Keep the different antacids separate by labeling your paper towel. Make sure not to mix the powders from the different antacids together. 3. Put 2 teaspoons of the vinegar in a plastic cup. This is to simulate the excess stomach acid. 4. Drop 5 drops of the indicator to the vinegar and observe the color (should be clear). 5. Drop very small amounts of the baking soda (sodium bicarbonate) to the vinegar until the indicator turns pinkish-red. This means that the system is neutral. Make sure to keep track of how much baking soda youve added so you know how much it took to neutralize the system. 6. Repeat the process with different antacids in place of the baking soda. Be sure that you make a new excess acid and indicator solution before repeating the process with the different antacids. 7. When you are finished with the baking soda and the various antacids, compare your results.

Follow-up questions: 1. How did your numbers compare? Which is the better neutralizer? How does your data prove this? 2. Identify some of the ingredients in the various antacids. Which ingredients neutralize acid? Which ingredients are common between brands? 3. Write and balance the equation for the neutralization of acetic acid (HC2H3O2) by baking soda (sodium bicarbonate).

REVIEW OF GOALS USING THE STATE CHEMISTRY EXAM REFERENCE TABLE Objective: to use the State Exam Reference Table and student knowledge to practice for the State Chemistry Exam; to review familiarity with the reference table 1. How many molecules are in 2.0 moles of water? 2. Calculate the amount of heat absorbed to melt 36.0 g of ice at 0 OC to water at 0 OC? 3. Covert 25 OC to K. 4. Convert 411 nm to m. 5. What is the charge on one electron in Coulombs? What do you think would be the charge on one proton? 6. Calculate the pressure of 0.700 mol of a gas at 27 OC that is contained in a volume of 1.50 L. 7. Calculate the mass of 24.0 L of ammonia gas at STP? 8. Predict the products of the decomposition of: 1) carbonic acid and 2) copper (II) carbonate 9. Will the following single replacement reactions take place? If so, write and balance: 1) zinc + hydrochloric acid 2) tin + aluminum chloride 3) chlorine + sodium bromide 10. Indicate by giving the formula of the precipitate that allows the following double replacement reactions to take place: 1) barium nitrate + sodium carbonate 2) iron (III) chloride + potassium hydroxide 11. What is the solubility (g/100g water) of the solid, NH4Cl at 70 OC? As the temperature increases, the solubility of gases tend to increase/decrease (circle the correct answer). 12. Uranium-238 decays to thorium-234 to become more stable, what particle is emitted? Thorium-234 decays to protactinium-234 (Pa) to reach some stability, what particle is emitted? 13. A. Using the standard reduction table, which half-reaction is more likely to undergo reduction in the present of the other in an electrochemical cell: Ag+ + e Ag, Cd2+ + 2e Cd B. What is the standard cell potential (total voltage) of the electrochemical cell? 14. Which gas effuses the faster He or SO2? How much faster?

15. A student determined the density of silver to be 9.90 g/cm3. She looked up the accepted value of silver on the state exam Reference Table to calculate the % Error. What was her % Error? 16. Calculate the molarity (M) of 44.0 g of NH4Cl dissolved in enough water to make a 775 mL solution. 17. Calculate molality (m) of a solution in which 25.0 g of NaCl are dissolved into 1500. grams of water. 18. 50.0 g of silver metal are heated from 25.0 OC to 41.0 OC. When the silver is placed in water, the silver releases 192 J of heat energy. Calculate the specific heat (Cp) of silver. See page vi of state exam Reference Table for the equation. 19. Calculate the heat absorbed when 50.0 g of ice at 0 OC is converted to water (melted) at 0 O C. 20. FILL IN THE BLANK: In the Bohr model of the hydrogen atom when electrons absorb enough energy, electrons________________________ . When electrons fall back to the original energy level, electrons give off this energy in the form of _____________. If an electron falls from n=3 to n=2, the wavelength of light emitted is_______________ . 21. In the electromagnetic spectrum, does violet light or red light have the longer wavelength? the greater frequency? See vi of reference table for the equation showing the relation between frequency (v) and wavelength ( ).

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