STUDENT LAB GUIDE Luke & Trisha Gilkerson

STUDENT LAB GUIDELuke & Trisha Gilkerson

with Bekah Kohlmeier

STUDENT LAB GUIDELuke & Trisha Gilkerson

with Bekah Kohlmeier

Experience Chemistry: Student Lab Guide

Journey Homeschool Academy

Copyright © 2021 by Trisha Gilkerson

All rights reserved. This workbook is licensed for students enrolled in Experience Chemistry to use. You may make copies of this workbook for any student enrolled in this course, but may not make copies for individuals not enrolled or for any other purpose without prior written permission. This document may not be shared with others electronically except for purposes of sending to a printer.

For permissions requests please write the publisher at: [email protected]

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GET READY TO... EXPERIENCE CHEMISTRY

While not everyone loves science, most people, when thinking back on their high school years, would tell you their favorite, most memorable part of science class was the labs—the hands-on learning. That’s what this guide is designed to help you with!

This lab guide was created to accompany the upper level Experience Chemistry course. If you’re taking this course for a high school lab science credit, you should choose and complete at least 15 lab assignments. Your course includes lab videos with additional information for each lab. This lab guide will provide you with detailed written instructions for each lab, pages where you can complete your formulas, and space for your lab notes.

Most labs require you to write an accompanying lab report to go along with your assignment. The labs that require a report will have a “lab report” page at the end of the assignment instructing you to do this, and some will have additional questions to answer in your report. However, there are other labs where you will just need to complete the exercises outlined in the lab instructions.

Throughout this school year, you’ll have the opportunity to explore the microscopic world of the elements, understanding the building blocks of all the matter and energy in the universe God made. Are you excited to Experience Chemistry?

See you inside the course!

Trisha Gilkerson

CONTENTSLABORATORY SAFETY GUIDELINES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1LAB REPORT GUIDE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3LESSON 1 REACTION IN A BAG (PART 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4LESSON 2 CONVERSION OLYMPICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9LESSON 3 ACCURACY & PRECISION IN EXPERIMENTS . . . . . . . . . . . . . . . . . . . . . 13LESSON 4 REACTION IN A BAG (PART 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19LESSON 5 SEPARATION EXPERIMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23LESSON 6 METAL REACTIVITY TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27LESSON 7 COLORFUL FLAMES & EXCITED ELECTRONS . . . . . . . . . . . . . . . . . . . . 31LESSON 9 EXPLORING THE SHAPES OF MOLECULES . . . . . . . . . . . . . . . . . . . . . .35LESSON 10 MOLE ID LAB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37LESSON 12 EMPIRICAL FORMULA LAB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41LESSON 13 BALANCING EQUATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45LESSON 14 TYPES OF CHEMICAL REACTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47LESSON 16 MASS RELATIONSHIPS IN CHEMICAL REACTIONS . . . . . . . . . . . . . . .53LESSON 18 CHANGES OF STATE OF WATER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57LESSON 19 GASES, TEMPERATURE, & PRESSURE . . . . . . . . . . . . . . . . . . . . . . . . . . 61LESSON 20 AIRBAG STOICHIOMETRY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65LESSON 22 SOLUBILITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71LESSON 23 PROPERTIES OF ACIDS & BASES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75LESSON 24 MICROTITRATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77LESSON 26 TEMPERATURE & REACTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81LESSON 27 ENTROPY INVESTIGATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85LESSON 28 EFFECT OF A CATALYST ON REACTION RATES . . . . . . . . . . . . . . . . . .87LESSON 29 EXPLORING EQUILIBRIUM WITH STRAWS . . . . . . . . . . . . . . . . . . . . . . . 91LESSON 31 EXPLORING REDOX REACTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95LESSON 32 ELECTROLYSIS OF WATER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97LESSON 34 EXPLORING HALF-LIVES OF M&MIUM . . . . . . . . . . . . . . . . . . . . . . . . . . 101

EXPERIENCE CHEMISTRY PAGE 1

LABORATORY SAFETY GUIDELINES

In our chemistry laboratory, there are times we will be dealing with chemicals that could be dangerous if not handled appropriately. It’s very important to follow safety guidelines. Please read the safety guidelines below and familiarize yourself with them.

Prepare your workspace 1. Ensure you have adequate ventilation.

2. Protect your work surface using a plastic mat.

3. Ensure a fire extinguisher and phone are close by.

4. Keep curtains, loose papers, stored materials, and other items away from the work area.

Safety Procedures1. Never work alone. Always work with adult supervision.

2. Wear appropriate protective goggles, nitrile gloves, and a laboratory apron when using flames, acids, or other chemicals.

3. Keep and read the Safety Data Sheets (SDS) that come with all chemicals you’re using.

4. Determine your plan for cleanup, treatment, storage, and waste disposal before your experiment begins.

5. Use tongs or heat-resistant gloves when handling hot substances or equipment.

6. Read all written instructions before you begin and follow all instructions step-by-step. Do not take shortcuts or edit the steps. Labs are laid out in a particular order for a reason.

7. Do not mix chemicals together randomly. This could result in toxic flames or explosions.

8. Be diligent in assuring you do not knock anything over. Chemicals could spread over your workspace and ignite.

9. Be careful when using glassware.

10. Keep a phone in your work area to ensure you can call for help if needed.

11. Do not eat or drink any substances used during or as a result of the chemistry experiments. Do not eat or drink or consume anything while completing your chemistry labs. You risk cross-contaminating your food with toxic chemicals. Keep fingers away from your nose and mouth.

12. Do not eat or drink from chemical equipment.

13. Keep long hair tied back at all times. Remove all jewelry and wear close-fitting clothing. Always wear close-toed shoes.

14. Keep a bottle of baking soda at home to neutralize any chemical spills.

15. Always pour concentrated acids and bases into the water instead of water into the acids.

16. If you are instructed to smell vapors in an experiment, hold your container away from your face and gently waft the fumes toward your nose. Never place your nose directly over a chemical substance and never sniff a solution unless implicitly directed to do so.

17. Treat any unknown substance as if it is toxic, poisonous, and flammable. It is better to err on the side of caution than to assume a substance is nontoxic and later find out it is harmful.

18. Keep your work area clean. Remove all chemicals as soon as you have a spill, even if it’s just water. Pay attention and use caution in everything you do.

PAGE 2 EXPERIENCE CHEMISTRY

LAB REPORT GUIDEEvery lab report should include the following sections:

Title Each lab report should have a descriptive title. The title should clearly explain what you’re studying. Also, include your name and the date of the laboratory experiment or observation.

A poor title choice might be “Pool Water.” A much better title choice would be “Comparing the Number of Bacteria Found in Chlorinated and Salt-Treated Pool Water.”

IntroductionThe introduction should describe the problem. This is also where you explain what the investigation is about—why you are doing the lab. You should give some background information, explaining what is already known about this problem.

If your lab is to simply complete observations, which is often the case in science, it’s okay to write a problem statement like this: “I intend to make observations about chemicals commonly found around the home and how they interact with each other.” It is not acceptable to write, “I’m doing lab #1.”

Don’t forget to do some reading in your textbook or other resources. The research step is very important. Consult some resources to help you explain some of what is already known about the problem. What have you learned in your lectures or textbook reading? For instance, if you’re doing a lab observing plant cells, you could discuss specific structures found in plant cells, noting unique plant cell structures as part of your background information.

Hypothesis Your hypothesis is a statement that tells what you expect to happen and why. It’s important to explain your reasoning; otherwise, your hypothesis is just a random guess. Scientific hypotheses are based on the knowledge you have. Your hypothesis should be written as a statement.

If your lab assignment is just observation, you do not need to make an educated guess about what will happen—no hypothesis is needed.

EXPERIENCE CHEMISTRY PAGE 3

PAGE 4 EXPERIENCE CHEMISTRY

MaterialsIn a neat column, list all the materials that are necessary to carry out the investigation. In the labs for this course, this should be easy because the materials list will be given in your directions. However, if you vary the materials used from the instructions, be sure to change that in your lab report.

ProcedureIn the procedure section, you’ll discuss what you did and how you did it. Using a numbering system, give all the steps in the procedure you used. This should be so complete that someone else could follow your instructions to do the same lab. If needed, you can also draw pictures to help with this step. For instance, if you have an elaborate equipment set-up, a picture may be helpful to someone trying to recreate your experiment.

This part should be fairly easy since you’ll have procedures listed in your instructions for completing each lab report. You may use the instructions as a guide; however, an important part of this process is putting into your own words what you did. If you varied the procedures in any way, be sure to indicate this in your lab report. Accuracy is extremely important!

ResultsYour results should include information in any and all formats you’ve collected those results. Be sure to include a written description of your results. In addition, if you collected any numerical data, present this in a neat, easy-to-read data chart or graph. Observations, in the form of drawings, should also be recorded in this section. You’re not interpreting your data in this section, just recording what you observed and the data you collected.

Conclusion & DiscussionThe conclusion is a very important step and should not be skipped. This is the step where you’re interpreting the data you collected. In your analysis, you should state whether your hypothesis was supported by the data or not and explain the evidence for your conclusion.

Explain why you think it happened, trying to evaluate the data from an unbiased point of view. Give reasons for why you believe the outcome is or is not consistent with your hypothesis. Were there errors or potential errors that impacted your results? Be sure to discuss those.

This is also where you answer any questions that have been presented in the discussion section of your lab instructions. In your conclusion, you should also record what you learned and any questions this research brought up for you. Give suggestions for more investigation on this topic.

EXPERIENCE CHEMISTRY LESSON 1 PAGE 5

LESSON 1

REACTION IN A BAG, PART 1This lab will give us an opportunity to begin learning about some of the different lab equipment we’ll be using throughout the year, applying the scientific method, and learning to make good observations as we see a reaction take place when three chemicals are combined.

Supplies Goggles Gloves

Apron Silicone mat

Scale 2 weigh boats or weigh paper

Scoop Ziploc bag

25 or 50 mL graduated cylinder 1 pipette

5.0 g sodium bicarbonate (baking soda) 20 mL water

15.0 g calcium chloride

Instructions1. Before beginning, read through all directions and gather supplies.

2. Remember to follow all safety precautions and guidelines while completing the experiment. Ensure your goggles are a tight fit, long hair is pulled back, your workspace is clear, and you have on closed-toed shoes.

3. Place your weigh paper or weigh boat onto the scale, then turn on your scale and calibrate or “tare” it out until it says the current mass is zero.

4. Grab your scoop and gently measure out 5.0 g of sodium bicarbonate onto your weigh paper or weigh boat. Carefully add or take away the chemical little by little until you get to the right measurement on the scale.

5. On a clean weigh boat, repeat the same process with calcium chloride until you have 15.0 g on the scale. Place both weigh papers in front of you at your station.

6. Gently pour 20 mL of water into your graduated cylinder and place the cylinder along with a pipette next to the weigh boats.

7. Record your observations of the chemicals in the table below. What color are they? Are they dry powders or wet liquids? What other observations can you make? When testing scents, hold the weigh boat or graduated cylinder away from your nose, place your hand above the cup, and gently waft the fumes toward your nose. Sit quietly and try to see if you hear any sound from the compounds.

8. Open your Ziploc bag. Gently pick up your sodium bicarbonate weigh boat and pour the contents into one corner of the Ziploc bag. Use your thumb and forefinger to create a seal around the part of the bag.

9. Pick up your calcium chloride weigh boat and gently pour the contents into the other corner of the bag. Use your remaining fingers to seal off this corner of the bag from the other corner.

10. In the middle of the bag, gently pipe in three pipettes of water. Seal your bag and let go of both corners.

11. Tilt your bag from side to side until the chemicals are mixed. Lay your bag flat on your station. What do you observe happening? What do you see? What do you hear when you listen closely? What do you feel when you place your hand on the plastic bag? Be sure to record all observations in the table below.

12. After the reaction is complete, what do you notice happened to the bag? Record this in your data table.

13. Once you have completed all of these steps, clean your area and dispose of all chemicals. You may dump the contents of your bag down the kitchen sink while running the water. Wipe off all surfaces to ensure no chemicals are leftover that will react with future experiments.

Data Table

Sodium bicarbonate Calcium chloride Water Final mixture

Appearance

Smell Do not smell the mixture.

Sound

Touch

PAGE 6 LESSON 1 EXPERIENCE CHEMISTRY

LAB REPORTLESSON 1

Write a lab report and include each of the parts listed in your Lab Report Guide. Before you begin your experiment, be sure to form a hypothesis about what you believe you’ll observe when combining the chemicals. As you progress through your experiment, make notes to ensure you have plenty of information to complete your report. In the results section, include a written description of your results along with the data table you completed.


_______________________________ _________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

LESSON 2

CONVERSION OLYMPICSWelcome to the Conversion Olympics! Today, we are going to get up and move as we compete in physical challenges and convert measurement between the metric and USCS systems.

Supplies Comfortable clothes Meter stick or measuring tape

An area to kick and throw a ball Ball

Frisbee Chalk

Timer Water balloons

Instructions1) Warm-up

a) At your location, what is the current temperature in degrees Fahrenheit? Record this in the data table below.

b) Convert the temperature to degrees Celsius and Kelvins.

Temperature °F Convert to °C Convert to Kelvins


2) Determine a starting point in an area outside where you have plenty of space for all of your activities.

3) Ball kick

a) Grab your ball and kick it as far as you can.

b) Use your meter stick or measuring tape to measure how far the ball traveled. Write this result for trial 1 of the ball kick.

c) Repeat this process for trials 2-5.

4) Frisbee toss

a) Go back to your starting point and toss your Frisbee as hard as you can.

b) Use your meter stick or measuring tape to measure how far the Frisbee traveled. Write this result for trial 1 of the Frisbee toss.


5) Water balloon toss

a) Return to your starting point and toss your water balloons as far as you can.

b) Use your meter stick or measuring tape to measure how far the water balloon traveled. Write this result for trial 1 of the water balloon toss.



Ball Kick DataTrial 1 _______ Trial 2 _______ Trial 3 _______ Trial 4 _______ Trial 5 _______

TRIAL DATA

D

Frisbee Toss DataTrial 1 _______ Trial 2 _______ Trial 3 _______ Trial 4 _______ Trial 5 _______

TRIAL DATA

D

Water Balloon Toss DataTrial 1 _______ Trial 2 _______ Trial 3 _______ Trial 4 _______ Trial 5 _______

TRIAL DATA

D

6) Long jump

a) Go back to your starting point. Put your knees and feet together and jump as far as you can in one jump.

b) Use your meter stick or measuring tape to measure how far you jumped. Write this result for trial 1 of the long jump.


7) Find the average of all of your trials for each activity. Then complete the conversions. Record all of your data in the table below.

Activity Average distance in meters

Convert to kilometers

Convert to centimeters Convert to inches


Long Jump DataTrial 1 _______ Trial 2 _______ Trial 3 _______ Trial 4 _______ Trial 5 _______

TRIAL DATA

D

8) Meter dash

a) Find a partner to track how fast you can run.

b) Measure out 30 meters from the start line and mark this as the finish line.

c) Race to the finish line as fast as you can. (Since you’re the only one running, you win the Conversion Olympics gold medal.)

d) Run the meter dash three times and record your time in seconds.

9) Find the average of all of your trials for the meter dash. Then complete the conversions. Record all of your data in the table below.

Activity Average time in seconds

Convert to milliseconds

Convert to microseconds

Convert to minutes Convert to hours

Congratulations! You are now a Conversion Olympics champion.

No lab report is required for this assignment.


Meter Dash DataTrial 1 _________ Trial 2 _________ Trial 3 _________

TRIAL DATA

D

LESSON 3

ACCURACY & PRECISION IN EXPERIMENTS

In this experiment, we are going to show how different measuring tools affect accuracy in measurements and explore the difference between accuracy and precision.

Supplies ¼ cup (dry measuring) ¼ cup (liquid measuring)

1 tablespoon measuring spoon 100 or 150 mL graduated cylinder

100 or 150 mL beaker 100 or 150 mL Erlenmeyer flask


Permanent marker Butter knife (or similar tool)

3/4 c sodium bicarbonate (baking soda) 3/4 c acetic acid (white vinegar)

3/4 c sodium chloride (table salt) 3/4 c sucrose (table sugar)

Instructions1. Before you begin your experiment

a. Read over the directions and write a hypothesis.

b. Make sure you have all of your supplies and equipment.

c. Ensure you have an adequate workspace and are meeting all safety guidelines, such as wearing goggles, gloves, and an apron.

2. Prepare your scale to begin massing chemicals. Place your first weigh boat on the scale and tare out the balance to 0 g. This allows you to get accurate measurements without the additional mass of the weighing apparatus.

3. Label three weigh boats or paper with your permanent marker: the first should be sodium bicarbonate, the second sodium chloride, and the third sucrose.


4. Mass sodium bicarbonate measured in a dry measuring cup

a. Use a spoon to scoop out sodium bicarbonate into a ¼ cup dry measuring cup. Scrape off any excess to ensure it is level.

b. Gently empty the sodium bicarbonate into your weigh boat and note the mass in grams. Record this number on your data collection table 1 under Sodium bicarbonate: Trial 1.

c. Dispose of the sodium bicarbonate either back into its container or into the trash.

d. Tare the scale and repeat steps a, b, and c. Write the result of the second mass under Sodium bicarbonate: Trial 2.

5. Mass sodium bicarbonate measured in a tablespoon measuring spoon

a. Use your measuring spoons to scoop out 4 tablespoons (1/4 cup) of sodium bicarbonate into your weigh boat. Scrape off any excess before pouring it into the weigh boat to ensure it is level.

b. Gently empty the sodium bicarbonate into your weight boat and note the mass in grams. Record this on your data collection table 1 under Sodium bicarbonate: Trial 3.


d. Tare out the scale and repeat steps a, b, and c. Write the result of the second mass under Sodium bicarbonate: Trial 4.

6. Mass sodium bicarbonate measuring in a liquid measuring cup

a. Use a spoon to scoop out sodium bicarbonate into a ¼ cup liquid measuring cup. Scrape off any excess to ensure it is level.

b. Gently empty the sodium bicarbonate into your weigh boat and note the mass in grams. Record this number on your data collection table 1 under Sodium bicarbonate: Trial 5.


d. Tare the scale and repeat steps a, b, and c. Write the result of the second mass under Sodium bicarbonate: Trial 6.

7. Wipe down all of your measuring tools before moving to the next step.

8. Repeat steps 4-7 using sodium chloride, and then repeat the steps using sucrose. Be sure to record your results on the data collection table 1.


9. Mass water measured in a graduated cylinder

a. Place your graduated cylinder onto the scale and tare out the balance to 0 g. Do not measure liquids on your scale. Water can damage the mechanics.

b. Use your graduated cylinder to measure 100 mL of water.

c. Place the cylinder onto the scale and note the mass in grams. Record this number on your data collection table 2 under Water: Trial 1. Dispose of the water.

d. Tare the scale and repeat steps a, b, and c. Write the result of the second mass under Water: Trial 2.

10. Mass water measured in a beaker

a. Place your beaker onto the scale and tare out the balance to 0 g.

b. Use your beaker to measure 100 mL of water.

c. Place the beaker onto the scale and note the mass in grams. Record this number on your data collection table 2 under Water: Trial 3. Dispose of the water.


11. Mass water measured in an Erlenmeyer flask

a. Place your Erlenmeyer flask onto the scale and tare out the balance to 0 g.

b. Use your Erlenmeyer flask to measure 100 mL of water.

c. Place the flask onto the scale and note the mass in grams. Record this number on your data collection table 2 under Water: Trial 5. Dispose of the water.


12. Repeat steps 9-11 with the acetic acid. Be sure to record your results on the data collection table 2.

13. Clear your area and properly dispose of all chemicals. Make sure any chemical residue is removed so unwanted chemical reactions are avoided in the future.

14. Look over your results and determine if you should check the Precise box in the last column. Do this by comparing each pair of trials (1 and 2, 3 and 4, 5 and 6). Were your measurements precise?


15. Look over your results again and determine if you should check the Accurate box in the last column. Reference the “Average accepted values for chemicals” on your lab report page to answer this question.

Data Collection Table 1Sodium bicarbonate (g)

Sodium chloride (g) Sucrose (g) Precise/Accurate

Trial 1 (dry measuring cup) o / o

Trial 2 (dry measuring cup) o / o

Trial 3 (tablespoons) o / o

Trial 4 (tablespoons) o / o

Trial 5 (liquid measuring cup) o / o

Trial 6 (liquid measuring cup) o / o

Data Collection Table 2

Water (g) Acetic acid (g) Precise/Accurate

Trial 1 (graduated cylinder) o / o

Trial 2 (graduated cylinder) o / o

Trial 3 (beaker) o / o

Trial 4 (beaker) o / o

Trial 5 (Erlenmeyer flask) o / o

Trial 6 (Erlenmeyer flask) o / o



LAB REPORTLESSON 3

Write a lab report, being sure to write a hypothesis before you begin your report. Carefully follow the directions in your lab report guide. Use the reference table below to determine which of your measurements are accurate. Answer the following questions when writing your lab report.

Average accepted values for chemicals

¼ cup sodium bicarbonate = 57.60 grams

¼ cup sodium chloride = 72.00 grams

¼ cup sucrose = 50.00 grams

100 mL water = 100.00 grams

50 mL acetic acid = 54.90 grams

Discussion Questions1. Which was easier to measure: the dry chemicals or the wet chemicals?

2. Which chemical do you think was most affected by a loss of mass during the transfer from container to measuring apparatus?

3. Was one measuring tool more accurate than the other when measuring dry chemicals? Was one measuring tool more precise than the other when measuring dry chemicals?

4. Was one measuring tool more accurate than the other when measuring wet chemicals? Was one measuring tool more precise than the other when measuring wet chemicals?


_______________________________ _________________________________

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LESSON 4

REACTION IN A BAG (PART 2)This is an extension of our first lab where we observed a reaction occur in a bag. This experiment will give us an opportunity to continue our exploration of chemical and physical properties and changes.

Supplies Goggles Gloves


Scoop Ziploc bag

5.0 g sodium bicarbonate (baking soda) 15.0 g calcium chloride

20 mL phenol red 25 or 50 mL graduated cylinder

Small plastic cup

Chemical Safety Data Sheet database or information from your chemical containers

Instructions1. Read through all directions and gather supplies. Remember to follow all safety precautions

and guidelines while completing the experiment.

2. Research and include any background information about the chemicals you’ll be handling. Write down any safety information about what to do if a chemical is ingested or comes in contact with your skin. You can usually find this information from the containers the chemicals come in or using a chemical safety database. What precautions should you take as you use the chemicals for this experiment?

3. After reading all directions, form a hypothesis before beginning your experiment.

4. Turn on your scale and calibrate or “tare” it out until it says the current mass is zero.

5. Grab your scoop and gently measure out 5.0 g of sodium bicarbonate onto your weigh paper or boat. Add or take away the chemical a little at a time until you have the right measurement on the scale.


6. On a clean weigh paper or boat, repeat the same process with calcium chloride until you have 15.0 g on the scale. Place both weigh papers in front of you at your station.

7. Gently pour 20 mL of phenol red into your graduated cylinder, and place the cylinder along with a small plastic or paper cup next to the weigh boats.

8. Make observations about the physical properties of each chemical and write down your answers in the observation table. What color are they? Are they dry powders or wet liquids?

9. Make observations about the chemical properties and write down your answers in the properties table. Are the chemicals acidic or alkaline?

a. Check the Chemical Safety Data Sheet under the “Physical and Chemical Properties” section to determine the pH of your chemicals.

b. Alkaline substances are also called basic and have a pH above 7.4. Chemicals that have a pH below 7 are considered acidic. Neutral substances have a pH between 7.0 and 7.4.

10. Open your Ziploc bag. Gently pick up your sodium bicarbonate weigh boat and pour the contents into one corner of the Ziploc bag. Lay your Ziploc bag flat on the table.

11. Pick up your calcium chloride weigh boat and gently pour the contents into the other corner of the bag. Keep the bag flat and the chemicals separated.

12. Pour the phenol red into a small paper or plastic cup. Place the cup in the middle of the bag. Remove as much air as possible and seal your bag. Be careful not to knock the cup over until you are ready.

13. Gently tilt your bag from side to side until the cup falls over and all chemicals are mixed. Lay your bag flat on your station.

14. Carefully record your observations so you can include them in your lab report.

a. What do you see and hear inside the bag?

b. Do you feel anything when you place your hand on the plastic bag?

c. Are these physical or chemical changes?

15. Once you have completed all of these steps clean your area and dispose of all chemicals. You may dump the contents of your bag down the kitchen sink while running the water. Wipe off all surfaces to ensure no chemicals are leftover that will react with future experiments.



Properties Table

Sodium bicarbonate Calcium chloride Phenol red

Physical properties

Acidic or alkaline

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___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

LAB REPORT LESSON 4

Write a lab report, being sure to write a hypothesis before you begin your report. Anytime you are using chemicals, be sure to include pertinent safety information in your lab report. Include any data and tables you collected along with a written description of your observations in your results section. Answer the following questions when writing your lab report.

Results Questions1. What did you observe when you shook everything into the middle of the bag? What did you

see and hear? Are these physical or chemical changes?

2. Do you feel anything when you place your hand on the plastic bag? Is this a chemical or physical change?

3. Can you easily change the result of this experiment back to its original reactants—the sodium bicarbonate, calcium chloride, and phenol red?

4. Were all of the reactants used up or do you still see signs of the original chemicals?

Discussion Question Did a chemical reaction occur in this experiment? How do you know?



LESSON 5

SEPARATION EXPERIMENTIn this lab, we’ll see the difference between homogeneous and heterogeneous mixtures using everyday items you can find in and around your home.

Supplies 6 clear glasses or Mason jars Pot

Funnel 6 Tbsp apple cider vinegar

6 Tbsp flour 6 Tbsp rosemary

6 Tbsp salt 6 Tbsp sand

6 Tbsp sugar

Instructions1. Pre-experiment observations

a. Examine your solvent (the water). Note its physical properties.

b. Examine each component you’ll be adding to the water (vinegar, flour, rosemary, salt, sand, sugar). Write down their physical properties.

2. Add components to water

a. Place 12 cups of water in a pot on the stove. Once the water is steaming, not boiling, remove the pot from the heat.

b. Place six containers on a flat surface. Add two cups of hot water to each container. You may find it helpful to use a funnel to do this safely.

c. In the first container, add all of your apple cider vinegar (6 Tbsp). Stir the water thoroughly for at least four minutes.

d. In the other five containers, do the same thing with the other components.

3. Fill in the chart below, indicating which components appear to be homogeneous or heterogeneous, along with the physical characteristics of each mixture.

Component Physical characteristics

Apple cider vinegar

Flour

Rosemary

Salt

Sand

Sugar

Mixture Physical characteristics Type of mixture

Apple cider vinegar in water

o Homogeneouso Heterogeneous

Flour in water o Homogeneouso Heterogeneous

Rosemary in water o Homogeneouso Heterogeneous

Salt in water o Homogeneouso Heterogeneous

Sand in water o Homogeneouso Heterogeneous

Sugar in water o Homogeneouso Heterogeneous


Further ResearchFor each mixture, how might you separate the components from the water? For one of the homogeneous and one of the heterogeneous mixtures, separate components from the water using your research.



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LESSON 6

METAL REACTIVITY TESTHave you ever wondered why baking soda and vinegar bubble or why salt dissolves in water? Both of these interactions are the result of a chemical reaction. In this lab we’re going to look at the levels of reactivity of different elements from the periodic table.

Supplies 10 mL cold distilled water 10 mL of 1% phenolphthalein

0.5 g magnesium 0.5 g calcium

20 mL test tubes (x2) Test tube clamp

Test tube rack Scale

50 mL graduated cylinder Tongs or tweezers

Goggles Gloves

Apron 2 weigh boats

Caution!Some of the elements we’re working with today are combustible. Please review and use all safety precautions.

Instructions1. Read through all directions and gather supplies.

2. Conduct background research by finding safety information on the bottle or packaging for each of the chemicals being used in this lab. Write down the safety rules you should follow when using these elements. It is extremely important that you follow safety guidelines during this lab. Some of the elements you’ll be working with are extremely combustible. Remember to pull your hair out of your face, wear safety goggles, lab coat, gloves, and closed-toe shoes. The less skin you have exposed, the less likely you are to get chemicals on your body. Make sure your surface area is cleared and wiped down to remove any chemical residues from prior labs.


3. After reading all directions, form a hypothesis before beginning your experiment.

4. Mix 10 mL of water with 10 mL of phenolphthalein in a graduated cylinder.

5. Set up two test tubes in a test tube rack.

6. Weigh out 0.5 gram of each chemical—magnesium and calcium—onto labeled weigh paper or weigh boats.

7. Spend some time observing each element and write your observations on the observation table below.

8. Use tongs to drop 0.5 g of magnesium into the first empty test tube. Use a paper towel to wipe any residue off of your tongs.

9. Use tongs to drop 0.5 g of calcium into the second empty test tube. Use a paper towel to wipe any residue off of your tongs.

10. Add 10 mL of the water and phenolphthalein solution to each test tube, one at a time. Observe what happens and make note of your observations in the observation table below.

11. From the lab video, make observations of what happens when sodium reacts with water, and when potassium reacts with water, and when lithium reacts with water. Include these observations in your table.

12. After the metals have completely reacted with water, you may dispose of them by diluting with more water and rinsing down the sink.

Element Observations before experiment Observations during and after experiment

Magnesium

Calcium

Lithium

Sodium

Potassium


LAB REPORT LESSON 6

Write a lab report, being sure to write a hypothesis before you begin your lab. Any time you are using chemicals, be sure to include pertinent safety information in your lab report. Include a written description of your observations in your results section. Answer the following questions when writing your lab report.

Results QuestionHow would you rate the relative reactivity of your elements from 1-5 (1 being the least reactive and 5 being the most reactive)?

Discussion QuestionHow can the trends of the periodic table help us predict the relative reactivity of some of the elements used in this lab?


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LESSON 7

COLORFUL FLAMES & EXCITED ELECTRONS

Knowing how atoms absorb and release energy is a helpful way to identify different elements. When electrons in certain elements go from an excited state back to their ground state, they release energy, and sometimes that energy is released in the form of light. In this lab, you’ll be watching the colors emitted by certain elements when held over a flame.

NOTE: While this is a fascinating lab, it can also be dangerous if proper safety protocols are not followed. Make sure you read through ALL directions and follow ALL safety protocols before you start the experiment. It is imperative that you use safety goggles, gloves, a lab coat, and follow all guidelines when completing this experiment. Also, make sure you know the location of the nearest fire extinguisher and how to work it. We do not foresee any major issues, but it’s always best to err on the side of caution.

Supplies 6 - 6-inch cotton swabs 100 mL water in a beaker

Empty waste beaker Candle

Lighter or matches 6 weigh boats

A pinch of calcium chloride A pinch of copper chloride

A pinch of lithium chloride A pinch of potassium chloride

A pinch of sodium chloride (table salt) A pinch of strontium chloride


LESS ENERGY MORE ENERGY

Instructions1. Read the lab instructions through before beginning. Then write your title, introduction, and

hypothesis to your lab report. Be sure to include a prediction of the colors you think each metal salt will burn.

2. Ensure your station is completely clear, especially of any flammable objects. Arrange your supplies so they are in reach but away from the flame of the candle.

3. Place your candle in the center of your workspace and light it. Place your water beaker and empty waste beaker to the upper left of your candle.

4. Sprinkle a small amount of each metal salt into its own weigh boat. Label the weigh boats and place them in the same order as the materials list and table below.

5. Dip your first cotton swab into the beaker of water to moisten the tip. Now gently dip your swab into one of the metal salts and dab it around until the tip is covered.

6. Place your now covered cotton swab over the flame, making sure to keep your hands to the side of the flame, not over the flame. Allow the top of the cotton swab to engulf in flames. Note the color you see in the flame.

7. When you remove your cotton swab from the flame, the cotton swab should extinguish itself. Place this cotton swab in the waste beaker.

8. Record the color you saw in the flame on your table below.

9. Repeat steps 5-8 for your remaining metal salts.

10. Once you finish observing the flame color for each of your metal salts, blow out your candle. Leftover chemicals may be placed back in their respective containers. Turn on your water faucet and pour the water out of your waste beaker and rinse down your sink.. Clear your area and wipe down any surfaces. Rinse out and clean your beakers.

Mixture Physical Characteristics Type of Mixture

Apple cider vinegar in water

o Homogeneouso Heterogeneous

Flour in water o Homogeneouso Heterogeneous

Rosemary in water o Homogeneouso Heterogeneous

Salt in water o Homogeneouso Heterogeneous

Sand in water o Homogeneouso Heterogeneous

Sugar in water o Homogeneouso Heterogeneous


Metal salt Observed flame color

Calcium chloride

Copper chloride

Lithium chloride

Potassium chloride

Sodium chloride

Strontium chloride

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LAB REPORT LESSON 7

Write a lab report that includes the title, introduction, and hypothesis you wrote before you began your experiment. Also make sure to include any pertinent safety information in your lab report. Include a written description of your observations in your results section. Answer the following question when writing your lab report.

Discussion Questions 1. Why do the metals you observed show colors when heated? Did the elements’ flame colors

match your predictions?

2. What inaccuracies may be involved in using flame tests for identification purposes?


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LESSON 9

EXPLORING THE SHAPES OF MOLECULES

In this lab, we will continue our exploration of the structure and shape of molecules. We’ll build models of molecules to determine their geometry and see how these shapes form.

SuppliesMolecular Model Kit that includes a minimum of the following:

3 oxygen 4 halogen 1 carbon

3 hydrogen 1 phosphorus 1 nitrogen

4 links for single bonds 4 links for double bonds

Instructions1. For each molecular formula given, draw the Lewis structure.

2. Fill in the Molecular Model Kit Key below, indicating what color each of the atoms are in your molecular model.

3. Build the molecule using the model kit based on the Lewis structure.

4. Fill in the geometry of the molecule, the type of molecule (polar or nonpolar), and type of bond (nonpolar covalent, polar covalent, ionic) for each molecule.


Molecular Model Kit Key

Oxygen = __________ Halogen = __________ Carbon = _________

Phosphorus = __________ Nitrogen = __________

Molecular formula Lewis structure Geometry Type of molecule Type of bond

OF2

CBr4

PH3

CO2

(NO3)-

Write a paragraph about what you learned in this lab. No lab report is required for this lab.


LESSON 10

MOLE ID LABThe mole is an important quantity in chemistry problem solving. If you know the number of moles and the mass of substance, you can calculate its molar mass. Molar mass can be used to identify unknown elements and compounds. In this activity, you will use molar mass problem solving to identify seven unknown substances.

Supplies Calcium chloride Copper (II) chloride Lithium chloride

Scale Sodium chloride (table salt) Strontium chloride

Sulfur Weigh boats Zinc

7 weigh boats

Note: Exact amounts of each of the chemicals needed for this lab can be found in the resources section of the parent portal.

Instructions1. You have two objectives in this lab:

a. To experimentally determine molar mass

b. To identify unknown substances based on their molar masses

2. For this lab, you’ll need your parent or another adult’s help before you’re able to get started. Ask your parents to use the instructions found in the resources section of the parent portal to set this lab up for you.

3. Look up the actual molar masses of the following elements and compounds on a periodic table, and record them in the table below: S, Zn, LiCl, CuCl2, CaCl2, NaCl, SrCl2.

4. One by one, determine the exact mass of each of the seven chemical samples found at your lab station. You will NOT be removing the substances from the containers. To determine the mass of each unknown compound simply subtract the predetermined mass of the container from your combined mass.


MASS OF EACH MOLE CONTAINER = _______________ (parents, record this during setup.)

Since each sample is not exactly one mole, you have to divide the mass of each sample by the number of moles (written on each container) to get the molar mass.

EXAMPLE: molar mass = 14.47 grams = 58.1 g/mole 0.249 moles

5. Compare the values you got for molar mass in step 3 with the values you got for molar mass in step 4. Using the molar masses, match the samples with their chemical formulas. Write the correct chemical formula for each sample in your data table.

6. Calculate the percent error between the experimental molar mass that you got and the actual molar mass from the periodic table for each sample.

Molar Mass of Compounds

Compound S Zn LiCl CuCl2 CaCl2 NaCl SrCl2

Calculated molar mass

Data Table

Sample # Experimental mass (g)

(minus container)

Given mole amount (moles)

Experimental molar mass

(g/mol)

Chemical formula Percent error

1.

2.

3.

4.

5.

6.

7.


LAB REPORTLESSON 10

Write a lab report being sure to answer the following question when writing your lab report.

Discussion Questions1. You are performing an experiment in the chemistry lab that calls for 3.00 moles of

magnesium oxide (MgO). How many grams should you measure out in order to do the experiment?

2. The directions for a chemical reaction tell you to use exactly 2.0 moles of either tin (Sn) or lead (Pb.) You check the chemical store room and find that there’s a 250 gram bottle of each chemical. Which one could you use for the reaction?

3. You have samples of 1.0 mole of copper (Cu) and 1.0 mole of sulfur (S). Which sample contains the most atoms? Explain how you got your answer.


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LESSON 12

EMPIRICAL FORMULA LABIn this lab, you will experimentally determine the empirical formula for magnesium oxide using gravimetric analysis.

Supplies 15 cm magnesium ribbon Tongs Scale

Small mason jar with lid Long-nose lighter

Instructions1. Find and record the mass of the mason jar and lid.

2. Find and record the mass of the magnesium ribbon.

3. Place the mason jar on its side and grip one end of the magnesium ribbon with tongs. Hold the ribbon in the jar.

4. Use the lighter to burn the ribbon, starting at the end not held in the tongs. It may take several seconds for the reaction to start. Do not look directly at the bright light that this produces.

5. As soon as it lights up, remove the lighter and hold the lid over as much of the opening to the jar as possible while still gripping the burning ribbon with the tongs.

6. When the reaction stops, drop the ribbon, remove the tongs, and place the lid on the top of the jar as quickly as possible, trying to capture as much smoke as possible.

7. Make sure the metal has fully reacted. It should look like gray/white ash.

8. If the jar is warm, allow it to cool to room temperature, then find and record the mass of the product, jar, and lid.

9. Calculate the mass of your product and the oxygen consumed.

10. Dispose of your solid waste in the garbage. Thoroughly clean your mason jar and tongs in the sink. Wipe down your work surface.


Data Table

a. Mass of the jar + lid

b. Mass of magnesium

c. Mass of product + jar + lid

d. Mass of the product (c-a)

e. Mass of oxygen consumed (d-b)


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LAB REPORTLESSON 12

Write a lab report, being sure to answer the following questions to include in the results sections of your lab report.

Results Questions1. Calculate the number of moles of magnesium from letter a in the data table. Write your

answer in scientific notation.

2. Calculate the number of moles of oxygen from letter c in the data table. Write your answer in scientific notation.

3. Determine the empirical formula for magnesium oxide using the mole ratio (compare your answers from 1 and 2).

4. Based on what you know about writing formulas, what SHOULD the formula be for magnesium oxide?

5. What is the percent composition of magnesium oxide?



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LESSON 13

BALANCING EQUATIONSIn this lab, you will use M&Ms to practice balancing chemical equations. This hands-on (and tasty) lab will help you visualize how atoms move around.

Pre-Lab Questions1. State the law of conservation of mass.

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2. Define the following terms

a. Reactants: ___________________________________________________________

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b. Products: ___________________________________________________________

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c. Coefficient: __________________________________________________________

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Supplies Colored pencils M&Ms— five colors, 20 of each color



Instructions1. On a separate pieces of paper, write each of the following equations at the top of a sheet of

paper:

N2 H2 → NH3

KCIO3 → KCI O2

NaCI F2 → NaF CI2

H2 O2 → H2O

Pb(OH)2 HCl → H2O PbCl2

CH4 O2 → CO2 H2O

K3PO4 HCl → KCl H3PO4

C3H8 O2 → CO2 H2O

FeCl3 NaOH → Fe(OH)3 NaCl

P O2 → P2O5

2. Use M&Ms placed on your paper to represent atoms in each of the equations.

3. Change coefficients to balance the equation, and adjust the M&Ms accordingly.

4. When the equation is balanced, use colored pencils to draw the atoms and molecules represented by the M&Ms.

5. After all of the equations are balanced, enjoy eating your M&Ms!

No lab report is needed for this lab.

LESSON 14

TYPES OF CHEMICAL REACTIONS

In this lab you’ll have the opportunity to watch chemical reactions take place. You’ll observe, predict, classify, and write balanced chemical equations that illustrate the chemical reactions you complete.

Supplies 6 pipettes 3 test tubes

2 small beakers 50 mL graduated cylinder

Glass funnel (optional) 30 mL of 30% hydrogen peroxide

0.75 oz packet active dry yeast 150 mL Erlenmeyer flask

Liquid dish soap Food coloring (optional)

Penny 0.25 g silver nitrate

Small piece of magnesium ribbon 10 mL hydrochloric acid

1 g iron(III) chloride 2.5 g sodium hydroxide

1 g copper(II) chloride 0.5 g sodium phosphate

Pie tin, baking dish, or any flat surface with edges

Instructions 1. Combustion of ethanol (C2H5OH)

a. Watch the demonstration video for the combustion of ethanol (C2H5OH).

b. Record your observations for the reaction, identify the type of reaction, then write and balance an equation for the reaction.



2. Aluminum and iodine

a. Watch the demonstration video for the reaction between aluminum and iodine.

b. Record your observations for the reaction, identify the type of reaction, then write and balance an equation for the reaction.

3. Breakdown of hydrogen peroxide

a. Place a 150 mL Erlenmeyer flask on a pie tin (or other flat surface with edges). Measure out 30 mL of 30% hydrogen peroxide in a graduated cylinder and add to the flask.

b. Add a squeeze of liquid dish soap and a few drops of food coloring (optional) to the hydrogen peroxide and swirl the flask for a few seconds to mix them together.

c. Quickly pour the packet of active dry yeast into the mixture and take a step back.

d. Record observations for the reaction, identify the type of reaction, then write and balance an equation for the reaction.

4. Copper (+2) and silver nitrate

a. Create a solution of silver nitrate by first measuring out 25 mL of water in a graduated cylinder. Pour into a small beaker.

b. Add 0.25 g of silver nitrate into the beaker. Stir until dissolved.

c. Place a penny into a small beaker. Using a disposable pipette, add the silver nitrate solution to the beaker until the penny is completely submerged.

d. Let the beaker sit for a few minutes, then record observations for the reaction, identify the type of reaction, then write and balance an equation for the reaction.

5. Magnesium and hydrochloric acid

a. Place a small piece of magnesium ribbon into a test tube. Use a disposable pipette to add drops of hydrochloric acid to the test tube until the piece of magnesium is covered.

b. Record observations for the reaction, identify the type of reaction, then write and balance an equation for the reaction.

6. Sodium hydroxide and iron (III) chloride

a. Create a solution of sodium hydroxide by first measuring out 10 mL of water in a graduated cylinder. Pour into a small beaker.

b. Add 2.5 g sodium hydroxide to the beaker. Stir until dissolved.

c. Create a solution of iron (III) chloride by first measuring out 10 mL of water in a graduated cylinder. Pour in a second small beaker.

d. Add 1 g iron (III) chloride to the second beaker. Stir until dissolved.

e. Using a disposable pipette, add 20 drops of sodium hydroxide to a test tube. Using a different disposable pipette, add 20 drops of iron (III) chloride to the test tube. Swirl to thoroughly mix the two solutions.

f. Record observations for the reaction, identify the type of reaction, then write and balance an equation for the reaction.

7. Sodium phosphate and copper (II) chloride

a. Create a solution of copper (II) chloride by first measuring 10 mL of water in a graduated cylinder. Pour into a small beaker.

b. Add 1 g copper (II) chloride to the beaker. Stir until dissolved.

c. Create a solution of sodium phosphate by first measuring 10 mL of water in a graduated cylinder. Pour into a second small beaker.

d. Add 0.5 g sodium phosphate to the second beaker. Stir until dissolved.

e. Using a disposable pipette, add 15 drops of copper (II) chloride to a test tube. Using a different disposable pipette, slowly and carefully add five drops of sodium phosphate to the test tube.

f. Record observations for the reaction, identify the type of reaction, then write and balance an equation for the reaction.

8. Clean up everything from the lab. All solids can go in the garbage. All liquids can be poured down the sink with lots of water.


Experiment 1 Combustion of ethanol (C2H5OH)

Observations

Type of reaction

Balanced chemical equation

Experiment 2 Aluminum and iodine

Observations

Type of reaction


Experiment 3 Breakdown of hydrogen peroxide (H2O2)

Observations

Type of reaction


Experiment 4 Copper(II) and silver nitrate

Observations

Type of reaction



Experiment 5 Magnesium and hydrochloric acid

Observations

Type of reaction


Experiment 6 Sodium hydroxide and iron(III) chloride

Observations

Type of reaction


Experiment 7 Sodium phosphate and copper(II) chloride

Observations

Type of reaction



LAB REPORTLESSON 14

Write a lab report that includes the title, introduction, and the data tables above. Also include any pertinent safety information in your lab report.


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LESSON 16

MASS RELATIONSHIPS IN CHEMICAL REACTIONS

In this lab, you’ll be preparing and determining the yield of a certain chemical in order to gain an understanding of mass relationships in chemical reactions. You’ll watch the following reaction take place: NaHCO3 + HCl → NaCl + H2O + CO2

Supplies 100 mL evaporating dish 100 mm watch glass

Digital scale 1 g sodium bicarbonate (baking soda)

50 mL 1M hydrochloric acid Scoop

Hot plate (or pan with boiling water) Lighter

50 or 100 mL beaker 1 pipette

Instructions1. Using a clean and dry evaporating dish and a watch glass, find the combined mass of both to

the nearest 0.01 g. Record (a) in the data table below.

2. Put 1.00 g of pure sodium bicarbonate (NaHCO3) into the evaporating dish. Find the mass of the dish, contents, and watch glass to the nearest 0.01 g. Record the data (b) in the data table below.

3. Calculate and record (c).

4. Cover the dish with the watch glass. Place the convex side down and the glass slightly off center so the lip of the dish is uncovered.

5. Measure 50 mL of 1 M hydrochloric acid in a beaker.

6. Using a disposable pipette, add hydrochloric acid down the lip of the dish to the bicarbonate in the dish, gently swirling the contents of the dish so all of the acid contacts the sodium bicarbonate. Continue this procedure until no more reaction takes place when a drop of acid is added (you do not have to use all of the acid).


7. Heat the evaporating dish on a hot plate and keep covered until the product is completely dry. Alternatively, if you do not have a hot plate, place your evaporating dish on a cookie sheet and carefully hold the cookie sheet over a pan of boiling water and heat until the product is completely dry. Then remove the evaporating dish from your heat source. This process may take a while, depending on how hot your heat source is.

8. Turn the watch glass over and evaporate the water off of the watch glass by heating it directly with a lighter.

9. Allow the dish to cool. Find the mass of the NaCl, watch glass, and dish, and record (d).

10. Calculate (e).

11. Clean the residual salt off your lab supplies with soap and water in the sink after completely cool. Wipe down your work surface.

Data Table

a) Mass of evaporating dish and watch glass

b) Mass of evaporating dish, watch glass, and sodium bicarbonate

c) Mass of sodium bicarbonate (b-a)

d) Mass of evaporating dish, watch glass, and NaCl

e) Mass of NaCl (d-a)



Questions & CalculationsComplete the following calculations and answer the questions.

1. According to the balanced equation for the reaction used in this experiment, what is the ratio of moles of NaHCO3 reacted to moles of NaCl produced?

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2. How many moles of NaHCO3 are reacted in this experiment?

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3. How many moles of NaCl are actually produced?

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4. What is the whole number ratio of moles of NaHCO3 reacted to moles of NaCl produced (from problems 2 and 3).

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5. Using the balanced equation, calculate the theoretical yield of NaCl you would produce from grams of NaHCO3 you first started with—that is, (c) on your data table.

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6. Calculate the percentage yield for this lab.

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7. Calculate the percentage error for this lab.

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8. In the reaction N2 + 3H2 → 2NH3, if 5.00 g of hydrogen gas reacts with 30.00 g of nitrogen gas, what is the limiting reactant?

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9. What is the theoretical yield of NH3?

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10. If the actual yield is 25.00 g of NH3, what is the percentage yield?

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LESSON 18

CHANGES OF STATE OF WATER

In this lab, you will experimentally determine the freezing and boiling points of water and compare it to the standard values for these changes of state and then calculate your percent error.

Supplies Source of heat (stovetop) Thermometer

Plastic container Pot

Safety NoteThis lab deals with boiling hot water. Use a potholder or oven mitt to avoid burns. Do not leave the thermometer in the pot or allow the thermometer to touch the bottom of the pot.

Instructions1. Put 500 mL of water into a pot and another 500 mL into a plastic container. Measurements

do not have to be exact.

2. Measure and record the temperature of the water in the pot in the Boiling Temperature Chart below.

3. Heat the water in the pot to boiling, recording the temperature of the water in the chart every minute. After a rolling boil is achieved, record the temperature for five more readings.

4. Measure and record the temperature of the water in the plastic container in the Freezing Temperature Chart below.

5. Place the plastic container with water in the freezer and check on the water every five minutes, recording the temperature of the water.

6. At the point of freezing, be especially careful to get the temperature of the water and not that of the surrounding atmosphere, which is probably a lot colder than the water. Leave the thermometer in the container. Record five more readings after the water is completely frozen.

Boiling Temperature Chart

Time (minutes) Temperature (°C)

0 11

1 12

2 13

3 14

4 15

5 16

6 17

7 18

8 19

9 20

10


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Freezing Temperature Chart

Time (minutes) Temperature (°C) Time (minutes) Temperature (°C)

0 105

5 110

10 115

15 120

20 125

25 130

30 135

35 140

40 145

45 150

50 155

55 160

60 165

65 170

70 175

75 180

80 185

85 190

90 195

95 200

100 205


LAB REPORTLESSON 18

Make sure to write a lab report and include answers to the questions below in your results section of the report.

Results Questions1. Make two line graphs plotting the data from each of your two charts, with time on the x-axis

and temperature on the y-axis. Make sure to provide a title and labels for both graphs!

2. What are the values you found in your experiment for the boiling and freezing points of water?

a. On the chart, the boiling point will be shown where the temperature levels off and remains the same for several readings. (It will actually stay the same until all the water is boiled off.)

b. The freezing point is recognized the same way. It is the temperature at which the decrease in temperature leveled off. (It will stay the same until the water is all frozen, then it will go down further.)

3. Calculate your percentage error by comparing your measurements with the standard values for the state changes of water.

Standard Values of Melting & Boiling Point of Water

°Celcius °Farenheit

Melting point 0 32

Boiling point 100 212


LESSON 19

GASES, TEMPERATURE, & PRESSURE

In this lab, you will explore the relationship between the temperature of a gas and its pressure.

Supplies 100 or 150 mL Erlenmeyer flask Stopper with hole (to fit the mouth of the flask)

Jar or beaker with water Crayon or marker

Ring stand and ring clamp Lighter

Glass or plastic tube (to fit in the hole in the stopper)

Instructions1. Set up your ring clamp, ring stand, jar, and flask to match the picture.

a. Attach the ring clamp to the ring stand.

b. Set the jar filled about halfway with water on the table below the ring clamp.

c. Place the Erlenmeyer flask upside down resting in the ring clamp.

d. Put the tube into the stopper, then put the tube in the water, sealing the flask with the stopper.

2. Observe the water level and mark with a crayon or marker.

3. Place ice on top of the flask. Observe and record your observations in the observation table.

4. Take the ice off and heat the flask by placing your hand on the top of the flask. Observe and record your observations in the observation table.

5. Heat the flask briefly with a lighter by moving the flame back and forth. Observe and record your observations in the observation table.


Observation Table

Heat change Observations

Ice

Hand

Flame


LAB REPORTLESSON 19

Write a lab report and include answers to the questions below in your results section of the report along with the information you gathered in your observation table.

Discussion Questions1. How would you relate the pressure of the air inside the flask to the pressure of the air

outside of the flask during the following changes? Explain your answers.

a. Application of ice

b. Application of warm hands

c. Application of even more direct heat

2. Explain how an increase in the temperature of a gas affects the pressure at a molecular level.


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LESSON 20

AIRBAG STOICHIOMETRYIn this lab, you will use your knowledge of stoichiometry and gas laws to fill a model airbag. Instead of the reactions that usually occur in an airbag, you will be using the reaction between sodium bicarbonate and acetic acid, represented by the following equation:

NaHCO3(s) + CH3CO2H(aq) → NaCH3CO2(aq) + CO2(g) + H2O(l)

Pre-Lab Research Questions1. Research and explain how sodium azide allows a car’s airbag to work. Explain the mechanics

involved as well as the chemical reaction(s). What are some considerations engineers have to keep in mind when designing airbags?

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2. What gas is used to fill car airbags? ____________________________________________

3. About how much gas fills a typical airbag? _______________________________________

4. What is done with the reactive sodium after the reaction to make sure the products are safe?

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5. Write the balanced equation for the decomposition of sodium azide (NaN3).

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6. Write the balanced equation for the single replacement of iron(III) oxide and sodium.

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7. What is the mole ratio of the sodium bicarbonate to acetic acid in the reaction that we will be doing? (Use the balanced equation given above.) _______________________________

8. If 3 moles of NaHCO3(s) were used, how many moles of CO2(g) would be formed? __________

9. How many liters of CO2 would be formed from problem 8 at STP?

Supplies Ziploc bag (any size) Sodium bicarbonate (baking soda) Acetic acid (white vinegar)

Graduated cylinder Scale

Instructions1. Fill a Ziploc bag to full capacity with water and seal. Carefully pour out the water into a

graduated cylinder to find and record the volume of the bag on the data table.

2. Find the temperature and pressure in your house and record on the data table. If you cannot find the temperature and/or pressure, assume your house is standard temperature and pressure.

3. Use the ideal gas law equation, along with the volume, temperature, and pressure measurements above, to find how many moles of gas you need to fill up the bag and record on the data table.

4. Use the balanced equation and the molar mass of baking soda to convert the number of moles from problem 3 to grams of baking soda. Record your answer on the data table.

5. Use the balanced equation and the molar mass of acetic acid (vinegar) to convert the number of moles from #3 to grams of vinegar. Then write your answer in milliliters (1 mL is equal to 1 g). Record your answer in the data table.

6. Using a scale, measure out the amount of baking soda in grams you calculated in #4.


7. Look at your bottle of vinegar. Determine how much acid is present. Then adjust the amount of vinegar needed based on this information.

8. Measure out the amount of vinegar in milliliters you calculated in problem 7.

9. Put the baking soda in one corner of your Ziploc bag and the vinegar in the other, being careful NOT to mix the two substances.

10. Seal the bag. Make sure it is completely sealed, then mix the two substances. Shake the bag until the reaction is complete.

11. Estimate the percentage of the bag that was filled with air and record on the data table.

Data Table

a) Volume of Ziploc bag

b) Temperature in house

c) Atmospheric pressure in house

d) Moles of gas needed to fill bag

e) Convert moles in d) to grams of baking soda

f) Convert moles in d) to grams of vinegar (record in mL)

g) Estimate percentage of the bag filled with air



Data & Results1. Calculate the number of moles of baking soda you used. Show your work.

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2. With that many moles of baking soda, how many liters of carbon dioxide were produced?

3. What is the maximum amount of CO2 the bag can hold without bursting (in liters and moles)? ________________________________________________________________________

4. If 60 liters of nitrogen gas fills a standard airbag at STP, how many moles of sodium azide must be used in an airbag? How many grams?


5. Using the information in problem 4, how many moles of sodium would be produced from that reaction? When combined with Fe2O3 in the next reaction, how many moles of Fe2O3 should be used in the airbag?


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LESSON 22

SOLUBILITYIn this lab, you will experimentally verify the solubility rules we learned in this lesson by mixing various aqueous solutions and observing the results. If all of the ions remain free, “nothing” will happen—the appearance of the mixture of solutions will remain clear or transparent. However, if two oppositely charged ions are attracted to one another strongly enough, they may bond together to form an ionic compound that is insoluble in water—a precipitate.

Supplies Spot plate 6 pipettes

1 g sodium carbonate 1 g silver nitrate

1 g calcium chloride 1 g sodium hydroxide

1 g iron(III) chloride 1 g sodium phosphate

6 pieces of glassware for mixing chemicals

Instructions1. Make aqueous solutions of each of the chemicals by dissolving roughly 1 gram of the

chemical in 10 mL of water. This does not need to be exact, you just need aqueous solutions to mix. You can use any glassware you have available to you — test tubes, beakers, or even small mason jars.

2. For each box in the data table, place 1-2 drops of each solution that intersects in a spot on the spot plate. For example, for the first box, you will mix a few drops of Na2CO3 with Na3PO4.

3. If the solution becomes cloudy, that means a precipitate has formed. Write a P in the data table for precipitate. If nothing changes and the solution is still transparent, write NR for no reaction.

4. Continue this procedure until all substances are mixed and each box in the data table is filled.

5. Clean up your space. You may rinse all of the chemicals down the drain running the faucet during the entire process.


Data Table

Na3PO4 Na2CO3 AgNO3 CaCl2 NaOH

Na2CO3

AgNO3

CaCl2

NaOH

FeCl3

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LAB REPORTLESSON 22

Make sure to write a lab report and include answers to the questions below in your results section of the report.

Discussion Questions1. Check your data with the solubility rules to see that your results are correct. What results on

your data table do not match up with what you expected based on the solubility rules? There should be 11 combinations that form precipitates.

2. Choose three of the reactions where a precipitate forms. For each of those reactions write a balanced chemical equation, an overall ionic equation, a net ionic equation, and identify spectator ions. Don’t forget to use subscripts to identify the states of all solutions and ions!


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LESSON 23

PROPERTIES OF ACIDS & BASES

Indicators are chemicals that change color in the presence of an acid or base (or both). In this lab, you will observe how acids and bases react with several indicators.

Supplies 0.5 mL sulfuric acid 5 mL acetic acid (white vinegar)

0.4 g sodium hydroxide pH paper

Red litmus paper Blue litmus paper

6 drops bromothymol blue 6 drops phenolphthalein

Spot plate 3 pipettes

2 small beakers or test tubes

SAFETY NOTE: Sulfuric acid is corrosive to skin and eyes. In its concentrated state, it can cause severe burns. Use gloves and safety goggles when handling concentrated sulfuric acid.

Instructions1. Make a 1 M NaOH solution by dissolving 0.4 g of NaOH in 10 mL of water in a beaker or

test tube. Set aside.

2. Make a dilute solution of H2SO4 by SLOWLY adding 0.5 mL of acid to 9.5 mL of water. Do not breathe in the fumes produced. This is an exothermic reaction, so it will produce heat.

3. Place 1-2 drops of the dilute H2SO4 in each of 5 spots on the spot plate.

4. In the first spot, place the pH paper in the acid. Compare the color to the pH key and record the estimated pH in the data table.

5. In the second spot, place the red litmus paper in the acid. Record the color in the data table.

6. In the third spot, place the blue litmus paper in the acid. Record the color in the data table.


7. In the fourth spot, place 1-2 drops of bromothymol blue in the acid. Record the color in the data table.

8. In the fifth spot, place 1-2 drops of phenolphthalein in the acid. Record the color in the data table.

9. Repeat this process for the NaOH and CH3COOH.

10. Clean up your workspace being sure to rinse all chemicals down the drain one at a time along with plenty of water. Litmus paper and pH papers can be disposed of in a garbage can.

Data Table

pH paper (estimated pH)

Red litmus Blue litmusBromothymol

bluePhenolphthalein

1.0 M H2SO4

1.0 M NaOH

1.0 M CH3COOH



LESSON 24

MICROTITRATIONIn this lab, you will use a small scale titration to neutralize an acid and a base and determine the unknown concentration of the acid.

Supplies Scale 1 weigh boat

1.6 g sodium hydroxide 1.0 mL 95-98% sulfuric acid

6-8 drops phenolphthalein Test tube

Graduated cylinders 2 pipettes

SAFETY NOTE: Sulfuric acid is corrosive to skin and eyes. In its concentrated state, it can cause severe burns. Please use gloves and safety goggles when handling concentrated sulfuric acid.

Instructions1. Make a 1.0 M NaOH solution by dissolving 1.6 g of NaOH in 40 mL of water. Set aside.

2. Being sure to use safety protocols, make a dilute solution of H2SO4 by SLOWLY adding 1.0 mL of acid to 19 mL of water. Do not breathe in the fumes produced. This is an exothermic reaction, so it will produce heat.

3. Using a disposable pipette, transfer exactly 5.0 mL of H2SO4 to a test tube. Record this amount in the data table.

4. Add 2-3 drops of phenolphthalein indicator to the acid in the test tube and swirl.

5. Using a disposable pipette, add NaOH to the acid one drop at a time while swirling the test tube. Some pink should appear, but should disappear after swirling.

6. Continue to do this until the pink color remains after 30 seconds of swirling. This is the end point of the titration.

7. Calculate the amount of NaOH you used by subtracting the amount remaining from the amount you started with. Record the amount used in the data table.

8. Repeat steps 3-6 two more times, recording your data for all three trials.


9. Find the average amount of each substance used by adding the amount for each trial and dividing by three.

10. Clean up your workspace being sure to rinse all chemicals down the drain one at a time along with plenty of water.

Data Table

Amount H2SO4 Used Amount NaOH Used

Trial 1

Trial 2

Trial 3

Average


LAB REPORTLESSON 24

Be sure to write a lab report for this lesson and include your calculations below in the results section of your lab report.

Results Questions1. Write the balanced chemical equation for the neutralization reaction that occurred in this lab.

2. Using the average amount used for each trial, calculate the concentration of the sulfuric acid. Remember, the NaOH you used is 1.0 M.

3. If the actual concentration of the acid is 0.90 M, calculate the error and percentage error for your results.


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LESSON 26

TEMPERATURE & REACTIONSIn this lab, using some common household items, you will observe how temperature changes affect the rates of reactions.

Supplies 3 test tubes 3 g active dry yeast

3 g sugar 3 latex balloons

Ice Scale

2 weigh boats 3 beakers or small glass dishes test tubes stand up in

Instructions1. In three test tubes, place 1 g yeast each. Mark the test tubes 1, 2, and 3.

2. Into each test tube, add 1 g sugar.

3. Add 15 mL water to each test tube. Shake the test tube to dissolve as much of the solid as possible.

4. Put a balloon over the mouth of each test tube. The yeast will grow and start producing CO2, which will start to fill the balloons.

5. Place test tube 1 into a beaker with warm water from the faucet. Do not use boiling water. If the water is too hot, it will kill the yeast.

6. Put test tube 2 into a beaker filled with ice.

7. Put test tube 3 into an empty beaker.

8. Wait about one hour and record the relative sizes of the balloons. The larger the balloon, the more CO2 has been produced.


Data Table

Test tube # Relative balloon size

1

2

3

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LAB REPORTLESSON 26

Be sure to write a lab report for this lesson and include answers to the following questions in the results section of your lab report.

Discussion Questions1. How did the temperature change the rate of reaction?

2. Why is a freezer used to store food? Explain using the results of this experiment.


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LESSON 27

ENTROPY INVESTIGATIONIn this lab, you will explore the concept of entropy with a hands-on activity. You may use either dominoes or playing cards, whatever you have on hand at home.

Supplies Dominoes or playing cards

Instructions1. If using dominoes, make a domino train by placing dominos upright on their short end

about an inch apart.

2. Continue this until dominoes are gone or for 25 minutes, whichever comes first.

3. When the train is completed, create the “domino effect” by pushing down the first domino into the second domino.

4. If using playing cards, create a house of cards by balancing cards in pairs creating triangle shapes, then balancing cards flat between the tips of the triangles, and building up to form a tower.

5. Continue this until cards are gone or for 25 minutes, whichever comes first.

6. When the house is completed, knock it down.

Questions1. Define entropy in your own words.

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2. How did this activity relate to what you know about entropy? Consider the amount of energy needed to create an ordered system with your cards or dominos versus destroying the system.

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LESSON 28

EFFECT OF A CATALYST ON REACTION RATES

In this lab, manganese(IV) oxide will be used as the catalyst in a reaction. This catalyst will be added to help hydrogen peroxide decompose into oxygen and water.

Supplies Dish soap 5 mL of 3% hydrogen peroxide (no more than one year old)

1 pipette Test tube

Scoop A pinch of manganese(IV) oxide

Toothpick Lighter or match

Instructions1. Wearing goggles, add 5 mL of hydrogen peroxide to a test tube using a pipette.

2. Add a few drops of dish soap. (This will make the gas bubbles more obvious).

3. Record your observations. Note how relatively slow or fast the bubbles are forming, and note the relative temperature of the test tube as you hold it.

4. Add a pinch of manganese(IV) oxide to the test tube. Shake the solution to mix it thoroughly.

5. Record your observations. Note how relatively slow or fast the bubbles are forming, and note the relative temperature of the test tube as you hold it.

6. Test the production of gas from this experiment.

a. First, place a piece of paper on top of the test tube and hold it there for about one minute. This will trap the gas in the test tube and cause it to build up, making the effect more obvious.

b. Light a toothpick on fire so that it has a good, steady flame, then blow it out, leaving behind a glowing end.


c. Remove the paper and quickly place the toothpick inside the mouth of the test tube (do not let it touch the liquid).

d. Record your results.

Observation Table

Procedure step Observations

Original reaction (no catalyst)

Catalyst added

Flame test


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LAB REPORT LESSON 28

Be sure to write a lab report for this lesson and include answers to the following questions in the results and discussion sections of your lab report.

Results Questions1. How did the rate of reaction before the addition of manganese(IV) oxide compare with the

rate of reaction after the addition?

2. Draw a sketch of what the energy graph for this reaction would look like. You do not need to include energy values because you don’t know them. Just include the labels for the axes and the general shape of what the graph would look like.

Discussion Questions1. How can you tell which substance was the catalyst: the soap or the manganese(IV) oxide? Is

there anything you could change in the procedure to verify the catalyst?

2. Is this reaction endothermic or exothermic? How do you know?


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LESSON 29

EXPLORING EQUILIBRIUM WITH STRAWS

In this lab, you will explore the idea of equilibrium. You will observe that equilibrium does not always mean that the concentrations of products and reactants will be equal, but the rates of both reactions will always be the same at equilibrium.

Supplies 2 - 50 mL graduated cylinders 2 standard-width straws

2 extra-wide straws Food coloring (optional)

Instructions1. You will need a partner to help you with this lab. Find a parent, sibling, or friend to help.

2. Fill one graduated cylinder with 50 mL of tap water. If desired, add a few drops of food coloring and mix it with a straw. Leave the other graduated cylinder empty.

3. Place a standard-width straw in each of the graduated cylinders. You will be in charge of one straw, and your partner will be in charge of the other one.

4. Be sure the straws are touching the bottom of the cylinders and cover the straw with your finger to trap the water. This works best if you hold the straw with one hand and use a wetted finger on your other hand to seal the straw at the top.

5. At the same time as your partner, transfer the contents of your straws to the opposite cylinder. You will transfer your content to your partner’s cylinder, and they’ll transfer theirs to your cylinder. (Note: for the first transfer, one straw will not have anything in it because the cylinder will be empty.)

6. Record the new volumes in the graduated cylinders.

7. Return your empty straw to its original container. Repeat steps 4-6 until the volumes stop changing for 3 successive transfers.

8. Repeat the entire procedure, but with a extra-wide straw for the cylinder that starts with 50mL and a standard-width straw for the cylinder that starts empty.


Dat

a Tabl

e 1:

Vol

ume

after

x tr

ansf

ers (

2 ex

tra-

wid

e st

raw

s)

x0

12

34

56

78

910

1112

1314

1516

1718

1920

mL

50

mL

0

Tabl

e 2:

Vol

ume

after

x tr

ansf

ers (

1 ex

tra-

wid

e st

raw,

1 st

anda

rd-w

idth

stra

w)

x0

12

34

56

78

910

1112

1314

1516

1718

1920

mL

50

mL

0


LAB REPORTLESSON 29

Be sure to write a lab report for this lesson and include answers to the following questions in the results and discussion section of your lab report.

Results QuestionGraph your results. You should have two different graphs, one for each trial. Both cylinders should be on the same graph, with number of transfers on the x-axis and volume in mL on the y-axis.

Discussion QuestionExplain how this lab models equilibrium. How were the two trials different? Do they both still model equilibrium?


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LESSON 31

EXPLORING REDOX REACTIONS

Redox is short for oxidation and reduction: oxidation is the loss of electrons, which results in an increase in oxidation state, and reduction is the gain of electrons, resulting in a decrease in oxidation state. In this lab, you will perform and observe a redox reaction, then write the balanced equation for it using the half-reaction method learned in this lesson.

Supplies 1 cm square copper metal 0.2 g silver nitrate

20 mL water Test tube

Small beaker 50 mL graduated cylinder

Goggles

Instructions1. Create a silver nitrate solution by measuring out 0.2 g of silver nitrate and putting it into

a beaker. Add 20 mL of water and stir. To help the silver nitrate dissolve, gently heat the solution while you stir. You may place it on a hot pad or place the beaker in a shallow pan of hot water to heat it being careful not to get extra water in your beaker.

2. Let the solution cool to a temperature that is easy to work with.

3. Put a small piece of copper in a test tube.

4. Add 10 mL of the silver nitrate solution to the test tube.

5. Let sit for a few minutes, and record your observations.

6. To clean up, pour the silver nitrate solution down the drain with water. The copper can go in the garbage.



Be sure to write a lab report for this lesson and include answers to the following questions in the results section of your lab report.

Results Questions 1. Below is the equation for this reaction. Balance this equation using the half-reaction

method.

Cu(s) + AgNO3(aq) → Cu(NO3)2(aq) + Ag(s)

2. Which substance was oxidized in this reaction? Which substance was reduced?


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LESSON 32

ELECTROLYSIS OF WATER In this lab, you will perform electrolysis, the breaking apart of water by means of an electrical current.

Supplies Beaker Test tube

Carbon rods Wire

6V battery Baking soda

Hypothesis: Before completing this lab, answer the following questions about what you think will happen:

1. What two component parts will the water break into?

2. What groups of the periodic table are these elements in?

3. What charge will these ions have once they are separated?

4. What state will they be in once separated?

5. At which electrode will each ion form?


Instructions1. Fill a beaker and two test tubes with water.

2. Wrap wire around the ends of carbon rods and put them into the test tubes.

3. Carefully flip the test tubes over into the beaker, so minimal water is lost from the test tubes.

4. Connect the wires to a 6 volt battery. This will provide current for the process.

5. Add some baking soda to the water in the beaker. This will help the reaction take place. Pure water does not conduct electricity easily, so the baking soda will ionize and allow the passage of electrons through the water.

6. The water will be broken up into its component parts. As the reaction proceeds, the gases will displace the water solution in the container.

7. Observe the reaction and record your observations including any bubbling, smells, precipitates, color changes, and the electrode at which they occurred.

8. When the first test tube fills up, evaluate your guesses listed above. Notice and record their comparative volumes of gas. It will probably take between 15-25 minutes for the first test tube to completely fill.

6v

- +


Data Table

Observation Test tube 1 Test tube 2

Presence of bubbles

Rate of gas generation


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Be sure to write a lab report for this lesson and include answers to the following questions in the discussion section of your lab report.

Results Questions1. Write a balanced chemical equation for this reaction.

2. Using the balanced equation, decide which test tube holds oxygen and which one holds hydrogen. Does this agree with the tests for hydrogen and oxygen?

Discussion Questions1. Using water as a raw material, oxygen could be generated for breathing on a space station.

Hydrogen could be used as fuel together with some of the oxygen. Is this a viable idea, or a worthwhile method? Why or why not? Consider the volume, weight, and energy requirements for this technique.


LESSON 34

EXPLORING HALF-LIVES OF M&MIUM

In our lesson, we learned the speed at which an isotope decays can be calculated by looking at its half-life. The half-life is defined as the time required for half the atoms of a radioactive nuclide to decay. In this lab, you will get a hands-on look at what a half-life is and how it applies to samples of a substance.

Supplies 100 M&Ms (or puzzle pieces, pennies, or any small object with two sides)

Cup, Ziploc bag, or container to fit the M&Ms

Table or flat surface

Instructions1. Obtain a sample of exactly 100 M&Ms. This is roughly a 100g sample of a new element,

M&Mium. Make sure every M&M has an M printed on one side of the candy. This initial data has been recorded in the data table for you.

2. Place all 100 atoms of M&Mium in the container. These are radioactive atoms of M&Mium. Shake the container and pour the entire sample on the table. This represents one half-life of M&Mium.

3. The atoms with the “M” face up represent the M&Mium atoms that have decayed. Separate these from the radioactive atoms (the face-down M&Ms), count and record the number in each group.

4. Add the number of decayed atoms in the step to the former number of decayed atoms and record this in the Total Decayed column. (For example, if 5 atoms decayed in the first half-life and 10 decayed in the second half-life, the “total decayed” for the second row would be 15.) Your radioactive elements plus the total decayed should always equal 100.

5. Place ONLY the radioactive isotopes back in the container and repeat this for 7 total half-lives, or until all isotopes have decayed (it may be greater or fewer than 7 half-live steps). After each half-life, record your data in the table below.


Data Table

Half-Lives

M&Mium Isotopes Total column 2 + column 4Radioactive Decayed in

this step Total decayed

0 100 0 0 100

1

2

3

4

5

6

7

Results1. Plot the following data in the space below:

a. Undecayed M&Mium atoms vs. half-lives

b. Total decayed atoms vs. half-lives

2. Draw to lines of best fit with different colors to distinguish between them and create a key indicating which color is associated with which line. Make sure your graph has a title and is labeled properly!




Color Key Undecayed M&Mium atoms vs. half-lives Total decayed atoms vs. half-lives

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STUDENT LAB GUIDE Luke & Trisha Gilkerson

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