...questions. DQ1:Wed DQ2:Sat 2 Nongraded Activities and Preparation Complete the Equation Editor tutorial and Virtual ChemLab Tutorial located on your student website. Individual Text Exercises, Part I Resources: Equation Editor tutorial Prepare written answers to the following assignments from Introductory Chemistry: • Exercise 20 in Ch. 1 • Exercise 120 in Ch. 2 • Exercise 112 in Ch. 3 • Exercise 120 in Ch. 4 • Exercise 100 in Ch. 5 • Exercise 126 in Ch. 6 • Exercise 116 in Ch. 7 • Exercise 100 in Ch. 8 Submit the assignment, as directed by your facilitator. Friday 5 Individual Virtual ChemLab Assignment 2-4 Access and view the Virtual ChemLab Tutorial, located on the student website. Complete 2-4: Precipitation Reactions from Virtual ChemLab: General Chemistry Laboratories, located on the student website. Note. To complete the assignment, the Virtual ChemLab software must be installed on your computer and must be used in conjunction with Virtual ChemLab: General Chemistry Laboratories. Installation requirements and instructions may be found in the workbook and on the accompanying CD. Once the software is installed, an electronic workbook may be found corresponding with your workbook, which contains preset lab assignments that match the workbook assignments. Use these preset assignments when working on your workbook assignments, as the appropriate laboratory will be opened for you. Submit the assignment, as directed by the facilitator. Sunday 5 ...
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...EDAHOD5 ASSIGNMENT 2 UNIQUE NUMBER : 198446 DUE DATE 18 SEPTEMBER 2013 QUESTION 1 Assessment Activity : Conduct a practical investigation to determine the effect on the rate of a chemical reaction by one of the factors of temperature, surface area or concentration. Assessment Checklist Learners Name & Surname : Physical Sciences Task : Practical Investigation of Effect on Rate of Reaction by temperature, surface area or concentration Date : Criteria Investigative Question Hypothesis Variables Correctly Identified Table of Results Graph of Results Conclusion Yes/No Grade 12 Assessment Grid Learners Name & Surname : Physical Sciences Task : Practical Investigation of Effect on Rate of Reaction by temperature, surface area or concentration Date : Criteria Investigative Question clearly stated Hypothesis Formulated Independent, Dependent and Constant Variables Correctly Identified and stated Experiment designed and steps clearly set out Results of experiment tabulated Results represented graphically Conclusion and Evaluation TOTAL MARKS : 20 Marks 2 2 3 5 3 3 2 Grade 12 RUBRIC TO ASSESS PRACTICAL INVESTIGATION ON EFFECT ON RATE OF REACTION BY TEMPERATURE, SURFACE AREA OR CONCENTRATION NAME OF LEARNER : DATE : CRITERIA LEVEL0 LEVEL1 LEVEL2 LEVEL3 LEVEL4 GRADE 12 Conducts a practical investigation Did not attempt or completely incorrect. Correctly plans a practical investigation by identifying correct investigative question, hypothesis, variables and apparatus...
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...Reactant and Percent Yield in a Precipitation Reaction Objectives: • Observe the reaction between solutions of sodium carbonate and calcium chloride. • Determine which of the reactants is the limiting reactant and which is the excess reactant. • Determine the theoretical mass of precipitate that should form. • Compare the actual mass with the theoretical mass of precipitate and calculate the percent yield. Materials: Balance 0.70 M sodium carbonate solution, Na2CO3(aq) Graduated cylinder 0.50 M calcium chloride solution, CaCl2(aq) Beaker (250 mL) Wash Bottle (distilled H2O) Filter paper Funnel Iron ring Ring stand Procedure: Part I: The Precipitation Reaction (Day 1) 1. Obtain two clean, dry 25 mL graduated cylinders and one 250 mL beaker. 2. In one of the graduated cylinders, measure 25 mL of the Na2CO3 solution. In the other graduated cylinder, measure 25 mL of the CaCl2 solution. Record these volumes in your data table. 3. Pour the contents of both graduated cylinders into the 250 mL beaker and observe the results. Record these qualitative observations in your observations table. Allow the contents of the beaker to sit undisturbed for approximately 5 minutes to see what happens to the suspended solid particles. Meanwhile, proceed to step 4. 4. Obtain a piece of filter paper and put your initials and your partner’s initials on it using a pencil. Measure and record the mass of the filter paper, then use it to set up a filtering apparatus...
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...Enzyme Lab INTRODUCTION: What would happen to your cells if they made a poisonous chemical? You might think that they would die. In fact, your cells are always making poisonous chemicals. They do not die because your cells use enzymes to break down these poisonous chemicals into harmless substances. Enzymes are proteins that speed up the rate of reactions that would otherwise happen more slowly. The enzyme is not altered by the reaction. You have hundreds of different enzymes in each of your cells. Each of these enzymes is responsible for one particular reaction that occurs in the cell. In this lab, you will study an enzyme that is found in the cells of many living tissues. The name of the enzyme is catalase (KAT-uh-LAYSS); it speeds up a reaction which breaks down hydrogen peroxide, a toxic chemical, into 2 harmless substances--water and oxygen. The reaction is: 2 H2O2 ----> 2 H2O + O2 This reaction is important to cells because hydrogen peroxide (H2O2) is produced as a byproduct of many normal cellular reactions. If the cells did not break down the hydrogen peroxide, they would be poisoned and die. In this lab, you will study the catalase found in liver cells. You will be using chicken or beef liver. It might seem strange to use dead cells to study the function of enzymes. This is possible because when a cell dies, the enzymes remain intact and active for several weeks, as long as the tissue is kept refrigerated. MATERIALS: 1molar HCl solution 1molar NaOH...
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...My science fair project is based on a chemical reaction taking place to turn a hot substance into ice. A chemical reaction is a reaction that changes the substances original identity to a different chemical identity. There are many different types chemical reactions in chemistry, but the one we are going to be focusing on are exothermic reactions. Exothermic reactions are reactions that transfer energy to the surroundings. The exothermic reaction is a reaction that gives off more energy than it needs to in order to complete its reaction. The exothermic reaction in this project is between baking soda and vinegar. Baking soda is a bicarbonate and vinegar is a acetic acid. Baking soda is made up of 1 sodium, 1 hydrogen, 1carbon, and 3 oxygen atoms. Vinegar is composed of 2 carbon, 4 hydrogen, and 2 oxygen atoms. Baking soda is an alkaline object that is alike to some salt and it reacts to acidic substances. When baking soda reacts it gives off some type of gas, carbon dioxide. Baking soda is usually seen in cooking, cleaning substances around the house, and in may science projects due to its ability to react with acids. Baking soda is usually used to...
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...Premium and Free Essays, Term Papers & Book Notes Essays Book Notes AP Notes Citation Generator More Experiment 4: properties of gases By swifty217, june 2013 | 2 Pages (480 Words) | 76 Views | 4.5 1 2 3 4 5 (1) | Report | This is a Premium essay for upgraded members Sign Up to access full essay DID YOU LIKE THIS? TELL YOUR FRIENDS... Send Report Submitted: June 21, 2013 Title: Properties of Gases Purpose: To analyze a few physical and chemical properties of gases as well as using those properties to identify the gases. Procedure: * For Hydrogen I placed a piece of Zn metal into a test tube with diluted HCl. * To produce oxygen I added Hydrogen peroxide to manganese. * Next, I added baking soda to vinegar. This caused a quick and energetic reaction! The gas from the reaction I pumped into some Limewater. * Then I mixed Alka Seltzer and water and pumped the gas caused by that reaction into some limewater. Data: Data Table: Experiment Results | Gas | Flame Reaction | Glowing Splint | Limewater reaction | Bromothymol blue reaction | Hydrogen | It enlarged the flame. | | | | Oxygen | It lit up quickly | | | | Hydrogen & oxygen | It puts it out. | | | | Carbon dioxide | It puts it out | | It bubbled and turned cloudy. | It turned it yellow | Alka Seltzer | | | Bubbles stayed in the limewater. | | Breath | | | Nothing happened | | Balanced Chemical Equation for Oxygen and Hydrogen:...
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...CARIBBEAN EXAMINATIONS COUNCIL Caribbean Secondary Education Certificate CSEC® CHEMISTRY SYLLABUS Effective for examinations from May–June 2015 CXC 21/G/SYLL 13 Published by the Caribbean Examinations Council. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica Telephone Number: + 1 (876) 630-5200 Facsimile Number: + 1 (876) 967-4972 E-mail Address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2013 by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados CXC 21/G/SYLL 13 Contents RATIONALE ................................................................................................................................... AIMS ............................................................................................................................................. CANDIDATE POPULATION ............................................................................................................. SUGGESTED TIME-TABLE ALLOCATION ........................................................................................ ORGANISATION OF THE SYLLABUS .................................................
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...Title: Experiment 2 Determination of the valency of the magnesium Objective: -To study the quantitative relationship between the amount of reactants and products of a reaction. -A known starting mass of magnesium and the measured collection of hydrogen gas will be used to determine the reaction stoichiometry and the valency of magnesium. - To identify the unknown X value in the chemical equation between magnesium and hydrochloric acid - To determine the valency of magnesium Introduction: Stoichiometry is the study of the quantitative relationship between amounts of reactants and products of a reaction (that is, how many moles of A react with a given number of moles of B). In this section, a known starting mass of magnesium and the measured collection of hydrogen gas will be used to determine the reaction stoichiometry. Magnesium reacts with hydrochloric acid to form hydrogen gases. The aim of this experiment is to determine the value of x in the following equation: Mg + X HCI → MgCIX + H2 A known amount of magnesium is reacted with a large excess of HCl, and the volume of H2 evolved is measured. As HCl is in excess, all the magnesium will be consumed, and the yield of both MgClX and H2 is dependent on the amount of magnesium used. A comparison of the amount of hydrogen produced with the amount of magnesium consumed will enable the X value to be determined. Apparatus and Materials: Magnesium ribbon, 0.5M Hydrochloric acid, Burette (50 cm3), Pipette (25...
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...of Conservation of Mass - In any chemical reaction, the total mass of the reactants is always equal to the mass of the products. Materials: • balance • 1 balloon • weighing paper • 50 mL flask • 50ml graduated cylinder • ~5 g baking soda • ~15 mL vinegar Introduction: The word equation for the following reaction is as follows: vinegar + baking soda → sodium acetate + water + carbon dioxide The chemical equation for the reaction is: CH3COOH + NaHCO3 → NaC2H3O2 + H2O + CO2 Reactants Products Procedure: 1. Record the mass of the empty flask and the balloon. 2. Pour about 15 mL of vinegar into the flask. Weight the flask & vinegar, subtract the flask weight to find the weight of your vinegar. 3. Put about 5g of baking soda into the balloon, make sure you weight the empty balloon first so you know exactly how much baking soda was put in. Record the exact mass of baking soda that is in the balloon. 4. While one student holds the flask, another must slip the open end of the balloon over the mouth of the flask, while keeping the baking soda from entering the flask. 5. Weight the whole system and record the mass. 6. Tip the balloon upright, allowing the baking soda to drop into the flask and allow the reaction to fully complete. Measure and record the mass of the products/container/balloon 7. Swirl your reaction a little bit to make sure all of...
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...classroom activities: lecture/discussion, demonstrations, laboratory experiments, class/group work, projects, reports, and homework. COURSE CONTENT Fall Semester: 1st Marking Period Matter Atomic Structure Radioactivity Electron Clouds and Probability Fall Semester: 2nd Marking Period Periodic Table Periodic Properties Chemical Nomenclature Chemical Reactions Fall Semester: 3rd Marking Period The Mole Stoichiometry Chemical Bonding Polarity of Molecules TEXTBOOK/REFERENCE Zumdahl, Zumdahl and DeCoste. 2003. The World of Chemistry. McDougall Littel MATERIALS Bound Composition Notebook (for taking notes) scientific calculator Bound Composition Notebook (for homework) binder paper Blue/black pen for writing graphing paper Red pen for correcting papers other materials (announced as the need arises) One roll of paper towel or box of tissues (per school year) Spring Semester: 1st Marking Period Phase Changes Thermochemistry Reaction Rates Chemical Equilibrium Spring Semester: 2nd Marking Period Gases and the Mole Solutions and Solubility Acids and Bases Biochemicals and Polymers Spring Semester: 3rd Marking Period Colligative Properties Hess’s Law/Enthalpy of Reaction Titration...
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...CHEMISTRY CHEMISTRY (CLASSES XI–XII) Rationale Higher Secondary Stage is the most crucial stage of school education because at this stage specialised discipline based, content oriented courses are introduced. Students reach this stage after 10 years of general education and opt for Chemistry with a purpose of mostly for pursuing their career in basic sciences or professional courses like medicines, engineering, technology and studying courses in applied areas of science and technology at tertiary level. Therefore, at this stage, there is a need to provide learners with sufficient conceptual background of Chemistry, which will make them competent to meet the challenges of academic and professional courses after the higher secondary stage. National Curriculum Framework for School Education – 2005 recommends a disciplinary approach with appropriate rigour and depth with the care that syllabus is not heavy and at the same time it is comparable to the international level. It emphasizes a coherent focus on important ideas within the discipline that are properly sequenced to optimize learning. It recommends that theoretical component of Higher Secondary Science should emphasize on problem solving methods and the awareness of Syllabus for Secondary and Higher Secondary Levels 22 historical development of key concepts of science be judiciously integrated into content. The present exercise of syllabus development in Chemistry at Higher Secondary Stage is based on this framework...
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... |College of Natural Sciences | | |CHM/110 Version 3 | | |Introductory Chemistry | Copyright © 2010, 2007 by University of Phoenix. All rights reserved. Course Description This course will examine the basic principles of chemistry conceptually and specifically. The course will apply chemical concepts to address relevant issues ranging from atomic structure and chemical reactions to organic and biological chemistry. The course topics include matter and energy, chemical bonding, intermolecular forces, chemical equilibrium, and nuclear, organic, and biological chemistry. Students will apply these concepts using practical examples, facilitated discussions, and experiments conducted through a virtual laboratory. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of...
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...pages, loose-leaf and spiral bound are not acceptable. • All pages must be numbered prior to use. This will show if any pages have been removed that contained data that might compromise interpretation of your conclusions. • All data shall be entered chronologically. Do not leave empty pages to insert information later. If you finish with a large expanse of blank page, put a line through it to show that it will not be used. • All notes are to be made in indelible pen – pencil will be penalized. If you make a mistake, just draw a single line through it, not a childish scribble to hide all traces! • All data will be recorded in your lab notebook at the moment it is generated. No notes shall be written on scraps of paper or memorized for later. Other notes about the lab notebook: All pre-lab and experimental work is hand-written in your lab notebook. Make sure that your notebook has duplicate pages because you will be tearing out the perforated copy pages (usually yellow or blue) and turning them in with your lab report for grading. You will turn in all the pages used from the start of your pre-lab work through until the end of the post lab work. Each lab notebook must contain a Table of Contents that lists the...
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...calculate masses, moles, and percents within a chemical equation. ________________________________________ ________________________________________ What is a Chemical Equation? In chemistry, we use symbols to represent the various chemicals. Success in chemistry depends upon developing a strong familiarity with these basic symbols. For example, the symbol "C"represents an atom of carbon, and "H" represents an atom of hydrogen. To represent a molecule of table salt, sodium chloride, we would use the notation "NaCl", where "Na" represents sodium and "Cl" represents chlorine. We call chlorine "chloride" in this case because of its connection to sodium. You should have reviewed naming schemes, or nomenclature, in earlier readings. A chemical equation is an expression of a chemical process. For example: AgNO3(aq) + NaCl(aq) ---> AgCl(s) + NaNO3(aq) In this equation, AgNO3 is mixed with NaCl. The equation shows that the reactants (AgNO3 and NaCl) react through some process (--->) to form the products (AgCl and NaNO3). Since they undergo a chemical process, they are changed fundamentally. Often chemical equations are written showing the state that each substance is in. The (s) sign means that the compound is a solid. The (l) sign means the substance is a liquid. The (aq) sign stands for aqueous in water and means the compound is dissolved in water. Finally, the (g) sign means that the compound is a gas. Coefficients are used in all chemical equations to show the relative amounts...
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...CHEMICAL CONVERSIONS Acylation Acylation (rarely, but more formally: alkanoylation) is the process of adding an acyl group to a compound. The compound providing the acyl group is called the acylating agent. These are used to form aryl ketones. Because they form a strong electrophile when treated with some metal catalysts, acyl halides are commonly used as acylating agents. For example, Friedel-Crafts acylation uses acetyl chloride (ethanoyl chloride), CH3COCl, as the agent and aluminum chloride (AlCl 3) as a catalyst to add an ethanoyl(acetyl) group to benzene: The mechanism of this reaction is electrophilic substitution. Hydrolysis While solvolysis often refers to an organic chemistry context, hydrolysis is very common in inorganic chemistry, where aqua complexes of metal ions react with solvent molecules due to the Lewis acidity of the metal center. For example, aqueous solutions of aluminium chloride are acidic due to the aqua-aluminium complex losing protons to water molecules, giving hydronium ions which lowers the pH. In organic chemistry, hydrolysis reactions often give two fragments from an initial substrate. For example, the hydrolysis of amides give carboxylic acids and amines; the hydrolysis of esters give alcohols and carboxylic acids. Alcoholysis An example of a solvolysis reaction is the reaction of a triglyceride with a simple alcohol such as methanol or ethanol to give the methyl or ethyl esters of the fatty acid, as well as glycerol. This reaction is...
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