Chemistry Manual 2012-2013 - Edison State College

Blake Schmidt Page 1 

Modeling 

Chemistry 

Honors 

Course Manual

Blake Schmidt - Introduction Page 2 

Welcome to Modeling Chemistry - Honors. 

You are about to embark on a 

learning experience unlike any 

other you have had in school. 

Modeling Chemistry-Honors is first and foremost a course in science. As such, 

your role in this class will be more often as a scientist than as a traditional student. 

Exactly what that means will soon become clear. For now, however, you need to 

know that this course will demand a lot from you. You will need to be active both 

inside and outside of the classroom: observing, experimenting, researching, 

reviewing, studying and practicing nearly every day. 

Our journey through chemistry is 

comparable to the construction of a 

building. Not only will you need to establish 

a strong foundation, but each subsequent 

level will need to be strong as well. If any 

level is incomplete, neglected, or just 

constructed poorly, the entire building is 

threatened. The same is true for this 

course. We will build continually on our 

knowledge of chemistry. If you fail to 

complete any one section in its entirety, you 

will impair your ability to build further. And 

yes, the final is cumulative. 

Acknowledgments 

The Modeling Chemistry Curriculum is a product of the Modeling Instruction Program. For information about 

Modeling Instruction, please visit http://modeling.asu.edu. This specific manual has been created by Blake 

Schmidt to supplement the Modeling Chemistry Curriculum. It follows the Modeling Instruction Curriculum 

very closely, but not exactly. The overwhelming majority of the labs and worksheets (i.e. Example Problems) 

are Modeling Instruction materials, but this exact manual is not a direct product of Modeling Instruction. 

Therefore, Blake Schmidt is fully responsible for any errors or deviations from the Modeling Curriculum. 

The author remains gratefully for the advice and assistance of Michael Mitchell, Frank Lock, and ACS -Hach 

Scientific for their aid in the formation of this manual. I also thank my past students for their helpful inputs.


Course Syllabus 

This syllabus outlines the expectations 

students will need to meet in order to be 

successful in chemistry. This syllabus should be 

considered as a supplement to Charlotte 

County Public School's policies as described in 

the “Code of Student Conduct.” You are 

responsible for knowing and following these 

guidelines. 

Point Breakdown: Each quarter 

grade will be based on points 

earned in the following categories: 

Tests & Quizzes…………………….70% 

Participation……………...….…….20% 

Lab Reports…………………….……10% 

Semester grades will be based on 

35% for each quarter and 30% for 

the semester examination. 

Participation: Major concepts will be broken down into units (see Basic Plan of Attack). Each unit will consist 

mainly of laboratories and whiteboard classroom discussions. The fundamental concepts will be developed 

during these exercises. Each student is expected to participate in a positive manner toward the development 

of these concepts and to maintain a notebook. Students begin with a 75% (C) for participation. Each positive 

contribution adds to this score. Minimal participation will result in deduction, and negative participation (e.g. 

disruptive behavior) will result in major deduction (see Participation in Appendix). 

Tests and Quizzes: Students should expect to be quizzed for understanding as concepts are developed. Each 

unit may have one or two small quizzes and they may be unannounced. The overwhelming majority of points 

for this category, however, will be earned during tests. Each unit concludes with a test. Note that 70% of a 

quarter grade will be based on two or three tests. There will be an opportunity during office hours to earn 

back up to half of missed test points for most, but not all, tests. To repair a test, students will need to answer a 

new set of questions similar to those missed on the test. The total percentage of points earned back on the 

test will be determined by the percentage of questions answered correctly (100% correct = 50% back, 75% 

correct = 37.5% back, 50% correct = 25% back, 10% correct = 5% back, etc.). Students are encouraged to 

review their test with the instructor during office hours prior to attempting to answer the new questions. Test 

repair will be available during office hours for the entirety of the quarter in which the test was given. 

Lab Reports: Students are expected to write a complete PPOWR lab report for each lab. All lab reports are due 

the next school day following the completion of a lab. Each lab report will be assessed quickly for completion 

as a participation grade. Three lab reports will be formally assessed for content each quarter. Students will 

choose the three lab reports they submit for grading, but these must be submitted on the normal due date for 

that lab. Students can not submit lab reports for formal grading after that lab's due date. 

Academic Honesty: To make this class work its best, I encourage you to discuss and process information with 

friends, family, Google, and even Wikipedia (I especially recommend Wikipedia). At the same time, you cannot 

attempt to claim someone else’s work or thoughts as your own. You must give credit where credit is due: 

Always provide a reference. Make sure you are familiar with the difference between an acceptable 

paraphrase and plagiarism (see Appendix). I take cheating very seriously and will not tolerate plagiarism. Any 

plagiarized assignment will receive a failing grade and further action may be warranted depending on previous 

record (i.e. course failure). Consider yourself duly warned.


Materials: Students are expected to bring these materials to class EVERYDAY: 

• Pens or pencils 

• Sturdy notebook - Whatever you like best. 

• Scientific Calculator with Log function (e.g. Texas Instruments TI-30Xa) 

Cell Phones Are NOT Calculators! 

• Dry Erase Markers (Expo markers are recommended) 

• Ability and eagerness to think 

Expectations: Students earning an A (>89.5%) will demonstrate a mastery 

of concepts and lab techniques that far exceeds expectations, as well as 

exceptional scientific writing and presentation skills. These students 

frequently lead and support their classmates and help others understand 

the material. B (89.4%-79.5%) students demonstrate great 

understanding of concepts and lab techniques, with work distinguished in 

most areas but not all. These students frequently demonstrate an ability 

to process information independently and share knowledge with others. 

C (79.4%-69.5%) students are defined as average, or meeting 

expectations. These students demonstrate a good understanding and 

ability to answer questions, but rarely expand or provide independent 

thought. D (69.4%-59.5%) students demonstrate a fair understanding and 

ability to answer questions, but are below the average level of their 

classmates. Students earning an F (


Laboratory Safety Agreement 

If there is an emergency, inform the instructor immediately. 

Safety in the laboratory is very important. You must obey the following rules and behave in an 

appropriate manner at all times. Before you begin any experiment, you must be familiar with the 

procedure. Be sure you know where to put the waste. All damaged glass must be disposed in the 

sharps waste container. Make sure you know where the fire extinguisher, fire blanket, and eye-wash 

station are located. 

Appropriate attire is required for lab safety. 

• Eye protection must be worn over the eyes at all times. 

• We recommend that you do not wear contact lenses. 

• You must wear closed toe shoes. 

• Keep long hair pulled back. 

• Clothes that cover the body and legs are highly recommended. 

Responsible behavior is required for lab safety. 

• Eating and drinking are not allowed in the lab. 

• Wash hands frequently while in the lab and at the end of each lab period. 

• Gloves should be used when handling toxic or corrosive chemicals. 

• Never use an open flame in the vicinity of flammable substances. 

• Keep your face away from the opening of the vessel when mixing reagents, when applying heat, 

or when testing for an odor. 

Etiquette is necessary for lab safety. 

• At the end of each lab, make sure you clean your lab bench and put your chair away. 

• All materials should be cleaned and left to dry or put back in the appropriate place. 

Hazard Warning: CAUTION---the solids, liquids and gaseous substances, and combinations thereof, 

used in experiments are potentially hazardous in one or more of the following ways: 

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

• they may be systemic poisons. 

• they may be flammable or explosive.


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Semester One 

Welcome to Modeling Chemistry-Honors 

• Introduction/Expectations PPT 

• Syllabus (Signatures) 

• Chemistry Concepts Inventory 

• Expectations Quiz 

Unit 1: What is Science? 

• Student Presentations (Science is…) 

• The Scientific Method PPT 

• McPherson Paper 

• Acting Scientifically PPT 

• Dimensional Analysis PPT 

• Test 

Unit 2: Identifying Matter 

• Lab/Whiteboard Expectations Lab 

• Mass and Change Labs 

• Conservation of Matter PPT 

• Volume Lab 

• Mass and Volume Lab 

• Density of a Gas Lab 

• Thickness of Al Foil Lab 

• Test 

Unit 3: Physical Properties of Matter 

• Release the Gas Lab 

• Hot vs. Cold Lab 

• Thermal Expansion Lab 

• Sea Level and Global Warming PPT 

• Crush Can Lab 

• Straw Presentations 

• Weather and Atmosphere PPT 

• Pressure, Number of Particles, Temperature, and 

Volume Labs 

• Test 

○ 

○ 

○ 

○ 

Basic Plan of Attack 

Semester Two 

Unit 6: Naming Compounds 

• Naming Molecular Compounds PPT 

• Naming Ionic Compounds PPT 

• Test 

Unit 7: Counting Particles 

• 5 Balloons Lab 

• 5 Balloons Hypothesis PPT 

• Relative Mass Lab 

• The Mole PPT 

• Empirical Formula Lab 

• MgxOy Lab 

• Magnesium sulfate ∙ ?-hydrate Lab 

• Test 

Unit 8: Chemical Reactions 

• Nail Lab 

• Galvanized Nail Lab 

• Electrochemistry PPT 

• Chemical Reactions Lab 

• Chemical Change Lab 

• Energy in Reactions PPT 

• Test 

Unit 9: Solution Stoichiometry 

• Molarity Lab 

• Lead iodide/Cobalt hydroxide Lab 

• BCA Tables PPT 

• Acids/Bases/pH PPT 

• Sodium Hydroxide/Hydrochloric Acid Lab 

• Test 

○ 

○ 

Unit 4: Thermodynamics 

• Heat vs. Temperature Lab 

• Icy Hot Lab 

• Energy and Change PPT 

• Lauric Acid/Candle Wax Labs 

• Heat is On PPT 

• Temperature of Bunsen Burner Flame Lab 

• Heat Capacity of Steel/Anti-Freeze Labs 

• Absolute Zero 

• Test 

Unit 5: Classifying Matter 

• Solubility of Sugar Lab 

• Solubility and Solutions PPT 

• Sand and Salt Lab 

• Electrolysis of Water Lab 

• Classifying Matter/Periodic Table PPT 

• Sticky Tape Lab 

• Atomic Theory PPT 

• Conductivity Lab 

• Melting Point Lab 

• Molecular Compounds PPT 

• Ionic Compounds PPT 

• Metallic/Covalent Networks PPT 

• Unknowns Lab 

• Test 

• Midterm Examination 

○ 

○ 

Unit 10: Gas and Energy Stoichiometry 

• 3 Containers Lab 

• Molar Volume of Gas Lab 

• Molar Gas Law PPT 

• Energy of Combustion Lab 

• Calorimetry PPT 

• Test 

Unit 11: Quantum Theory 

• Wave Interference Simulation 

• Properties of Waves 

• 

• Do the Wave PPT 

• Describing Light Lab 

• Emission Spectra/Flame Test Lab 

• Atom 

• The Quantum Atom Model PPT 

• Test 

• Chemistry Concepts Inventory 

• Final Examination (Cumulative) 

Blackbody Radiation/Photoelectric Effect 

Lab/Whiteboard 

PowerPoint Presentation 

Video

Blake Schmidt - Unit 1 Page 7 

Unit 1: What is Science? 

Student Presentations (Science is…) 

Prepare a 2-4 minute oral presentation that answers the question, "what is science?" 

Keep your opinion/thoughts as the focus. Do not provide a textbook definition. 

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

Is science good or bad? 

Of what use is science? 

Who does science? 

What, if anything, does science produce? 

After hearing the presentations, reflect on your answer. Has your opinion changed at all? 

It is highly recommended that you formalize your thoughts by putting them into your 

notebook. By writing such a reflection, you challenge your mind to think more deeply 

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

The Scientific Method 

In order to view PowerPoint presentations from the course website, you may need to 

download Microsoft's PowerPoint Viewer, which is available from Microsoft's website: 

http://www.microsoft.com/downloads/details.aspx?FamilyID= 

048dc840-14e1-467d-8dca-19d2a8fd7485&DisplayLang=en 

McPherson G. 2001. Teaching & Learning the Scientific Method. 

The American Biology Teacher 63 (4): 242-245. 

Hypothesis Formation may be the most important part of the scientific method. Let's 

figure out how to form a good hypothesis. 

U1 EP1 

Acting Scientifically 

U1 EP2 

Dimensional Analysis (Conversions) 

U1 EP3


U1 EP1 

Unit 1: Example Problems 1 

The Scientific Method 

1. 

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

2. 

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

3. 

Hypothetically go through all the steps of the scientific method yourself. For example, you may have 

noticed that grass grows poorly next to sidewalks on campus. Why? Form a hypothesis, a prediction, a 

hypothetical experiment, etc. Do not use this example: come up with your own original example. 

4. 

How is a hypothesis different from a prediction? 

5. 

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

6. 

In January 2005, Bobby Henderson proposed the existence of an intelligent designer known as Flying 

Spaghetti Monster (FSM). By August 2005, BoingBoing.net offered $1 million to anyone that could prove 

that Jesus was NOT the son the of FSM. Why was BoingBoing.net confident enough to stake a million 

dollars against anyone finding such evidence? 

7. 

How does Pastafarianism (belief in FSM) demonstrate a difference between science and religion and the 

danger of teaching non-science in a science classroom?


U1 EP2 Unit 1: Example Problems 2 

Accuracy/Precision/Significant Figures 

1. 

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

2. 

Why are significant figures important when reporting measurements? 

3. 

Suppose a graduated cylinder was not calibrated correctly. How would this effect the results of 

a measurement? How would it effect the results of a calculation using this measurement? 

4. 

5. 

6. 

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

a. 0.4004 m 

b. 6000 g 

c. 1.00030 km 

d. 400 mL 

Write the following numbers in scientific notation. 

a. 0.0006730 g 

b. 7500 km 

c. 602.2 mm 

d. .0094 mg 

Calculate the sum of 6.078 g and 0.3329 g. 

7. 

Subtract 7.11 cm from 8.2 cm. 

8. 

What is the product of 0.8102 m and 3.44 m? 

9. 

Divide 94.20 g by 3.16722 mL. 

10. 

A large building is 1.02 x 10 2 m long, 31 m wide, and 4.25E2 m high. Calculate the volume.


U1 EP3 


Dimensional Analysis 

1. 

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

2. 

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

3. 

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

4. 

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

5. 

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

6. 

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

7. 

A horse travels 244 furlongs in a fortnight. How many miles per hour was the horse traveling? 

A furlong is 1/8 mile and a fortnight is 2 weeks. 

8. 

The drug Surital can be used as a pre-anesthetic at a dosage of 1.0 mL per 5.0 lbs. How much 

Surital should be given to a dog that is 19 kg? 1 kg = 2.2 lbs. 

9. 

To reduce salivation when using Surital, atropine can be used at a dosage of 1.0 cc per 20. lbs. 

How much atropine should be used for a 4.5 kg cat? 1 cc = 1 mL. 

10. 

Ketomine can be used as an intramuscular anesthetic for cats. The dosage is 15.0 mg per lb. 

The ketomine is available in bottled form with a concentration of 100. mg per cc. How many cc 

are needed for a 7.21 kg cat? 

11. 

A man suffers a heart attack. The responding paramedic estimates the man to be 175 lbs. 

Epinephrine is injected into the trachea at 1.0 cc per 10. kg. How much epinephrine should be 

administered to this man?


Unit 2: Identifying Matter 

Lab/Whiteboard Expectations Lab 

The purpose of this lab is to familiarize you with experimenting and whiteboarding in chemistry. 

The majority of labs will be very similar to this lab in terms of format. You will not be given a detailed 

list of steps to follow. You will, however, be given a basic overview of the lab and made aware of any 

special items. Because you will be tested on the concepts and techniques developed during labs, it is 

critical to keep thorough and organized notes. An example of notes for this lab has been included. 

You should follow a similar format for all other labs. 

Mass and Change Labs 

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

1. Clumped/Separate Steel Wool 

4. Solid/Dissolved Alka-Seltzer 

2. Ice/Liquid Water 

5. Burnt Steel Wool 

3. Solid/Dissolved Sugar 

6. Solid from Liquids 

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

U2 EP1 

Conservation of Mass Presentation 

Volume Lab 

Now that you have a grasp of mass, you can learn about volume. In this lab, you will investigate the 

relationship between volume measured with a ruler and volume measured with a graduated cylinder. 

Mass and Volume Lab 

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

U2 EP2 

Density of a Gas Lab 

How does the density of a gas compare with a liquid or solid? What must be true about the particles 

that make up a gas? What about the particles in a liquid or solid? 

Thickness of Aluminum Foil Lab 

Combine your understanding of mass and volume with your mastery of math and determine the 

thickness of aluminum foil. If you have time, compare how heavy-duty foil measures up with regular? 

U2 EP3


Example Notes 

Unit 2 Expectations Lab 

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

Procedure: Fill 1000 ml beaker with water. 

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

Seal with thumb and then flip test tube into water. 

Place a piece of calcium carbide into 1000 ml beaker. 

Trap gas coming off calcium carbide in test tube. 

Flame test for each. 

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

Calcium carbide bubbles when placed in water, releasing gas. 

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

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

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

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

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

around the room. 

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

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

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

Whiteboard Particle Diagrams 

100 % 50% 10% 

AIR 

ASH 

FLAME 

GAS 

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

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

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

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

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

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

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

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

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

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

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


U2 EP1 


Mass and Change 

1. 

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

steel wool, you found that the mass changed. Explain. 

Draw diagrams (at the particle level) of the steel wool before and after the change. 

Clumped/Separated 

Before Heating/After Heating 

2. 

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

compare to the mass of the ice? 

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

3. 

When the sugar dissolved in the water, you found that the mass remained unchanged. When the Alka- 

Seltzer dissolved in the water, the mass of the system changed. Explain. 

Draw diagrams of each of the materials before and after it was dissolved. 

Solid Sugar/Dissolved Sugar 

Solid Alka-Seltzer/Dissolved Alka-Seltzer 

4. 

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


U2 EP2 


Mass, Volume and Density 

1. 

Study the matter shown to the right. Assume the 

particles are uniformly distributed throughout each 

object and particles of the same size have the same 

mass. In the table below, show how the masses, 

volumes and densities of A and B compare by adding 

the symbol or = to the statement in the second 

column. Explain your reasoning for each answer. 

A 

B 

Property 

Mass 

Volume 

Density 

Relationship Reasoning 

A ____ B 

A ____ B 

A ____ B 

2. 

Study the matter shown to the right. Assume the 


object and particles of the same size have the same 

mass. In the table below show how the masses, 

volumes and densities compare by adding the symbol 

or = to the statement in the second column. 

Explain your reasoning for each answer. 

C 

E 

D 

Property 

Mass 

Volume 

Density 

Relationship Reasoning 

C ____ D 

C ____ E 

D ____ E 

C ____ D 

C ____ E 

D ____ E 

C ____ D 

C ____ E 

D ____ E 

3. 

Is object F or object G more dense? Assume the 


object, and particles with a larger size have a larger 

mass. Explain your reasoning. 

F 

G


U2 EP2 



Mass (g) 

80 

70 

60 

50 

40 

30 

20 

10 

0 

Substance A 

Substance B 

0 10 20 30 40 50 60 70 80 

Volume (mL) 

4. 

The graph above shows the relationship between mass and volume for two substances. 

Use the graph above to answer the following questions. 

a. 

You have built a simple two-pan balance to 

compare the masses of substances A and B. What 

would happen to the balance if you put equal 

masses of A and B in the two pans? What would 

happen if you put equal volumes of A and B in the 

two pans? Explain your reasoning. 

b. 

Write equations for both substances. What does the slope physically represent? What 

does it tell you about these substances? 

c. 

What mass of Substance B would be needed to balance the pans if 10 mL of Substance A 

is in one pan? Explain your reasoning. 

d. 

What volume of Substance A would be needed to balance the pans if 35 mL of Substance 

B is in one pan? Explain your reasoning. 

e. 

f. 

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

Determine whether substance A and B will sink or float when placed in a bucket of water. 

A: sink / float B: sink / float (circle correct response) 

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


U2 EP2 



Substance Density (g/mL) 

Aluminum……....2.70 

Titanium…...…...4.54 

Zinc…………...…..7.13 

Tin…………...…….7.31 

Iron………...……..7.87 

Nickel……...…….8.90 

Copper……...…..8.96 

Silver………...….10.50 

Lead………...…..11.35 

Mercury…...…..13.35 

Gold………...…..19.30 

5. 

6. 

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

Suppose you made some cubes out of each metal in the table. Each measures 2.00 cm on every side. 

(all except mercury – why can you not make a cube of mercury?) 

a. What is the volume of each cube in cm 3 ? in mL? (Show your work) 

V = ______ cm 3 

V = ______ mL 

b. 

Find the mass of the following metal cubes: 

lead cube _____________ 

nickel cube _____________ 

zinc cube _____________ 

(Show your work) 

7. 

Alicia's cheapskate boyfriend gave her a ring he claims is 24-carat gold. Alicia is skeptical. She 

measures the mass of the ring (15.28 g) and finds the volume of the ring by water displacement 

(initial volume 42.2 mL, final volume 43.7 mL). Should she treasure the ring as his first truly generous 

gift to her, or throw it at him the next time he walks by? Defend your answer. 

8. 

A student filled a graduated cylinder with water and read the meniscus at 25.8 mL. The student then 

dropped a solid material into the graduated cylinder and the water level rose to 35.9 mL. If the solid 

material had a density of 2.99 g/mL, determine the mass of the solid object.


U2 EP3 


Mass, Volume, and Density 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

11. 

12. 

13. 

Ethanol has a density of 0.789 g/cm 3 . 

a. What is the mass of 225 cm 3 of ethanol? 

b. What is the volume of 75.0 g of ethanol? 

The cup is a volume widely used by cooks in America. One cup is equivalent to 225 cm 3 . If 1.00 cup 

of olive oil has a mass of 205 g, what is the density of olive oil in g/cm 3 ? 

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

Gold has a density of 19.3 g/ cm 3 . A cube of gold measures 4.23 cm on each edge. 

a. What is the volume of the cube? 

b. What is its mass? 

Your standard backpack is 30. cm x 30. cm x 40. cm. Suppose you find a hoard of pure gold while 

treasure hunting in the wilderness. How much mass would your standard backpack hold if you filled 

it with the gold? An average student has a mass of 70. kg. How do these values compare? 

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

in the backpack? 

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

Use the density table from U2 EP2 to help you answer the following questions. 

What is the mass of 10. mL of aluminum? 

What is the volume of 15 g piece of lead? 

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

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

a. Which piece is larger? 

b. Which has more mass? 

c. Which is denser? 

d. How many grams of lead? 

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

a. Which piece is larger? 

b. Which has more mass? 

c. Which is denser? 

d. How many mL of zinc? 

e. How many mL of tin? 

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

a. Which piece is more massive? 

b. How many mL of zinc? 

c. How many mL of nickel? 

d. Which piece is larger?


Unit 3: Physical Properties of Matter 

Release the Gas Lab 

You have a craving for an Outback Special. As soon as you arrive in the parking lot and open your 

door, you can smell all those wonderful proteins grilling on the barbie. How do those smelly 

particles make their way from the grill to your nose ? 

Hot vs. Cold Lab 

Some like it hot, some do not! What is hot anyway? What is cold? What is temperature? 

Thermal Expansion Lab 

Grandma just cannot get that lid off the grape jelly. But after running it in hot water for a while, 

it pops right off. What gives? 

U3 EP1 

Sea Level and Global Warming Presentation 

Crush Can Lab 

Just when you thought you understood this stuff, this lab happens. It will take a lot of brain power 

to figure this one out. Once you get it, however, it explains a whole lot about our everyday world. 

Straw Presentations 

How does a straw work? Besides well! Just another one of those everyday occurrences that can be 

explained from the Crush Can Lab. Demonstrate your understanding with a presentation. 

Weather and the Atmosphere Presentation 

U3 EP2 

Pressure, Number of Particles, Temperature, and Volume Labs 

If you think you are under pressure now, just wait. These labs will allow us to explain the 

relationships between pressure and number of particles, pressure and temperature, and pressure 

and volume. Graphs never looked so good! 

U3 EP3


U3 EP1 


Physical Properties of Matter 

1. 

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

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

b. 

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

2. 

What property of matter best describes the way a typical alcohol thermometer works? 

Explain (in terms of energy transfer) why the alcohol level in the thermometer rises (or falls) when you 

place the thermometer in contact with both warmer (or colder) objects. 

3. 

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

4. 

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

5. 

Your older brother announces that the lid to a jar of pickles from the refrigerator is “impossible” to 

loosen. You take the jar, hold the lid under the hot water from your sink’s faucet for a few seconds, 

and calmly open the jar. Your brother, when faced with this blow to his pride, claims that he loosened 

it for you. What knowledge of materials have you applied in this situation that really explains how you 

were able to open the lid? 

6. 

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

Which of these contains more energy?


U3 EP2 


Measuring Pressure 

For Problems 1 & 2, calculate 

the pressure of the gas inside 

the flask that is connected to 

the manometer. The pressure 

in the room (Proom) is given. 

3. 

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

4. 

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

surface of the earth? 

5. 

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

6. 

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

apartment complex. 

7. 

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

8. 

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

1 atmosphere = 760 mmHg = 14.7 psi (pounds per square inch) 

a. 320. mmHg to atm 

b. 30.0 psi to mmHg 

c. Barometric pressure in Breckenridge, Colorado (9600. feet) is 580. mm Hg. How many atm?


1. 

U3 EP3 

Use an IFE table to answer the following questions. 


IFE Tables 

A sample of gas occupies 150. mL at 25˚C. What is its volume when the temperature is increased 

to 50.˚C? Assume P and n are constant. 

Initial 

Final 

Effect 

Pressure Temperature(K) Volume number of particles 

2. 

The pressure in a bicycle tire is 105 psi at 25˚C in Boulder. You take the bicycle up to Frasier, 

where the temperature is – 5˚C. What is the pressure in the tire? What must be constant? 

P T(K) V n 

I 

F 

E 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

What would be the new pressure if 250. cm 3 of gas at 

standard pressure is compressed to 150. cm 3 ? 

What would be the new volume if 250. cm 3 of gas at 25˚C and 

730. mm pressure were changed to standard conditions of 

temperature and pressure (STP)? 

Sam’s bike tire contains 15 units of air particles and has a 

volume of 160. mL. Under these conditions, the pressure is 

13 psi. The tire develops a leak and now contains 10. units of 

air and has contracted to a volume of 150. mL. What would 

the tire pressure be now? 

A closed flask of air (0.250 L) contains 5.0 “bobs” of particles. 

The pressure probe on the flask reads 93 kPa. A student uses 

a syringe to add an additional 3.0 “bobs” of air through the 

stopper. Find the new pressure. 

A 350. mL sample of gas has a temperature of 30.˚C and a 

pressure of 1.20 atm. What temperature is needed for the 

same amount of gas to fit into a 250. mL flask at 1.0 atm? 

A 475 cm 3 sample of gas at STP is allowed to expand until it 

occupies a volume of 600. cm 3 . What temperature would be 

needed to return the gas to standard pressure? 

The box on the left contains gas molecules at 25˚C and 1.0 

atm. The top of the box is free to move down and is held up 

by pressure. Using the box to the right, adjust the top of the 

box and gas particles to match what it will look like at STP.


Unit 4: Thermodynamics 

Heat vs. Temperature Lab 

We often think of heat and temperature as one and the same. It is important, however, to distinguish 

one from the other. This lab will make the difference clear. 

Icy Hot Lab 

It is often the simple things that reveal the most to us. Just wait to see how much the simple graph 

produced from this lab can tell us. 

Energy and Change Presentation 

U4 EP1 

Lauric Acid/Candle Wax Labs 

These labs will help drive home the concepts learned from Icy Hot and U4 EP1. 

U4 EP2 

The Heat is On Presentation 

U4 EP3 

U4 EP4 

Temperature of Bunsen Burner Flame Lab 

You know it's hot, but just how hot is it? Use your mastery of thermodynamics to figure it out. 

Heat Capacity of Steel/Anti-Freeze Labs 

Now that you know the temperature of the Bunsen Burner Flame, you can calculate these constants. 

Absolute Zero 

This 109 minute video documents humanity's quest to understand and master cold. It highlights and 

expands on the concepts developed in Units 3 & 4. Be sure you can answer questions pertaining to the 

topics listed below as discussed in the video. If you miss any of the video, or just want to watch it again, 

you should be able to view the video at www.pbs.org/wgbh/nova/zero/program.html. 

○ 

○ 

○ 

○ 

○ 

○ 

○ 

○ 

○ 

○ 

○ 

○ 

Contributions of Robert Boyle to cold. 

The temperature scales developed by Daniel Fahrenheit and Anders Celsius. 

How a thermometer works. 

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

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

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

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

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

The quests of James Dewar and Heike Kamerlingh Onnes. 

Superconductivity and its potential uses. 

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

Bose-Einstein Condensates and their potential uses.


U4 EP1 


LOL Charts 

For questions 1-4 below, use energy bar charts to represent the ways that energy is stored in the 

system and flows into or out of the system. Be able to describe the arrangement and motion of 

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

1. 

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

2. 

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

3. 

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

4. 

One of the ice cubes described in #3 is placed in a glass of room temperature (25˚C) soft drink. 

Do separate bar charts for the ice cube and the soft drink. 

5. 

Where does the energy that leaves the system in #3 go? How does this energy transfer affect the room 

temperature in the kitchen? Do you have any experience that supports your answer? 

6. 

The graph below shows a cooling curve for a substance as it freezes. Sketch a cooling curve for a larger 

sample of that same substance. Divide the graph into appropriate sections and identify what phases 

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

T 

E


1. 

U4 EP2 

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


More LOL Charts 

2. 

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

charts for each stage of the process. 

3. 

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

4. 

During boiling, bubbles appear in the liquid water. In the boxes below represent the arrangement of 

molecules inside the liquid water and inside a bubble. 

Liquid 

Bubble 

5. 

What is inside the bubble? Explain your reasoning. 

6. 

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

temperature of the water in the pan? Explain. 

7. 

The graph below shows a heating curve for a liquid heated beyond its boiling point. Sketch a heating 

curve for a larger sample of that same liquid. Divide the graph into appropriate sections and 

identify what phases of matter are present in each. Draw particle diagrams to represent the 

particles in each section. 

T 

E


U4 EP3 


Q = mC 

OR Q = mC∆T 

The following properties of water are useful for solving quantitative energy problems. These 

constants will be given on tests; therefore, you do not have to memorize them, but you will need to 

know how to use them. You should, however, remember that 1 calorie = 4.18 Joules. 

Specific Heat Capacity of Liquid Water: 4.18 J/g∙˚C 

Specific Heat Capacity of Ice: 2.1 J/g∙˚C 

Heat of Vaporization: 2260 J/g 

Heat of Fusion: 334 J/g 

Begin each problem by sketching an appropriate heating or cooling curve and then use that curve to 

determine which equations and constants to use. 

1. 

A cup of coffee (140 g) cools from 75˚C down to comfortable room temperature 20.˚C. How much 

energy does it release to the surroundings? 

2. 

Suppose you lose 2.0 lbs of water due to sweating during gym class. If all of this water evaporated, 

how much energy (in kJ) did the water absorb from your body? 2.2 lbs = 1.0 kg 

3. 

Suppose during the Icy Hot lab that 65 kJ of energy were transferred to 450. g of water at 20.˚C. 

What would have been the final temperature of the water? 

4. 

The heat capacity of solid iron is 0.447 J/g∙˚C. If the same quantity of energy as in #3 was transferred 

to a 450. g chunk of iron at 20.˚C, what would be the final temperature? 

5. 

Suppose a bag full of ice (450. g) at 0.0˚C sits on the counter and begins to melt to liquid water. 

How much energy must be absorbed by the ice if 2/3 of it melted? 

6. 

A serving of Cheez-Its releases 130. kcal when digested by your body. If this same amount of energy 

was transferred to 2.5 kg of water at 27˚C, what would be the final temperature? 

7. 

If this same quantity of energy (130. kcal) was transferred to 2.5 kg of water at its boiling point, what 

fraction of the water would be vaporized?


U4 EP4 


Q = mC AND Q = mC∆T 

The following properties of water are useful for solving quantitative energy problems. These 

constants will be given on tests; therefore, you do not have to memorize them, but you will need to 

know how to use them. You should, however, remember that 1 calorie = 4.18 Joules. 

Specific Heat Capacity of Liquid Water: 4.18 J/g∙˚C 

Specific Heat Capacity of Ice: 2.1 J/g∙˚C 

Heat of Vaporization: 2260 J/g 

Heat of Fusion: 334 J/g 

Begin each problem by sketching an appropriate heating or cooling curve and then use that curve to 

determine which equations and constants to use. 

1. 

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

2. 

Suppose in the Icy Hot lab that the burner transfers 325 kJ of energy to 450. g of liquid water at 20. ˚C. 

What mass of the water will boil away? 

3. 

A 12 oz can of soft drink (340. g) at 25˚C is placed in a freezer at – 12˚C. How much energy must be 

removed from the soft drink for it to reach this temperature? 

4. 

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

5. 

250. kJ of energy are removed from a 4.00E 2 g sample of water at 60.˚C. Will the sample of water freeze 

completely? Explain. 

6. 

An ice cube tray full of ice (235g) at –7.0˚C is allowed to warm up to 22˚C. How much energy must be 

absorbed by the contents of the tray for this to happen? 

7. 

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

final temperature of the water?


Unit 5: Classifying Matter 

Solubility of Sugar Lab 

Our model of matter will need to undergo some modifications to explain these results. 

Solubility and Solutions Presentation 

U5 EP1 

Sand and Salt Lab 

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

Electrolysis of Water Lab 

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

Classifying Matter/Periodic Table Presentation 

U5 EP2 

Sticky Tape Lab 

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

Atomic Theory Presentation 

Conductivity Lab 

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

Melting Points Lab 

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

Molecular Compounds Presentation 

Sodium Metal Demonstration 

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

Ionic Compounds Presentation 

Metallic Bonds / Covalent Networks Presentation 

U5 EP3 

Unknowns Lab 

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


U5 EP1 


Solutions/Solubility 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

11. 

12. 

13. 

Carbon dioxide dissolved in water is an example of which solute-solvent combination? 

a. liquid-gas b. gas-liquid c. liquid-liquid d. gas-gas 

Sugar dissolved in water is an example of which solute-solvent combination? 

a. liquid-liquid b. solid-solid c. liquid-solid d. solid-liquid 

Which mixture is made up of the smallest particles? 

a. milk b. shaving cream c. saltwater d. muddy water 

Which mixture contains visible particles that settle out unless the mixture is stirred? 

a. colloid b. solution c. emulsion d. suspension 

A metal solution is a(n) 

a. colloid b. suspension c. alloy d. emulsion 

The Tyndall effect is used to distinguish between 

a. liquids and gases. c. emulsions and colloids. 

b. solutions and colloids.d. solvents and solutes. 

Increasing the surface area of the solute 

a. increases the rate of dissolution. 

b. decreases the rate of dissolution. 

c. has no effect on the rate of dissolution. 

d. can increase, decrease, or have no effect on the rate of dissolution. 

Stirring increases the rate of dissolution because it 

a. raises the temperature. 

b. lowers the temperature. 

c. brings fresh solvent into contact with the solute. 

d. decreases the surface area of the solute. 

Which of the following will dissolve most rapidly? 

a. sugar cubes in cold water c. powdered sugar in cold water 

b. sugar cubes in hot water d. powdered sugar in hot water 

Which of the following will dissolve most slowly? 

a. large salt crystals in unstirred water c. small salt crystals in unstirred water 

b. large salt crystals in stirred water d. small salt crystals in stirred water 

If the amount of solute present in a solution at a given temperature is less than the maximum 

amount that can dissolve at that temperature, the solution is said to be 

a. saturated. c. supersaturated. 

b. unsaturated. d. concentrated. 

A solute crystal is dropped into a solution containing dissolved solute. It falls to the bottom of 

the beaker and does not dissolve after vigorous stirring. What does this indicate about the 

solution? 

a. It is probably unsaturated. c. It is probably saturated. 

b. It is probably supersaturated. d. It is not at equilibrium. 

In a solution at equilibrium, 

a. no dissolution occurs. 

b. the rate of dissolution is less than the rate of crystallization. 

c. the rate of dissolution is greater than the rate of crystallization. 

d. the rate of dissolution and the rate of crystallization are equal.


U5 EP2 


Matter & Periodic Table 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

11. 

12. 

13. 

14. 

The idea of arranging the elements in the periodic table according to their chemical and 

physical properties is attributed to _______________________. 

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

their______________________. 

The discovery of what elements added a new column to Mendeleev's periodic table? 

a. noble gases b. transition metals c. halogens d. alkaline -earth metals 

What are the elements with atomic numbers from 58 to 71 called? 

Argon, krypton, and xenon are __________________________. 

The periodic law allows some properties of an element to be predicted based on its 

a. position in periodic table b. symbol c. mass d. color 

Potassium and bromine belong to ____________________. 

In which group does hydrogen belong? Explain. 

The most reactive group of nonmetals is _______________________. 

Elements in group 1, aka ____________________, are (more/less) reactive than elements in 

group 2, aka ______________________. 

What type of mixture has components in a uniform distribution? 

Which of the following is a homogeneous mixture? 

a. water b. sugar water c. whole wheat bread d. sugar 

All of the following are heterogeneous mixtures except 

a. whole wheat bread b. granite c. tap water d. oil -water mixture 

Identify the separation techniques pictured below. Which technique would be useful to 

separate a mixture of sand, salt and water? Of salt and water? Elements of water?


U5 EP3 


Types of Compounds 

1. 

Below left is a 2-D array that represents an ionic lattice. At right is a 2-D array that represents a 

molecular solid. In what ways are they similar? In what ways are they different? 

2. 

Below are groups of the inner cores of the atoms of the tapes. Sketch in the mobile negative 

charges to show how the top tape becomes (+) and the bottom becomes (-). Label each tape. 

3. 

Describe the contents of each cell. 

1 

4 

2 

3


Unit 6: Naming Compounds 

Naming Molecular Compounds Presentation 

U6 EP1 

Naming Ionic Compounds Presentation 

U6 EP2


U6 EP1 


Molecular Compounds 

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

1. 

a. CBr4 

b. N2P3 

5. 

O 

H 

c. PCl3 

H 

d. ICl 

e. N2O 

6. 

2. 

f. SiF4 

a. GeH4 

O 

C 

O 

b. N2Br4 

c. P2S5 

d. SeO2 

7. 

H 

e. NH3 

H 

C 

H 

3. 

f. SiO2 

a. phosphorus triiodide 

H 

b. silicon tetrachloride 

c. dinitrogen pentoxide 

e. dinitrogen tetroxide 

8. 

O 

4. 

f. carbon monoxide 

a. carbon dioxide 

b. sulfur hexafluoride 

O 

S 

O 

c. dinitrogen tetrachloride 

d. carbon tetraiodide 

9. 

e. phosphorus pentafluoride 

f. diphosphorus pentoxide 

O 

H 

O 

H


1. 

U6 EP2 


Ionic Compounds 

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

as both an electrically neutral empirical compound and dissociated ions. 

a. Na2O 

5. 

a. lithium bromide 

9. 

a. sodium nitrate 

b. K2S 

b. sodium iodide 

b. aluminum phosphate 

c. MgCl2 

c. silver sulfide 

c. calcium carbonate 

d. CaBr2 

d. cesium oxide 

d. sodium carbonate 

e. BaI2 

e. beryllium iodide 

e. calcium nitrate 

f. Al2S3 

f. barium hydride 

f. aluminum carbonate 

2. 

a. CsBr 

6. 

a. silver oxide 

10. 

a. K2SO4 

b. AgF 

b. aluminum sulfide 

b. Mg(NO2)2 

c. Na3N 

c. sodium nitride 

c. AgNO3 

d. K2O 

d. barium chloride 

d. Cu3PO4 

e. AgBr 

e. strontium hydride 

e. Be(OH)2 

f. MgI2 

f. aluminum fluoride 

f. Al3HCO3 

3. 

a. SnBr2 

7. 

a. chromium(III) chloride 

11. 

a. potassium hydroxide 

b. SnBr4 

b. tin(IV) oxide 

b. ammonium hydroxide 

c. CrO 

c. lead(II) oxide 

c. potassium bicarbonate 

d. Cr2O3 

d. copper(II) iodide 

d. zinc carbonate 

e. Hg2I2 

e. cobalt(II) oxide 

e. cobalt(II) hydroxide 

4. 

f. HgI2 

a. PbCl2 

8. 

f. cobalt(III) oxide 

a. chromium(III) sulfide 

12. 

f. iron(III) phosphate 

+ 

a. 

Na 

b. Fe2O3 

b. manganese(IV) oxide 

c. SnI2 

c. gold(III) chloride 

b. K Cl 

d. Hg2O 

d. titanium(IV) chloride 

e. HgS 

f. CuI 

e. iron(II) bromide 

f. iron(II) oxide 

c. 

+ 

Na 

O 

O 

S 

O 

2- 

O


Unit 7: Counting Particles 

5 Balloons Lab 

Can you form one of the most popular hypotheses in all of chemistry? 

5 Balloons Hypothesis Presentation 

Relative Mass Lab 

Even though we cannot see individual particles of matter, our new hypothesis allows us to make some 

very useful statements about them. 

U7 EP1 

The Mole Presentation 

U7 EP2 

Empirical Formula Lab 

In Unit 5, we just accepted oxidation numbers as fact. What evidence do we have to support them? 

This lab will reveal how we know the formula for zinc chloride with real evidence. 

MgxOy Lab 

More evidence to support oxidation numbers. Just promise not to stare! 

U7 EP3 

Magnesium sulfate ∙ ?-hydrate Lab 

We have already come across some ionic compounds that incorporate water into their crystal lattice 

structure (hygroscopic compounds like calcium chloride). How much water does your sample of 

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


U7 EP1 


Relative Mass 

The following items are sold regularly by the dozen instead of individually: 

eggs, bagels, munchkins (donut holes), and chicken wings. 

1. 

Why are these items sold in this manner? 

A student determined the mass of a dozen of each of these items. 

Eggs = 1.5 pounds 

Bagels = 3.0 pounds 

Munchkins = 0.75 pounds 

Wings = 2.25 pounds 

2. 

3. 

Calculate the average mass of ONE of each item. 

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

1.0# 0.75# 

4. 

Compare how you "counted" particles in the pressure vs. number of particles lab in Unit 3 with 

how you "counted" particles in the relative mass lab. What assumptions did you make in each lab? 

What reasoning did you use to reach these assumptions?


U7 EP2 


The Mole 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

11. 

12. 

13. 

14. 

Assuming that each human being has 60. trillion body cells (6.0 x 10 13 ) and that Earth's population is 6.7 

billion (6.7E 9 ), calculate the total number of living human body cells on this planet. What percentage of 

a mole is this number? 

Roadrunner, the fastest supercomputer in the world as of June 2008, can perform a petaflop. A "flop" is 

an acronym meaning floating-point operations per second. One petaflop is 1,000 .trillion operations per 

second. How long (in both seconds and years) will it take Roadrunner to perform a mole of operations? 

(1 year = 365.25 days) 

If you started counting when you first learned how to count and then counted by ones, eight hours a 

day, 5 days a week for 50 weeks a year, you would be judged a 'good counter' if you could reach 4 billion 

by the time you retired at age 65. If every human on Earth (6.7E 9 ) were to count this way until 

retirement, what percentage of a mole would they count? 

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

copper atoms would be in one penny? 

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

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

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

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

A chocolate chip cookie recipe calls for 0.050 moles of baking soda (sodium bicarbonate). How many 

grams should the chef mass out? 

Rust is iron(III) oxide. The owner of a l959 Cadillac convertible wants to restore it by removing the rust 

with oxalic acid, but he needs to know how many moles of rust will be involved in the reaction. How 

many moles of iron(III) oxide are contained in 2.50 kg of rust? 

First-century Roman doctors believed that urine whitened teeth and also kept them firmly in place. As 

gross as that sounds, it must have worked because it was used as an active ingredient in toothpaste and 

mouthwash well into the 18th century. Would you believe it’s still used today? Thankfully, not in its 

original form! Modern dentists recognized that it was the ammonia that cleaned the teeth, and they 

still use that. The formula for ammonia is NH3. How many moles are in 0.75 g of ammonia? How many 

molecules? How many nitrogen atoms? How many hydrogen atoms? 

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

lead(II) chromate? How many atoms of oxygen are present? 

The diameter of the tungsten wire in a light bulb filament is very small, less than two thousandths of an 

inch, or about 1/20 mm. The mass of the filament is so very small – 0.0176 grams – that it would take 

1,600 filaments to weigh an ounce! How many tungsten atoms are in a typical light bulb filament? 

Two popular antacids tablets are Tums and Maalox. The active ingredient in both of these antacids is 

calcium carbonate. Tums Regular Strength tablets contain 0.747 g and Maalox tablets contain 0.600 g of 

calcium carbonate. How many more molecules of calcium carbonate does a Tums provide than a 

Maalox?


U7 EP3 


Empirical Formulas 

1. 

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

2. 

What is the empirical formula of a carbon-oxygen compound if a 95.2 g sample of the compound 

contains 40.8 g of carbon and the rest is oxygen? 

3. 

A compound was analyzed and found to contain 9.8 g of nitrogen, 0.70 g of hydrogen, and 33.6 g of 

oxygen. What is the empirical formula of the compound? 

4. 

A compound composed of hydrogen and oxygen is found to contain 0.59 g of hydrogen and 9.40 g 

of oxygen. The molar mass of this compound is 34.0 g/mol. Find the empirical and molecular 

formulas. 

5. 

A sample of iron oxide was found to contain 1.116 g of iron and 0.480 g of oxygen. Its molar mass is 

roughly 5x as great as that of oxygen gas. Find the empirical and molecular formulas. 

6. 

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

7. 

Find the percentage composition of a compound that contains 1.94 g of carbon, 0.48 g of 

hydrogen, and 2.58 g of sulfur. What is the empirical formula? 

8. 

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

9. 

What is the percentage composition of water? 

10. 

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


Unit 8: Chemical Reactions 

Nail Lab 

You have never seen nails do this before. 

U8 EP1 

U8 EP2 

U8 EP3 

Galvanized Nail Lab 

You may have heard of a galvanized nail before, but now you will see how it is made. 

Hopefully, you can develop a model to explain how the process works. 

Electrochemistry Presentation 

U8 EP4 

Chemical Reactions Lab 

These chemical reactions are great examples of the types of reactions that you 

will need to be familiar with. 

U8 EP5 

Chemical Change Lab 

It begins with copper metal and nitric acid. Let us see what we end up with. 

Energy in Chemical Reactions Presentation 

U8 EP6


U8 EP1 


Rearranging Atoms 

1. 

2. 

Define the following terms and provide examples of each. 

a. Conservation of Mass 

b. Chemical Formula 

c. Subscript 

d. Coefficient 

Draw particle diagrams for each reactant and each product. Adjust the number of each particle 

accordingly so that the chemical equation follows the conservation of mass. 

a. H2 + O2 H2O 

b. H2 + Cl2 HCl 

c. Na + O 2 Na2O 

d. N2 + H2 NH3 

e. CH4 + O2 CO2 + H2O 

f. NO + O 2 NO2 

g. Fe + Cl 2 FeCl3 

h. CH3OH + O 2 CO2 + H2O


U8 EP2 


Balancing Equations 

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

1. 

____C + ____H2O → ____CO + ____H2 

2. 

____MgO →____Mg + ____O2 

3. 

____Al + ____O2 → ____Al2O3 

4. 

____Zn + ____H2SO4 → ____ZnSO4 + ____H2 

5. 

____Cl2 + ____KI → ____KCl + ____I2 

6. 

____CuCl → ____Cu + ____Cl2 

7. 

____Na + ____Cl2 → ____NaCl 

8. 

____Al + ____HCl→ ____AlCl3 + ____H2 

9. 

____Fe2O3 → ____Fe + ____O2 

10. 

____P + ____O2→____P2O5 

11. 

____Mg + ____HCl → ____MgCl2 + ____H2 

12. 

____H2 + ____N2 → ____NH3 

13. 

____BaCl2 + ____H2SO4 → ____BaSO4 + ____HCl 

14. 

____CH4 + ____O2 →____CO2 + ____H2O 

15. 

____ZnCl2 + ____(NH4)2S → ____ZnS + ____ NH4Cl


U8 EP2 


Balancing Equations 

16. 

17. 

18. 

19. 

20. 

21. 

____SO2 + ____O2 

____CH4 + ____O2 

____P + ____Cl2 

____CO + ____O2 

____CH4 + ____ O2 

____Li + ____Br2 

____SO3 

____CO + ____H2O 

____PCl3 

____CO2 

____CH3OH 

____LiBr 

22. 

____Al2O3 

____Al + ____O2 

23. 

24. 

____Na + ____H2O 

____CO2 + ____H2O 

____NaOH + ____H2 

____C6H12O6 + ____O2 

25. 

____H2SO4 + ____NaCl 

____HCl + ____Na2SO4 

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

26. 

____H2 + ____SO2 

____H2S + ____H2O 

27. 

____CaCO3 + ____SO2 + ____ O2 

____CaSO4 + ____CO2 

28. 

29. 

30. 

31. 

____AgNO3 + ____CaCl2 

____HCl + ____Ba(OH)2 

____H3PO4 + ____NaOH 

____Pb(NO3)2 + ____KI 

____AgCl + ____Ca(NO3)2 

____BaCl2 + ____H2O 

____Na3PO4 + ____H2O 

____ PbI2 + ____KNO3 

32. 

33. 

34. 

35. 

____CuO + ____NH3 

____C2H5OH + ____O2 

____C2H6 + ____O2 

____NO2 + ____H2O 

____N2 + ____Cu + ____H2O 

____CO2 + ____H2O 

____CH3COOH + ____H2O 

____HNO3 + ____NO


U8 EP3 


Writing Balanced Equations 

1. 

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

2. 

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

3. 

Sodium metal reacts with chlorine gas to form sodium chloride. 

4. 

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

5. 

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

6. 

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

nitrogen and water. 

7. 

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

chloride. 

8. 

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

sulfate. 

9. 

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

10. 

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

11. 

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

12. 

Barium oxide reacts with water to form barium hydroxide. 

13. 

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

14. 

Zinc is combined with copper(II) nitrate. 

15. 

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


U8 EP3 


Writing Balanced Equations 

16. 

Aluminum is combined with sulfuric acid (H2SO4). 

17. 

A nitrogen containing carbon compound, C 2H6N2, decomposes to form ethane, C2H6, and 

nitrogen. 

18. 

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

19. 

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

20. 

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

21. 

Magnesium is combined with titanium (IV) chloride. 

22. 

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

23. 

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

24. 

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

25. 

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

26. 

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

27. 

Sulfuric acid, H2SO4, reacts with potassium hydroxide. 

28. 

Propane, C3H8, burns in air. 

29. 

Lead is combined with aluminum chloride. 

30. 

Zinc is combined with hydrochloric acid.


U8 EP4 


Electrochemistry 

1. 

2. 

3. 

4. 

5. 

6. 

In an electrochemical cell, electrons are generated at the 

a. anode. 

b. cathode. 

c. circuit. 

d. electrolyte. 

What is used to keep two half-cells apart but allow charges to flow? 

a. an electrolyte 

b. a cathode 

c. a porous barrier 

d. an anode 

Where does oxidation take place in an electrochemical cell? 

a. the anode 

b. the cathode 

c. the anode or the cathode 

d. the half-cell 

The oxidation number of the substance taking part in the reaction that occurs at the cathode 

a. decreases. 

b. increases. 

c. does not change. 

d. None of the above 

In an electrochemical cell, the cathode is the 

a. neutral electrode. 

b. electrode at which matter can gain or lose electrons. 

c. electrode at which matter gains electrons. 

d. electrode at which matter loses electrons. 

Draw a complete (labels, etc.) electrochemical cell using copper and zinc. 

Use sulfate as the anion for aqueous solutions of each metal. 

7. 

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


U8 EP5 


Types of Rxns 

Indicate whether the following are examples of synthesis (combination), decomposition, 

combustion, single replacement or double replacement. The number in boldface is the 

SUM of the coefficients of the correctly balanced equation. 

1. 

Na3PO4 + KOH NaOH + K3PO4 8 

2. 

MgCl2 + Li2CO3 MgCO3 + LiCl 5 

3. 

C 6H 12 + O 2 CO 2 + H 2O 22 

4. 

Pb + FeSO 4 PbSO 4 + Fe 4 

5. 

CaCO3 CaO + CO2 3 

6. 

P 4 + O 2 P 2O 3 6 

7. 

RbNO 3 + BeF 2 Be(NO 3) 2 + RbF 6 

8. 

AgNO3 + Cu Cu(NO3)2 + Ag 6 

9. 

C 3H 6O + O 2 CO 2 + H 2O 11 

10. 

C5H5 + Fe Fe(C5H5) 2 4 

11. 

SeCl6 + O2 SeO2 + Cl2 6 

12. 

MgCl2 + Mn(SO3)2 MgSO3 + MnCl4 6 

13. 

Zr 2O 3 + Sn Zr + SnO 2 12 

14. 

(NH 4) 2Cr 2O 7 Cr 2O 3 + N 2 + H 2O 7


U8 EP6 


LOLOL Charts 

For questions 1-5 below, use energy bar charts to represent the ways that energy is stored in 

the system and flows into or out of the system. Be able to describe the arrangement and 

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

1. 

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

2. 

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

3. 

Isopropyl alcohol, C3H8O is burned in air. 

4. 

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

ammonium and chloride ions. 

5. 

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

sodium acetate.


Unit 9: Solution Stoichiometry 

Molarity Lab 

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

U9 EP1 

Cobalt hydroxide/Lead iodide Lab 

Remember how to decant? I hope so. You will need to recall a lot of information 

and lab techniques to perform this lab. 

BCA Tables Presentation 

U9 EP2 

U9 EP3 

U9 EP4 

Acids / Bases / pH Presentation 

Sodium hydroxide / Hydrochloric acid Lab 

U9 EP5


Moles KCl 

Mass NaCl (g) 

U9 EP1 

1. 

Use the graph at right to determine the 

molarity of the potassium chloride solution. 

0.030 

0.025 

0.020 


Molarity 

Slope = 0.00175 

0.015 

0.010 

0.005 

0.000 

0 2 4 6 8 10 12 14 16 

Volume (mL) 

140 

2. 

Use the graph at right to determine the 

molarity of the sodium chloride solution. 

120 

100 

80 

Slope = 0.1169 

60 

40 

20 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

11. 

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

a. Explain what this concentration tells us about the NaCl solution. 

b. How might a chemist use this ratio? 

0 

0 200 400 600 800 1000 1200 

Volume (mL) 

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

Determine the molar concentration of the potassium nitrate. 

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

An alcoholic iodine solution (“tincture” of iodine) is prepared by dissolving 5.15 g of iodine crystals in 

enough alcohol to make a volume of 225 mL. Calculate the molarity of iodine in the solution. 

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

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

each ion present in each of the following solutions. 

a. 0.25 M AlCl3 

b. 0.375 M Na2CrO4 

c. 0.0020 Ca(OH)2 

d. 0.103 M Na3PO4 

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

solution? 

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

Concentrated hydrochloric acid is made by pumping hydrogen chloride gas into distilled water. If 

concentrated HCl contains 439 g of HCl per liter, what is the molarity?


U9 EP2 


BCA Stoichiometry 

Begin each problem with a balanced chemical equation. Complete the BCA table using the 

coefficients from the balanced equation to determine the appropriate mole ratios. 

1. 

Hydrogen sulfide gas, which smells like rotten eggs, burns in air to produce sulfur dioxide and water. 

How many moles of oxygen gas would be needed to completely burn 8 moles of hydrogen sulfide? 

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

M Before ___ ___ ___ ___ 

O 

L Change ___ + ___ ___ + ___ 

E 

S After ___ ___ ___ ___ 

2. 

Propane, C3H8, burns in air to form carbon dioxide and water. If 12 moles of carbon dioxide are 

formed, how many moles of propane were burned? 

3. 

Ammonia for fertilizer is made by causing hydrogen and nitrogen to react at high temperature and 

pressure. How many moles of ammonia can be made from 0.15 moles of nitrogen gas? 

4. 

The poison gas phosgene, COCl2, reacts with water in the lungs to form hydrochloric acid and carbon 

dioxide. How many moles of hydrochloric acid would be formed by 0.835 moles of phosgene? 

5. 

Iron metal and oxygen combine to form the magnetite, Fe3O4. How many moles of iron can be 

converted to magnetite by 8.80 moles of pure oxygen? How many moles of magnetite are produced? 

6. 

The recipe for Coca-Cola Classic is a closely guarded secret, so a complete balanced equation is out. 

Researchers outside the company believe the flavoring mixture, known as “7X”, contains oils of orange, lemon, 

nutmeg, cinnamon, and coriander. The original mixture also contained caffeine, vanilla, caramel, lime juice, 

sugar or artificial sweetener, and citric acid. Over the years, the recipe has changed. For example, the original 

recipe contained citric acid but this was combined with phosphoric acid to cut production costs. Corn syrup 

replaced sugar for the same reason. Here is the part of the recipe that we know. 

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

caffeine phosphoric acid potassium benzoate 

To produce 1000 cans of Coca-Cola Classic, 40g (0.21 moles) of caffeine are reacted with phosphoric acid and 

other ingredients. How many moles of phosphoric acid are required? How many moles of CO2 are required?


1. 

U9 EP3 


Percent Yield 

Use BCA tables to complete the following problems. 

Using the Hoffman apparatus for electrolysis, a chemist decomposes 36 g of water into its gaseous 

elements. How many grams of hydrogen gas should she recover (theoretical yield)? 

2. 

Liquid sodium reacts with chlorine gas to produce sodium chloride. You want to produce 584.5 g of sodium 

chloride. How many grams of sodium are needed? 

3. 

You eat 180.0 g of glucose (90 M&Ms). If glucose, C6H12O6, reacts with oxygen gas to produce carbon dioxide 

and water, how many grams of oxygen will you have to breathe in to burn the glucose? How many grams of 

carbon dioxide should be produced? 

4. 

Suppose 4.61 g of zinc was allowed to react with hydrochloric acid to produce zinc chloride and hydrogen 

gas. How much zinc chloride should you get? Suppose that you actually recovered 8.56 g of zinc chloride. 

What is your percent yield? 

5. 

Determine the mass of carbon dioxide that should be produced in the reaction between 3.74 g of carbon 

and excess O2. What is the % yield if 11.34 g of CO2is recovered? 

6. 

In the reaction between excess K(s) and 4.28 g of O2(g), potassium oxide is formed . What mass would you 

expect to form (theoretical yield)? If 17.36 g of K2O is actually produced, what is the percent yield? 

7. 

Determine the mass of carbon dioxide one could expect to form (and the percent yield) for the reaction 

between excess CH4and 11.6 g of O2if 5.38 g of carbon dioxide gas is produced along with some water vapor. 

8. 

Determine the mass of water vapor you would expect to form (and the percent yield) in the reaction 

between 15.8 g of NH3and excess oxygen to produce water and nitric oxide (NO). The mass of water actually 

formed is 21.8 g.


U9 EP4 


Limiting Reactant 

1. 

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

Suppose that 4 molecules of hydrogen gas and 4 molecules of oxygen gas react to form water. 

Make a drawing that represents the reaction container before and after the reaction. 

a. 

b. 

c. 

How many molecules of water can be produced? 

Which reactant is in excess? Why? 

How many molecules of excess reactant are there? 

Construct a BCA table for this reactant mixture using molecules instead of moles. 

Answer questions a-c using the BCA table. How, if at all, do your answers differ? 

Based on your two methods of analysis above, what determines how much product can be made 

from a particular reactant mix? 

2. 

Make a drawing that represents the reaction container before and after the reaction of 6 molecules 

of nitrogen and 12 molecules of hydrogen. How many molecules of ammonia can be produced? 

Which reactant is in excess? Why? How many molecules of excess reactant are there? 

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

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

3. 

4. 

5. 

6. 

Use only BCA tables to answer the remaining questions. 

When 0.50 mole of aluminum reacts with 0.72 mole of iodine to form aluminum iodide, how many 

moles of the excess reactant will remain? How many moles of aluminum iodide will be formed? 

When sodium hydroxide reacts with sulfuric acid (H2SO4), water and sodium sulfate are the 

products. Calculate the mass of sodium sulfate produced when 15.5 g of sodium hydroxide are 

reacted with 46.7 g of sulfuric acid. 

A 14.6 g sample of oxygen gas is placed in a sealed container with 2.5 g of hydrogen gas. The 

mixture is sparked, producing water vapor. Calculate the mass of water formed. Calculate the 

number of moles of the excess reactant remaining. 

Neuroscientists believe that the only chemical in chocolate that may have a feel -good effect on the 

human brain is phenylethylamine (PEA). Although the PEA in chocolate occurs naturally, PEA can be 

made in the laboratory by the following reaction: CH 5NO2 + C8H8O C8H11N + CO2 + H2O 

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

reactant remains?


U9 EP5 


Solution Stoichiometry 

1. 

How many moles of lead(II) hydroxide (solid) can be formed when 0.0225L of 

0.135 M Pb(NO3)2 solution reacts with excess sodium hydroxide? 

2. 

Aqueous barium nitrate reacts with aqueous sodium sulfate. Abigail places 20.00 mL of 0.500 M 

barium nitrate in a flask. She has a 0.225M sodium sulfate solution available. What volume of 

this solution must she add to her flask of barium nitrate so she has no excess reactant left over? 

3. 

Calcium chloride (aq) reacts with sodium carbonate (aq). Determine what volume of a 2.00 M 

calcium chloride solution would be needed to exactly react with 0.0650 L of 1.50 M Na2CO3. 

How many grams of sodium chloride should be produced from the reaction. How much sodium 

chloride will actually be produced if the percent yield for the reaction is 85%? 

4. 

The remaining problems represent all types of stoichiometry problems 

Calculate the number of moles of potassium chlorate (s) that must decompose to produce 

potassium chloride (s) and 1.8 moles of oxygen. 

5. 

Magnesium metal reacts with hydrochloric acid. What volume of 1.0 M hydrochloric acid is 

needed to completely react with 2.43 g of magnesium? 

6. 

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

7. 

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

sodium hydroxide. 

8. 

2.93 g of copper metal is placed in a 0.75 M silver nitrate solution, producing silver metal and 

aqueous copper(II) nitrate. The silver nitrate solution contained 1.41 g of silver nitrate. What is 

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

9. 

Hydrochloric acid is added to sodium bicarbonate, producing sodium chloride, water and carbon 

dioxide. What is the percent yield if 4.68 g of CO2 are collected when 10.0 g of sodium hydrogen 

carbonate reacts with excess 3.0 M HCl? 

10. 

If 5.0 g of phosphorus and 35 g of bromine react, how many grams of phosphorus tribromide 

should be produced? 

11. 

Zinc sulfide and oxygen gas react to form zinc oxide and sulfur dioxide. Determine the amount 

of ZnO that should be produced in a reaction between 46.5 g of ZnS and 13.3 g of oxygen. What 

is the mass of the xs reactant?


Unit 10: Gas and Energy Stoichiometry 

3 Containers Lab 

We know the volume and the number of particles, so what else must be true? Do not be afraid 

to make some assumptions. 

U10 EP1 

Molar Volume of a Gas Lab 

Using magnesium metal and hydrochloric acid, determine the volume (in L) of 1 mole of 

hydrogen gas at standard temperature and pressure. This volume will allow us to do a lot. 

Molar Gas Law Presentation 

U10 EP2 

U10 EP3 

Energy of Combustion Lab 

We have revisited gases and now we will revisit energy and thermodynamics. How much 

energy is released by during the combustion of candle wax? 

Calorimetry Presentation 

U10 EP4


U10 EP1 


Gases Again 

1. 

A can of spray paint contains nitrogen gas as the propellant. The pressure of the gas is 3.5 atm 

when the temperature is 20.˚C. The can is left in the sun, and the temperature of the gas increases 

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

2. 

A 90.0 mL volume of helium was collected under a pressure of 740. mmHg. At what volume would 

the pressure of this gas be 700 mmHg? Assume temperature is constant. 

3. 

A small bubble rises from the bottom of a lake, where the temperature is 8˚C and the pressure is 

6.4 atm, to the water’s surface, where the temperature is 25˚C and pressure is 1.0 atm. Calculate 

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

4. 

Three gases are mixed in a 1.00 L container. The partial pressure of CO 2 is 250. mmHg, 

N2 is 375 mmHg and He is 125 mmHg. What is the pressure of the mixture of gases? 

5. 

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

6. 

Our atmosphere is a mixture of gases (roughly 79% N2, 20% O2 and 1% Ar). What is the partial 

pressure (in mmHg) of each gas at standard pressure? 

7. 

A mixture of He and O2 gases is used by deep-sea divers. If the pressure of the gas a diver inhales is 

8.0 atm, what percent of the mixture should be O 2 if the partial pressure of O2 is to be the same as 

what the diver would ordinarily breathe at sea level? 

8. 

When you found the density of carbon dioxide gas in Unit 2, you collected the gas by displacing 

water. At the time, we assumed the gas was only carbon dioxide. The gas you collected actually 

was a mixture of CO2 and water vapor. How did water vapor get mixed in. Hint: What happens to 

a drop of water left on a table? 

9. 

If, on the day of the Density of a Gas Lab, the room pressure was 730. mmHg and the partial 

pressure of water vapor was 21 mmHg, what would be the partial pressure of the CO 2 gas? 

10. 

Suppose that when you reacted zinc with hydrochloric acid, you collected the hydrogen gas by 

water displacement. If the pressure in the room is 735 mmHg, and the partial pressure of the 

water is 22 mmHg, what would be the partial pressure of the hydrogen gas? If the volume of the 

hydrogen is 25.0 mL, what is the volume of the hydrogen gas alone at standard pressure?


U10 EP2 


Molar Gas Law 

1. 

What volume does 16.0 g of O2 occupy at STP? 

2. 

A mixture contains 5.00 g each of oxygen, nitrogen, carbon dioxide and neon gas. 

Calculate the volume of this mixture at STP. 

3. 

A 250 mL flask of hydrogen is collected at 763 mmHg and 35˚C by displacement of water. The 

vapor pressure of water at 35˚C is 42.2 mmHg. How many mol of hydrogen are in the flask? 

4. 

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

helium are in the balloon? 

5. 

What will the volume of the weather balloon from question 4 be when it rises into the 

stratosphere where the temperature is -61˚C and the pressure is 1.0856E-2 atm? 

6. 

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

7. 

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

8. 

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

9. 

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


U10 EP3 


Gas Stoichiometry 

1. 

When calcium carbonate is heated strongly, carbon dioxide gas is evolved. 

CaCO3(s) → CaO(s) + CO2(g) 

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

collected at STP? 

2. 

Zinc metal reacts vigorously with chlorine gas to form zinc chloride. What volume of chlorine gas 

at 25˚C and 1.00 atm is required to react completely with 1.13 g of zinc? 

3. 

Consider the following reaction: 

P4(s) + 6 H2(g) ––> 4 PH3(g) 

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

4. 

If water is added to magnesium nitride and heated, ammonia gas is produced. 

Mg3N2(s) + 3H2O(l) ––> 3 MgO + 2NH3(g) 

If 10.3 g of magnesium nitride is treated with water, what volume of ammonia gas would be 

collected at 20˚C and 0.989 atm? 

5. 

Nitrogen gas and hydrogen gas combine to produce ammonia gas. What volume of hydrogen gas 

at 25˚C and 735 mmHg is required for the complete reaction of 10.0 g of nitrogen?


U10 EP4 


Energy Stoichiometry 

1. 

How many kJ of heat will be released when 4.72 g of carbon reacts with excess oxygen gas to 

produce carbon dioxide? C + O2 CO2 ∆H° = –393.5 kJ 

2. 

How much heat should be transferred when 38.2 g of liquid bromine reacts with excess 

hydrogen gas to form hydrogen bromide? Is the heat being transferred from the system to the 

surroundings or from the surroundings to the system? H2 + Br2 2 HBr ∆H° = 72.80 kJ 

3. 

How many kJ of heat would you expect to be transferred when 6.44 g of sulfur react with 

excess oxygen to produce sulfur trioxide? Is this reaction endothermic or exothermic? 

2 S + 3 O2 2 SO3 ∆H° = –791.4 kJ 

4. 

Nitrogen gas and oxygen gas can combine to produce nitric oxide, NO. If such a reaction 

absorbs 88.0 kJ of heat from the surroundings, how many grams of nitrogen gas do you predict 

were consumed in the reaction? N2 + O2 2 NO ∆H° = 180 kJ 

5. 

Ammonia gas combines with excess oxygen gas to produce nitric oxide and water. If 256 kJ of 

energy were released in such a reaction, how many grams of ammonia gas were reacted? 

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

6. 

Carbon in the form of graphite combines with excess hydrogen gas to form benzene, C6H6. In 

the following reaction 3.95 kJ of heat were transferred. Calculate the grams of graphite reacted. 

Is the reaction endothermic or exothermic? 6 C + 3 H2 C6H6 ∆H° = 49.03 kJ 

7. 

How much heat will be released if 30.0 g of octane (C8H18) is burned in excess oxygen? 

C8H18+ 12 1/2 O2 8 CO2+ 9 H2O ∆H° = –5483.4 kJ 

How much heat would be released by burning one gallon of octane? The density of octane is 

0.703g/mL. 1 gallon = 3.79 liters.


Unit 11: Quantum Theory 

Wave Interference Simulation 

Let's get familiar with waves. Just not at the beach! 

Properties of Waves 

By now, we are very familiar with the behavior of particles. But to develop our understanding 

of the atom further, we will need to investigate the properties of waves, including the basic 

mathematical relationships that describe them. 

Blackbody Radiation and the Photoelectric Effect Simulations 

These two experiments were instrumental in developing quantum theory. 

Do the Wave Presentation 

Describing Light Lab 

Use spectrascopes to describe the light emitted by three different sources. 

Emission spectra/Flame Test Lab 

Each element emits a unique spectra of light, like a fingerprint. We'll use a burner flame to 

coax several elements into emitting their unique brand of light. 

Atom 

This 3-hour BBC series will guide us through the brilliant people and thoughts that shaped 

quantum theory and the implications of quantum theory on society. For anyone interested in 

exploring quantum theory further, I highly recommend reading the book "Atom" by Piers 

Bizony that accompanies this video. Students should be familiar with the following scientists 

and concepts for the test. 

Albert Einstein, Brownian Motion, Louis de Broglie, Erwin Schrödinger, Wave Function, 

Neils Bohr, Wolfgang Pauli, Exclusion Principle, Werner Heisenberg, Copenhagen 

Interpretation, Quantum Jumps, Madame Curie, Ernest Rutherford, JJ Thomson, Solar 

System Model, Otto Hahn, Lise Meitner, Max Planck, Hans Geiger, Francis Aston, Mass 

Spectrometer, James Chadwick, Wilson and Penzias, Fred Hoyle, George Gamow, Paul 

Dirac, Richard Feynman, Murray Gell-Mann, QED, Anti-matter, Positron, Quark. 

U11 EP1 

The Quantum Atom Model Presentation 

U11 EP2


1. 

2. 

3. 

4. 

5. 

6. 

7. 

U11 EP1 Unit 11: Example Problems 1 

Electromagnetic Spectrum 

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

concluded that hydrogen 

a. had no electrons. c. released photons of only certain energies. 

b. did not release photons. d. could only exist in the ground state. 

When the pink-colored light of glowing hydrogen gas passes through a prism, it is possible to 

see 

a. all the colors of the rainbow. c. four lines of different colors. 

b. only lavender-colored lines. d. black light. 

The product of the frequency and the wavelength of a wave equals the 

a. number of waves passing a point in a second. 

b. speed of the wave. 

c. distance between wave crests. 

d. time for one full wave to pass. 

Visible light, X rays, infrared radiation, and radio waves all have the same 

a. energy. c. speed. 

b. wavelength. d. frequency. 

For electromagnetic radiation, c (the speed of light) equals 

a. frequency minus wavelength. c. frequency divided by wavelength. 

b. frequency plus wavelength. d. frequency times wavelength. 

If electromagnetic radiation A has a lower frequency than electromagnetic radiation B, then 

compared to B, the wavelength of A is 

a. longer. c. equal. 

b. shorter. d. exactly half the length of B's wavelength. 

According to Bohr, electrons cannot reside at ____ in the figure below. 

8. 

9. 

10. 

11. 

12. 

13. 

A line spectrum is produced when an electron moves from one energy level 

a. to a higher energy level. c. into the nucleus. 

b. to a lower energy level. d. to another position in the same sublevel. 

The Bohr model of the atom was an attempt to explain hydrogen's 

a. density. c. mass. 

b. flammability. d. line-emission spectrum. 

If electrons in an atom have the lowest possible energies, the atom is in the 

a. ground state. c. excited state. 

b. inert state. d. radiation-emitting state. 

The distance between two successive peaks on adjacent waves is its 

a. frequency. c. quantum number. 

b. wavelength. d. velocity. 

The wave model of light does not explain 

a. the frequency of light. c. interference. 

b. the continuous spectrum. d. the photoelectric effect. 

The energy of a photon is related to its 

a. mass. c. frequency. 

b. speed. d. size.


1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

11. 

12. 

U11 EP2 


Quantum Atom 

All of the following describe the Heisenberg uncertainly principle except 

a. it states that it is impossible to determine simultaneously both the position and velocity 

of an electron or any other particle. 

b. it is one of the fundamental principles of our present understanding of light and matter. 

c. it helped lay the foundation for the modern quantum theory. 

d. it helps to locate an electron in an atom. 

All of the following describe the Schrödinger wave equation except 

a. it is an equation that treats electrons in atoms as waves. 

b. only waves of specific energies and frequencies provide solutions to the equation. 

c. it helped lay the foundation for the modern quantum theory. 

d. it is similar to Bohr's theory. 

The French scientist Louis de Broglie theorized that 

a. electrons could have a dual wave-particle nature. 

b. light waves did not have a dual wave-particle nature. 

c. the natures of light and quantized electron orbits were not similar. 

d. Bohr's model of the hydrogen atom was completely correct. 

How many quantum numbers are needed to describe the energy state of an electron in an 

atom? 

a. 1 b. 2 c. 3 d. 4 

The letter designations for the first four sublevels with the maximum number of electrons that 

can be accommodated in each sublevel are 

a. s:2, p:4, d:6, and f:8. 

b. s:1, p:3, d:5, and f:7. 

c. s:2, p:6, d:10, and f:14. 

d. s:1, p:2, d:3, and f:4. 

The statement that no two electrons in the same atom can have the same four quantum 

numbers is 

a. the Pauli exclusion principle. c. Bohr's law. 

b. Hund's rule. d. the Aufbau principle. 

Which of the following rules requires that each of the p orbitals at a particular energy level 

receive one electron before any of them can have two electrons? 

a. Hund's rule c. the Aufbau principle 

b. the Pauli exclusion principle d. the quantum rule 

The sequence in which energy sublevels are filled is specified by 

a. the Pauli exclusion principle. c. Lyman's series. 

b. the orbital rule. d. the Aufbau principle. 

Which of the following lists atomic orbitals in the correct order they are filled according to the 

Aufbau principle? 

a. 1s 2s 2p 3s 4s 3p 3d 4p 5s 

b. 1s 2s 2p 3s 3p 4s 3d 4p 5s 

c. 1s 2s 2p 3s 3p 4s 4p 3d 4d 

d. 1s 2s 2p 3s 3p 3d 4s 4p 5s 

The electron notation for aluminum is _______________________. 

An element with 8 electrons in its highest main energy level is a(n) 

a. octet element. c. Aufbau element. 

b. third period element. d. noble gas. 

Which model of the atom explains the orbitals of electrons as waves? 

a. the Bohr model c. Rutherford's model 

b. the quantum model d. Planck's theory

Blake Schmidt - Appendix Page 61 

Appendix 

Plagiarism will not be tolerated. When paraphrasing another author, students should 

maintain the main idea or point of the phrase using their own words, sentence structure and 

proper citation. The following examples of paraphrasing have been included as a guide. Avoid 

plagiarism because of unacceptable paraphrase. And remember, scientists generally do not use 

direct quotes: they paraphrase. 

Paraphrasing 

Original Text 

"At the moment, the evidence seems to favor an African Eve, because other genetic 

studies (of nuclear DNA) also point to an origin there and because that's where the 

earliest fossils of modern humans have been found. But wherever Eve's home was, the 

rival geneticists agree that she lived relatively recently, and this is what provokes 

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

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

Unacceptable Paraphrase (Plagiarism) 

Currently, evidence points to an African Eve, since nuclear DNA studies favor the same 

starting point and early modern fossils of humans have been discovered there. However, 

no matter where Eve was from, competitive geneticists believe that she existed more 

recently. This makes anthropologists argue—many times with religious comparisons of 

their own (Tierney 1988). 

Acceptable Paraphrase 

Tierney (1988) contends that both the fossil and genetic evidence suggest an "African 

Eve." However, a major controversy between the geneticists and the anthropologists 

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

recent date. 

The following two pages provide examples of how to cite using APA format, the chosen format 

for most scientists. The examples show how to cite at the end of your paper (i.e. End-Text), 

such as in a bibliography or reference section. They also show how to cite within the body of 

your paper (i.e. In-Text), such as at the end of the sentence you are referencing. Please see me 

if you have any trouble formatting your references. I would also recommend using a citation 

machine: many are available on the web.


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

Journals 

[unknown author] (year) [title of article] [title of journal] [vol] [pages] 

Anonymous. 1997. Epidemiology for primary health care. International Journal of Epidemiology. 5:224-225. 

In-text: (Anon. 1997) 

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

Bryant Pl. and Simpson P. 1984. Intrinsic and extrinsic control of growth in developing organs. 

Quart. Rev. BioI. 59:387-415. 

In-text: (Bryant and Simpson 1984) 

[author. 1st publ. in same year] (title of article) [title of journal] [vol (issue)] (pages) 

Billings S. 1992a. Mathematical notations. Journal of Chem. Engineering. 46(5):20-25. 

In-text: (Smith 1990, cited in Billings 1992a) 

[author-2nd publ. in same year] (title article) (title of journal) [vol (issue)](pages) 

Billings S. 1992b. Modules and Notations. Mathematical Review. 54(2):5-7. 

In-text: (Billings 1992b) 

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

Steiner U, Klein J, Eiser E, Budkowski A, Fetters LJ. 1992. Complete wetting from polymer mixtures. 

Science. 258(5085): 1122-9. 

In-text: (Steiner et al. 1992) 

Magazines and Newspapers 

[author) [year] [month] (title of article) [title of magazine] [pages] 

Richardson S. 1994 January. The Return of the Plague. Discover, 69-70. 

In-text: (Richardson 1994) 

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

Rensberger B. and Specter B. 1989. Aug. 7 CFCs may be destroyed by natural 

process. Washington Post. A:2(col 5). 

In-text: (Rensberger and Specter 1989) 

(unknown author) (year) (mo/day) (title of article) (title of newspaper) (sec page) 

Anonymous. 1990 Aug 24. Gene data may help fight colon cancer. Los Angeles Times. A:4. 


Books and Book Chapters 

(author) (year) (title of book ) (publisher) (place of publ.) 

Ling GN. 1984. In Search of the Physical Basis of Life. Plenum Press; New York. 

In-text: (Ling 1984) 

[organization/publisher as author] (year) [title of book] [place of publ.] 

IOS-International Organization for Standardization. 1979. Statistical methods. Geneva. 

In-text: (IOS 1979) 

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

[publisher of book ] [place of publication] 

Southwood TRE. 1981. Bionomic strategies and population parameters. Pages 50-52. In RM. May, ed. 

Theoretical Ecology. Sinauer Associates, Sunderland, MA. 

In-text: (Southwood 1981)


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

Pamphlets 

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

Humane Society. n.d. Care of critically ill pets. Washington, D.C. 

In-text: (Humane Society n.d.) 

Government Documents/Reports/Publications 

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

(government documentation number] 

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

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

PB90-155276. 

In-text: (NIH 1988) 

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

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

theoretical basis for the ecosystem model EP A-600/3-83-084. National Technical Information Service 

PB 3-261-685, Springfield, V A. 

In-text: (Lassiter and Cooler 1983) 

Conference Papers 

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

[place of conference] [date of conference] 

O'Leary DS. 1983. Risks and benefits of cooperating with the media. Paper presented at the annual meeting 

of the American Association of the Advancement of Science, Washington, D.C., 8 January 1982. 

In-text: (O'Leary 1983) 

Web Sites 

[unknown author] [year] [title of article] [complete web address] [date you accessed the web page] 

Anonymous. 1996. Use of wildland fire. http://www.fs.fed.uslIandlwdfire7a.htJDl Accessed 15 August 1997. 


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

Aquatic Conservation Network. n.d. Aquatic Conservation. http://www.tnews.com/textlwetlands.html 

Accessed 17 August 1997. 

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

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

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

Accessed 25 July 1997. 

In-text: (Tardent 1995) 

Video/TV Programs 

[editor of program] [year] [title of program] [production company] [place of prod] [sponsored by] 

Wood RM. editor. 1989. New horizons in esthetic dentistry [videocassette]. Visualeyes Productions, 

producer. Chicago: Chicago Dental Society. 

In-text: (Wood 1989)


Participation 

Chemistry is a science, and science is a verb; therefore, participation is a vital 

component to your success in chemistry. In order for this class to work its best, 

we need you to contribute positively. Simply showing up and going through the 

motions will not increase your participation score. Below is a list of some of the 

ways that your actions will effect your participation grade. 

Positive Contributions Increase Your Participation Score: 

You maintain a notebook complete with lab write-ups and reflections 

You think critically before speaking/presenting 

You make detailed observations 

You attempt to complete all example problems 

You clean-up after yourself AND others 

You work well with your lab partner(s) 

You help others understand 

You share when appropriate 

Others value your ideas/observations 

You add unique perspectives 

Negative Contributions Decrease Your Participation Score: 

You neglect to take notes, write lab reflections, or do example problems 

You're not prepared (e.g. no calculator, markers or notebook) 

You do other stuff (e.g. homework, read a book, iPod) 

You neglect to clean-up or put stuff away 

You do not follow directions 

You play with or break lab equipment 

You pose a danger to yourself and others during lab 

You do not respect your classmates 

Remember, we need you. Your opinions/ideas/observations are important and 

need to be shared to help you and others understand. A team never succeeds 

when its players just show up and go through the motions.

Chemistry Manual 2012-2013 - Edison State College

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