Beruflich Dokumente
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Barbara J. Schumann
http://www.scribd.com/doc/63579750
Barbara J. Schumann
This work is licensed under a Creative Commons LicenseAttribution. You may copy, distribute, display, and use this copyrighted work and derivative works based upon it but only if you give credit to: Chemical Education Consultant Barbara J. Schumann 1405 Thaddeus Cove Austin, Texas 78746-6321 512-327-5449 Fax: 512-327-6207 E-mail: bjschumann2010@gmail.com This document is taken in part from The Dynamic Duo Share Ideas on How to Teach Chemistry by Eva Lou Apel & Barbara Schumann http://www.scribd.com/doc/32860373
Barbara J. Schumann
Foreword
Eva Lou and Barbara taught together at Westlake High School in Austin from 1982 1993. They team taught chemistry. They developed many labs and teaching ideas. They gave many workshops together. They continue to give workshops together. Many of the labs included were written by Barbara Schumann and Eva Lou Apel. Barbara J. Schumann BS chemistry University of Texas at Austin. Graduate Work University of New York at New Paltz, University of California at Berkeley, and the University of Michigan at Ann Arbor. Barbara taught algebra, physical science and chemistry for 20 years in the Houston, Austin and Eanes Public School Systems and in Wappingers Falls Central School District in New York. She substituted for 12 years in New York. She attended many NSF summer institutes including the Woodrow Wilson Institute at Princeton in 1989, the ICE Institute at Berkeley, the ICE Institute at the University of Michigan at Ann Arbor, Frontiers in Science at Tufts University, and was trained in Teaching Science with Toys at the University of Ohio at Miami of Ohio. She was trained by the American Chemical Society in Operation Chemistry at the University of Wisconsin and Purdue University. She was a member of the Central Texas Operation Chemistry team for several years. She was selected by the Central Texas Region of the American Chemical Society as the Chemistry Teacher of the year in Travis County in 1989, nominated for the Presidential Award in Teaching in 1989, selected at the Chemistry Teacher of the year in the state of Texas by the Associated Chemistry Teachers of the State of Texas in 1997 and received the Spirit of Education Award at Westlake High School in 1998. She was awarded an honorary membership in the Associated Chemistry Teachers of the State of Texas. She has served for several years as the historian of that organization. From 1998 to 2009 she worked as an independent representative for George Seidel and Associates representing Flinn Scientific. She has presented over 100 workshops.
Eva Lou
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Barbara J. Schumann
Paper Chromatography*
Introduction Paper chromatography is a technique which permits one to separate the components present in a mixture. The factors that affect the separation are many; however, two basic concepts underlie this process: capillary action and solubility differences of the components. If the end of a strip of paper were to come in contact with a solvent, the solvent would move up the paper (capillary action) carrying with it any substances. The extent to which the components of a mixture would travel up the paper depends upon their solubility in the solvent and their attraction to the paper. In general, the more soluble the component is in the solvent, the higher it will travel up the strip of paper; in addition, the component wiIl travel even higher, the less attractive it is to the chromatography paper. In this experiment you will investigate various mixtures in order to separate their individual components through the process of paper chromatography. Materials Plastic cups (5 oz) Chromatography papers (0.5 x 15 cm) Cork stoppers (#00) Beral pipets (jumbo/modified) Beral pipets (thin-stem/long) 3 Marking pens (different colors) Chemicals 15 ml Water 15 ml Acetone (optional) 15 ml Methanol (optional) Procedure: 1. Preparation of the Chromatography Paper Strip Using a strip of chromatography paper 0.5 x 15 centimeters, place a small dot of the sample at one end of the strip of paper about 1 cm away from the end. 2. Separation of the Substances Insert a thin-stem beral pipet DOWN INTO THE BULB of a jumbo pipet and place 5-6 drops of solvent into a modified jumbo beral pipet. Now slip the prepared strip of chromatography paper into the jumbo pipet and stopper with a cork. The unit can be placed into a small plastic cup or a 24 well reaction plate for support of one or more units. Let the separation take place for several minutes. Repeat the above process for each sample given to be investigated. Data 1. Describe the appearance of each strip of paper. 2. Based upon your results, are the ink colors in pens such as black, green, orange, or violet made from one substance? What are your reasons for this conclusion? *Adapted from Micro Action Chemistry Vol. 1 Barbara J. Schumann
Paper Chromatography
Teaching Tips 1. To prepare the modified jumbo beral pipet, use sharp scissors or a razor blade to cut the lower tapered end from the jumbo pipet just above the taper. 2. Have the student use only about 5 or 6 drops of solvent (media) in the thin-stem beral pipet. Too much media will "drown" the sample on the chromatography paper. 3. Remind the student to insert the thin-stem of the pipet containing the solvent DOWN INTO THE BULB of the jumbo pipet. This will help avoid getting any solvent on the walls of the pipet making it difficult to insert the snip of paper. 4. The solvents could be water, acetone, alcohols, etc., depending on the solubility of the substance to be separated. 5. Use a #00 cork (regular length) for the stopper. The stopper will help prevent the evaporation of the solvent as will as hold the chromatography paper stationary. 6. Substances that can be used for separation could be various colored inks from pens, M & Ms or Skittles moistened with water, pigments from plant leaves, pigments from various color flowers, or pigments from various color vegetables such as red cabbage, spinach, and beets. 7. In place of the small plastic cup for supporting the units, a 24 well plate works well. 8. Using regular chromatography paper or filter paper, cut snips of paper about 0.5 centimeters wide and 15 centimeters long. These strip fit nicely into the modified, widemouth beral pipet. 9. Be sure to place only a small amount of the sample onto the strip of chromatography paper.
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Flame Test
Background Absorption and emission spectra are used to identify the elements. When elements are heated to high temperatures, they may be placed in an excited state. The electrons in the excited state emit light as the electrons move back to their ground state. The observed colors or spectrum of the element is the set of wavelengths of light given off as excited electrons move back to their original ground state. The light observed with the eye can be separated into the spectrum by using a prism or a diffraction grating in a spectroscope. Emission spectra can be used in the identification of elements because each element has its own set of wavelengths which act as a fingerprint" for the element. Purpose In this experiment, you will identify selected metallic Ions with the use of a Bunsen burner and a spectroscope. Materials: Q-tips, sets of salt solutions, Bunsen burner, tin can Procedure 1. Describe the appearance of the overhead lights when viewed normally and when viewed through the spectroscope. 2. Light the Bunsen burner and adjust it so that you have a blue flame with an inner cone. The flame should be about 2-3 inches high. 3. Hold a Q-tip which has been soaked in one of the solutions listed in the data table in the flame. Observe the color of the flame and record in the data table. Also look at the flame through the spectroscope. To use the spectroscope, close one eye and look through the diffraction grating at the narrow end of the spectroscope while pointing the slit towards the light source. The spectrum will appear on the right side of the slit below the scale. Record in the data table a description of what you see through the spectroscope. 4. Repeat the procedure for each of the salts listed in the data table. For two of the salts, sodium nitrate and potassium nitrate as well as the sodium-potassium mIxture, you need to look at the salts with and without two layers of cobalt glass over your eye as a filter for the light. Questions 1. LETTER OF UNKNOWN ___________ IDENTITY OF UNKNOWN ______________ 2. Describe the light viewed with the spectroscope compared to direct vision without the spectroscope. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ________________________________________________________ 3. Why do chemists use flame tests? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Barbara J. Schumann
Flame Test
_______________________________________________________________________ _______________________________________________________________________ 4. List at least two difficulties which may be found In using flame tests to identify elements. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 5. Why do sodium chloride and sodium nitrate Impart the same color to the flame? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 6. Assuming only the elements Involved In this lab: (a) If a flame test produces a red flame, what Ions are possibly present? _______________________________________________________________________ _______________________________________________________________________ (b) How could you determine which of these was present? _______________________________________________________________________ _______________________________________________________________________ (c) What Ions could be eliminated as possible Ions If the flame Is red? _______________________________________________________________________ _______________________________________________________________________ 7. Describe how the test for potassium can be done when both sodium and potassium are present In the same sample? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 8. (a) Which has the longer wavelength, red or violet light? ______________________________________________________________________ (b) the greater frequency? _______________________________________________________________________ (c) the greater energy? _______________________________________________________________________ 9. Describe, In terms of electrons, how light Is produced In a flame test. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
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Flame Test
Data
METALLIC ION Sodium Na+ Barium Ba++ Strontium Sr++ Copper Cu++ Potassium K+ Lead Pb++ Calcium Ca++ Lithium Li+ Unknown Metal
FLAME COLOR yellowish orange pale yellowish orange redish pink bluish green pale violet pale violet pale brick red crimson varies with student
Source: Bro Carmen V. Ciardullo, Micro Action Chemistry, Vol. 2, Flinn Scientific, p 5
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Flame Test
Teaching Tips 1. If you don't have the nitrate compounds, chlorides containing the same metallic ions can be used. Even a combination of nitrate and chloride compounds will produce good results. 2. Q-tips tend to provide a long period of time for the flame color. They are also cheaper than the platinum or nichrome wire loops suggested in many traditional experiments. 3. Placing the solutions in modified jumbo pipets simplifies distribution of the samples. This will al-low the students to use 24-well reaction plates as a "test tube rack." To modify the jumbo pipet. simply cut the stem of the pipet so that its length is only 2 cm long. The shortness of the modified stem will allow the one end of a Q-tip to rest in the bulb and the other end to extend out of the stem so that the Q-tip can easily be removed when needed. 4. To improve the flame color, add some methanol to the solution. An excellent ratio is 50:50, that is, 50 % solution and 50 % methanol. For example, mix 1 ml of solution with 1 ml of methanol. 5. Storing a solution in another container is not a problem; however, the use of a modified jumbo pipet simplifies things. To store the solution simply re-move the Q-tip and seal the pipet with a #00 cork stopper. 6. Do not store in pipets from year to year. 7. Use tin can on each lab station to dispose of used Q-tips. 8. Do sodium last. Wash down lab station and Bunsen burner with soapy water and clear water when finished.
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Flame Test
Report Page Describe the appearance of the overhead lights observed normally and with the spectroscope> _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Data Table Salt Lithium nitrate Barium nitrate Calcium nitrate Strontium nitrate Copper nitrate Sodium chloride Sodium nitrate Potassium nitrate Sodium + potassium Sodium nitrate (with cobalt glass) Potassium nitrate (with cobalt glass) Sodium + potassium (with cobalt glass) Unknown Color of Flame Observation With Spectroscope
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Micro-Titration Apparatus
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This would be true for any unit of volume used in equation #1. Thus it can be said that the product of the concentration of the acid and its VOLUME IN LITERS equals the product of the concentration of the base and its VOLUME IN LITERS. Now with equation #1 the molarity of the acid can be calculated in this experiment. Molarity of vinegar (acetic acid) = volume NaOH (liters) X molarity NaOH Volume vinegar (liters) (Equation # 2) Once the molarity of the acid is found (moles per liter), the mass of the acid (grams per mole) can be determined by calculating the product of the molarity and the gram-molecularweight (GMW) of the acid. Mass acetic acid = (Molarity acetic acid) (GMW) (Equation # 3)
Assuming that 1 liter of acid solution (vinegar) has almost the same mass a liter of water (1000 g), the percentage of acid per liter can be determined if the mass of the acid is known. % Acid = Mass (acetic acid) g/liter X 100 1000g/liter Safety Wear goggles at all times. NaOH is very corrosive to the eyes. If splashed into the eyes wash with running water for at least 20 minutes. For other parts of the body wash with running water for several minutes. If spilled neutralize with vinegar. (Equation # 4)
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Average Molarity __________ 2. Calculate the mass of acetic acid. Mass = (Molarity acetic acid) x (Molecular Wt. Acetic acid) (Eq. # 3) TRIAL 1 TRIAL 2 TRIAL 3
Average Mass _______________ 3. Calculate the % vinegar. Assuming that one liter of vinegar has almost the same mass as one liter of water (1000.0 grams) % vinegar ( acetic acid) = mass acid g/l 1000 g/l (Equation # 4) (4) TRIAL 1 TRIAL 2 TRIAL 3
Average % vinegar _________ 4. Calculate the cost of vinegar per liter. 1.06 qt. = 1 liter 4 qt. = 1 gallon Same for all trials. Show dimensional analysis.
CALCULATION SUMMARY: TRANSFER ANSWERS FROM ABOVE CALCULATIONS TO DATA TABLE. Barbara J. Schumann
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The micro-scale titration will be done using 1 ml syringes as burets. The concentration of the iodine solution will be determined by titrating a standard solution of ascorbic acid, which contains 1 mg ascorbic acid per ml of solution. From this titrations data, you will calculate the mg Vitamin C equivalent to one ml of the iodine solution. Calculations are simplified because iodine and ascorbic acid react in a 1:1 mole ratio. If 0.72 ml iodine were used to titrate 0.85 ml Vitamin C then: (equation 1) 1 mg Vitamin C 0.85 ml Vitamin C used = 1.2 mg Vitamin C/ml I2 solution
This iodine solution will then be used to titrate the fruit juice. If 0. 50 ml of iodine solution was used to titrate 0.81 ml of orange juice (OJ), the mg Vitamin C per 6 oz. serving of juice will be calculated using the information that 1 oz equals 30 ml. (equation 2) 1.2 mg Vit C 1 ml I2 0.50 ml I2 0.81 ml OJ 30 ml OJ 1 oz OJ 6 oz 1 serving = 122 mg Vitamin C per serving
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Calculations: 1. Calculate the mg Vitamin C equivalent to 1 ml of the Iodine solution. (See equation 1.) Show work below for each trial and place your answer in the data table above. Calculate the average for the 3 trials and place your answer in the data table above.
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Calculations & Questions Continued: 2. Calculate the mg of Vitamin C found in a 6 oz. Serving of each juice. (See equation # 2) Show work below and place your answers in the data table above. 3. Which juice contains the most Vitamin C per serving? ___________________________ 4. Was this your expected result?______ Explain why this might be true. (Hint: Read the label on the juice container.)
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per clip, make an S-hook through the hole. Attach a ring to a ring stand at a height of approximately 15 cm, hang the hook on the ring, and the launch pad is set. The angle is adjustable, The student simply places a bulb containing the optimum H2/O2 mixture, over the nail, and the teacher brings a Tesla coil along-side it to create a spark gap between the coil and the nail through the side of the collection bulb. An alternative method uses a modified butane flame starter. Place the bulb over the two wires coming from the modified butane starter and click. The spark generated at the tip of the wires will ignite the mixture.. It will act as a portable launch pad. See next page for instructions on how to modify the butane flame starter. Suggestions: 1. Place the launch pads on one lab bench and aim at a large target on the wall or a box on the floor 5-6 meters away. Students may adjust the angle before the launch. 2. Leaving a small amount of water in the collection bulb causes the rocket to fly considerably farther: (There is a toy water rocket based on this principle.) 3. If arcing is failing to occur, ground the nail by wrapping one end of a wire around the nail head from below, and the other end around a grounded metal pipe or sink faucet. 4. Collecting the gas is best done by water displacement (this is easier at a micro-level that at the standard macro-level. Fill the bulb completely with water, and place it mouth-downward over the nozzle. The displaced water will simply trickle back down Into the reserve beaker. 5. For testing different mixtures, the mixtures are collected by simply one part oxygen, then transferring the bulb to the other generator to collect the remaining 5 parts hydrogen--then pop testing with the flame. 6. The saturated Ca(OH)2 solution must be filtered before use. Barbara J. Schumann
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Boyles Law
Purpose: In this lab you will measure the volume of a confined gas in a closed syringe inside a 0.5 liter plastic soft drink bottle. Pressure will be increased by using a Fizz-Keeper. . Materials: 1 Disposable 3 ml syringe, modified 1 Syringe Tip Cap Small amount silicone lubricant (Stopcock Grease) 1 Fizz-Keeper . 1 plastic soft drink bottle, 0.5 liter Directions: 1. Remove the plunger from the syringe and apply a thin application of silicone lubricant to the black part of the plunger. Reinsert the plunger into the syringe. 2. Adjust the position of the plunger to the 3.0 ml mark. 3. Place the syringe cap on the syringe trapping 3.0 ml of air in the syringe. 4. Place the syringe in the soft drink bottle and screw the Fizz-Keeper on the bottle. Record the beginning volume as 3.0 ml. 5. Increase the pressure in the bottle by pumping the Fizz-Keeper 10 times. Read the volume of the air in the syringe. 6. Pump 10 more times and record the volume. Continue pumping 10 time and reading the volume for a total of 10 volume readings. 7. Plot a graph of pressure (# of strokes) vs. volume. Data Table: PRESSURE (#STROKES) VOLUME OF AIR 0 3.0 10 20 30 40 50 60 70 80 90 100
Teachers Guide
Purpose: To give students a first-hand experience with Boyles Law Scope & Sequence: Can be used to 1ntroduce Boyles Law in the unit on gas laws or to follow - up shortly after the textbook introduction. Preparation & Tips: Cut off the wings at the top of each syringe. Fizz-Keepers may be purchased at discount stores. They are also available from Flinn. Hazards: Release pressure by twisting the cap slowly at end of the measurements. Disposal: None. Keep syringes & syringe caps for next year. Reference: Rohrig, Brian. 39 FANTASTIC EXPERIMENTS WITH THE FIZZ-KEEPER Barbara J. Schumann
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1. 2. 3. 4. 5.
From your data find the mass of air and the mass of butane. If the molar mass of air is 28.9 g, find the molar mass of butane. If butane is 82.8 % carbon and 17.2 % hydrogen, find the simplest formula of butane. Find the molecular formula of butane. Using the mass of the butane, the barometric reading, volume of butane and the temperature and the Ideal Gas Law, calculate the Molecular Mass of the butane. Use the Molar Mass calculated from atomic weights to determine the % error in the molar mass of butane calculated in calculation # 4 and Calculation # 5. Questions:
1. What are we assuming about the butane in the can? 2. Compare the Molar Mass of butane calculated by the two methods.
Reference: Alan Slater, Chem Ed, 2001
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Calculations: 1. Calculate the mass of your sample by subtracting the initial mass from the final mass. 2. Calculate the density of your sample by dividing its mass by its volume (Mass/volume). 3. Plot a graph with time as the vertical dimension and density as the horizontal dimension. 4. Plot a graph with time as the vertical dimension and the % concentration of the corn syrup on the horizontal axis. (water = 0% and pure corn syrup as 100%)
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Conservation of Mass
Introduction Combustion and many other chemical reactions produce invisible gases and seem to make solids and liquids disappear. Here we describe a simple setup for demonstrating conservation of mass in gas forming reactions and for correcting this common misunderstanding. The setup uses a hook to separate reactants in a closed soda bottle and can be made in less than ten minutes for virtually no cost. Also, the setup does not require the buoyancy correction needed when a balloon is used to close the system' nor a high precision balance to show that a significant mass of gas has been formed. Multiple runs can be carried out with a single setup to show the reproducibility and generality of conservation of mass for these reactions. Assembly of setup The materials needed are: a one-, two- or three-liter soda bottle with a cap that has an easily removed soft plastic seal (a wide mouth bottle is best); needle and thread; and a paperclip. The hook setup is sketched in Fig. 1 and is made by removing the plastic seal from the cap, passing the thread up and down through the seal, and then tying the ends of the thread in a knot to form a loop about 3-5 cm (1-1 /2 to 2 inches) long. A hook is made by bending the outer arm of the paper clip out. The setup is completed by putting the seal back in the cap and hanging the paper clip from the loop. Demonstration procedure 1. To carry out a reaction under closed conditions, the liquid component of the reaction mixture is poured into the bottle 2. A package (the package can be made from a piece of tissue and tape) containing solid state reactants and/or catalyst you choose is suspended from the hook and inserted into the bottle., 3. The system is closed by turning the cap tight. Mass by putting on balance very carefully. 4. Invert the Bottle. After the reaction has stopped, mass the bottle.. 5. To show that a significant quantity of gas has been produced, open the bottle and mass the system-bottle + cap. 6. Some examples of reactions that can be used are in table 1. All of the reactions are nontoxic and can be flushed down the drain.. Safety Running a gas producing reaction in a capped soda bottle requires that the pressure increase from the reaction not burst the bottle. The pressure increase is controlled by the limiting reagent, and Table 1 identifies and gives quantities of limiting reagents that yield a pressure increase of one atm. (15 pounds per square inch) for a one-liter bottle at a temperature of 25 degrees C (a warm room). With this pressure increase, a mass difference of one gram or more has been observed between the opened and closed bottle. To check the margin of safety, a soda bottle was fitted with Definer's valve cap3 and the pressure in the soda bottle was increased by pumping to 6.5 atm (100 pounds per square inch) without bursting the bottle. This result indicates that the margin of safety for a one atm pres * Adapted from Chem 13 News ( Pat Ruff and Charles Malerich) Barbara J. Schumann
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Conservation of Mass
sure increase is a minimum of a factor of six and that the capped soda bottle setup will work. Materials: 1, 2 or 3 liter plastic soda bottle, bottle cap, plastic seal, thread, paper clip hook, Kleenex and tape
Fig. 1. Sketch of cap and hook setup. Reaction and chemical equation Decomposition of hydrogen peroxide by yeast catalyst 2H2O2 2H2O + O2 Baking soda and vinegar NaHCO3 + HC2H3O2 CO2 + H2O + NaC2H3O2 Washing soda and citric acid 3Na2CO3 + 2H3C6H507 3CO2 + 3H20 + 2Na3(C6H5O7) Alka-seltzer or baking soda and citric acid 3NaHCO3 + H3C6H5O7 Na3(C6H5O7) + 3H2O + 3CO2 Quantity of limiting reagent 100 ml 3% peroxide
5.2 grams of citric acid or 4.4 grams washing soda 3 Alka-seltzer tables or 2.62 grams citric acid and 3.5 grams baking soda
Table 1. Quantities of limiting reagents for producing one liter of gas at one atm and 250C Barbara J. Schumann
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Conservation of Mass
Baking soda or vinegar may be used as the limiting reagent for this reaction. The calculation assumes a 5% acidity vinegar. The other reactant can be used in greater quantity safely. Citric acid should be the limiting reagent for these reactions. The quantity of washing soda or baking soda is the minimum that should be used with the given quantity of citric acid. Also, 100-200 ml of water was used as solvent in testing these reactions.
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Electroplating Copper
Materials: 1 film canister 3 slits in top 1 plastic strip 2 cm by 7 cm. 1 copper strip 1.5 cm by 6 cm. copper plating solution 9 volt battery 1 red and 1 black connectors, insulated wire with small alligator clips at each end 1 iron nail or other metal object Buret clamp ring stand Acetone (optional) Copper Plating Solution: 200g of CuSO4. 5H2O, 17.2 ml of conc. H2SO4, 8.25 ml of 0.1M HCI. Dilute to 1 liter. Safety: Wear safety goggles and aprons. The plating solution is very acidic. Neutralize with baking soda if spilled. Stabilize the film canister by using Buret clamp to attach to ring stand. Use acetone to clean nail in well -ventilated area, under hood if possible. Reuse acetone. Procedure: 1. Clean object to be plated with acetone under the hood. This can be a nail or another metal object. 2. Assemble lid of cell. Plastic strip is in middle and copper strip to one side and nail or object in the other. 3. Attach bottom of film canister to ring stand with Buret clamp. 4. Fill canister 3/4 full of copper sulfate solution and tightly seal with assembled lid. 5. Connect battery to cell with leads. Connect the object to be plated to the positive terminal of the battery and the copper strip to the positive terminal of the battery. 6. Wait 1 minute. Carefully disconnect battery and remove lid of cell. Observe object (nail) plated. Record Observations: Remove plated object. Rinse lid with distilled water in water bottle. Pour back copper plating solution into original container for recycling.
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Carbon dioxide and carbon monoxide are produced by the combustion of organic materials, primarily gasoline and other fossil fuels. 2. Oxides of sulfur (SO2 and SO3)
Sulfur compounds, mostly S02, are among the most unpleasant and harmful of the common pollutant gases. About 80 % of all the S02 generated comes from the combustion of fossil fuels. They are also produced by burning coal and from oil refineries. These compounds form acids in moist air. S (s) + O2 (g) SO2 (g) Sulfur dioxide may be oxidized to S03 by any of several pathways. 2 SO2 (g) + O2 (g) 2 SO3 (g) Once SO3 is formed it dissolves in water droplets, forming sulfuric acid. SO3 (g) + H2O (l) H2SO4 This what happens when fuel containing sulfur is burned. 3. Oxides of nitrogen (NO2, etc.) come from fuel burning (power plants and automobiles). In all combustion reactions in the air, nitrogen combines with the oxygen. N2 (g) + O2 (g) 2 NO (g) Nitric oxide (NO) reacts readily with O2 to form NO2 when exposed to the air. 2NO (g) + O2 (g) 2NO2 (g) Barbara J. Schumann
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Equipment: Two polystyrene Petri dishes with access port sealed with scotch tape, white grid paper Precautions/Hazards: Goggles and aprons should be worn when using chemicals. Since trace amounts of SOx and NOx gases will be generated Petri dishes should be opened and closed only according to directions. Be sure to terminate the NOx and SOx gases, as directed with ammonia when finished. Care should be taken when using solutions of acids and ammonia.
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Dish 2
Hazards: CAUTION:
2. In dish 1 and dish 2 add drops of Na2SO3, KNO2 and bromcresol where indicated. 3. In dish 2 generate SOx and NOx by adding 2 drops of 2M H2SO4 first to Na2SO3 and then to KNO2 by rotating hole in top of petri dish and removing tape and replacing tape first over Na2SO3, and then KNO2. 4. Observe the acidity probe. What color does bromcresol green turn in the presence of an acid? Compare with Control. What acids do you think were formed? 5. Stop the reaction by lifting the portal tape and adding 1 drops of ammonia. Disposal: Use a wash bottle to flood the system with water at the sink. Rinse Petri dish with distilled water and dry with paper towel. Long Term Project: You are a research scientist preparing studies of acid rain. In Petri dishes prepared like the ones above, design experiments using what you have learned from this lab and using chemicals from this lab to (1) compare the rates of transport of SO2 compared to NOx <Hint: use a succession of acidity probes radiating out from the source noxious gases to determine the rate of transport (how fast it moves). (2) Prepare a graph to show the average of several experiments (3) Set up sinks, chemical barriers that might affect the movement. This could include sandy areas, grasslands, golf courses, styrofoam or different rock like limestone or quartz, lakes. Keep the area under the port in the Petri dish clear so you can add more acidity probes to monitor acidity over a period of time. Record your data and compare with other microenvironments to draw conclusions. Write a short abBarbara J. Schumann
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3. 4. 5. 6. 7. 8.
9. How much nitrous oxide per km does a new car exhaust into the atmosphere Answers to Report on the Properties of Oxides: 1. 2. 3. 4. 5. 6. 7. 8. 9. 2 SO2 + O2 2 SO3 SO3 + H2O H2SO4 Aqueous ammonia is basic. Unpolluted rain is saturated with atmospheric carbon dioxide and thus has a pH of 5.6. Oxidation of carbon, nitrogen, and sulfur causes acid reposition. Anthropogenic pollution is of a much greater magnitude and is increasing. Also, the atmosphere is more sensitive because it is a much smaller reservoir than the lithosphere or hydrosphere. Key atmospheric pollutants are sulfur and nitrous oxides. Buffers in lakes are calcium and magnesium bicarbonate and organic acids entering from the watershed. Highest emissions of nitrous oxides occur in northeastern. US population density is greater as is use of the automobile. 1 gram nitrous oxide per km (kilometer) driven. Barbara J. Schumann
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Electrolysis
Introduction: Some oxidationreduction reactions do not occur spontaneously. They can be driven by electric energy. An electrolytic cell changes electrical energy into chemical energy by forcing a reaction to take place which would not take place otherwise. This process where an electric current is used to drive a chemical reaction is called electrolysis. The electrolytic cell is madeup of a pair of electrodes, an electrolytic solution, a container and a battery or power supply connected to the electrodes. In the electrolytic cell the reduction occurs at the negative electrode which is called the cathode. Oxidation occurs at the positive electrode which is called the anode. These reactions at the electrodes complete the electric circuit and allows electric energy to be transferred from the battery to the electrolytic cell. During the electrolysis of H2O, the following reactions occur. 2 H2O (1) + 2 e- H2 (g) + 2 OH- (aq) 2H2O (1) O2 (g) + 4 H+ (aq) + 4 eMaterials: Battery, 0.1M Na2SO4 with Bromothymol Blue indicator to produce a green color, phenophthalein, 600 ml beaker or cut off 2 or 3 liter bottle with flat bottom, 2 small test tubes(75 x 100 mm), 9 V battery. Procedure: Fill the 600 ml beaker about 3/4 full with Na2SO4. Take 2 small test tubes and fill with solution in beaker allowing them to stay under solution. Set the wax coated 9 V battery on bottom of the beaker of Na2SO4 with bromothymol blue indicator. The solution should b green in color. Carefully move the test tubes into an upside down vertical position over battery terminals without losing liquid. Note which test tube is over which terminal. Allow some metal of each terminal to be exposed. As soon as you can see a difference in color and water level in test tubes, put a finger over the end of each tube and lift each out. Record color of tubes and ratio of gas in tubes. Remove battery and rinse with water. Return Na2SO4 to the wand Na2SO4 container to be recycled. Questions: 1. Compare the volume of gas collected at the (+) electrode to the volume of gas collected at the (-) electrode. 2. What color is the solution at (-) electrode? What does this indicate about the pH of the solution is this test tube? Is this the anode or the cathode? 3. What color is the solution at (+) electrode? What does this indicate about the pH of the solution in this test tube? Is this the anode or the cathode? 4. Write balanced equations for the two half reactions and the overall equation for the electrolysis of water. Barbara J. Schumann
51
Rainbow Tube
Background: This activity can be used to introduce the concept of pH indicators. Vinegar is a dilute solution of acetic acid (HC2H3O2). Sodium Carbonate (washing soda) has a pH greater than 7. The indicator used is a universal indicator. It is which is a mixture of indicators and has a distinctive color at each pH. The sodium carbonate is more dense than the vinegar. It sinks and neutralizes the vinegar as it moves down the column. The indicator in the vinegar indicates how the pH is changing. Materials: Clear plastic straw glued at one end with hot glue gun, dilute vinegar + indicator solution, sodium carbonate (washing soda solution), 96-well plate Safety: Wear Goggles. Sodium carbonate has a pH greater than 7. Keep away from eyes and skin. Tube can be discarded in regular trash after a few days. Directions: 1. Write initials on prepared straw (glued shut on one end) with permanent pen. Set upright in 96-well plate. 2. Fill the straw nearly full of the vinegar-indicator solution with thin-stem Beral Pipette. Vinegar is dilute acetic acid (HC2H3O2). 3. Deliver the solution down the side of the straw so that no air bubbles form.
Add 2 to 3 drops of the Na2CO3 solution to the straw with thin-stem Beral pipette. Wait 10 to 15 seconds for this dense solution to sink, then add 2 to 3 drops more. Then add 3 more drops. Na2CO3 has a pH > 7. It is more dense than the vinegar solution, so it sinks to the bottom of the tube. 5. Hold the straw vertically to watch the colors.
6. The indicator used is a mixture of many indicators. The color change is indicated as follows: We will use Yamada's Universal Indicator It exhibits the ROY G BIV color sequence in the pH range 4-10 Color: red pH: 4 7. orange yellow green blue 5 6 7 8 indigo violet 9 10
Have the teacher glue the other end. Store upright and observe over a week. Barbara J. Schumann
52
Rainbow Tube
Questions: 1. Describe what you see.
3. After the prepared straw sits for awhile, how does it look?
Directions for Teacher Materials: 1. Transparent plastic straws Sams is a good source. Glue at one end with hot glue gun. Let it sit for a few days. 2. A saturated solution of Na2CO3 (washing soda). WARNING: THIS IS A STRONG BASE. 3. A dilute vinegar solution - 100 ml per liter of distilled water.
4. Prepare the vinegar-indicator solution by adding 50ml indicator to 250ml of prepared vinegar solution. 5. You may purchase universal indicator or prepare Yamada indicator.
To prepare 200 ml Yamada Indicator: Dissolve 0.005 g thymol blue, 0.012g methyl red, 0.060g bromthymol blue, and 0.10g phenolphthalein in 100 ml ethyl alcohol. Add 0.01M sodium hydroxide until the solution is green and dilute to 200 ml with distilled water.
Barbara J. Schumann