Course title

Pre-requisite

Course description

Name of course: Honors Chemistry Semester 1 and 2

Duration of study: Textbook title and
(full year; one semester; trimester) one year copyright date: FLVS 2017

Approximately how many hours per week do students spend conducting hands-on laboratory experiments in this course?

2 hours

Please provide a list of the laboratory experiments or projects you do that require manipulation of equipment.

Scientific Method Lab: To practice scientific method and manipulating variables
Accuracy and Precision Lab: To explore densities of irregularly shaped objects all while applying the significant figure rules in measurement
Electron Arrangement: To investigate the behavior of electrons as they relate to light production
Periodic Trends: To utilize graphing to determine atomic radius trends
Lewis Structures Lab: To experiment on different solutions to determine similarities and differences between ionic and covalent compounds relating to their respective structures
Intermolecular Forces: To identify different structures in covalent compounds
Molar Mass of Compounds: To explore laboratory techniques used to determine formula of a hydrate
Chemical Reactions: To investigate the five types of chemical reactions while practicing writing chemical reactions and observing the Law of Conservation of Mass
Percent Yield Lab: To practice laboratory techniques in determining percent yield of a compound
Gas Laws: To explore the relationships between pressure and volume (Boyle’s Law) and volume and temperature (Charles’s Law) by graphing
Mixtures and Solutions Lab: To discover how different solutions affect solubility and chromatography
Calorimetry Lab: To discover heat exchanges between the system and surroundings using a calorimeter
pH Titration Lab: To identify the pH of an unknown acid using titration.
Equilibrium Lab: To investigate how equilibrium occurs during a chemical reaction using common; everyday objects such as pennies or candy
Half Life and Radioactive Decay: To visualize how radioactive decay usually occurs exponentially using everyday objects and graphing

List all lab equipment used; including but not limited to household items (for example; microscope; beakers; ramps; dissection equipment; etc.)

Scientific Method Lab: design your own experiment using the scientific method
Accuracy and Precision Lab: (Virtual Exercise) graduated cylinder; electronic balance; pencil; scientific calculator; oddly shaped objects
Electron Arrangement: (Virtual Exercise) Bunsen burner; test tube; test tube rack; Ba sample; Ca sample; Na sample; Rb sample; K sample; Li sample; HCl solution; prism
Periodic Trends: graphical analysis; pencil; scientific calculator
Lewis Structures Lab: (Virtual Exercise) hot plate; beaker; 4 unknown solutions; electric current
Intermolecular Forces: pencil; paper; toothpicks; colored marshmallows or gumdrops
Molar Mass of Compounds: (Virtual Exercise) crucible; beaker; wire gauze; Copper (II) Sulfate Hydrate; ring stand; ring clamp; Bunsen burner; scientific calculator
Chemical Reactions: (Virtual Exercise) Fe; CuSO4 solution; beaker; test tube; test tube clamp; scoopula; Pb(NO3)2 solution; KI solution; dropper; Mg (s); HCl solution; battery; Bunsen burner; water (H2O)
Percent Yield Lab: (Virtual Exercise) evaporating dish; ring stand; ring clamp; Bunsen burner; wire gauze; electronic scale; NaHCO3; HCl solution; scientific calculator
Gas Laws: (Virtual Exercise) sealed container with movable lid (similar to a syringe) and attached heater apparatus; thermometer; graphical analysis
Mixtures and Solutions Lab: students may choose between candy chromatography or ink chromatography
Candy chromatography- candy with dye (m&ms or skittles); pencil; ruler; filter paper or coffee filter; water; container such as a measuring cup or mug
Ink chromatography- filter paper; different brands of black; felt tip markers; pencil; ruler; filter paper or coffee filter; water; container such as a measuring cup or mug
Calorimetry Lab: (Virtual Exercise) electronic balance; calorimeter; thermometer; graduated cylinder; NaOH (s); scoopula; 0.5M HCl solution; water
pH Titration Lab: (Virtual Exercise) burette; graduated cylinder; Erlenmeyer flask; pH meter; 0.25 M NaOH solution; HCl solution of unknown concentration; Phenolphthalein
Equilibrium Lab: Small objects with two sides (suggestions: pennies; m&ms; skittles); scientific calculator; pencil
Half Life and Radioactive Decay: 200 small objects with two sides (suggestions: pennies; m&ms; skittles); Graphical Analysis; scientific calculator; pencil

Using standard Scientific Method outlined by the following questions; describe one typical laboratory assignment associated with this course.
State the problem or concept investigated during this laboratory assignment. (Do oranges stored in a refrigerator have more Vitamin C than oranges picked fresh from a tree?) Formulate a hypothesis for this problem using “if/then” statements. (If oranges picked fresh from a tree have more Vitamin C; then juice from these oranges will take longer to turn a starch solution blue.)
The concept of this lab is to use laboratory techniques to determine the formula for a hydrate compound.
Hypothesis: If all of the water is evaporated from the Copper (II) Sulfate hydrate; then the formula of the hydrate can be calculated using mole ratios.

Describe the experiment you performed to prove or disprove your hypothesis. List all essential materials. Describe each step you performed in the experiment.

Materials:
• Copper (II) Sulfate Hydrate
• Scoopula
• Crucible
• Bunsen burner
• Ring Stand
• Ring Clamp
• Wire Gauze
• Scientific Calculator
Procedure:
1) Measure the mass of the clean; empty crucible; record the mass.
2) Fill the crucible about ¬Ω to 2/3 full with hydrate (3-5 scoops); record the mass.
3) Heat the crucible and hydrate above the Bunsen burner for at least 10 minutes to make sure all of the water evaporates.
4) Let the crucible cool and then mass the crucible with the dehydrated solid inside; record the mass.
5) Calculate the formula of the hydrate.

Describe the results of your experiment or study. Use graphs and charts where appropriate.

Data:
Empty Crucible 19.508 g
Crucible + Hydrate 21.343 g
Crucible + Dehydrate 20.682 g

Some observations made during this experiment was that the copper sulfate powder slowly turned white after it dehydrated. Also; I noticed that the mass of the compound only decreased slightly after all the water evaporated.
Calculations:

Crucible Mass: 19.508 g
Initial Compound Mass: 21.343 g - 19.508g = 1.835g hydrate
Dehydrated Compound Mass: 20.682 g – 19.508 g = 1.174 g dehydrate
Mass of Water: 1.835g – 1.174g = 0.661 g H2O
Moles of Water: 0.661g * (1 mole/ 18.0153g) = .0367 moles H2O
Molar Mass of Copper Sulfate: (1*63.546) + (1*32.065) + (4*15.999) = 159.607g CuSO4
Moles of Copper Sulfate: 0.1.174g * (1 mole/ 159.607g) = 7.36x103 moles CuSO4
Dividing by lowest mole value to get ratio: .00736/.00736= 1
.0367/.00736= 4.99= 5
Formula: Ratio of compound to water is 1 to 5; so the formula is CuSO4 * 5H20

Explain your data or results. Give an analysis of your experiment.

In this lab; Copper (II) Sulfate pentahydrate was heated in order to dehydrate it and determine its chemical formula. By heating the compound; the water was vaporized off so the relationship between the hydrate and dehydrate could be determined. This relationship was determine using the mole ratio. It was found that the mole ratio was 1 mole CuSO4 to 5 mole H2O thereby making the formula CuSO4 * 5H20.

Write a conclusion for your study. Was your hypothesis supported or refuted?

The purpose of this lab was to use laboratory techniques to determine the formula of a hydrate. Copper (II) Sulfate hydrate was heated in order to dehydrate the compound. Using the mole relationship between hydrate and dehydrate; a mole ratio was calculated. Based on this calculation; it was found that the formula for the hydrate was CuSO4 * 5H20. A major error that could have occurred is not heating the hydrate long enough. This would have added extra mass to the dehydrate mass thereby skewing the final mole ratio showing less mole of water. This would have changed the final formula all together. It is believed that the hydrate in this experiment was heated long enough to fully dehydrate the compound thereby making the final formula accurate.

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Approved

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• LCHM
• Chemistry

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Online / Virtual