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Chemistry Online Tutorial Users
Guide
Tutorial Content Outline
Chemistry Online Course
Description
Referencing Sources
Introduction:
This online chemistry tutorial has been revised to meet two specific
objectives. First, the tutorial is to provide students with
additional self paced, self guided practice in topics where student
mastery of the concepts has not been achieved. Second, the tutorial
is designed to assist students who have been placed on a "homebound"
program as they complete the regular classroom work that has been
assigned.
The level of material is consistent with both a first year and second
year high school chemistry course. Your instructor will specify the
tutorial section(s) that you are to complete and the date that these
assignments will be due. In addition, your instructor may describe
how these additional assignments are to be included in your overall
course grade.
Directions:
Using a combination of online resources and the print sources that
you have access to, complete the "Task(s)" assigned by your
instructor. When completing an assignment, be sure to reference the
sources that you use as described in the "Referencing Sources"
section of the Tutorial. The online version of this tutorial can be
found at the following URL and does contain active links to many of
the references listed in the tutorial.
http://www.migrant.org/Courses/departments/Science/
Content Overview:
Select the section that you wish to view or print.
Lesson 1: General Atomic
Structure
Lesson 2: Subatomic
Particles
Lesson 3: Models of the
Atom
Lesson 4: Formation of
Ions
Lesson 5: Atomic
Stability
Lesson 6: Electrical Forces in
the Nucleus
Lesson 7: Nuclear
Forces
Lesson 8:
Isotopes
Lesson 9: Nuclear
Stability
Lesson 10: Nuclear
Fission
Lesson 11: Nuclear
Fusion
Lesson 12:
Radioactivity
Lesson 13: Half-Life of
Radioactive Isotopes
Lesson 14: History of the
Periodic Chart
Lesson 15: Periodic
Law
Lesson 16: Atomic Mass and the
Mole Concept
Lesson 17: Physical States of
Matter
Lesson 18: Phase
Changes
Lesson 19: Crystal
Structures
Lesson 20: Valence Electrons and
Chemical Reactivity
Lesson 21: Formation of Ionic
Bonds
Lesson 22: Names and Formulas
for Ionic Compounds
Lesson 23: Formation of Covalent
Bonds
Lesson 24: Names and Formulas
for Covalent Compounds
Lesson 25: Common Chemical
Reactions
Lesson 26: Balancing Chemical
Equations
Lesson 27: Endothermic and
Exothermic Reactions
Lesson 28: Introduction to
Biochemistry
Lesson 29: Oxidation - Reduction
Reactions
Lesson 30: Acid - Base
Reactions
Lesson 31: Concentration and
Reaction Rates
Lesson 32: Temperature and
Reaction Rates
Lesson 33: Particle Size and
Reaction Rates
Lesson 34: Catalysts and
Reaction Rates
Introduction:
This Online Chemistry Course will assist students in acquiring the
communication skills necessary to function in a complex and changing
civilization, sufficient preparation for each student to choose and
pursue his life's work intelligently, and skills to enable students
to compete favorably with students in other states.
(adapted from KRS 158.645: Capacities required of
students in public education system,
http://www.kde.state.ky.us/oapd/curric/publications/programofstudies/educgoals.html
)
Goals:
This Online Chemistry Course will assist students in developing their
abilities to:
1. Use basic communication and mathematics skills for purposes and
situations they will encounter throughout their lives. (Goal 1)
2. Apply core concepts and principles from the sciences to situations
they will encounter throughout their lives. (Goal 2)
3. Think and solve problems in school situations and in a variety of
situations they will encounter in life. (Goal 5)
4. Connect and integrate experiences and new knowledge from this
science area with what they have previously learned and build on past
learning experiences to acquire new information through various media
sources. (Goal 6)
(adapted from KRS 158.6451: Goals for Commonwealth's
schools,
http://www.kde.state.ky.us/oapd/curric/publications/programofstudies/educgoals.html
)
Objectives:
This Online Chemistry Course will help students become able to:
1. Use computer reference programs and research tools to find the
information they
need to meet specific demands and solve specific problems. (1.1)
2. Make sense of the variety of materials they read. (1.2)
3. Use mathematical ideas and procedures to communicate and reason.
(1.9)
4. Write using appropriate forms and conventions to communicate ideas
and
information to different audiences for different purposes. (1.11)
5. Use computers to collect, organize, and communicate information
and
ideas. (1.16)
6. Understand scientific ways of thinking and working and use those
methods to
solve real-life problems. (2.1)
7. Identify and analyze systems and the ways their components work
together or
affect each other. (2.3)
8. Use the concept of scale and scientific models to explain the
organization and
functioning of living and nonliving things and predict other
characteristics that
might be observed. (2.4)
9. Understand that under certain conditions nature tends to remain
the same or move
toward a balance. (2.5)
10. Use critical thinking skills such as analyzing, prioritizing,
categorizing, evaluating,
and comparing to solve a variety of problems in real-life situations
(5.1)
11. Use creative thinking skills to develop novel, constructive
ideas. (5.2)
12. Inter-network effectively and work cooperatively with the many
ethinic and
cultural groups of our nation and world (2.17)
13. Organize information to develop or change their understanding of
a
concept (5.3)
14. Use what they already know to acquire new knowledge, develop new
skills,
and interpret new experiences (6.2)
15. Expand their understanding of existing knowledge by making
connections with
new knowledge, skills, and experiences. (6.3)
(adapted from Kentucky's 57 Academic Expectations
under the Goals of KRS 158.6451,
http://www.kde.state.ky.us/oapd/curric/publications/transformations/acadexp.html)
Content Objectives:
Each of the 34 lessons of the course is written as a statement of
content that students should learn as a result of the task(s) given
for that lesson.
Description:
This chemistry course is an introduction to the structure and
interactions of matter. It examines the smallest components of matter
(atoms) and how atoms bond with each other to combine elements into
compounds. Then it looks at chemical reactions: how energy is
involved, the transfer of electrons or hydrogen ions, and factors
that affect reaction rate.
The course is based on Kentucky's Core Content and Program of Studies
(http://www.kde.state.ky.us/oapd/curric/Publications/ProgramofStudies/tocpos.html)
as well as National Science Standards, collected and organized by
Mid-Continent Regional Education Laboratory (McREL) in Aurora,
Colorado
(http://www.mcrel.org/standards-benchmarks/standards/science/S10.html).
The course is divided into three units, each divided into three or
four sections, according to Kentucky's Core Content organization.
Some sections include extra, related concepts found in the National
Science Standards, but not specifically stated in the Core Content.
Each section is divided into lessons which address the various
concepts of chemistry given in the sections. Students are to complete
tasks given for each lesson by using internet resources provided
(and/or others they may find), as well as any print resources
available to them. Enough internet resources are included to allow
students to successfully complete the tasks. However, any additional
print resources available to students may be used, as long as they
are referenced.
Grading:
Lessons will be assessed through various tasks. Many will include
tasks requiring the student to produce documents of various sizes
that will be given by the student to the supervising teacher for
grading according to provided scoring guides. Some lessons will
incorporate online practice of skills and opportunities for students
to gauge how well they are learning new concepts through websites
that contain worksheets and self-quizzes. These lessons will include
tests that will be made available for the supervising teacher to
grade, also according to provided scoring guides. Averages of these
lesson assessments should be used by the supervising teacher to
assign credit grades at the supervising teacher's discretion.
Suggested Scoring:
Unit I - 13 tasks (15%), Unit I Test (20%)
Unit II - 11 tasks (15%), Unit II Test (20%)
Unit III - 10 tasks (10%), Unit III Test (20%)
Timeline:
Unit I - Structure of Atoms (20% of course; 36/180 hrs, 7/36 or
3.5/18 wks)
Unit II - Structure and Properties of Matter (30% of course; 54/180
hrs, 11/36 or
5.5/18 wks)
Unit III - Chemical Reactions (50% of course; 90/180 hrs, 18/36 or
9/18 wks)
These general times are based upon the percentages in Kentucky's
Commonwealth Accountability Testing System (CATS) Core Content for
Assessment Coverage document, which gives the proportions of the test
that should be allocated to each section of a content area within the
Core Content for Assessment.
(http://www.kde.state.ky.us/oaa/valid/blueprint/propblue.asp)
Supplemental Non-Internet Sources of Information:
Any high school or college chemistry textbook will contain
information on the lessons of this course, although more than one
text may be required to complete a particular task.
Chemistry Careers:
Information on careers in chemistry may be obtained from the
following sources:
http://careers.yahoo.com/
http://stats.bls.gov/oco/ocoiab.htm
http://stats.bls.gov/aspsrch/oco.idq?TextRestriction=chemistry&CiMaxRecord
sPerPage=20&CiScope=%2Foco&TemplateName=oco&Ci
Sort=rank%5Bd%5D&HTMLQueryForm=%2Fsearch%2Fo
co%5Fs%2Easp
http://stats.bls.gov/search/search.asp
As you use internet sources to complete tasks, you should reference
them according to the following format:
Author [if available]. Date [if available; if not, give the exact
date student
accessed the information]. Title [if available]. URL address.
References of any print sources used in completing tasks should be
given as well, using American Psychological Association (APA) style.
A list of references should be turned in to the supervising teacher
with each completed task.
Reference Examples (APA Style):
Book:
Bernstein, T. M., Corrigan, J. D., & Dell, D. M. (1985). The
careful
writer: A modern guide to English usage. Princeton, NJ:
Macmillan.
Journal or Magazine Article:
Becker, L. J. (1990). Welcome to the energy crisis. Journal of
Social
Issues, 37(2), 1-7.
Note: For less formal magazines, the month or month
and day (for weeklies) can be
added in the parentheses with the year: as (1990, August), or (1990,
May 10).
Encyclopedia:
Bergmann, P. G. (1993). Relativity. In The new encyclopedia
Britannica (Vol. 26, pp. 501-508). Chicago: Encyclopedia
Britannica.
Internet Sources:
Author [if available]. Date [if available; if not, give the exact
date
student accessed the information]. Title [if available]. URL
address.
Helpful Hints:
1.Authors' last names are given first.
2.First and middle names are given only as initials.
3.The symbol '&' is used between two authors or between the last
two if
there are three or more.
4.Only the first word, proper names, and the first word after a colon
are
capitalized in the title of an article or the name of a book.
However, all
words in the title of a magazine are capitalized.
5.Titles of books and titles of magazines are underlined.
6.The volume number of a magazine is underlined.
7.The number of the magazine is in parentheses.
8.Periods separate most parts of an entry. In a few instances, commas
are
used. Note commas in the magazine entry.
9.The second and succeeding lines are inset under the fourth letter
of the
author's name. [This would be the typeset result even though not
the
literal APA style.]
See the following source for clarifications and further examples.
American Psychological Association. (1994). Publication manual of the
American Psychological Association (4th ed.). Washington, DC:
Author
The following internet resources for Section A contain information
for more than one lesson. For that reason, it might be best to work
on more than one task at a time. Resources more specific to a
particular lesson will be given with that lesson or task.
http://pdg.lbl.gov/cpep/startstandard.html
[Start here and continue to click 'next'. Be sure to look at this
next page
while at this site: http://pdg.lbl.gov/cpep/history/main.html]
http://io.newi.ac.uk/buckleyc/atomic.htm
[Follow any links given which seem to apply.]
http://tqd.advanced.org/3310/lographics/textbook/index.html
http://spusd.k12.ca.us/sphs/science/gcch06sc.pdf
[NOTE: You must have Adobe Acrobat Reader installed on your
computer to view this page. If you don't have it, you may download it
at
http://www.adobe.com/]
http://hyperion.advanced.org/3659/atommole/atoms.html
Remember: For each task, print the first page of each internet source
used in completing the task. Write the URL address on that page and
the date you accessed it. If print sources are used, give reference
information in APA style. See Reference Description for examples.
Lesson 1:
Matter is made of minute particles called atoms. Atoms themselves are
composed of smaller components, and even some of these components are
made of still smaller ones.
http://dbhs.wvusd.k12.ca.us/AtomicStructure.html
http://www2.cajun.net/~vchs/c4.htm
http://www.chem.mtu.edu/pcharles/scihistory/HomePage.html
To see actual images of atoms, visit the following site:
http://www.almaden.ibm.com/vis/stm/gallery.html
Task 1a - Create a timeline for the discovery of atoms and
parts of atoms. Include dates (year only), name(s) of those most
closely associated with the discovery, country(s) where the discovery
was made, and particle(s) discovered. Your timeline should start with
the first known concept of the atom, include protons, neutrons, and
electrons, and extend through quarks. Your timeline should be to
scale. Make a statement describing your observations about any
unusual aspects of the timeline.
Task 1b - Describe at least one discarded idea of how and what
matter is composed of that was later proved incorrect as more was
discovered about the atom and its parts. Include dates, major
proponents of the idea, and the countries of the proponents.
Lesson 2:
The components of an atom have measurable properties, such as
mass and electrical charge. The mass of a neutron or a proton is
almost two thousand times the mass of an electron.
http://www.chemtutor.com/struct.htm
http://ull.chemistry.uakron.edu/genobc/Chapter_02/
Task 2 - Even though the actual masses and charges of
subatomic particles have been measured, the values of these
measurements in common units are so very small that mostly the
relative values are used.
Part A: Give the actual masses and charges of protons, neutrons, and
electrons, as well as the relative masses and charges.
Part B: Based upon this information, make a statement about whether
there seems to be a relationship, and if so, what, between masses and
charges of sub-atomic particles.
Part C: Use the actual masses you found to prove the statement: The
mass of a neutron or a proton is almost two thousand times the mass
of an electron.
Lesson 3:
Atoms consist of negative electrons which occupy most of the space in
the atom and very tiny nuclei consisting of neutral neutrons and
positive protons.
http://www.chemtutor.com/struct.htm
http://www.sisweb.com/math/geometry/areasvols.htm#volumes
http://ull.chemistry.uakron.edu/genobc/Chapter_02/
Task 3 - Describe one possible scale model of the atom. Be
sure to use familiar objects in your model to represent atomic
particles. Give actual and your scale values for diameters and
volumes. You may treat the nucleus as a whole.
Lesson 4:
Usually, the number of electrons will equal the number of protons;
since the neutron has no electric charge, the atom is overall
electrically neutral. However, an atom may acquire an unbalanced
charge by gaining or losing electrons.
Task 4 - Describe how an atom gains a positive or negative
charge as it becomes an ion. Relate the tendency to become positive
or negative with an element's location on the periodic table.
Lesson 5:
The electric force between the nucleus and the electrons holds the
atom together.
http://w3.nai.net/~bobsalsa/bonding.htm
Task 5 - Describe the electric force that holds electrons to
the nucleus.
The following internet resources for Section B contain information
for more than one lesson. For that reason, it might be best to work
on more than one task at a time. Resources more specific to a
particular lesson will be given with that lesson.
http://hyperion.advanced.org/3659/nucreact/
http://w3.nai.net/~bobsalsa/bonding.htm
http://www.physics.isu.edu/radinf/atom.htm
Lesson 6:
Electrical forces within the nucleus tend to make it fly apart.
http://hyperion.advanced.org/3659/nucreact/radioactivity.html
Task 6 - Relate the electric force that would tend to make the
nucleus fly apart with the electric force from Task 5 that binds the
electrons to the nucleus.
Lesson 7:
Nuclear forces that are stronger than these electric forces (at
nuclear distances) hold the nucleus together.
http://antoine.frostburg.edu/chem/senese/101/quantum/faq/electron-
confinement-to-nucleus.shtml
http://w3.nai.net/~bobsalsa/bonding.htm
Task 7 - Describe the following about the nuclear forces: what
they are called, what particles they bind together, what particles
may cause that binding, how much stronger they are than electric
(electrostatic) forces, their connection to Einstein´s equation,
E=mc2, and why their range is
limited to the nucleus.
Lesson 8:
Many elements have atoms that differ in the number of neutrons. These
atoms are called different isotopes of the element. The number of
neutrons has little effect on how an atom interacts with other
atoms.
http://ull.chemistry.uakron.edu/genobc/Chapter_02/
http://www.iaea.or.at/worldatom/inforesource/other/isotopes/fig3.html
Task 8a - Choose an element that has isotopes. Describe how
these isotopes differ from each other. Find information about a
compound composed of different isotopes of this element, and give
evidence for the statement: "The number of neutrons has little effect
on how an atom interacts with other atoms." [Any element will be all
right, but one example is hydrogen in water and another is carbon in
carbon dioxide.]
http://www.dne.bnl.gov/CoN/nuchart1.html
http://vax1.bemidji.msus.edu/~chemistry/nuclear.html
http://ull.chemistry.uakron.edu/genobc/Chapter_10/
http://www.cannon.net/~gonyeau/nuclear/candu.htm
Task 8b - Obtain or print a copy of the periodic table of the
elements. If they are not already on the table, fill in the element
symbols for the first 86 elements. In addition, for each element,
subtract the atomic number from the rounded-off atomic mass and put
this number with the symbol. This number can be used as an
approximation of the number of neutrons for that element. Since
elements in a vertical column on the periodic table tend to react in
similar ways with other elements, state how your periodic table does
or does not support the statement: "The number of neutrons has little
effect on how an atom interacts with other atoms."
http://w3.nai.net/~bobsalsa/periodic_table.htm
http://www.universe.digex.net/~kkhan/periodic.html
Lesson 9:
Even though neutrons have little effect on how an atom interacts with
other atoms, they do effect the mass and stability of the
nucleus.
http://www.physics.isu.edu/radinf/atom.htm
Task 9 - It is thought that as the number of protons increases
through the periodic table, more and more neutrons are needed to
offset the increasing proton-proton repulsions. Demonstrate this
increasing ratio of neutrons to protons by graphing number of protons
against number of neutrons. You can use every fifth element through
number 80 on the x-axis (atomic number) and the number of neutrons
(calculated in Task 10) on the y-axis.
The following internet resources for Section C contain information
for more than one lesson. For that reason, it might be best to work
on more than one task at a time. Resources more specific to a
particular lesson will be given with that lesson.
http://hyperion.advanced.org/3659/nucreact/
http://dbhs.wvusd.k12.ca.us/Radioactivity/Radioactivity.html
Lesson 10:
Nuclei can change through fission.
http://tqd.advanced.org/3471/fission.html
http://hyperion.advanced.org/3659/nucreact/reactors.html
http://vax1.bemidji.msus.edu/~chemistry/nuclear.html
http://ull.chemistry.uakron.edu/genobc/Chapter_10/
Task 10 - Describe the process of nuclear fission. Does this
process occur naturally? How have humans used fission?
Lesson 11:
Nuclei can change through fusion.
http://tqd.advanced.org/3471/fusion.html
http://FusEdWeb.pppl.gov/CPEP/Chart.html
http://hyperion.advanced.org/3659/nucreact/reactors.html
http://ull.chemistry.uakron.edu/genobc/Chapter_10/
Task 11 - Describe the process of nuclear fusion. Where does
this process occur naturally? What is the status of the development
of fusion to supply energy needs?
Lesson 12:
Nuclei can change through radioactivity.
http://www.physics.isu.edu/radinf/alpha.htm
http://www.physics.isu.edu/radinf/beta.htm
http://www.physics.isu.edu/radinf/natural.htm
http://vax1.bemidji.msus.edu/~chemistry/nuclear.html
http://ull.chemistry.uakron.edu/genobc/Chapter_10/
http://hyperion.advanced.org/3659/nucreact/radioactivity.html
Task 12 - Describe radioactivity, including the particles and
energy which may be emitted. What is the relationship between
isotopes and radioactivity? Is there a pattern that relates whether
an element is radioactive with its position on the periodic
table?
Lesson 13:
The decay of any one nucleus through radioactivity cannot be
predicted, but a large group of identical nuclei decay at a
predictable rate, and this predictability can be used to estimate the
age of materials that contain radioactive isotopes.
http://www.lapeer.lib.mi.us/Chem/Chem1Docs/HalflifeAct.html
http://www.physics.isu.edu/radinf/half.htm
http://ull.chemistry.uakron.edu/genobc/Chapter_10/
http://hyperion.advanced.org/3659/nucreact/radioactivity.html
Task 13 - Choose one method of dating a substance based upon
the rate of radioactive decay and explain the process. Include an
explanation of the concept of halflife.
Lesson 14:
The Periodic Table has developed from the work of scientists in
various countries working over a number of years.
http://www.lapeer.lib.mi.us/Chem/Chem1Docs/Mendeleev.html
http://spusd.k12.ca.us/sphs/science/gcch14sc.pdf
[NOTE: You must have Adobe Acrobat Reader installed on your
computer to view this page. If you don't have it, you may download it
at
http://www.adobe.com/]
http://www-tech.mit.edu/Chemicool/
http://tqd.advanced.org/2690/ptable/ptable.html
http://chemserv.bc.edu/web_elements/web-elements-home.html
http://www.wou.edu/LiberalArtsScience/Physical_science/ch412/perhist.htm
http://edie.cprost.sfu.ca/~rhlogan/periodic.html
http://www.shef.ac.uk/chemistry/web-elements/
http://www.lib.lsu.edu/lib/chem/display/harris.html
Task 14 - Create a timeline for the development of the
Periodic Table. Include dates, names of participants, the countries
they were from, and the aspects of the table they developed. Your
timeline should start with the first attempts at putting the elements
into a patterned sequence and extend to the latest additions to the
table. Your timeline should be to scale. Make a statement describing
your observations about aspects of the timeline you find unusual or
especially interesting.
Lesson 15:
When elements are listed in order on the Periodic Table according to
the number of protons, families of elements with similar physical and
chemical properties can be identified.
http://spusd.k12.ca.us/sphs/science/gcch14sc.pdf
[NOTE: You must have Adobe Acrobat Reader installed on your
computer to view this page. If you don't have it, you may download it
at
http://www.adobe.com/]
http://tqd.advanced.org/3310/no graphics/textbook/u04s01.html
http://www.chemtutor.com/perich.htm#gro
http://w3.nai.net/~bobsalsa/whyevery.htm#English
http://edie.cprost.sfu.ca/~rhlogan/periodic.html
http://www.nidlink.com/~jfromm/elements/alkali.htm
http://www.nidlink.com/~jfromm/elements/alkaline.htm
http://www.nidlink.com/~jfromm/elements/boronfam.htm
http://www.nidlink.com/~jfromm/elements/halogen.htm
http://www.nidlink.com/~jfromm/elements/noble.htm
http://tqd.advanced.org/2690/ptable/ptable.html
http://chemserv.bc.edu/web_elements/web-elements-home.html
Task 15a - Make a list of element families (also called
groups) found in the Periodic Table and their common physical and
chemical properties. Give various names used to identify each family
and each family's location in the Periodic Table. Be sure to include
the most common ionic charge (also called valence or oxidation
number) for each group. Which families contain elements, all (or
most) of which react readily with water? Make a statement concerning
how the characteristics you have listed for element families give the
Periodic Table its name.
http://www2.cajun.net/~vchs/c5.htm
http://www-tech.mit.edu/Chemicool/
Task 15b - Two commonly reported and important physical
properties of elements are melting point and boiling point. Prepare a
graph of either melting point or boiling point of the first 20
elements. Label the X-axis with atomic numbers from 1 to 20. Label
the Y-axis either melting point or boiling point. Place a dot for
each temperature point. Make a line graph by drawing in the best fit
line. Make a statement about the patterns you see as they relate to
the location of the elements on the Periodic Table. Find graphs of
atomic number versus other properties, such as atomic weight, atomic
radius, and ionization energies. Which of these seem to be periodic
properties and how can you tell from the graphs?
http://www-tech.mit.edu/Chemicool/
http://www-tech.mit.edu/Chemicool/graph.html
Lesson 16:
Atomic masses from the Periodic Table refer to the mass of single
atoms, but also to the mass of enough of the element to use in the
laboratory in an experiment (mole).
http://ull.chemistry.uakron.edu/genobc/Chapter_02/
http://dbhs.wvusd.k12.ca.us/Mole/Mole.html
http://dbhs.wvusd.k12.ca.us/Mole/MolarMass.html
http://w3.nai.net/~bobsalsa/mole2.htm
http://w3.nai.net/~bobsalsa/two_worlds_of_chemistry.htm
http://w3.nai.net/~bobsalsa/periodic_table.htm
http://www2.cajun.net/~vchs/c6.htm
http://www.intschool-leipzig.com/bailey/tutorial/mole/concept1.htm
http://w3.nai.net/~bobsalsa/two_worlds_of_chemistry.htm#Two Worlds
of
Chemistry
Part A - The average atomic mass given on the Periodic Table for
carbon is very close to 12. No unit (such as ounces, pounds, grams)
is given for this number. That is because it is a relative mass
compared to the other elements and can be assigned any unit that is
also assigned to the other elements. However, there are two units
that are commonly associated with these average atomic masses. One
unit applies to one atom (or a few atoms) of an element. The other
unit applies to quantities of an element that can be seen, that are
actually measured and used in the laboratory. This quantity of the
element is called one mole. Find the names of these two commonly used
units.
Part B - Find the actual mass of protons and neutrons. (You found
these in Task 2, but they can be found again if necessary.) Using
this mass, calculate the actual mass of a typical carbon atom. (You
can ignore the mass of electrons. Remember why?) Dividing the mass of
one mole of an element (Part A) by the mass of one atom of that
element will give you the approximate number of atoms in one mole.
This number, called Avogadro's number to honor Amedeo Avogadro, is
usually given as 6.02 X 1023. Was
the number of atoms per mole of carbon that you calculated close to
this given value? What might account for differences between your
calculations and the precise number usually given? Try the same
calculation for potassium. If necessary, calculate Avogadro's number
for several elements to prove to yourself that it is the same for all
elements.
Part C - Find a statement of Avogadro's hypothesis and copy it. It
was from this work with volumes of gases that others after his death
were able to calculate Avogadro's number. Also from his hypothesis,
the exact volume of one mole of any gas (at what are called standard
temperature and pressure) can be calculated. Just as Avogadro's
number applies to any element, this value applies to any gas. Find
this value and copy it. Be sure to include a unit.
Part D - For the element helium, give the following values (be sure
to include number and unit): relative mass of one atom (from the
Periodic Table), actual mass of one typical atom, mass of one mole of
atoms, number of atoms in one mole, and volume of one mole of atoms
at standard temperature and pressure.
Lesson 17:
The physical property of state of matter (gas, liquid, solid) depends
upon the nature of the interactions among its molecules and the
temperature.
http://edie.cprost.sfu.ca/~rhlogan/intermol.html
http://www.chem.unsw.edu.au/highschool/HSNotes/intermolecular.html
http://www.chemtutor.com/sta.htm#vue
Task 17 - Explain how the contrasting forces of particle
motion and attraction vary in the three states of matter - gas,
liquid, solid.
Lesson 18:
The physical properties of melting point and boiling point depend
upon the nature of the interactions among the molecules of a
substance.
http://dbhs.wvusd.k12.ca.us/Thermochem/Time-Temperature-Graph.html
http://w3.nai.net/~bobsalsa/temperature.htm
http://edie.cprost.sfu.ca/~rhlogan/bp.html
http://www.chemtutor.com/sta.htm#vue
http://edie.cprost.sfu.ca/~rhlogan/intermol.html
Task 18a - Describe how particle motion and attraction
interact when liquids boil and when solids melt.
Task 18b - Describe the relationship between the addition of
heat to water and any changes in temperature of the water when it
changes from a solid to a liquid and then to a gas as heat is
continuously applied. Why is water often used as a bath in which to
heat other substances when a maximum heating temperature of around
100°C is desired?
Lesson 19:
Different forms of some substances exist because of different
distances and angles between atoms.
http://www.ucl.ac.uk/geolsci/edu/ugrads/courses/plan/b122/sulfur.htm
http://library.advanced.org/2690/cgi-bin/LookupElement.cgi?6
http://www.cruzio.com/~devarco/molecule.htm
http://enpc1644.eas.asu.edu/Carbon/crystal.htm
http://enpc1644.eas.asu.edu/Carbon/diamic.htm
http://enpc1644.eas.asu.edu/Carbon/grapmic.htm
http://enpc1644.eas.asu.edu/Carbon/buckmic.htm
http://cst-www.nrl.navy.mil/lattice/struk/carbon.html
Task 19 - Using carbon as an example, describe the importance
of distance and angles between atoms to the distinct physical
properties produced in carbon's different forms.
Lesson 20:
Some atoms interact by transferring, to each other, electrons
farthest from the nucleus (the outer electrons that govern the
chemical properties of the elements).
http://spusd.k12.ca.us/sphs/science/gcch14sc.pdf
[NOTE: You must have Adobe Acrobat Reader installed on your
computer to view this page. If you don't have it, you may download it
at
http://www.adobe.com/]
http://w3.nai.net/~bobsalsa/bonding.htm#Bonding
http://www2.cajun.net/~vchs/c5.htm
http://www-tech.mit.edu/Chemicool/
http://tqd.advanced.org/2690/ptable/ptable.html
http://chemserv.bc.edu/web_elements/web-elements-home.html
Task 20 - Make a chart that illustrates this lesson. Use four
of the element groups as examples, those whose topmost elements are
lithium (hydrogen is not often considered part of this group because
so many of its properties are different from the others), beryllium,
oxygen, and fluorine. Put these group leader names down the left side
of the chart. Use as headings across the top: number of electrons in
the outside energy level, most common ionic charge (see Task 15a),
and number of electrons lost (for positive ionic charges) or gained
(for negative ionic charges). From information in your chart, make a
statement which describes the relationship between an atom's ionic
charge and whether it tends to give or receive electrons when they
are transferred between atoms. How does the ionic charge relate to
the number of electrons transferred? (Refer to Task 4.)
Lesson 21:
When electrons are transferred between atoms, an ionic bond is
formed.
http://spusd.k12.ca.us/sphs/science/gcch07sc.pdf
[NOTE: You must have Adobe Acrobat Reader installed on your
computer to view this page. If you don't have it, you may download it
at
http://www.adobe.com/]
http://w3.nai.net/~bobsalsa/bonding.htm
http://hyperion.advanced.org/3659/atommole/ionic.html
http://www2.cajun.net/~vchs/c5.htm
Task 21 - Make a statement which includes the definition of
ionic bonds and the specific force which holds the atoms together.
Choose one element from the lithium group and one from the fluorine
group to illustrate the definition. Describe what happens to an atom
of each as an ionic bond is formed between them.
Lesson 22:
Ionic bonds between atoms of elements create ionic compounds.
http://dbhs.wvusd.k12.ca.us/Nomenclature/Nomenclature.html
http://dbhs.wvusd.k12.ca.us/Nomenclature/Nomenclature-Data-Sheet.html
http://edie.cprost.sfu.ca/~rhlogan/formwrit.html
http://edie.cprost.sfu.ca/~rhlogan/nomen.html#ionic
http://w3.nai.net/~bobsalsa/bonding.htm#Bonding
http://www2.cajun.net/~vchs/c5.htm
Task 22 - Be able to name and give the chemical formula for a
variety of inorganic ionic compounds, including: binary compounds
containing ions with fixed charges, binary compounds containing
positive ions of variable charge (IUPAC and stock system), and
ternary compounds containing polyatomic ions. Go to the sites listed
above in order to read, study examples, and practice using the
worksheets included in the sites. Then, see your supervising teacher
for a test. For the test, you will be given a list of ions with names
and charges to use (such as the ones found at
http://edie.cprost.sfu.ca/~rhlogan/ion_st.html). On the test you will
determine the name of the compound when given the formula, and
determine the formula when given the name. All three types of
compounds included in this task will be on the test.
Lesson 23:
Some atoms interact by sharing with each other the electrons that are
the farthest from the nucleus (the outer electrons that govern the
chemical properties of the elements). When electrons are shared with
other atoms, a covalent bond is formed, creating molecules.
http://w3.nai.net/~bobsalsa/bonding.htm#Bonding
http://w3.nai.net/~bobsalsa/bonding.htm
http://www2.cajun.net/~vchs/c5.htm
http://www.intschool-leipzig.com/bailey/tutorial/covalent/coval2.htm
http://library.advanced.org/10429/high/bonding/bondbody.htm#covalent
http://library.advanced.org/10429/high/bonding/bondbody.htm#lewis2
Task 23 - Explain how the formation of a covalent bond between
two atoms satisfies the octet rule. Illustrate your explanation with
at least two examples (such as H2,
H2O, H2S).
Lesson 24:
Covalent bonds between atoms of different elements create molecular
compounds.
http://w3.nai.net/~bobsalsa/bonding.htm#Bonding
http://edie.cprost.sfu.ca/~rhlogan/formwrit.html
http://edie.cprost.sfu.ca/~rhlogan/nomen.html#moleculr
http://dbhs.wvusd.k12.ca.us/Nomenclature/Nomenclature.html
http://hyperion.advanced.org/3659/atommole/molecular.html
Task 24 - Be able to name and give the chemical formula for
binary molecular compounds (those containing only two elements). Go
to the sites listed above in order to read, study examples, and
practice using the worksheets included in the sites. Then, see your
supervising teacher for a test. On the test you will determine the
name of the compound when given the formula and determine the formula
when given the name. You may use a list of prefixes that you provide
and a periodic table.
Lesson 25:
Chemical reactions occur all around us.
Task 25 - Use the following sources (or others you find) to
locate ten examples of chemical reactions which affect your life.
Give the equation in symbol form (1), express it in words (2), and
then tell in what way it affects your life (3). The example shown
below is for the rusting of iron metal.
1. 4Fe + 3O2 ---->
2Fe2O3
2. iron combines with oxygen to form iron oxide (or iron rusts.)
3. Places where paint is scratched on a car will rust unless they are
painted.
Eventually, rusty places will be completely 'eaten' through.
Remember: With each task you are to give reference information for
sources used in completing that task. For internet sources, use the
following: author [if available], date [if available; if not, give
the exact date you accessed the information], title [if available],
and URL address. For print sources, use the form given in the Course
Description.
http://www.chemtutor.com/react.htm#what
http://www.chemtutor.com/react.htm#examp
http://library.advanced.org/3659/electrochem/galvanic.html
http://129.8.104.30:8080/projects97/83.html
http://wwwchem.csustan.edu/chem1002/gasevol.htm
http://members.aol.com/ChangChem3/CALbasicRORcat.html#catalysts
http://www.intschool-leipzig.com/bailey/tutorial/exotherm/sign1.htm
If you think of a reaction that affects your life, look for it in one
of the following general sources:
http://infoseek.go.com
http://www.elibrary.com
http://www.encyberpedia.com/ency.htm
http://www.infoplease.com
http://www.yahoo.com
If you need some chemical definitions of terms used when talking
about reactions, look here:
http://www.intschool-leipzig.com/bailey/tutorial/basics/define.htm
http://spusd.k12.ca.us/sphs/science/gcch09sc.pdf
[NOTE: You must have Adobe Acrobat Reader installed on your
computer to view this page. If you don't have it, you may download it
at
http://www.adobe.com/]
Lesson 26:
Balanced chemical equations are written to represent chemical
reactions.
http://dbhs.wvusd.k12.ca.us/Equations.html
http://w3.nai.net/~bobsalsa/baleq.htm
http://chemistry.ohio-state.edu/betha/nealChemBal/index.html
http://chemistry.ohio-state.edu/betha
http://www.chemtutor.com/react.htm#prob
http://www.chemtutor.com/react.htm#bal
Task 26 - Be able to balance a variety of chemical equations.
Read, study examples, and practice using the worksheets included in
the sites above. Then, see your supervising teacher for a test. On
the test you will balance skeleton equations by supplying the correct
coefficients.
Lesson 27:
Chemical reactions may release or consume energy.
http://ull.chemistry.uakron.edu/genobc/Chapter_08/
http://www.intschool-leipzig.com/bailey/tutorial/exotherm/sign1.htm
http://www.intschool-leipzig.com/bailey/tutorial/exotherm/deltah2.htm
http://www.chem4kids.com/reactions/thermo.html
http://wine1.sb.fsu.edu/chm1045/notes/Energy/Nature/Energy01.htm
http://wine1.sb.fsu.edu/chm1045/notes/Energy/Enthalpy/Energy02.htm
http://antoine.fsu.umd.edu/chem/senese/101/thermo/index.shtml
http://vax1.bemidji.msus.edu/~chemistry/thermochemistry.html
http://library.advanced.org/3310/lographics/textbook/u05s01.html
Task 27 - Both instant cold and instant hot compresses can be
purchased commercially, and are often used for joint sprains or
muscle soreness. They are often plastic bags which contain chemicals.
When the bag is squeezed, the chemicals are mixed, and a chemical
reaction occurs. By studying the information in the sites given (and
of course others you may find), describe what is happening in the
compresses in terms of energy. Use general terms, without being
concerned about the specific chemicals or chemical reactions that may
be involved. Distinguish between the cold and hot compresses by using
the following contrasts:
1. endothermic vs. exothermic
2. energy released vs. energy consumed (absorbed)
3. positive change in energy (+ÆH) vs. negative change in energy
(-ÆH)
4. surroundings made warmer vs. surroundings made cooler
5. reactants have more energy than products vs. products have more
energy
than reactants
Also, give at least one other example of both an endothermic and
exothermic reaction that you find in your study. Provide a balanced
chemical equation for each of these two additional reactions, showing
the amount of energy involved, with the proper heat units (such as
kJ).
Lesson 28:
Life is based upon carbon-based compounds and their energy
transferring reactions.
Task 28a - Life is based upon four principal types of
carbon-based compounds: carbohydrates, lipids, proteins, and
nucleotides (which make up nucleic acids). Demonstrate the truth of
this statement by sketching the basic structure of each of these
types of compounds. Emphasize the important place the element carbon
plays in each one by using a colored marker or pencil (such as red)
for the carbon atoms in your sketches. [Note: many of these organic
molecules form cyclic structures with five or more sides. Carbon
atoms occupy any corners of such structures where another element is
not given. In order to save space, the carbon atoms are often not
shown. However, you should put them in.]
http://www.biology.arizona.edu/biochemistry/problem_sets/large_
molecules/02t.html
http://www.kapili.com/biology4kids/chem/carbo.html
http://www.kapili.com/biology4kids/chem/lipid.html
http://www.kapili.com/biology4kids/chem/aa.html
http://www.biology.arizona.edu/biochemistry/tutorials/chemistry/page2.html
Task 28b - Life needs energy, and for most of earth's life,
that energy comes from the sun. The glucose molecule is at the center
of this process. Write a chemical equation which shows glucose being
formed. What is this reaction called? On which side of the equation
did you show energy? What kind of energy is involved in this
reaction? From Lesson 27, what type of reaction would this be in
energy terms? The energy tied up in glucose does life no good until
it can be released in a chemical reaction. Write a chemical equation
which shows glucose being broken down. What is this reaction called?
On which side of the equation did you show energy in this example?
What type of reaction would this be in energy terms? Did you find a
specific amount of energy that is obtained for each mole of
glucose?
http://www.biology.arizona.edu/biochemistry/problem_sets/photosynthesis_
1/05Q.ht ml
http://www.biology.arizona.edu/biochemistry/problem_sets/photosynthesis_
1/05t.html
http://www.biology.arizona.edu/biochemistry/problem_sets/photosynthesis_
1/10t.html
http://esg-www.mit.edu:8001/esgbio/lm/sugars/sugars.html
http://www.chem4kids.com/reactions/thermo.html
http://bmbwww.leeds.ac.uk/designs/glyintro/page01.htm
http://esg-www.mit.edu:8001/esgbio/chem/review.html
Lesson 29:
Oxidation-reduction (called redox) reactions involve the transfer of
electrons between reacting atoms, ions, or molecules.
Task 29 - Many chemical reactions important to humans involve
the transfer of electrons between substances. This loss of electrons
by one substance and the gain of electrons by another substance
causes both to change in charge (since electrons are negative). A
good definition with examples and nonexamples can be found in
http://www.chemistry.co.nz/redox_new.htm
http://www.chemtutor.com/redox.htm#isit
Some examples of oxidation-reduction (redox) reactions include
1. rusting (oxidizing) of metals (such as iron or aluminum),
http://www.phs.uiuc.edu/~pearman/101Online/notes/Electrochem/
Electrochem.html
2. flashlight batteries (called dry cells or voltaic cells),
http://library.advanced.org/3659/electrochem/galvanic.html
3. car batteries (called lead storage batteries; a group of voltaic
cells)
4. use of household bleach
5. fuel cells (hydrogen-oxygen type may be used to power cars,
http://216.51.18.233/index_e.html
6. obtaining metals from ores
7. electroplating
8. organic metals (new polymer anti-rust coating),
http://www.zipperling.de/Products/PAni/datenbla/Redox.html
http://www.zipperling.de/Research/abstract/reaction.html
http://www.zipperling.de/Products/PAni/CPAllg.en.html
Choose one of the given examples of oxidation-reduction reactions (or
one of your own finding) to research in depth. Write a report, giving
the who, what, when, where, why, and how of your topic. You must
include the chemistry of the oxidation-reduction aspect of the topic.
Give the element which loses electrons (and how many electrons each
atom loses) and the element which accepts them (and how many each
atom accepts). Your paper should be several pages long and should
include references. Reference your sources according to instructions
in the Reference Description.
Sources for oxidation-reduction information:
http://dbhs.wvusd.k12.ca.us/Redox/Redox.html
http://www.chemistry.co.nz/redox_begin.htm
http://www.chemistry.co.nz/redox_oxi_aa.htm
http://www.chemistry.co.nz/redox_test.htm
http://library.advanced.org/3659/electrochem/redox.html
http://library.advanced.org/3310/higraphics/textbook/u02s03.html
http://www.biology.arizona.edu/biochemistry/tutorials/chemistry/09Q.html
http://www.phs.uiuc.edu/~pearman/101Online/notes/Electrochem/
Electrochem.html
Sources of general information:
http://www.elibrary.com
http://infoseek.go.com
http://www.encyberpedia.com/ency.htm
http://www.infoplease.com
http://www.yahoo.com
Lesson 30:
Acid-base reactions involve the transfer of hydrogen ions (protons)
between reacting atoms, ions, or molecules.
Task 30a - Compare and contrast acids and bases by answering
the following questions.
1. Define acids and bases according to the three most common
descriptions
and explain why the three definitions do not contradict each
other.
a.Arrhenius
b.Bronsted-Lowry
c.Lewis.
2. Tell the difference between the hydrogen ion and the hydronium
ion.
3. List the six (6) acids (by formula and name) that are considered
strong and
the eight or nine strong bases (by formula and name).
4. List two or three each (by formula and name) of the weak acids and
weak
bases.
5. Give the fundamental differences between "strong" acids and bases
and
"weak" acids and bases, concerning dissociation and also where they
are
each found on the pH scale.
6. Explain how water is an amphiprotic (amphoteric) substance. Give
the
supporting equation. How does this relate to the pH of water?
7.List at least five (5) each of common household acids and
bases.
8.List contrasting properties of acids and bases concerning:
a. ion released in water
b. what each neutralizes
c. effect on litmus paper
d. taste [CAUTION: Only taste common food items in your home.
Never
taste nonfood items or laboratory chemicals.]
e. conducting electricity
f. any other properties specific to acids or bases
9.What two products always result from the reaction of an acid and a
base?
http://vax1.bemidji.msus.edu/~chemistry/acidsgen/acidsgen.html
http://dbhs.wvusd.k12.ca.us/AcidBase/Strong-Weak-AcidBase.html
http://www.science.ubc.ca/~chem/tutorials/pH/section0/index.html
http://ull.chemistry.uakron.edu/genobc/Chapter_09/
http://www.chemtutor.com/acid.htm
http://edie.cprost.sfu.ca/~rhlogan/acidbas.html
http://www.intschool-leipzig.com/bailey/tutorial/acidprop/propty1.htm
http://www.intschool-leipzig.com/bailey/tutorial/acidprop/propty2.htm
http://chem4kids.com/reactions/acidbase.html
http://www.kapili.com/biology4kids/chem/acid.html
http://www.biology.arizona.edu/biochemistry/problem_sets/ph/02t.html
http://www.chemtutor.com/acid.htm#over
Task 30b - Since acid rain is one of the controversial public
policy topics of our day, you need to understand the basics of the
issue. Write a two or three page paper on the topic. Be sure to cover
the who, what, when, where, why, and how. Don't leave out the
chemical equations involved. Reference your sources according to
instructions in the Reference Description.
Use the following address to check the pH of rain where you live:
http://nadp.sws.uiuc.edu/isopleths/maps1997/phlab.gif
Sources for acid rain:
http://earth1.epa.gov/acidrain/student/aciddef.html
http://earth1.epa.gov/acidrain/student/student2.html
http://www.beakman.com/acid/acid.html
http://129.8.104.30:8080/projects97/83.html
Sources of general information:
http://infoseek.go.com
http://www.elibrary.com
http://www.encyberpedia.com/ency.htm
http://www.infoplease.com
http://www.yahoo.com
Task 30c - Conduct the following pH lab at home. Combine the
experiments from the first two sources. You may also want to test
some of the substances shown in the third source. Write up your
experiment with the following sections: Purpose, Procedures, Results,
and Conclusions. See below for a sample lab report format. Give
enough details that someone could conduct the experiment the same way
you did by following your write up. [Caution: Even though this
activity involves common household substances and procedures, be
careful. SAFETY is the FIRST concern during chemistry
experiments.]
http://www.owu.edu/~mggrote/pp/chemistry/kitchen/cabbage2.html
http://www.owu.edu/~mggrote/pp/chemistry/kitchen/solutions2.html
http://earth1.epa.gov/acidrain/student/acidity.html
SAMPLE LAB REPORT FORMAT:
Purpose - Why are you doing this lab?
Procedure - How did you conduct the lab (step-by-step)?
Results - What did you find? A chart might be helpful.
Conclusions - Analyze the results. Any connections?
Lesson 31:
Concentration of particles affects reaction rates.
http://members.aol.com/ChangChem3/CALbasicROR1.html#rates
http://members.aol.com/ChangChem3/CALbasicRORconc.html
http://members.aol.com/ChangChem3/CALbasicROR1.html#collision
http://www.chem4kids.com/reactions/time.html
Task 31 - When a gas which is thought to be oxygen is produced
in a chemistry lab experiment, it is often tested with a glowing
splint. A wooden stick (about as long as a tongue depressor used by a
doctor, but only about a fourth as wide) is ignited with a match and
then blown out. While it is still glowing, it is inserted into a
small bottle of the gas. If the gas is oxygen, the glowing splint
will burst into flame. Why would the splint only glow in the air, but
ignite in the oxygen? Explain this oxygen test by using the collision
theory of matter and the concentration of particles. How could this
oxygen test relate to no smoking signs posted near someone using an
oxygen mask?
Lesson 32:
Temperature affects reaction rates.
http://members.aol.com/ChangChem3/CALbasicROR1.html#changing
http://members.aol.com/ChangChem3/CALbasicRORtemp.html#temperature
http://www.biology.arizona.edu/biochemistry/problem_sets/energy_
enzymes_catalysis/07Q.html
http://www.chem4kids.com/reactions/time.html
http://www.intschool-leipzig.com/bailey/tutorial/rates/temp1.htm
Task 32 - Would a piece of meat turn brown on its own, without
cooking, given enough time? Would chemistry experiments "work"
without using the well-known Bunsen burner? Perhaps it was the
discovery of fire that began the "life is busier now than it used to
be" syndrome. But why does heating a substance or substances increase
the reaction rate? What is the average increase of reaction rate for
every 10 degree increase in temperature? How can all of this be
explained by the collision theory of matter and temperature? Write a
paragraph or two to provide some answers, especially to the last
several questions.
Lesson 33:
Particle size and surface area affect reaction rates.
http://members.aol.com/ChangChem3/CALbasicROR1.html#changing
http://members.aol.com/ChangChem3/CALbasicRORlump.html
http://www.chem4kids.com/reactions/time.html
Task 33a - Use the general sources listed below to research
one of these topics: a grain dust explosion, or a coal dust
explosion. Write a report on one real incident involving your choice.
Give the who, what, when, where, why, and how. Explain how the
collision theory of matter and particle size (surface area) help
explain the disaster. What methods of prevention are suggested by the
explanation of the cause? Reference your sources according to
instructions in the Course Description.
Sources of general information:
http://infoseek.go.com
http://www.elibrary.com
http://www.encyberpedia.com/ency.htm
http://www.infoplease.com
http://www.yahoo.com
Task 33b - Conduct the following lab at home. Add the
extension concerning the candy. Write up your experiment with the
following sections: Purpose, Procedures, Results, and Conclusions.
Give enough details that someone could conduct the experiment the
same way you did by following your write up. [Caution: Even though
this activity involves common household substances and procedures, be
careful. SAFETY is the FIRST concern during chemistry
experiments.]
http://www.eecs.umich.edu/~coalitn/sciedoutreach/funexperiments/
agesubject/lessons/other/antacid.html
Lesson 34:
Catalysts affect reaction rates. In living systems, enzymes are
catalysts.
http://members.aol.com/ChangChem3/CALbasicROR1.html
Task 34a - Using the links given and exploring sources they
give you, make a list of catalysts and the reactions they speed up.
Some of these may be chemical formulas and equations. Some may be
names only of catalysts and reactants. They may be examples from
industry, chemistry or biological laboratories, or nature. They be
inorganic catalysts or organic catalysts (enzymes). Your list should
include twenty-five examples.
http://members.aol.com/ChangChem3/CALbasicRORcat.html#catalysts
http://www.cems.umn.edu/~aiche_ug/history/h_refine.html
http://esg-www.mit.edu:8001/esgbio/eb/structure.html
Task 34b - As you explore the subject of catalysts, you will
keep coming across a graph that helps explain how they work by
lowering the activation energy of the reaction. Sketch and label your
own graph that is a composite of all the ones you see. Label at least
the following on your graph:
1. reactants
2. products
3. energy
4. reaction progress (or course of reaction)
5. catalyzed reaction (Note: British spell catalysed with an
's'.)
6. uncatalyzed reaction
7. energy barrier for both catalyzed and uncatalyzed reactions
8. activation energy for both catalyzed and uncatalyzed reactions
(labeled Ea
or ÆG)
http://www.chem4kids.com/reactions/time.html
http://ull.chemistry.uakron.edu/genobc/Chapter_08/
http://www.biology.arizona.edu/biochemistry/problem_sets/energy_
enzymes_catalysis/01t.html
http://esg-www.mit.edu:8001/esgbio/eb/structure.html