Chemistry Through Inquiry Teacher Guide (NS)

Lab Summary:

Determine that density is an intensive property of a substance independent of the shape or size of an object.

Theory:

Determine that density is an intensive property of a substance independent of the shape or size of an object. Through this investigation, students:

• Determine the volume of regular- and irregular-shaped objects using geometric calculations and water displacement methods.
• Use mass and volume data to calculate density using the formula,
      density = mass/volume
• Distinguish between intensive and extensive properties.
• Learn that density is an intensive physical property that can be used to identify unknown substances.

Method:

Students conduct the following procedures:

• Determine the volume of regular-shaped objects through geometric calculation.
• Determine the volume of irregular-shaped objects through water displacement.
• Measure the mass and volume of various objects and calculate the density by dividing the two values.
• Identify the material a plastic cylinder is made from when given a list of substances and their corresponding densities.

Your Bundle Options:

Option 1:

Chemistry Standard Sensor Bundle (PS-2927A)

Lab Summary:

Use multiple mass and volume data to graphically determine the density of a substance.

Theory:

Use multiple mass and volume data to graphically determine the density of a substance. Through this investigation, students:

• Learn the process of graphing data, including scale selection, axis labeling, descriptive titling, and plotting data points.
• Determine trends in the data by mathematically describing the lines that best fit the data, particularly linear relationships (y = mx + b) and directly proportional relationships (y = mx).
• Discover that slope and y-intercept have meaning.
• Identify variables as either independent or dependent

Method:

Students conduct the following procedures:

• Calculate the volume of cubes and cylinders.
• Determine the mass of various objects.
• Plot both the mass and volume data of various objects on the same graph.
• Determine the mathematical relationship between the data.

Your Bundle Options:

Option 1:

Chemistry Standard Sensor Bundle (PS-2927A)

Lab Summary:

Use an absolute pressure sensor to learn about the components of air and how to determine the percent of oxygen in air.

Theory:

Students learn about the components of air and how to determine the percent of oxygen in air. Through this investigation, students:

• Observe a chemical reaction involving different states of matter.
• Describe pressure at the molecular level.
• Explain how the variables temperature, volume, and concentration affect the pressure of gases.

Method:

Students gain experience conducting the following procedures:

• Use an absolute pressure sensor to measure changes in pressure as atmospheric oxygen reacts with steel wool (iron).
• Determine the percent of oxygen in air from the measured pressure difference.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Determine the correct number of significant figures to include when reporting a measurement or a calculated value based upon measurements.

Theory:

Determine the correct number of significant figures to include when reporting a measurement or a calculated value based upon measurements. Through this investigation, students:

• Explain the difference between precision and accuracy.
• Rank the precision of different instruments.
• Record the values of length and volume measurements to the proper number of significant figures.
• Record the result of a calculation utilizing measurements to the proper number of significant figures.

Method:

Students conduct the following procedures:

• Use meter sticks with various scales to record the dimensions of different objects to the proper number of significant figures.
• Use recorded measurements to calculate volumes (multiplication and addition) and report the results with the correct number of significant figures.

Your Bundle Options:

Option 1:

Chemistry Standard Sensor Bundle (PS-2927A)

Lab Summary:

Use an absolute pressure sensor and fast response temperature sensor to determine the temperature at which all motion stops (absolute zero).

Theory:

Determine the temperature at which all motion stops. Through this investigation, students:

• Show that a directly proportional relationship exists between pressure and temperature for a gas at constant volume.
• Relate the Kelvin temperature scale to the motion of molecules.
• Show that Gay-Lussac’s law, P/T = k and P
  ₁/T
  ₁ = P
  _z/T
  _z is valid only with Kelvin temperatures.

Method:

Students conduct the following procedures:

• Use an absolute pressure sensor to determine the pressure of a fixed volume of air at various temperatures.
• Record collected temperature data in both Celsius and Kelvin units.
• Graph pressure versus temperature data showing the line of best fit (linear regression).
• Use the equation for the line of best fit to determine absolute zero.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a colorimeter to determine the concentration of a copper (II) sulfate solution.

Theory:

Determine the concentration of a copper(II) sulfate solution using a colorimeter. Through this investigation, students:

• Understand the difference between absorbance and transmittance of light.
• Become aware of the effects the three variables (chemical substance, path length, and concentration) have on the absorption of light.
• Determine the relationship between absorbance of light through a solution and the concentration of the solution (Beer’s law).

Method:

Students conduct the following procedures:

• Dilute a copper(II) sulfate solution of known concentration to create five calibration standards.
• Graph the absorbance of orange (610 nm) light against concentration.
• Use linear regression to determine the line of best fit and, subsequently, determine the concentration of an unknown copper(II) sulfate solution.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use an absolute pressure sensor to determine the effect of volume on the

pressure of a closed system containing a fixed amount of molecules at a

constant temperature.

Theory:

Determine the effect of volume on the pressure of a closed system containing a fixed amount of molecules at a constant temperature. Through this investigation, students:

• Show that an inversely proportional relationship exists between pressure and volume for a gas at a constant temperature.
• Apply Boyle’s law PV = k and P
  ₁V
  ₁ = P
  ₂V
  ₂
• Differentiate between real and ideal gases

Method:

Students conduct the following procedures:

• Use an absolute pressure sensor to determine the pressure of a fixed sample of air molecules at various volumes.
• Collect data in replicate and calculate averages.
• Graph volume versus pressure of a fixed amount of gas molecules at a constant temperature.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Test the law of conservation of matter for both physical and chemical changes by finding the mass of the reactants before the chemicals are reacted and the mass of the products after the reaction has occurred.

Theory:

In this investigation, students test the law of conservation of matter for both physical and chemical changes.

Method:

Students conduct the following procedures:

• Find the mass of the reactants before the chemicals are reacted and the mass of the products after the reaction has occurred (in a chemical reaction where a precipitate forms).
• Measure the mass of a solute and a solvent separately and the mass of the solution after combining the two.
• Determine the mass of gas produced during a chemical reaction by calculating the difference between the mass of the initial reactants and the mass of the final products (the final products do not include the escaped gas).

Lab Summary:

Use a voltage sensor to place metal reactants in their proper order on the table of standard electrode potentials.

Theory:

Experimentally place metal reactants in their proper order on the table of standard electrode potentials. Through this investigation, students:

• Describe electricity as the flow of electrons.
• Learn that some metals form ions easier than others, and that the ease with which ions are formed determines the amount of energy they can produce.
• Learn that electrochemical batteries (voltaic cells, batteries) produce useable energy by separating two halves of a spontaneous chemical reaction in which the products have lower potential energy than the reactants.
• Learn that an electrochemical battery contains two different metals, a path for ion movement,and an electrolyte solution.

Method:

Students conduct the following procedures:

• Construct electrochemical batteries using electrolyte solutions, wires, and various metal electrodes.
• Measure voltage produced in an electrochemical battery using different metals as the anode and copper as the cathode.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a conductivity sensor to determine which substances in sports drinks (water, sugars, or salts) are electrolytes.

Theory:

In this activity, students determine which substances in sports drinks (water, sugars, or salts) are electrolytes. Through this investigation, students

• Differentiate an electrolyte solution from a non-electrolyte solution.
• Describe the effect concentration has on the conductivity of an electrolyte solution.
• Determine the approximate concentration of electrolytes in a sports drink.

Method:

Students conduct the following procedures:

• Measure the conductivity of salt solutions, sugar solutions, and a sample of a sports drink.
• Graph conductivity versus concentration.
• Use the graph to determine the concentration of electrolytes in a sports drink.

Your Bundle Options:

Option 1:

Chemistry Standard Sensor Bundle (PS-2927A)

Lab Summary:

Use a fast response temperature sensor and calorimetry to determine the heat of fusion for water.

Theory:

Determine the heat of fusion for water. Through this investigation, students:

• Use calorimetry to determine the energy exchanged.
• Determine the molar heat of fusion of ice.
• Observe and describe how temperature changes before, during, and after a phase change.

Method:

Students conduct the following procedures:

• Record the temperature change of heated water resulting from the addition of ice cubes.
• Use the data collected to calculate the heat of fusion of ice.
• Evaluate the results by calculating the percent error from an accepted value.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a stainless steel temperature sensor to determine the effects of molecular size and shape on the strength of intermolecular forces for different alcohols within the same homologous series and between isomeric pairs.

Theory:

Students determine the effects of molecular size and shape on the strength of intermolecular forces for different alcohols within the same homologous series and between isomeric pairs. Through this investigation, students:

• Explain why evaporation causes a decrease in temperature.
• Describe the relationship between evaporation rate and the strength of intermolecular forces of attraction among molecules.
• Describe the relationship between the size of molecules in a homologous series and the strength of intermolecular forces of attraction between them.
• Describe the influence the shape of a molecule has on its vapor pressure by comparing the evaporation rates of two isomeric alcohol pairs.

Method:

Students conduct the following procedures:

• Graph temperature versus time data for five alcohols from the same homologous series and two pairs of isomeric alcohols as they evaporate from a stainless steel temperature sensor.
• Compare the rate of evaporation for the seven alcohols to determine the relative strengths of the intermolecular forces of attraction.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a conductivity sensor to determine if an unknown substance is an ionic, polar covalent, or non-polar covalent compound based on its physical properties.

Theory:

Determine if an unknown substance is an ionic, polar covalent, or non-polar covalent compound based on its physical properties. Through this investigation, students:

• Review physical properties, including conductivity, solubility, hardness, and melting point.
• Determine differences in physical properties for ionic and molecular covalent compounds.
• Explain the differences between intramolecular and intermolecular forces.

Method:

Students conduct the following procedures:

• Test the conductivity, solubility, hardness, and melting point of ionic, polar covalent, and non-polar covalent compounds.
• Identify an unknown substance as an ionic, polar covalent, or non-polar covalent compound.

Your Bundle Options:

Option 1:

Chemistry Standard Sensor Bundle (PS-2927A)

Lab Summary:

Use a pH sensor and common household chemicals to relate pH and

hydronium ion (H
₃O
⁺) concentration, classifying solutions as acidic, basic,

or neutral.

Theory:

Working with common household chemicals, students develop an understanding of the relationship between pH and the hydronium ion (H
₃O
⁺) concentration. Through this investigation, students:

• Classify solutions as acidic, basic, or neutral based on their pH or hydronium ion (H
  ₃O
  ⁺) concentration.
• Compare the relative strengths of acids and bases based on their pH or H
  ₃O
  ⁺ concentration.

Method:

Students conduct the following procedures:

• Measure the pH of common household chemicals and classify them as acids or bases.
• Calculate the hydronium ion (H
  ₃O
  ⁺) concentration from the measured pH values and graph pH versus H
  ₃O
  ⁺ concentration.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a fast response temperature sensor and stainless steel temperature sensor to determine how to add heat to a substance without the temperature of the substance increasing.

Theory:

Determine how to add heat to a substance without the temperature of the substance increasing. Through this investigation, students:

• Determine the effect of a phase change on the temperature of a substance.
• Explain the difference between heat and temperature.
• Determine the melting point and boiling point of pure water.

Method:

Students conduct the following procedures:

• Collect temperature data as they freeze water by inserting it into a salt/ice bath until the water freezes and the ices temperature decreases to –6.0 °C.
• Collect temperature data as they add a constant amount of heat to ice until the ice melts and the temperature of the water rises to 8 °C.
• Collect temperature data as they add a constant amount of heat to water until it boils for 6 to 8 minutes.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a fast response temperature sensor to determine the identity of an unknown metal by calculating the specific heat of the metal and comparing it to a list of known values.

Theory:

Experimentally determine the identity of an unknown metal. Through this investigation, students:

• Differentiate the concepts of temperature and heat.
• Understand the fundamental components of specific heat.

Method:

Students conduct the following procedures:

• Record physical observations of the unknown substance.
• Use a calorimeter to measure the temperature change inside.
• Calculate specific heat of an unknown metal.
• Identify the metal from a list of options.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a drop counter and pH sensor to to determine the concentration of a

hydrochloric acid solution and the concentration of an acetic acid solution by titration.

Theory:

Use a titration to determine the concentration of a hydrochloric acid solution and the concentration of an acetic acid solution. Through this investigation, students:

• Differentiate between concentration and strength of acids and bases.
• Perform neutralization reactions.
• Describe and explain the shape of a titration curve.

Method:

Students conduct the following procedures:

• Perform a strong acid–strong base titration.
• Perform a weak acid–strong base titration.
• Calculate the concentration of an unknown hydrochloric acid solution and an unknown acetic acid solution using collected data and stoichiometric calculations.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a drop counter and a pH sensor to determine the concentration of a sodium carbonate solution, learning that chemical reactions can be the sum of several individual reactions.

Theory:

Determine the concentration of a sodium carbonate solution. Through this investigation, students:

• Learn that chemical reactions can be the sum of several individual reactions.
• Learn that the conjugate base of a polyprotic acid generally accepts one proton at a time.

Method:

Students conduct the following procedures:

• Perform a strong acid-strong base titration.
• Calculate the concentration of an unknown sodium carbonate solution using collected data and stoichiometric calculations.
• Calculate the number of moles and liters of carbon dioxide gas produced using collected data and stoichiometric calculations.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Using a titration, determine the amount of chloride ion in water samples.

Theory:

Determine the amount of chloride ion in water samples. Through this investigation, students:

• Are introduced to the process of dissolving.
• Learn rules governing the solubility of ionic compounds in aqueous solutions.
• Understand double replacement reactions.
• Become familiar with net ionic equations.
• Are introduced to the method of analytical titration.

Method:

Students conduct the following procedures:

• Titrate known and unknown water samples, employing a double replacement reaction between silver nitrate and sodium chloride.
• Calculate the concentration of chloride ion in the water samples.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a fast response temperature sensor to distinguish between physical changes and chemical reactions and identify unknown changes as either physical changes or chemical reactions using evidence to support your decision.

Theory:

During this investigation, students:

• Observe the four main types of evidence that suggest a new chemical substance has formed.
• Distinguish between physical changes and chemical reactions.
• Identify processes as involving physical changes or chemical reactions.
• Identify the reactants and products in a chemical reaction.
• Explain the difference between exothermic and endothermic chemical reactions.

Method:

Students conduct the following procedures:

• Perform three chemical reactions, collect temperature versus time data for each, and record evidence that a new substance was formed for each.
• Perform three physical changes, and describe the resulting new physical appearance.
• Perform three additional changes, and identify them as chemical reactions or physical changes based on the observations recorded.
• Identify each chemical reaction as exothermic or endothermic.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a temperature sensor to determine the molar heat of solution for sodium hydroxide and ammonium chloride when they are dissolved in water, and the molar heat of reaction when magnesium reacts with hydrochloric acid.

Theory:

Determine the molar heat of solution for sodium hydroxide and ammonium chloride when they are dissolved in water, and the molar heat of reaction when magnesium reacts with hydrochloric acid. Through this investigation, students:

• Calculate the molar heat changes
  ΔH in physical and chemical processes.
• Review exothermic and endothermic processes.
• Write equations that show the molar heat changes in physical and chemical processes.

Method:

Students will conduct the following procedures:

• Record temperature versus time data for ammonium chloride dissolving in water, for sodium hydroxide dissolving in water, and for magnesium metal reacting with hydrochloric acid.
• Analyze the temperature versus time data to determine the change in temperature after correcting for heat loss.
• Calculate molar heat (enthalpy) changes and compare them to accepted values.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a temperature sensor to show that the change in enthalpy for the reaction between solid sodium hydroxide and aqueous hydrochloric acid can be determined using both a direct and an indirect method.

Theory:

Show that the change in enthalpy for the reaction between solid sodium hydroxide and aqueous hydrochloric acid can be determined using both a direct and an indirect method. Through this investigation, students:

• Measure initial and final temperatures and use the calculated temperature difference to determine the enthalpy change ΔH.
• Confirm that the overall heat evolved or absorbed in a chemical process is the same whether the process takes place in one or several steps (Hess’s law).
• Explain that directly measuring the heat evolved or absorbed in a chemical process is not always possible for a variety of reasons. Reasons include reactions that are too fast or too slow, are explosive, or involve toxic or expensive materials.

Method:

Students conduct the following procedures:

• Measure temperature changes when chemicals are mixed.
• Calculate molar enthalpies directly and indirectly using Hess’s law.
• Compare calculated molar enthalpies using direct and indirect measurements.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use an absolute pressure sensor and stainless steel temperature sensor to

determine the number of moles of carbon dioxide gas generated during a reaction between hydrochloric acid and sodium bicarbonate.

Theory:

Determine the number of moles of carbon dioxide gas generated during a reaction between hydrochloric acid and sodium bicarbonate. Through this investigation, students:

• Apply the ideal gas law (
  PV = nRT) to experimentally determine the number of moles of carbon dioxide gas generated.
• Use the balanced chemical equation and stoichiometry to calculate the theoretical number of moles of carbon dioxide gas generated.

Downloads:

Method:

Students conduct the following procedures:

• Measure temperature and pressure throughout the reaction between hydrochloric acid and sodium bicarbonate.
• Compare the experimentally determined number of moles of carbon dioxide generated to the number of moles that are theoretically possible and explain the discrepancies.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a pH sensor to determine the effect of concentration changes on the equilibrium of a system, relating pH values with the acid-base indicator

phenolphthalein.

Theory:

Determine the effect of concentration changes on the equilibrium of a system. Through this investigation, students:

• Use Le Châtelier’s principle to explain observed changes and to make predictions.
• Relate pH values with the acid-base indicator phenolphthalein.

Method:

Students conduct the following procedures:

• Determine the pH of a variety of solutions.
• Predict the shift in equilibrium when concentrations of specific reactants or products are changed.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a voltage-current sensor to determine the molar mass of copper through electroplating in an electrolytic cell.

Theory:

Determine the molar mass of copper through electroplating in an electrolytic cell. Through this investigation, students:

• Differentiate between oxidation and reduction.
• Use the area under a curve to provide meaningful data.
• Convert current (amperes) to moles of electrons using the Faraday constant.
• Use stoichiometric calculations.

Method:

Students conduct the following procedures:

• Electroplate an object with copper.
• Determine the mass of deposited copper by finding the difference between the mass of the object before and after it is plated.
• Determine the number of electrons transferred during electroplating from the area under the curve of a Current versus Time graph.
• Use stoichiometry and the number of electrons transferred to determine the number of moles of copper reduced.
• Calculate the molar mass of copper by dividing the mass of copper plated by the moles of copper determined experimentally.

Your Bundle Options:

Option 1:

Chemistry Standard Sensor Bundle (PS-2927A)

Lab Summary:

Use an absolute pressure sensor to determine the effect of temperature, concentration, and surface area on the rate of a chemical reaction by measuring changes in absolute pressure as a reaction proceeds.

Theory:

Determine the effect of temperature, concentration, and surface area on the rate of a chemical reaction. Through this investigation, students:

• Learn the effects of temperature, concentration, and particle size on the rate at which a chemical reaction occurs.
• Measure changes in absolute pressure as a reaction proceeds.

Method:

Students conduct the following procedures:

• Record the absolute pressure as magnesium ribbon reacts with hydrochloric acid (HCl) at different temperatures.
• Record the absolute pressure as magnesium powder reacts with HCl.
• Record the absolute pressure as magnesium ribbon reacts with different concentrations of HCl.
• Determine the rates of the reaction between magnesium and HCl for the different reaction parameters.
• Draw conclusions about how temperature, surface area, and concentration effect the rate at which magnesium reacts with HCl.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a colorimeter to determine the mass of copper consumed and silver deposited in a single replacement reaction.

Theory:

Determine the mass of copper consumed and silver deposited in a single replacement reaction. Through this investigation, students:

• Understand single replacement reactions.
• Learn about the activity series of metals and how it is used to determine whether or not a chemical reaction will occur.

Method:

Students conduct the following procedures:

• React solid copper with silver nitrate solution and measure the absorbance of the resulting copper(II) nitrate solution.
• Determine the concentration of Cu
  ²⁺ ions by analyzing a graph of absorbance versus concentration.
• Calculate the amount of copper consumed and silver deposited in the reaction using stoichiometry.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)

Lab Summary:

Use a temperature sensor to determine the mole ratio between the reactants sodium hypochlorite and sodium thiosulfate.

Theory:

Determine the mole ratio between the reactants sodium hypochlorite and sodium thiosulfate. Through this investigation, students:

• Review the evidence of chemical reactions.
• Describe the connection between coefficients in chemical reactions and the amount of product formed.
• Explain the term limiting reactant.

Method:

Students conduct the following procedures:

• React sodium hypochlorite and sodium thiosulfate in various proportions and measure the resulting temperature changes.
• Analyze data to determine the optimal mole ratio between the two reactants.
• Determine the limiting reactant for specified reaction variations.

Your Bundle Options:

Option 1:

Chemistry Starter Sensor Bundle (PS-2921)

Option 2:

Chemistry Standard Sensor Bundle (PS-2927C)