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Alice
Alice
I
Ce
Active Learning
In
Chemistry Education
"ALICE"
Copyright 1997, A.J.Girondi
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
www.geocities.com/Athens/Oracle/2041
Welcome to ALICE! You are about to
begin a course which will probably be
unlike anything you have experienced
thus far in your formal education. ALICE
is a unique program in which you will
study chemistry in small groups. Your
group will be able to progress faster or
slower than other groups (to a limited
extent). ALICE does not make use of a
regular textbook. Instead, you will be
given printed pages which you will place
into your notebook. These pages include
reading material, laboratory activities, and
worksheets. By the end of the school
year, you will be leaving the course with
your own completed copy of ALICE.
Your instructors role will not be typical.
There will not be many long lectures. The
instructor will not be the center of attention
in ALICE. You will be! As a student in
ALICE, you will be given a great deal of
independence. A typical class period will
have several lab groups working on a
variety of different activities, while other
groups will be completing worksheets or
reading some text material. Others may
be talking to the instructor or witnessing a
demonstration. Not everyone will be
doing the same thing at the same time!
ALICE is an example of active learning
which means that the student is almost
always actively involved in what is going
on. This program is constantly being
updated and revised based on comments
and suggestions from students like you!
Welcome
ALICE
is taught
here
Even your reading assignments will keep
you active! You will be answering
questions or solving problems constantly
as you read. No more going to the end of
the chapter to find these things.
Hopefully, the use of active learning
techniques will make your study of
chemistry one that you will find
interesting, challenging, and enjoyable.
On most days you will find that the class
time seems to pass very quickly.
Of course, with more independ-
ence comes more responsibility. You will
be expected to use class time properly,
complete your work promptly, and come
to class prepared. Good class attendance
is a must. The responsibility for your
learning is yours! But, your instructor,
the guide by the side, will offer any
assistance you may need. Good luck!
ACTIVE LEARNING IN CHEMISTRY EDUCATION
ALICE
Copyri ght 1997, A. J. Gi rondi , Ph. D.
ACTIVE LEARNING I N CHEMISTRY EDUCATION
TABLE OF CONTENTS
Chapter
1. Laboratory Techniques and Concepts
2. Handling and Presenting Data
3. Physical States of Matter
4. The Gas Laws
5. Atoms and Molecules
6. Chemical Equations - Part 1
7. Chemical Equations - Part 2
8. The Mole Concept - Part 1
9. The Mole Concept - Part 2
10. The Mole Concept - Part 3
11. Periodic Classification of the Elements
12. Modern View of Atomic Structure - Part 1
13. Modern View of Atomic Structure - Part 2
14. Chemical Bonding - Part 1
15. Chemical Bonding - Part 2
16. Solutions - Part 1
17. Solutions - Part 2
18. Rates of Chemical Reactions
19. The Energy of Chemical Processes
20. Chemical Equilibrium
21. Acids and Bases - Behavior in Water
22. Acid Base Reactions
23. Oxidation and Reduction - Part 1
24. Oxidation and Reduction - Part 2
25. Introduction to Organic Compounds - Part 1
26. Introduction to Organic Compounds - Part 2
27. Introduction to Organic Compounds - Part 3
28. Nuclear Chemistry - Part 1
29. Nuclear Chemistry - Part 2
Additional Materials: APPENDICES: A, B, C, D, E, F; Reference Notebook;
ALICE Activities - Materials & Equipment List
Active Learning In Chemistry Education
Material and Equipment List for Laboratory Activities
CHAPTER 1
ACTIVITY 1.3 Measuring Lengths
Meter stick or metric ruler
ACTIVITY 1.4 Uncertainty In The Measurement Of Temperature
Small beaker (100 or 150 mL); glass thermometer;
ACTIVITY 1.5 Uncertainty In Measuring Volumes Of a Liquid
50 mL graduated cylinder; small beaker of water
ACTIVITY 1.6 Use Of The Electronic Balance
Electronic balance; weighing papers; rock salt;
ACTIVITY 1.7 Uncertainty In The Measurement Of Masses
Electronic balance; small beaker (100 or 150 mL)
ACTIVITY 1.8 Qualitative and Quantitative Observations
Candle; cardboard; matches or lighter
ACTIVITY 1.9 Use of the Laboratory Burner
Laboratory burner; lighter
ACTIVITY 1.10 Working with Glass Tubing
Glass tubing; high-temperature burner or lab burner with flame spreader (wing top); steel file
ACTIVITY 1.11 Heating Liquids in Tubes - The Hot Water Bath
250 or 400 mL beaker; ring stand with ring and wire gauze; burner; dextrose solution;
Benedict's solution
ACTIVITY 1.12 Decanting Liquids
Solutions A and B (any combination which will form a precipitate will do); 100 or 150 mL beaker;
stirring rod; 10 mL graduated cylinder
ACTIVITY 1.13 How to Properly Filter Liquids
Funnel; filter paper; small beaker containing precipitate from Activity 1.12; ringstand with small
ring; stirring rod; balance
Materials List - Page 1
CHAPTER 2
ACTIVITY 2.13 Collecting and Graphing Experimental Data
Two 250 mL beakers; sodium chloride; stirring rod; two thermometers; eight ice cubes; timer or
watch with second hand
ACTIVITY 2.14 Cooling Rates of Evaporating Liquids
Thermometer; cotton or paper toweling; rubber band; timer or watch with second hand; string or
paper clip; ethyl alcohol; ring stand with utility clamp
CHAPTER 3
ACTIVITY 3.2 Identifying Metals By Physical Properties
Pieces of Metals "A" and "B"; 50 mL graduated cylinder; balance;
Handbook of Chemistry and Physics
ACTIVITY 3.3 Comparing the Densities of Liquids
10 mL graduated cylinder; bottles of ethyl alcohol, oil, and vinegar; balance
ACTIVITY 3.5 Energy Changes Which Accompany Phase Changes
250 mL beaker; burner; stopwatch or watch with second hand; test tube containing
paradichlorobenzene (PDB); thermometer; ringstand with ring and wire gauze
ACTIVITY 3.7 Physical and Chemical Changes
Four test tubes (three 100 mm tubes and one 150 mm tube); test tube rack; 0.1 M solutions of
AgNO3, K2CrO4, Pb(NO3)2, NaI, NaOH; 3 M solutions of HCl and H2 SO4; solid NaOH pellets;
thermometer; mossy zinc metal
ACTIVITY 3.9 Determining the Thickness of Aluminum Foil
One piece of regular aluminum foil and one piece of heavy duty aluminum foil (each 10 cm X 10
cm); metric ruler; balance
ACTIVITY 3.12 (Optional) The Barge Problem
100 mL beaker; 400 mL beaker; pieces of lead metal; grease pencil or marker or label tape
ACTIVITY 3.12 Sublimation (Teacher Demonstration)
Beaker; watch glass; ice cube; iodine crystals; burner; ringstand with ring and wire gauze
Materials List - Page 2
CHAPTER 4
ACTIVITY 4.2 Measuring the Effect of Pressure on Gas Volume
Boyle's law apparatus; 5 identical textbooks;
ACTIVITY 4.4 Measuring the Effect of Temperature on Gas Volume
Charles' law apparatus (glass tube containing mercury bead); metric ruler; large baker or flask;
burner; ringstand with ring and wire gauze
ACTIVITY 4.9 Measuring the Effect of Temperature on Pressure
Special manometer arrangement (see Figure 4.6)
ACTIVITY 4.10 Comparing Equilibrium Vapor Pressures
Special manometer arrangement (as used in Activity 4.9); acetone; ethyl alcohol;
isopropyl alcohol
ACTIVITY 4.12 A Teacher Demonstration of the PressureTemperature Relationship
Computer with special syringe and thermal probe attachment; Data Logger or equivalent software
CHAPTER 5
ACTIVITY 5.2 Properties of Iron In a Compound and In a Mixture
Mixture of iron filings and sulfur in a small container; small container of FeSO4
CHAPTER 6
ACTIVITY 6.2 An Experiment Involving the Heating of Copper
Copper turnings; crucible; ringstand, ring, and triangle; burner; balance
ACTIVITY 6.5 The Direct Combination Reaction of Copper and Sulfur
150 mm test tube; powdered sulfur; granular copper; small balloon; burner; balance;
ringstand with utility clamp
ACTIVITY 6.8 Observing the Decomposition Reaction of H2O2
150 mm test tube; 6% H2O2 Solution; MnO2 powder; wood splint; matches or burner
Materials List - Page 3
CHAPTER 7
ACTIVITY 7.2 Determination of the Activities of Selected Metals
10 mL graduated cylinder; six 150 mm test tubes; test tube rack; three small pieces each of
copper and zinc; 0.2 M solutions of KNO3, AgNO3, Pb(NO3)2
ACTIVITY 7.3 "Activities" of the Halogens
Five or six 100 mm test tubes; test tube rack; one or two long-stemmed pipets; small corks to fit
the test tubes; dropper bottles containing the following: TCE (trichloroethylene), fresh
chlorine water, 0.1 M NaCl, 0.1 M NaBr, 0.1 M NaI; a waste container for used TTE
ACTIVITY 7.5 Observation of Some Double Replacement Reactions
Dropper bottles containing 0.1 M BaCl2, 0.1 M K2 SO4, 0.1 M CuCl2, 1% (NH4)2S, 0.25 M NaI,
0.25 M Pb(NO3)2; a spot plate
ACTIVITY 7.9 Predicting the Formation of Precipitates
Dropping plate; 0.1 M Fe(NO3)3; 0.1 M CuCl2; 0.5 M KOH
ACTIVITY 7.10 (Optional) The Reaction Between NaOH and Ni(NO3)2
Nine 150 mm with the same internal diameter; test tube rack; grease pencil or marker;
5 mL and 10 mL volumetric pipets; 0.1 M Ni(NO3)2; 0.1 M NaOH; phenolphthalein solution;
corks to fit the test tubes
CHAPTER 8
ACTIVITY 8.1 Determining the Mass of Extremely Small Objects
Vial of rice; vial of lead shots; vial of staples; balance; empty vial
ACTIVITY 8.11 Percentage of Oxygen in Potassium Chlorate
Crucible and cover; triangle; ringstand with ring; KClO3; MnO2; balance; burner
CHAPTER 9
ACTIVITY 9.2 Determination of the Gram-Atomic Mass (GAM) of Silver
Crucible with cover; ringstand with ring; triangle; crucible tongs; burner; balance; Ag2O
ACTIVITY 9.4 Balancing an Equation by Experiment
250 mL beaker; CuCl2; two nails; sandpaper; forceps or crucible tongs; balance; 1.0 M HCl
Materials List - Page 4
ACTIVITY 9.6 The "Silver Tree" Reaction
Two beakers (100 or 150 mL); balance; copper wire; silver nitrate crystals; oven; the instructor will
provide a container for the product (silver metal)
CHAPTER 10
ACTIVITY 10.2 Determination of the Formula of an Oxide of Tin
Evaporating dish with watch glass cover; ringstand with ring and wire screen (gauze); granulated
tin (30-mesh); balance; 8 M HNO3 (nitric acid); burner; stirring rod
ACTIVITY 10.5 Determination of the Molar Volume of a Gas
Large beaker (600 mL or larger); magnesium metal ribbon; balance (accurate to 0.001 g); scissors;
fine copper wire; ringstand with clamp; gas-measuring tube; 6 M HCl (hydrochloric acid); rubber
stopper with 1 or 2 holes to fit gas tube; barometer
CHAPTER 11
ACTIVITY 11.3 Metals, Nonmetals, & Metalloids Comparing Properties
Glass vials containing samples of aluminum, copper and tin, sulfur, and silicon; Handbook of
Chemistry and Physics; electrical conductivity testing apparatus
ACTIVITY 11.5 Properties of Alkaline-Earth Element Compounds
Four 150 mm test tubes; 0.1 M Mg(NO3)2; 0.1 M Ca(NO3)2; 0.1 M Na2CO3; 0.1 M Sr(NO3)2;
0.1 M Ba(NO3)2
ACTIVITY 11.6 The Properties of Halogen Compounds
0.1 M NaCl; 0.1 M AgNO3; 0.1 M NaBr; 0.1 M NaI; 6.0 M NH4OH; solution of an "unknown"
halogen; four 100 mm test tubes with corks to fit
ACTIVITY 11.8 Making, Collecting, and Studying Hydrogen Gas
Pneumatic trough with shelf; 125 or 250 mL Erlenmeyer flask with one-hole stopper to fit;
piece of glass tubing to fit stopper hole; rubber tubing; three or four 150 mm test tubes;
3 M HCl; mossy zinc metal; wooden splints; matches or burner
ACTIVITY 11.10 Reactions of Sodium and Potassium with Water (Teacher Demonstration)
Sodium metal; potassium metal; phenolphthalein solution; large beakers with watch glass covers
Materials List - Page 5
CHAPTER 12
ACTIVITY 12.4 The Emission Spectra of Elements
Burner; nichrome or platinum wire with loop; dropping plate; 0.1 M solutions containing strontium,
lithium, barium, calcium, copper, and sodium ions; 3.0 M solution of hydrochloric acid; high
voltage apparatus; gas discharge tubes containing different gases; hand-held spectroscopes
ACTIVITY 12.10 (Optional) The Colors of Transition Metal Chemistry
96-well microplate; plastic micropipets; toothpicks; 0.1 M solutions of KNO3, Ca(NO3)2, NH4VO3,
Cr(NO3)2, Mn(NO3)2, Co(NO3)2, Fe(NO3)3, Ni(NO3)2, Cu(NO3)2, Zn(NO3)2; 6.0 M ammonia (NH3);
1 M potassium thiocyanate, KSCN; 6 M hydrochloric acid (HCl); one sheet of white paper
CHAPTER 13
ACTIVITY 13.8 Creating a Probability Density Plot
Crayon; target (page 13-21)
CHAPTER 14
The are no laboratory activities in Chapter 14.
CHAPTER 15
ACTIVITY 15.5 Comparing Properties of Ionic and Covalent Compounds
Sodium chloride; naphthalene; table sugar; metal file; metal can lid; ringstand with ring;
burner; 100 mL beaker; stirring rod; electrical conductivity tester
ACTIVITY 15.7 Determining the Formula of a Hydrate
Porcelain crucible with cover; barium chloride hydrate crystals; balance; ringstand with ring;
triangle; burner
CHAPTER 16
ACTIVITY 16.3 A Study of Molecular Models
Molecular models of Cl2; HCl; BBr3; AlF3; BeI2; H2O; CF4; NH3; BHBr2; CF2Br2
ACTIVITY 16.4 Testing the Miscibility of Liquids
Large test tube (25 x 200 mm) with stopper or cork that fits; 2-butanol; colored water;
ethyl alcohol; bottle used as waste container for these liquids
Materials List - Page 6
ACTIVITY 16.6 Testing the Polarities of Solutes and Solvents
Four 150 mm test tubes with stoppers or corks to fit; marker or grease pencil; table sugar; small
piece of styrofoam; small iodine crystal; toluene
ACTIVITY 16.8 Determining the Solubility of Sodium Chloride
Saturated salt solution; 25 mL graduated cylinder; thermometer; evaporating dish with watch glass
cover; ringstand with ring and wire screen (gauze); burner;
ACTIVITY 16.9 Making a Saturated Solution (A Teacher Demonstration)
Large stoppered test tubes containing saturated solution of sodium acetate; 250 mL beaker;
ringstand with ring and wire screen (gauze); small crystals of sodium acetate; burner
ACTIVITY 16.10 Developing a Solubility Curve for NH4Cl
Large beaker (400 or 600 mL); ringstand with ring and wire screen (gauze); burner; NH4Cl;
thermometer
CHAPTER 17
ACTIVITY 17.2 Making and Using a 0.10 Molar Solution
100 mL volumetric flask; Pb(NO3)2; two 150 mL beakers; balance; K2CrO4; 50 mL graduated
cylinder; ringstand with ring and wire screen (gauze); triangle; filter paper; stirring rod; beaker
tongs; funnel; oven
ACTIVITY 17.5 The Freezing and Boiling Points of Salt Water
Saturated salt solution; thermometer; small beaker (100 or 150 mL); 3 or 4 crushed ice cubes;
stirring rod
ACTIVITY 17.6 The Relationship Between Boiling Point and Pressure (A Teacher Demonstration)
Vacuum pump; pressure probe; temperature probe; small beaker of water; bell jar fitted with 2-
holed stopper; computer; appropriate software (such as Data Logger)
ACTIVITY 17.10 A Laser-Aided Look at a Colloidal Suspension (A Teacher Demonstration)
Small bottles containing a suspension, a true solution, and a colloidal suspension; laser
Materials List - Page 7
CHAPTER 18
ACTIVITY 18.1
3 M HCl; two 150 mm test tubes; mossy zinc metal; piece of Mg metal ribbon (2 cm); wood splint;
matches or lighter or burner
ACTIVITY 18.5 Comparing the Rates of Two Reactions
Dropper bottle of 0.01 M KMnO4; two 100 or 150 mL beakers; FeSO4; oxalic acid; stirring rod
ACTIVITY 18.7 Solution Concentration and Reaction Rate
Solution 1:
Solution 2:
50 mL flask or beaker; stopwatch or watch with second hand
ACTIVITY 18.8 The Effect of Temperature on Reaction Rate
Solution 1:
Solution 2:
600 or 1000 mL beaker; ice cubes; burner; ringstand with ring and wire sreen (gauze);
two large (25 x 200 mm) test tubes;
ACTIVITY 18.9 The Effect of Surface Area on Reaction Rate
Steel wool; burner; iron filings or powdered iron; lycopodium powder; dust explosion apparatus
ACTIVITY 18.10 The Effect of a Catalyst on Reaction Rate
6% H2O2 solution; four 150 mm test tubes; MnO2; Fe2O3; dirt; granular aluminum
ACTIVITY 18.11 Catalysts in Matches and in Cigarette Tobacco (Teacher Demonstration)
Book of safety matches; two sugar cubes; ash from cigarette tobacco; watch glass
CHAPTER 19
ACTIVITY 19.4 Determination of the Specific Heats of Three Metals
400 mL beaker; ringstand with ring and wire sreen (gauze); burner; two cylinders each of iron,
copper, and aluminum metal; balance; 3 foam cups; 100 mL graduated cylinder; crucible tongs;
thermometer; stirring rod; cardboard lid for foam cups
ACTIVITY 19.9 How Much Heat is Required to Melt Ice?
Thermometer; foam cup; cardboard lid for cup; 100 mL graduated cylinder; 2 or 3 ice cubes;
balance
ACTIVITY 19.10 Measuring Enthalpy Changes
150 mm test tube; thermometer; forceps; pellets of NaOH; NH4NO3; 1 M HCl; 1 M NaOH
Materials List - Page 8
ACTIVITY 19.11 Heat of Condensation of Water
Foam cup with cardboard lid; 125 mL Erlenmeyer flask; one-hole stopper to fit flask; U-shaped
glass bend; burner; 50 mL graduated cylinder; thermometer; ringstand with ring and wire sreen
(gauze); balance
ACTIVITY 19.13 Superheated Steam (Teacher Demonstration)
1000 mL Erlenmeyer flask; 2 large burners; ringstand with ring, clamp, and wire sreen (gauze);
coiled copper tubing
CHAPTER 20
ACTIVITY 20.4 LeChatelier's Principle and Changes in Concentration
0.1 M Fe(NO3)3; 0.2 M Fe(NO3)3; 0.1 M KSCN; 100 or 150 mL beaker; four 150 mm test tubes;
6 M NaOH; 0.1 M AgNO3
ACTIVITY 20.9 Testing LeChatelier's Principle With Cobalt Ions
Two 50 mL Erlenmeyer flasks or beakers; CoCl26H2O; 6 M HCl; hotplate or burner; ice bath;
filter paper; crucible tongs
ACTIVITY E.2
0.1M Solutions of: NaHCO3; HCl; BaCl2; CuSO4; KNO3; Cu(NO3)2 (add blue food coloring to the
colorless solutions so that they look like the copper solutions); dropping plate;
red and blue litmus paper
CHAPTER 21
ACTIVITY 21.4 Comparing the Conductivity of Strong and Weak Acids
0.1 M HCl (hydrochloric acid); 0.1 M HC2H3O2 (acetic acid); 0.1 M H8C6O7 (citric acid); four 100 or
150 mL beakers (one for each acid and one for water); conductivity tester
ACTIVITY 21.7 Comparing the COnductivity of Strong and Weak Bases
0.1 M NaOH; 0.1 M NH3; three 100 or 150 mL beakers (one is for water); conductivity tester
CHAPTER 22
ACTIVITY 22.2 The Production of a Salt by an Acid-Base Reaction
Evaporating dish and watch glass; 1 M HCl; 1 M NaOH; burner; ringstand with ring and wire sreen
(gauze);
Materials List - Page 9
ACTIVITY 22.5 AcidBase Indicator Solutions
Dropper bottle containing a solution with pH < 3.1; dropper bottle containing a solution with pH >
4.4; dropping plate; dropper bottle of methyl orange solution; dropper bottle containing a solution
with pH < 6.0; dropper bottle containing a solution with pH > 8.0; dropper bottle of bromthymol
blue solution; dropper bottle containing a solution with pH < 8.2; dropper bottle containing a
solution with pH > 10.0; dropper bottle of phenolphthalein solution; dropper bottle of white
vinegar; dropper bottle of household ammonia solution; dropper bottle of laboratory detergent
solution; dropper bottle of colorless soft drink; dropper bottle of tap water; pH meter
ACTIVITY 22.7 A Titration of Vinegar
Two 50 mL burets; ringstand with double buret holder; two small funnels; 0.50 M NaOH; whilte
vinegar; three 125 mL flasks; dropper bottle of phenolphthalein solution; magnetic stirrer (if
available)
CHAPTER 23
ACTIVITY 23.6 Observing Redox Reactions
0.2 M CuSO4; powdered zinc metal; 125 mL Erlenmeyer flask; 3.0 M HCl; 2 cm piece Mg ribbon;
small piece copper metal; 0.1 M HCl
CHAPTER 24
ACTIVITY 24.1 Redox Reactions in a Petri Dish
Two petri dishes; four iron nails; zinc wire; copper wire; agar-agar powder; 0.1 M K3Fe(CN)6;
phenolphthalein solution; stirring rod; 250 mL beaker; ringstand with ring and wire screen;
degreasing solvent such as 1,1,1-trichloroethane; burner; balance; pliers; forceps or crucible
tongs
ACTIVITY 24.3 Construction and Testing of Voltaic Cells
Voltaic cell apparatus (porcelain cup; glass cup or beaker; voltmeter; two wire leads with alligator
clips; strip of copper; strip of zinc; strip of lead; fine sandpaper or steel wool; solution of CuSO4
(0.1 M to 0.5 M will do); solution of ZnSO4 (0.1 M to 0.5 M will do); solution of Pb(NO3)2 (0.1 M to
0.5 M will do)
ACTIVITY 24.5 Batteries
1.5 volt cell and 9 volt battery each cut in half to expose the interiors
ACTIVITY 24.7 The Electrolysis of Water
Direct current power supply with adjustable voltage control; electrolysis of water equipment (such
as Hoffman apparatus); teacher will put some Na2SO4 into the water in the apparatus
ACTIVITY 24.8 Electroplating
A coin such as a nickel or quarter; 1 M HCl; two wire leads with alligator clips; 100 or 150 mL
beaker; copper strip; solution of copper sulfate in sulfuric acid; power supply or battery
Materials List - Page 10
NAME____________________________________ PER____________ DATE DUE____________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
"ALICE"
CHAPTER 1
LABORATORY
TECHNIQUES
AND
CONCEPTS
1-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
1-2 1997, A.J. Girondi
SECTION 1.1 An Introduction To "ALICE"
Welcome to ALICE (Active Learning in Chemistry Education). In this course you will learn the
basic principles of chemistry. It will help you to acquire some of the knowledge and skills which are
needed to understand many of the scientific and technological issues of our times. In addition to
providing you with a good background in chemistry, ALICE will help you to develop some logical methods
of solving problems. Unlike more traditional chemistry courses, ALICE is a program of study in which you
will be very independent. The teacher will not be the center of attention in your classroom. You will be!
Well, you and your fellow students will be. You will find that the teacher will be not be lecturing to your
class very often. Most of the time you will be working with other students in small groups. The teacher's
role will be that of a guide who will offer help and assistance to the small groups. He/she will provide you
with the laboratory materials you need, and from time to time he/she will perform various demonstrations
for your group or your class.
There is no formal textbook for ALICE. Instead, you will be given special printed materials, one
chapter at a time. These materials will be kept in your notebook which will eventually grow into a textbook
by the end of the year. However, it will be a textbook that you will help to write. ALICE involves "active
learning." That means that you will have an active role in almost everything that happens in the classroom.
As you read the materials, you will be responding to questions or solving problems. Most of the pages
you read will require one or more responses from you. The correct answers to questions and problems
can be found at the end of each chapter. You will frequently see sentences like the following: The
measurement of the amount of mass in a given volume of a substance is known as {35} . The
{35} which appears as a subscript before the blank is the method used to identify the response in the
answer key at the end of the chapter. The laboratory activities are built right into the reading materials.
The data that you collect and the conclusions that you draw will all become a part of your book. You will,
however, be expected to assume a lot of responsibility. You should budget your time wisely, come to
class prepared, be a contributing worker in your group, and stay on task when you are in class.
You should do your own work, even though you will be encouraged to cooperate with others in
your group. The kind of small group work that you will experience in ALICE is often called "cooperative
learning." That simply means that you will help others to learn, and that they will help you. Discussions
with your lab partner, classmates, and teacher will give you more insight into the concepts being
investigated. Hopefully, this style of learning will make the class more interesting to you, and will actually
help you to learn better than if you were in a more passive and traditional role.
The grade you earn is always determined by you. Quantity will not be the decisive factor in
obtaining a grade, but quality will be very important. Your grade will be your responsibility. Each chapter
will be checked by your teacher who will further explain the details of how you will be evaluated.
This may be the first time you will experience this form of freedom in the classroom. You can learn
as much, if not more, than you would in a conventional course. You have much more responsibility for
your own learning. The old saying, "you get as much out of something as you put into it," applies here.
Learning can be accomplished by doing, seeing, and listening. Learning is your responsibility. It always
has been, but now your responsibility has increased. Some of the equipment you will be using may be
expensive. Careful handling of this equipment is expected, and you must obtain an understanding of
how to use it properly. Your teacher will be available to help you with this. Some of this equipment is
pictured on the previous page. Learn the name and spelling of each piece illustrated.
Practice safety in the lab. Safety in the laboratory is a primary concern for everyone. Always and
immediately report any accident, injury, or equipment breakage to your teacher. Always wear safety
glasses and an apron when working in the laboratory. You can be sure that no childishness will be
tolerated in the lab.
Write careful responses. Your written work should be complete with proper grammar, punctuation,
and correct spelling. In addition, please be neat. No response has any value if it can't be read!
1-3 1997, A.J. Girondi
beaker
burner
dropper
volumetric flasks
clay triangle
crucible with lid
pipet
iron ring
triangular file
test tube holder
with test tube
funnel
wing tip
graduated cylinder
crucible
tongs
utility
clamp
watch glass
Florence
flask
thistle tube
glass bend
wide-mouth bottle
evaporating dish
buret
double buret holder
ring stand
test tube
brushes
pneumatic
trough
Erlenmeyer flask
Figure 1.1 Names of Laboratory Equipment
1-4 1997, A.J. Girondi
Some of the most important skills you will be developing in this course are those of observing and
measuring. Observation and measurement allow you to collect data and then to interpret that data in order
to figure out some of the "whys" and "hows" around you. Experimentation followed by observation and
measurement will allow you to answer many of these questions. Some such questions might include the
following. "Why do we put baking soda in most baked goods?" "What makes diamonds such hard
substances?" "Why are some things in our environment so harmful to plant and animal tissue?" You use
your senses to collect data everyday. You see, taste, smell, feel, and hear details from your surroundings.
Your senses are essential to the collection of data in your immediate environment. In the study of
chemistry or any other science, however, you will find that your senses alone will fall short of what is
needed. Your senses are valuable, but limited in scientific study. For example, through your sense of
sight, you may get the impression that one object is longer than another. However, it is extremely difficult
to get more than an impression without the instruments necessary to obtain more accurate
measurements. In the following exercises, you will be investigating the usefulness and accuracy of various
measuring instruments. You will first estimate the mass, length, volume, and temperature of several
objects. Then, you will check your estimates using various laboratory instruments. Laboratory measuring
instruments have their limits, just as your senses have their limits. One of your tasks, in addition to learning
how to use various measuring instruments properly, will be to determine the limits of accuracy of the
instruments. Follow the directions carefully, recording your data in the space provided.
SECTION 1.2 Uncertainty in the Measurement of Length
Distances are normally measured with a meter stick or ruler. The limit of accuracy of a meter stick
is indicated by how "close" you can read the length on the meter stick's scale (that is, how well you can
estimate the fractions of degrees between the marks). On the portion of the meter stick shown in Figure
1.2, the distance between the closest marks is 0.1 cm. The dotted line to the right of the meter stick is at a
length of 6.65 cm. The last decimal place, the 0.01 place, in the measurement is estimated.
You can usually estimate to one decimal place beyond the closest marks on any measuring
device. On this ruler, the closest marks are 0.1 cm apart, so you can estimate to the hundredths column,
0.01 cm. However, on this ruler the smallest marks are so close that it is all we can do just to determine that
the dotted line is between two of them - about half way. Therefore, your best estimate of the position of
the dotted line is 6.65 centimeters. We can say that the measuring instrument is readable to 0.05 cm.
(The 0.05 cm means that your measurement may be off by as much as 0.05 cm above or below its true
value. This value is called the uncertainty of the instrument.)
There are two additional dotted lines in Figure 1.2.
1. What distance is represented by dotted line a?{1}______________ cm
2. What distance is represented by dotted line b? {2}______________ cm
(The centimeter scale below has been enlarged for ease of reading.)
4 5 6 7
a b 6.65
FIGURE 1.2 Measuring With a Metric Rule
The scale shown in Figure 1.3a represents hypothetical units called "gorks." The closest lines on the
scale each represent 1 gork. The length of the dark line above the scale is 27.5 gorks. Since we can read
one decimal place beyond the closest lines, we can read this scale out to the tenths column. The line
appears to be about half-way between 27 gorks and 28 gorks. The length of the line appears to be about
0.5 gork away from each of the two closest lines. Therefore, the uncertainty is 0.5 gorks.
1-5 1997, A.J. Girondi
4 8 12 16 20 24 28 32 36 40 44 48
Figure 1.3a The "Gork" Scale
The line above the scale in Figure 1.3b appears to extend right up to the 22 gork mark. Should we
express its length, then, as 22 gorks? Well, we noted above that the closest marks on this scale represent
1 gork. We recall that we can usually read a scale to one decimal place beyond the closest marks. We can,
therefore, read this scale to the tenths column. We can actually express the length of this line as 22.0
gorks. The lines on this scale are so close that about all we can do is tell whether a measurement lies on a
line or mid-way between two lines. The closest lines represent 1 gork each, so the uncertainty here is
again 0.5 gork. So, the length of the line above Figure 1.3b is 22 gorks 0.5.
4 8 12 16 20 24 28 32 36 40 44 48
Figure 1.3b The "Gork" Scale
The scale in Figure 1.4 below is calibrated in units called "flings." The closest lines on this scale each
represent 0.5 fling. The length of the dark line above the scale is determined to be between 16.5 and
17.0 flings. We, therefore, read its length as 16.75 flings. The value of 16.75 is 0.25 fling away from the
two closest lines. Since all we really know is that the length is somewhere between these two lines, the
uncertainty can be expressed as 0.25 fling.
2 4 6 8 10 12 14 16 18 20 22 24
Figure 1.4 The "Fling" Scale
Problem 1. What is the length of the line above the "slurp" scale in Figure 1.5 below? _____________
How much uncertainty is there in this measurement? ______________
2 4 6 8 10 12
Figure 1.5 The "Slurp" Scale
Problem 2. What is the length of the line above the "klump" scale in Figure 1.6?_________________
How much uncertainty is there in this measurement?_______________
10 20 30 40 50 60 70 80 90 100 110
Figure 1.6 The "Klump" Scale
1-6 1997, A.J. Girondi
Problem 3. What is the length of the line above the "glip" scale in Figure 1.7?___________________
How much uncertainty is there in this measurement?_______________
1 2 3 4
Figure 1.7 The "Glip" Scale
Problem 4. What is the length of the short line above the "zorch" scale in Figure 1.8? _____________
What is the uncertainty of this measurement? ____________ What is the length of the long line above
Figure 1.8?__________ What is the uncertainty of this measurement? ____________
1 2 3 4 5 6 7 8 9 10
Figure 1.8 The "Zorch" Scale
ACTIVITY 1.3 Measuring Lengths
Estimate the length and width of this page in centimeters (cm) without using a measuring instrument.
1. What is your estimate of its length? __________ cm
2. What is your estimate of its width? __________ cm
Get a ruler or meter stick and measure the length and width of this page.
1. What is the length (in cm) between the closest marks on your measuring device? ________cm
2. What decimal place is your measuring device accurate to? ___ cm
3. What is the length of this page? cm
4. What is the width of this page? cm
5. How much uncertainty (in cm) is there in your measurements? __________cm
(The answers to the above questions will depend on the type of ruler you are using.)
ACTIVITY 1.4 Uncertainty In The Measurement Of Temperature
Next, you will be trying your skills at estimating temperature and learning how to read a
thermometer properly. This will not be as easy as it may seem. In science, temperature is usually
measured and recorded in degrees Celsius,
o
C. You are probably familiar with the Fahrenheit scale. The
Fahrenheit scale is most commonly used in daily weather reports. You should be able to make a ballpark
estimate in
o
C knowing that room temperature, usually about 72
o
F, is equal to 25
o
C.
1-7 1997, A.J. Girondi
Fill a small beaker about halfway with water. Now obtain a thermometer with a range of about 110 to 120
o
C. Use the same procedure used in determining the uncertainty of the meter stick to determine the
uncertainty of the thermometer.
How many degrees are represented between the closest two marks on the thermometer's
scale? {3}
o
C
To what column can the thermometer reading be estimated? {4}_____________________
Hold the thermometer in the water in the small beaker. Allow it to remain immersed until the temperature
stabilizes. Be sure to read the temperature to one decimal place beyond the smallest divisions marked on
the thermometer.
What is the temperature of the water? ___________
o
C
What is the uncertainty in the temperature value you obtained? {5} ____________
o
C
Return the thermometer to the lab shelf, and save the beaker of water for the next section.
ACTIVITY 1.5 Uncertainty In Measuring Volumes Of A Liquid
The volume of a liquid is normally measured in liters (L) or in milliliters (mL) in the chemistry
laboratory. If you are not familiar with the quantity of a liquid that makes a liter or milliliter, you may have
some trouble estimating volumes. But don't worry, because by the end of this course, you will probably
be an expert. Almost every lab activity you will be doing throughout this course involves measuring
volumes.
Obtain a 50 mL graduated cylinder. Look at the cylinder and then at the water in the beaker used
in the previous section. What is your estimate in mL of the volume of water in the beaker? ________ mL
Before measuring the actual volume of the
liquid, you must learn how to read a graduated
cylinder properly. Many liquids in a graduated cylinder
have cohesive properties. This means the particles of
the liquid have a tendency to stick to each other.
There is also an adhesive property of most liquids to
glass, meaning unlike particles (liquid and glass) stick
to each other. These two properties (adhesion and
cohesion) combine to cause a liquid to "climb" the
walls of a graduated cylinder and form a bend or dip
on the surface of the liquid. This dip is called the
meniscus. When measuring the volume of a liquid, an
inaccurate measure will result if the meniscus is not
taken into account. When reading a volume from a
graduated cylinder, you should place your eye even
with the bottom of the meniscus. Read the scale
where the bottom of the meniscus rests. Study
Figure 1.3 carefully. The volume of the liquid shown
there is 55 mL.
Figure 1.3 Reading a Meniscus
20
40
Graduated cylinders come in a variety of sizes. Each size has a different degree of uncertainty.
When measuring small volumes, a small graduated cylinder should be used. Large graduates are used for
measuring large volumes. Let's compare the degree of uncertainty of various sizes of graduated cylinders.
1-8 1997, A.J. Girondi
Problem 5. Apply the procedure used previously to determine the uncertainty of the ruler and
thermometer. Obtain three different sizes of graduates (10 mL, 50 mL, and 100 mL). Examine each
closely and record your data in the chart below. Do not forget the units! In each case assume that the
level of liquid is located either at one of the closest marks or is halfway between two of them.
Size of Graduated Volume represented Amount of uncertainty
Cylinder by closest two marks ()
a. 10 mL mL mL
b. 50 mL mL mL
c. 100 mL mL mL
Now pour the liquid from your beaker (from section 1.5) into the appropriate graduated cylinder (according
to size).
What is the measured volume of the liquid? _____________ mL (Be sure to express the volume to one
decimal place beyond the smallest divisions.)
ACTIVITY 1.6 Use Of The Electronic Balance
In chemistry, mass is generally measured in grams (g). There are various types of laboratory
balances used in chemistry classrooms. The balances used in high school laboratories today may be
either manual or electronic. We will assume that your lab is equipped with electronic balances.
Balances are delicate and expensive pieces of equipment and should always be handled
carefully. Locate an electronic balance in your laboratory. Note the positions of the "On/Off" control and
the "Tare/Rezero" control. The purpose of the on/off control is obvious. After they have been turned on,
electronic balances should be left on for the remainder of the class period. DO NOT turn them on and off
during each use. The "Tare" control is used to cancel out the mass of any object which is resting on the
balance pan. It is also use to "rezero" the balance. Let's now play with the balance a bit, to become familiar
with its use and controls.
Turn the balance off if it is already on. Now turn the balance on and notice what happens on the
display. The balance goes through a self-check each time it is turned on during which time the electronic
circuits are each tested to be sure they are working properly. The balance cannot be used until the self-
check is completed. This does not take very long. When the self-check is complete, the display should
read zero. If it does not, press the "Tare/Rezero" control. The display should now read zero. Note that
the balance at this point can measure out to either two or three decimal places (depending on the balance
you are using). This represents a high degree of sensitivity, so that even small breezes of wind may cause
fluctuations. Some balances will display masses to three decimal places up to a certain mass, and then
they will switch to two decimal places above that mass. Place an object on the pan and note the display.
Most of the work you will be doing in chemistry will require masses measured to two decimal places. There
is no scale to read on electronic measuring devices. You simply read a digital display. Therefore,
uncertainty in not estimated in the same way it is when reading a scale. The last digit in any measurement
is always uncertain. So, if the display reads 45.85 g, then the last 5 (in the hundreds column) is uncertain.
This means that the minimum uncertainty is 0.01 since the uncertain digit is in the hundreds column.
However, the uncertainty could be greater than this, and you would have to check the specifications of
the instrument to determine that.
1-9 1997, A.J. Girondi
Dry chemicals are never placed directly on the balance pan. Instead they are placed on either a
piece of weighing paper or in a small cup or container. Note that a box of weighing paper is always found
close to the balances in the lab. Obtain a piece of weighing paper and put in on the balance pan. Note the
mass of the paper. We are now going to measure out about 5 grams of rock salt onto the weighing paper.
However, we do not want to include the mass of the paper. So, before we begin measuring out the salt,
press the "Tare/Re-zero" and note what happens. The mass of the paper has been eliminated, so that the
balance now reads 0.000 with the paper on the pan. Therefore, any mass we read on the display will be
that of the salt. Obtain a bottle of rock salt from the materials shelf, and use a spoon or scupula to add
about 5 grams of salt to the paper. Read the display.
What is the mass of salt on the pan? ________________ g
Be very careful if you decide to remove some substance from the balance pan. DO NOT press on the
balance pan with the spoon! (And, of course, never handle chemicals with your hands.) Remove the
paper and salt from the balance pan and return the salt to the container from which you obtained it. Do not
reuse weighing paper. Discard it after use.
Sometimes you may need to measure out more of a substance than a piece of weighing paper
can safety hold. In that case it is recommended that you use an object such as a small paper or plastic cup
in place of weighing paper. Some chemicals may react with paper or plastic, in which case glass containers
such as beakers may be used. The "Tare/Rezero" control is used to eliminate the mass of the cup or
container in that same way as was done with weighing paper.
Note that the "Tare" control is also the "Rezero" control. If you attempt to use the balance and
note that the display does not read zero even though nothing is on the pan, simply press the
"Tare/Rezero" control. BE SURE to leave the balance and the surrounding area clean after you have
used it. DO NOT leave chemical substances on or around the balance! Note that the pan can be lifted off
for easy cleaning underneath. Use a damp paper towel for cleaning.
Tare/Rezero ON/OFF
45.85 g
Figure 1.9
An Electronic Balance
1-10 1997, A.J. Girondi
ACTIVITY 1.7 Uncertainty In The Measurement Of Masses
Now it's time to make an estimate of mass and then to check that estimate using the laboratory
balance. Clean and dry the small beaker used in section 1.5. Place the beaker on the balance and
determine its mass in grams.
What is the measured mass of the beaker? ______________ g
What is the minimum amount of uncertainty for the balance you are using? ___________g
What was the unit used on the numerical answers above?
Note: After you have finished a laboratory activity, it is your responsibility to clean all of the equipment and
to return it to its proper place. You may also find it necessary to wipe up the lab table.
ACTIVITY 1.8 Qualitative and Quantitative Observations
Most of the information gathered in chemistry requires some type of direct observation. Some of
these observations rely solely on our senses. For example, observing that a particular solution is yellow
relies solely on our sense of sight. But, to determine that there are 15 mL of this yellow solution relies on
our sense of sight aided by a measuring instrument, the graduated cylinder in this case. Measuring tools
help us to extend our senses by allowing us to collect more accurate information. The two observations
made above are two rather different types of observations. In general, they are called qualitative and
quantitative observations. Qualitative observations are those that describe, in general, how something
looks, feels, tastes, and/or smells. Quantitative observations involve numerical measurements.
Example: I have a test tube in my hand containing 5 mL of a solution that is green in color. The fact
that I have identified a measurement (5 mL) would indicate a quantitative observation. By identifying the
color of the solution, I have made a qualitative statement.
In science, it is necessary to be able to make accurate observations. Most people need to
improve their observation skills. So let's do this. Obtain a candle, a square to set the candle on, and a
match or lighter. Light the candle and stand it on the cardboard. Some students are capable of making an
extraordinary number of observations of a lit and unlit candle. You will be asked to make only 10
observations - 5 qualitative and 5 quantitative. Use as many of the laboratory measuring devices
introduced earlier as possible to make your quantitative observations. Be certain that you are using the
instruments properly, that you always write the appropriate units after any numbers, and that you carry your
measurements out to as many decimal places as possible. Your observations may be of both a lit and an
unlit candle. (10 total observations) Write your observations in the table which follows in complete
sentences.
Qualitative Observations:
1.____________________________________________________________________________
2.____________________________________________________________________________
3.____________________________________________________________________________
4. ____________________________________________________________________________
5.____________________________________________________________________________
1-11 1997, A.J. Girondi
Quantitative Observations:
1.____________________________________________________________________________
2.____________________________________________________________________________
3.____________________________________________________________________________
4.____________________________________________________________________________
5.____________________________________________________________________________
ACTIVITY 1.9 Use of the Laboratory Burner
As you work in the chemistry laboratory, there are several procedures or techniques that are
commonly used. You will now be given an opportunity to practice some of these basic procedures. One
piece of equipment you will frequently be using is a burner. Figure 1.10 illustrates the anatomy of a typical
burner. Your burner may be different from the one shown. Most burners have an adjustment for air flow -
usually this involves turning the barrel of the burner. Some also have a gas flow adjustment - usually
controlled by a valve at the base of the burner.
Attach your burner to the gas outlet at your lab station using a two or three foot length of rubber
tubing which is in good condition. Be sure that the connections are tight. Obtain a flame igniter or lighter.
Be very careful if you have long hair. Hair will burn very quickly if it gets too close to the flame! It is a good
idea to tie long hair back. Turn the gas on so that the valve is completely open - this means that the handle
of the valve should be located directly overtop of the valve itself. The flow of gas should be not be
controlled from the main valve, but rather it should be controlled by the valve on the burner itself. The
main valve should be completely open when in use. Step back from the burner and light the gas. If you
cannot light it, do not allow gas to continue to flow. Turn it off and ask the teacher for assistance.
Barrel - rotate to adjust air flow
Gas Inlet
Valve - rotate to adjust gas flow
FIGURE 1.10 Anatomy of a Laboratory Burner
The burner flame should be blue in color and about 1 to 2 inches in height. If the flame is yellow,
more air is needed (turn the barrel counterclockwise). If the flame keeps blowing out, less air is needed
(turn the barrel clockwise). If your flame is too long or too short, adjust the gas flow by turning the valve at
the base. Ask your teacher to help you if you are uneasy with the process. The hottest part of the flame is
at the tip of the inverted light blue cone within the flame. The tip of this cone should touch the bottom of
1-12 1997, A.J. Girondi
the object being heated for maximum efficiency. Before moving on, be sure you can light and adjust your
laboratory burner properly and with confidence.
Safety is always a concern, and it will be brought to your attention many times. The use of safety
glasses to protect your eyes may well be the most important piece of equipment you will ever use in a
chemistry lab. They must be worn at all times in the lab. Wear them during this next activity.
A larger high-temperature burner is also available in your lab. These burners are used for bending
glass tubing and for specific experiments where high temperatures or heating large volumes of liquids are
required. You will be told when high-temperature burners should be used. DO NOT use them unless you
are directed to do so. You will be using high-temperature burners during activity 1.10.
ACTIVITY 1.10 Working with Glass Tubing
Occasionally, you will be doing laboratory activities that require the manipulation of glass tubing.
At this point, your teacher will demonstrate to you the proper way to cut, bend, fire-polish, and seal glass
tubing using a large hightemperature burner or a regular burner with a "wing top" attachment. The
teacher will demonstrate these techniques in front of the entire class. Caution! Hot glass cools very
slowly, so allow it to cool completely before touching it. Water may cause hot glass to shatter - even Pyrex!
Never put a liquid into hot glass - even Pyrex. After the teacher demonstration, you will be given specific
tasks to perform with the glass tubing. Each student will be required to:
1. File and break two pieces of glass tubing to a proper length (15 to 20 cm in length). Use those pieces
of tubing to:
2. Make a 90-degree glass bend fire-polished at each end.
3. Make a stirring rod (about 15 to 20 cm long) sealed at both ends.
Check with your teacher after you have completed the tasks, and show him/her your glass bend and
stirring rod.
ACTIVITY 1.11 Heating Liquids in Tubes - The Hot Water Bath
If you wish to heat a liquid in a test tube, you should never put the test tube containing the liquid
directly into the burner flame. If placed directly into the flame, the solution may "bump" and shoot out of
the tube, possibly in someone's face. It's safer to heat the tube in a hot water bath as shown in Figure
1.11. Let's try an activity using this technique. To set up the water bath you will need a 250 mL or 400 mL
beaker about
1
/2 full of tap water. Put this on a wire gauze supported by an iron ring attached to a ring
stand. A test tube containing the sample to be heated can then be placed into the water. Light the burner
under the water bath. Begin heating the water. The tip of the light blue cone of the flame should touch
the bottom of the wire gauze. Next, obtain the dextrose solution and the Benedict's solution from the
materials shelf. Measure out 5 mL of dextrose solution and place it in a large test tube.
Qualitatively describe the dextrose solution._____________________________________________
Quantitatively describe the dextrose solution.____________________________________________
Qualitatively describe the Benedict's solution.____________________________________________
1-13 1997, A.J. Girondi
Next, add 3 drops of Benedict's solution to the dextrose solution in the test tube. Immerse the test tube
in the water bath. When it gets hot enough, the solution in the tube will change.
Describe any changes that occur as you heat it. ___________________________________________
Was your observation above more QUALitative or QUANTitative?______________________________
Allow your apparatus to cool, and then clean up the lab area.
The tip of the light blue cone
in the flame should touch
the bottom
Figure 1.11 Hot Water Bath
stirring rod
Figure 1.12 Decanting
ACTIVITY 1.12 Decanting Liquids
It will frequently be necessary for you to separate a solid from a liquid. There are several ways in
which to do this. The simplest way is to let the solid settle out and then pour off the liquid - leaving the
solid in the container. This technique is called decanting. To avoid splashing, the liquid is slowly poured
down a stirring rod. The technique is shown in Figure 1.12. It takes a bit of practice to do this properly, so
try it. Get solutions A and B from the materials shelf. Mix 7 mL of solution A with 7 mL of solution B in a
small beaker. Describe what happens using qualitative terms. ________________________________
______________________________________________________________________________
The solid that is formed is called a precipitate. Decant the liquid from the precipitate following the
procedure shown in Figure 1.12. The liquid that you pour off is called the decantate. Save the beaker
containing the precipitate for Activity 1.13.
ACTIVITY 1.13 How to Properly Filter Liquids
When a solution is decanted, the precipitate left behind is quite wet. In many experiments it will be
necessary to determine the mass of the precipitate. In these cases, it is not enough to decant the liquid
off of the precipitate. Instead, the solid is filtered through fine paper. In the filtration technique, the liquid
soaks through filter paper while the solid becomes trapped. The filter paper containing the precipitate can
then be dried and weighed. Follow the procedure below to determine the mass of your precipitate.
1-14 1997, A.J. Girondi
1. Obtain a piece of filter paper and measure its mass using a balance. Record the mass of the paper in
Table 1.1. Fold the filter paper as shown in Figure 1.9 below.
2. Pull one layer of the folded paper away from the rest forming a cone. Place the filter paper cone in a
funnel and wet it with distilled water. Press the paper carefully with your thumbs so that it fits snugly in the
funnel. Put the funnel into a small iron ring attached to a ring stand. (If you can't find a small enough ring to
hold your funnel, you can put the funnel into a pipestem triangle which can then be placed on a larger
ring.) Note that the tip of the funnel should touch the upper inside wall of the beaker to prevent splashing.
3. Pour the precipitate and any liquid still remaining in the beaker into the filter paper cone. If all the solid
does not come out of the beaker, rinse the beaker with extra water from your wash bottle, and then pour
this extra water and the remainder of the precipitate into the filter paper cone.
4. Use a magic marker to put your initials on a 100 mL beaker. Then, when filtering is complete, put the
filter paper cone containing the precipitate into the beaker.
5. Allow the filter paper and the precipitate in the beaker to dry overnight in an oven. After that time,
remove the dry paper cone from the beaker, and determine the mass of the filter paper and precipitate.
Record all of your data in Table 1.1. Discard the paper and precipitate.
2
1
3
4
Press moistened
paper against funnel
with thumbs to seal.
Figure 1.9 Folding Filter Paper and Filtering Apparatus
Filtrate
TABLE 1.1 Det ermining t he Mass of a Precipit at e
Mass of Filt er Paper g
Mass Paper + Precip g
Mass of Precipit at e g
1-15 1997, A.J. Girondi
Write two qualitative observations about the activity above.
(1)____________________________________________________________________________
(2)____________________________________________________________________________
Write two quantitative observations about the activity above.
(1)____________________________________________________________________________
(2)____________________________________________________________________________
SECTION 1.14 Chemistry In Our Daily Lives
From the historical point of view, the development of the science of chemistry is very fascinating.
In one sense, chemistry can trace its origins to prehistoric times when humans first discovered fire and
how it could be used to cause chemical changes. (But is was not a science then!) About 30,000 years ago
people were using paints and pigments for a variety of uses. About 8,000 to 10,000 years ago people
were producing copper and tin metal by treating ores and minerals with fire. About 3,000 to 4,000 years
ago people were producing bronze, iron, and steel for use as weapons and utensils. They also had
become fascinated with such metals as gold and silver, which they regarded as solid forms of sunlight and
moonlight. A certain group of individuals became so interested in metals that they attempted to convert
the more common metals (such as iron, copper, and tin) into gold and silver. These people became
known as ALCHEMISTS, a term from which the modern word chemistry comes. For 1,500 years
alchemists tried in vain to find a way to produce gold from other things. In their attempts, they developed
many methods and techniques to separate and purify chemical substances in nature.
The science of chemistry started approximately 400 years ago when people motivated by
curiosity became interested in studying the properties and behavior of natural substances. They learned
the differences between solids, liquids, and gases. They discovered the existence of many elements and
compounds. Through laboratory experimentation, it became apparent that elements and compounds
were composed of atoms and molecules. It also became clear that there were groups of elements that
acted in a similar fashion, and they came to be known as "chemical families." A large amount of chemical
information accumulated during the period from 1700 to 1900 as scientists learned to recognize that there
were a limited number of chemical elements (about 90) of which the "stuff" of nature was composed.
During the 20th century we have learned much more about chemical substances and the laws
governing their behavior. We have created new elements in our laboratories that do not exist in nature.
We have even learned enough that we know how to change certain metals into gold, though the process
would be very difficult and expensive. The dream of the alchemists turned out to be within our reach!
The historical view of the development of chemistry provides a further reason to study the
knowledge that we have gained over the past 10,000 years. We are privileged to inherit 100 centuries of
accumulated knowledge. One of the most important reasons that we should learn as much as we can
about chemistry is because of the role it plays in our lives. Almost every aspect of our lives involves
chemistry to some extent. The food we eat contains chemical substances added to it to help prevent it
from spoiling. The farmer uses chemicals to protect food crops from pests and weeds. The farmer uses
synthetic chemicals produced in a laboratory to fertilize his land. All aspects of modern agriculture rely to
some degree on chemicals and chemical knowledge.
Our knowledge of chemistry has allowed us to develop drugs to treat and prevent sickness and to
help make life more comfortable. Research is currently progressing toward the development of new and
better drugs for treating diseases and health problems that are a serious threat to the well-being of us all.
1-16 1997, A.J. Girondi
The clothing that most of us wear is made largely from synthetic fibers that have been developed in
chemistry laboratories. Many materials are now made from plastics which have helped to raise our standard
of living by making inexpensive products available to a larger number of people. The household products
used for cleaning and washing are another example of better living made possible through chemistry.
These products are being improved continuously by the chemical industry as we learn new and better
ways to produce them.
We all use energy, and in our country each person uses much more than most people in other
parts of the world. As energy supplies are being consumed, we will need to find ways to make coal, our
most plentiful energy resource, usable without polluting our environment. Recovering more oil from
depleted well and from oil shale is yet another challenge for chemists. From these examples, you can see
that chemistry is an important part of your life. The more you know about it, the more responsible you will
be as a citizen when you and others encounter the problems of a highly technical society.
SECTION 1.15 Learning Outcomes
Review the learning outcomes listed below. Check off each one which you feel you have
mastered. Go back and review any material which you still feel uncertain about. When you have checked
off all of the outcomes, you will be prepared for the exam on Chapter 1.
_____1. Identify the proper names of some common pieces of laboratory
equipment.
_____2. Set up and use a hot water bath.
_____3. Distinguish between qualitative and quantitative observations.
_____4. Read laboratory measuring instruments properly, recognizing the
amount of uncertainty in the measurements.
_____5. Properly decant and filter solutions.
_____6. List several reasons illustrating the important role of chemistry in our daily lives.
1-17 1997, A.J. Girondi
SECTION 1.16 Answers to Questions and Problems
Questions:
{1} 5.25 cm; {2} 5.85 cm; {3}
o
C; {4} tenths; {5} 0.5
o
C
Problems:
1. 7 slurps, 1 slurp
2. 75 klumps, 5 klumps
3. 1.45 glips, 0.05 glip
4. 4.5 zorches, 0.5 zorch; 5.0 zorches, 0.5 zorch
5. a. 0.1 mL; 0.05 mL (as long as you can read a level between the closest lines. If you can't the
uncertainty would be 0.1 mL.)
b. 1 mL on most 50 mL graduates; 0.5 mL
c. 1 mL; 0.5 mL (as long as you can read a level between the closest lines. If you can't the
uncertainty would be 1 mL.)
1-18 1997, A.J. Girondi
NAME_______________________________________ PER_____________ DATE DUE______________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
"ALICE"
CHAPTER 2
HANDLING
AND
PRESENTING
DATA
2-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational institutions
provided that permission is obtained from the author . Please indicate the name and address of the institution
where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
2-2 1997, A.J. Girondi
SECTION 2.1 Use of Scientific Notation
Much of this chemistry course will deal with experimentation. In chapter 1 you tried many of the more
commonly used laboratory techniques. Being skilled with the laboratory equipment will help you to carry out
experiments more efficiently. Every experiment you perform has a purpose. You are usually trying to answer a
question or to discover some relationship that may exist between variables. The conclusions you draw from
experiments often depend on how you organize your data. This is a very important part of chemistry. As a result,
we are devoting this entire chapter to the handling of data.
When you work with chemistry concepts, you will often be using extremely large or extremely small
numbers. For example, the speed of light is 30,000,000,000 cm per second. The mass of the Earth is
6,000,000,000,000,000,000,000,000 kg. The mass of an electron is very, very small. In fact it is
0.000,000,000,000,000,000,000,000,000,091 g. The wavelength of yellow light is about 0.000059 cm.
Numbers expressed in this way are awkward and have little meaning to us. They cannot be quickly comprehended
at first sight. Therefore, a more convenient way to express such numbers is in a form called "exponential
notation."
In exponential notation, numbers are expressed as multiples or powers of ten. Exponential numbers are a
form of what is called "scientific notation." The following examples illustrate how common numbers may be
expressed in exponential notation.
10 = 1 X 10
1
0.01 = 1 X 10
-2
123 = 1.23 X 10
2
0.1 = 10
-1
100 = 1 X 10
2
1000 = 1 X 10
3
0.001 = 1 X 10
-3
10,000 = 1 X 10
4
0.0001 = 1 X 10
-4
When writing in scientific notation, there should be only one digit (not a zero) to the left of the decimal point.
The exponent is determined by the number of digits the decimal is moved to get it to the proper position.
For example, 1,300 can also be written as 1.3 X 10
3
- the decimal moves 3 places to the left so the exponent on
the ten is a 3. If we would have had to move the decimal point three places to the right, then the exponent on the
10 would have been a negative three (-3). That is, 0.0013 = 1.3 X 10
-3
. Notice also that the trailing or leading
zeros in the original numbers are no longer used.
Problem 1. Complete the following by writing the numbers in either exponential form or regular form.
a. 190,000 _______________ b. 1.986 X 10
5
_______________
c. 528 _______________ d. 1.986 X 10
8
_______________
e. 4,400,000 _______________ f. 1.75 X 10
7
_______________
g. 9700 _______________ h. 3.33 X 10
4
_______________
i. 49 _______________ j. 2.5 X 10
1
_______________
k. 0.056 _______________ l. 9.28 X 10
-8
_______________
m. 0.113 _______________ n. 1.411 X 10
-3
_______________
o. 0.00000035 _______________ p. 6.275 X 10
-6
_______________
q. 0.00077 ______________ r. 2.79 X 10
-4
_______________
s. 0.00000512 ______________ t. 1.3 X 10
-1
_______________
2-3 1997, A.J. Girondi
NOTE! NOTE! NOTE! Check with your teacher at this point to see if you should read and complete the work
on uncertainty in measurement in Appendix A. If so, do that now and then return to section 2.2, and finish this
chapter.
To Appendix A -----> ??????
SECTION 2.2 Calculations Involving Scientific Notation
Using exponential numbers can save you a lot of time when doing calculations. For example, if you were
asked to multiply a number such as 1,400,000 by 3,200, the amount of time spent carrying decimal places would
be considerable. Assuming that you did not have a calculator available, it would take time to complete such a
calculation. You can solve the problem quite easily using exponential notation. The problem would take this form:
(1.40 X 10
6
) X (3.20 X 10
3
) = 4.48 X 10
9
How was this answer obtained? First multiply the regular numbers by one another, then add the exponents to get
the correct final exponent in the answer. To divide using exponential numbers, you must change the sign of the
exponent in the denominator and add it to the exponent in the numerator.
Example 1:
8.0 X 10
6
2.0 X 10
3
=
8.0 X 10
+6(-3)
2.0
= 4.0 X 10
3
Example 2:
9.0 X 10
4
4.5 X 10
-7
= 2.0 X 10
+4(+7)
= 2.0 X 10
11
You should also try to do these problems using a scientific calculator. The exponent key on most scientific
calculators is designated as the "EXP" key or the "EE" key. In order to enter an exponential number into a
calculator the exponent key is used as follows. To enter 8.6 X 10
6
, you should enter 8.6 then press the exponent
key then enter the exponent. That would be: 8.6 [EE] 6. Notice that you would NOT press the multiplication key
and you would NOT enter the ten. On most calculators, the exponent is shown at the extreme right of the display
and usually without the ten showing (we assume it is there).
Many students get confused about how to solve more complex problems when using a calculator. Let's
try an example:
(5.6 X 10
3
)(2.4 X 10
2
)
(5.8 X 10
5
)(3.6 X 10
3
)
= 6.4 X 10
-4
To solve this problem on a calculator without using any subtotals, simply enter the first number in the numerator
(5.6 X 10
3
), then divide by (5.8 X 10
5
). Now, multiply by (2.4 X 10
2
), and then divide by (3.6 X 10
3
). Calculators are
fussy about the way you enter your data. It is best to alternately multiply and divide such as was done above.
Here is another example:
45
(32) (88)
= ??
If you enter 45 in the calculator, and then divide by the product of 32 and 88 you will get the wrong answer. You
can solve this problem correctly in one of two ways. You can enter 45 in the calculator, then divide by 32, then
multiply by 1, and finally divide by 88. This is the alternating pattern mentioned above. Or, you can enter 45 into
the calculator and then divide by the quantity (32 X 88). This method requires the use of the parentheses found
on scientific calculators. Try it both ways. You should get 0.016 (rounded off).
2-4 1997, A.J. Girondi
Problem 2. Practice doing calculations such as those below. You should give each answer in scientific notation.
You may use a calculator to solve these problems, but try doing several of them using only a pencil - just to be sure
you can.
Sample Problem: (7.0 X 10
27
)(4.0 X 10
-10
) = 28 X 10
27-10
= 28 X 10
17
= 2.8 X 10
18
a. (4.0 X 10
20
)(3.0 X 10
15
) =
b. (9.0 X 10
17
)(4.0 X 10
-4
) =
c. (8.0 X 10
22
)(8.0 X 10
22
) =
d. (5.0 X 10
12
)(5.0 X 10
-12
) =
e. (4.0 X 10
15
)
(2.0 X 10
20
) =
f. (3.0 X 10
-12
)
(3.0 X 10
-14
) =
g. (7.0 X 10
6
)
(3.5 X 10
-10
) =
h. (8.2 X 10
-20
) (4.1 X 10
-20
) =
i. (2.88 X 10
23
) (2.0 X 10
13
) =
j.
(3.0 X 10
17
)(4.0 X 10
-4
)
(6 X 10
-5
)
=
k.
(7.0 X 10
-10
)(7.0 X 10
-4
)
(7 X 10
-14
)
=
l.
(4.0 X 10
2
)(4.0 X 10
6
)
(1.6 X 10
6
)
=
m.
(3.2 X 10
1
)(6.4 X 10
1
)
(1.6 X 10
3
)
=
n.
(5.0 X 10
5
)(6.0 X 10
4
)
(3.0 X 10
7
)(1.0 X 10
-6
)
=
o.
(6.4 X 10
4
)(7.0 X 10
3
)
(3.2 X 10
-4
)(3.5 X 10
-3
)
=
SECTION 2.3 "GuEstimating"
Because it is easy to make an error when entering a number into a calculator, you should estimate (or
"guEstimate") your answer first. In this way, you will be able to quickly recognize any unreasonable answer
obtained with a calculator. For example, suppose we wanted to multiply 6821 by 499. By rounding the numbers
to 7000 and 500 and putting them in exponential form, we get (7 X 10
3
)(5 X 10
2
) = ? It is easy to guesstimate the
answer as 35 X 10
5
or 3.5 X 10
6
. The actual answer obtained with a calculator is 3,403,679. Our guesstimate
indicates that the answer obtained is, indeed, reasonable. (It is about 3.4 X 10
6
.)
2-5 1997, A.J. Girondi
Problem 3. To practice this procedure, solve the problems below. Round off the numbers first, then convert to
exponential form where necessary, then perform the operation and obtain your "guesstimate." (Don't worry about
rounding the GuEstimate properly.) Do all this without the use of a calculator. Finally, use a calculator to obtain the
answer and compare it to your guesstimate.
"GuEstimate" Calculated Answer
a. (4,851,300 m)(6,200,111 m) ____________________ ______________________
b. 80,109 mm
2
411 mm ____________________ ______________________
c. (0.0000500 cm)(49,850 cm) ____________________ ______________________
d. (30,011 km)(299 km) ____________________ ______________________
e. (400,102 m)(6.0 X 10
23
m) 310 m ____________________ ______________________
SECTION 2.4 Metric Abbreviations and Equivalents
Scientists normally use the metric system to define physical and chemical quantities. In so doing,
abbreviations are used to eliminate the need to write the words defining a unit. The following are the proper
abbreviations for frequently used units of measurement in chemistry. You should study and remember these
units and abbreviations.
Problem 4. After each measure, indicate whether each is a measure of mass, volume, or length. Note which
letters are CAPITALIZED, and which are lowercase.
a. gram (g) ____________ b. milliliter (mL) ____________ c. meter (m) ____________
d. milligrams (mg) ____________ e. millimeter (mm) ___________ f. liter (L) ___________
g. centimeter (cm) ____________ h. kilogram (kg) ____________
i. cubic centimeter (cm
3
) ____________
You may frequently have to change one metric unit into another. The metric equivalents listed below are
commonly used in chemistry and are needed to make conversions. You will be expected to know them.
1 kg = 1000 g; 1 m = 100 cm; 1 L = 1000 mL; 1 g = 1000 mg; 1 m = 1000 mm; 1 cm = 10 mm
Problem 5. Table 2.1 contains masses of several objects each given in a particular unit of measure. Complete
the table by converting the masses to the units needed to fill in the blanks. Any very small or very large numbers
can be expressed in exponential form. 1 mg = 0.001 g 1 kg = 1000 g
2-6 1997, A.J. Girondi
Table 2.1 Mass Conversions
Object g mg kg
small beaker _____78.96_____ _______________ _______________
pencil _______________ _____6783_____ _______________
large flask _______________ _______________ ____ 0.378______
SECTION 2.5 Celsius Versus Fahrenheit Temperatures
Another important property that we frequently measure in science is temperature. You have already used
a Celsius thermometer in Chapter 1. The temperature scale that is commonly used in our everyday lives is the
Fahrenheit scale. Because of the way this scale was originally devised, the temperatures 0
o
F and 100
o
F are not
equal to the freezing and boiling points of water. Scientists more commonly use the Celsius scale. This scale was
devised by the Swedish astronomer, Anders Celsius, in the early 1700's. The reference point of 0
o
C is the
temperature at which water freezes, and the 100
o
C reference point is the temperature at which water boils (both
under standard pressure of 1 atmosphere). If room temperature is taken to be 77
o
F, this is then equivalent to
25
o
C. There are formulas available to change a temperature in one scale to an equivalent temperature in the
other. However, since Fahrenheit temperatures are rarely ever used in chemistry, we will not do such conversions
here.
SECTION 2.6 Rules for Handling Units During Calculations
Notice that all of the problems which you have completed so far have units as a part of the answer. In
Chapter 1, it was explained that numbers without units are meaningless. Therefore, we must be able to handle
both numbers and their units with efficiency. In fact, your ability to work with units in a chemistry problem will be an
important aid to your success in chemistry. There are two rules that you must use when units are involved in
problems. They are:
1. Only quantities with the same units can be added or subtracted. You cannot add or subtract apples and
oranges.
2. When quantities are multiplied or divided, their units are also multiplied or divided.
To illustrate this, imagine trying to add 50.0 mm Hg to 3.50 atm. Both mm Hg and Atm are units of pressure. We
know that the mathematical sum is 53.5, but what are the units? Are the units "mm Hg" (millimeters of mercury) or
"atm" (atmospheres)? The answer of 53.5 has no meaning because the units on each number are not the same.
Therefore, can we add the pressures in the forms given? No! However, if you know that 1 atm = 760 mm Hg, you
can convert 3.50 atm to mm Hg and add the results to 50.0 mm Hg. This is done for you below.
3.50 atm X
760 mm Hg
1 atm
= 2660 mm Hg
Now use this information to solve problem 6.
2-7 1997, A.J. Girondi
Problem 6. 50 mm Hg + 2660 mm Hg = ___________ mm Hg
Suppose we wanted to convert 4.00 hours to seconds. One method of setting up the problem is shown below.
4.00 hr X
60 min
1 hr
X
60 sec
1 min
= 14,400 sec
Notice that all of the units except seconds canceled out.
SECTION 2.7 Dimensional Analysis - A Powerful Way To Solve Problems
Units are a part of all problems. If the units cancel out correctly leaving you only with the units you want in
the answer, you know you have set up the problem correctly. This powerful method of setting up problems is
known as "dimensional analysis" or "unit analysis." Because of the way the set-up of the problem looks on paper,
it is sometimes referred to as a "fencepost."
You are ready to try some sample problems involving units and their cancellation. After you have some
experience with these types of problems, you will realize that you are capable of working many types of problems
without memorizing formulas. Dimensional analysis is not always the shortest way to solve a problem. However, as
problems get more and more complex, dimensional analysis gets more and more powerful because it can guide
you through the logic required, and it allows you to set up large parts of the problem at once, rather than doing a
complicated problem in small parts - one at a time. In addition, you will find that you can solve problems without
knowing anything about the meanings of the terms involved.
Work the following problems. The problems have been partially set up for you. Cancel out units and place
the correct units on your answers. Never express answers as fractions!
Problem 7. If 1 tree = 10 branches, and 15 nests = 15 eggs, and 1 baby bird = 1 egg, and 2 trees = 1 yard, and
5 branches = 5 nests, how many baby birds are there in 1 yard behind a house? (Start with the information given,
1 yard, and solve for baby birds.)
1 yard X
2 trees
1 yard
X
10 branches
1 tree
X
5 nests
5 branches
X
15 eggs
15 nests
X
1 baby bird
1 egg
= ________ baby birds
(Notice how all units cancel except baby birds.)
Problem 8. Two warts = 1 querk, 3 querks = 1 gag, 5 gags = 6 nerfs, and 4 nerfs = 5 wigs. How many warts are
there in 1 wig? Don't panic! You are looking for warts, and you are given wigs. So, we start the fencepost with 1
wig and set up the units so that they cancel and leave you with warts. Finish the set-up below and calculate the
answer.
1 wig X
nerfs
wigs
... = ______ warts
2-8 1997, A.J. Girondi
SECTION 2.8 Use of Complex Units of Measure
A word that we use a lot with units is per. We say miles per gallon (mi/gal) or miles per hour (mi/hr) or grams
per mole (g/mol). These are common units, and they are used in the following problems. Solve these problems
making certain that you show all of your work, including units.
Problem 9. 1.00 case of apples costs $16.00. What is the cost per dozen if a case contains 14.0 dozen apples.
(You want to end with units of $/doz.)
1.00 case
14 dozen
X =
$
1 dozen
Problem 10. A car travels 300.0 miles on 11.0 gallons of gas. How many miles is the car able to travel when 143
gallons of gas are used? (Be sure to use dimensional analysis.)
143 gal X
= ________ miles
The term "per" can be denoted by a single line. For example, miles per gallon can be written as mi/gal. The term
also gives a clue as to the mathematical process that is involved. Is the process addition, subtraction,
multiplication, or division? {1}___________________________
SECTION 2.9 Practice Problems Involving Units of Measure
The following problems are designed for you to practice canceling out units as they fit into the problems.
Note that singular and plural units that are otherwise the same are considered identical and can cancel each other.
For example, apple can cancel apples.
Probl em 11. Indicate for each problem, what units are left after all canceling has been done.
Examples:
L X
mL
L
= mL sec
2
X
feet
sec
= (sec)(feet)
a. mole X
g
mole
=
b. hrs X
miles
hr
=
c.
feet
sec
X
sec
min
X
min
hr
=
d.
g
mole
X
mole
L
=
2-9 1997, A.J. Girondi
e. moles X
mole
g
=
f. moles X
g
mole
=
g. g X
mole
g
X
g
mole
=
h. mole X
mg
L
X
L
mole
X
atm
mg
=
i.
cm
3
m
X
m
dm
X
dm
cm
X
1
hec
=
j.
g
mole
X
mole
g
=
If you can handle numbers and units, you should be able to do problems such as the following example. If
a person can run 100. yards in 10.5 seconds, how fast is he/she running in miles per hour? (1760 yd = 1 mi). First
set up the unit analysis for solving the problem:
yd
sec
X
mi
yd
X
sec
min
X
min
hr
=
mi
hr
Notice how all units cancel except those we wanted to keep in the answer. Substitute the proper numbers and
solve the problem in the space below. See if you get the answer given.
yd
sec
X
mi
yd
X
sec
min
X
min
hr
=
19.5 mi
1.00 hr
Probl em 12. Make the following conversions using dimensional analysis. Show your work neatly.
a. Change 400.0 ounces to its comparable figure in tons. (16 ounces = 1 pound, and 2000 pounds = 1 ton.)
b. Calculate the number of seconds in 1.000 week.
c. Convert 2.00 miles to fathoms. (1 fathom = 6 feet; 1 mile = 5280 feet)
2-10 1997, A.J. Girondi
d. Change 400. cubic feet per 1.00 second to quarts per minute. (0.265 gallons = 0.0353 ft
3
; 4 quarts =
1 gallon)
400. ft
3
1.00 sec
X
SECTION 2.10 Practice With Dimensional Analysis
Problem 13. Use the information below to solve the problems by unit analysis (dimensional analysis). Some
problems have been started for you.
1 sack = 7 bips; 4 tolls = 3 smacks; 12 tolls = 1 lardo; 5 smacks = 1 bip; 8 lardos = 7 fleas
a. Calculate the number of smacks in 1.00 lardo.
b. Calculate the number of lardos in 1.00 bip.
c. How many sacks are in 1.00 smack?
d. 12 bips equal how many fleas?
2-11 1997, A.J. Girondi
e. How many tolls are equivalent to 49 fleas?
Problem 14. Since you will be using the metric system exclusively in chemistry class, you should be able to
convert one metric unit into another. The metric equivalents presented earlier in this chapter are given again
below for your convenience. Solve the problems below using "fenceposting" to set up and solve the problems,
and be sure to SHOW YOUR WORK.
1 kg = 1000 g; 1 m = 100 cm; 1 L = 1000 mL; 1 g = 1000 mg; 1 m = 1000 mm; 1 cm = 10 mm
a. Convert 1.4 kg to g.
b. Convert 896 mL to L
c. Convert 6785 mg to kg
d. Convert 0.458 m to mm
2-12 1997, A.J. Girondi
e. Try this one now! Convert 4.5 m
3
to cm
3
. Hmmmm. This could be tough because you were not given any
relationship between cubic meters (m
3
) and cubic centimeters (cm
3
). Therefore, you will need to derive such a
relationship before you can calculate the answer. Do it this way. A scale model of a cubic meter is drawn in the
space below. Since all sides of a cube are equal in length, each side has a length of 1 meter. Now label each
side's length in centimeters. (You will recall that the relationship between meters and centimeters is 1 m = 100
cm.) O.K. Now, since the volume of a cube is s
3
where s is the length of a side, you can calculate the volume of
the cube in cubic centimeters. Do that in the space below the box.
Now, complete the following: 1 m
3
= ___________________ cm
3
. You can check your answer by using it in part f
below.
f. Using the relationship you just calculated, you can now convert 4.5 m
3
to cm
3
. Show the set-up and answer
below.
SECTION 2.11 Practice With Algebra Skills
Chemistry uses a lot of mathematics. But, do not be alarmed! We are going to give you examples of how
to work through the problems, and if you get stuck, you can get plenty of help from your teacher. One of the fun
math forms is algebra. The problems below introduce you to some basic algebra problems. These are the types of
math computations you will use most often in this course.
The first type of algebraic equation you will be using is:
a
b
=
c
d
This equation can be rearranged to solve for a as follows:
a =
cb
d
2-13 1997, A.J. Girondi
The equation to solve for b would be:
b =
a d
c
Probl em 15. Use your algebra skills to solve the following.
a. Write the equation you would use to solve for c.
b. Write the equation you would use to solve for d.
Another algebraic form you will use is ax + b = cx + d. To solve for x in this equation, begin by moving all x
terms to the left side of the equation: ax - cx = d - b. Factor out the x term: x(a - c) = d - b. Then solve for x by
dividing both sides of the equation by the quantity a - c:
x(a-c)
a- c
=
d-b
a-c
which yields x =
d-b
a-c
c. Now follow the steps shown above and solve this next problem. Show all of the steps in solving for x.
5x + 2 = 3x + 8
Problem 16. Solve the following problems for x. Show work as well as the answer. Since measurements are
not involved here, do not be concerned about rounding.
a.
8
x
=
4
3
b.
12x
3
= 24
c.
2x + 5
30
=
4 - 2x
12
d. 2x - 3 = 1 - 5x
2-14 1997, A.J. Girondi
e. 40(x + 4) = 88
f.
16 x
1
=
50.0
2
g.
4x + 16
2
= 12
SECTION 2.12 Graphing Skills and Terms
You will be collecting data from time to time that will be more easily interpreted in the form of a graph.
There is a correct way to graph data. A well-designed graph should tell the observer a lot about the data collected.
It also includes a descriptive title that describes what the graph is all about. A complete key is a good explanation
that allows viewers to know what data they are looking at. The sample graph below is a plot of data collected from a
laboratory investigation. Note that each set of data has been graphed with a symbol. This allows each set of data
to be easily distinguished from the other. Answer the following questions related to the graph.
What would a good title be for this graph? {2}___________________________________________________
___________________________________________________________________________________
What is the unit used on the vertical, or Y, axis? {3}_______________________________________________
What is the unit used on the horizontal, or X, axis? {4}_____________________________________________
All properly constructed graphs should have equally spaced numbers on both axes. (It is not necessary, however,
to use the same spacing on both axes.) What is the value assigned to each square on the X axis?
{5}_________________ What is the value assigned to each square on the Y axis? {6}____________________
The normal practice to follow when constructing a graph is to place the independent variable on the X axis and the
dependent variable on the Y axis. The independent variable is controlled by the experimenter and the dependent
variable responds accordingly. What variable is being controlled in the graph below? {7}____________________
What is the dependent variable? {8}_______________________
2-15 1997, A.J. Girondi
3
2
1
0 5 10 15 20 25 30 35 40
*
*
*
x x
* x x x
* x
x
x
Volume of Sodium Carbonate Used (mL)
Rate of Precipitate
Formation (g/min)
* = situation 1
o = situation 2
x = situation 3
Figure 2.1 A Sample Graph
ACTIVITY 2.13 Collecting And Graphing Experimental Data
Before you are given some practice at graphing, it's important to identify two major terms that relate to any
science investigation. They are variable and control. A variable can be defined as something that changes -
usually a property that is being measured. Unlike a variable, a control does not change and thus, gives us
something with which to compare a variable. To illustrate a variable and a control, get two 250 mL beakers and put
100 mL of tap water in each. Place about 30 g of sodium chloride (table salt) in one beaker and stir until most or all
of the salt is dissolved. (Note that the quantity is about 30 g. This means it does not have to be exact.) Use a
magic marker to label this beaker as the variable. The beaker containing the pure water is the control.
Use two thermometers to measure the initial temperature of the contents of each beaker. In Table 2.2
record these original temperatures at time = 0 sec. Now place four ice cubes in each beaker, start timing and start
stirring. Measure and record the temperature of the contents of each beaker at 30-second intervals (continue
stirring). Record all data in Table 2.2.
What was one thing that was different between your variable and control beakers? {9}___________________
____________________________________________________________________________________
What was the purpose of the control in this experiment?___________________________________________
____________________________________________________________________________________
2-16 1997, A.J. Girondi
Tabl e 2. 2
An Experiment Using Variable and Control Factors
Time (sec) Temp. Water Temp. Water
(variable) (control)
0 __________________________________
30 __________________________________
60 __________________________________
90 __________________________________
120 __________________________________
150 __________________________________
180 __________________________________
Keep in mind that the line you draw on a graph does not necessarily have to actually pass through each data point.
The best line may actually pass between the points, depending upon the amount of error in your data. It is usually
better to draw a smoothly flowing line with curves, rather than a choppy one obtained by trying to connect the
points. See the example below.
Figure 2.2 A Smooth Curve
2-17 1997, A.J. Girondi
Now graph your data on the blank grid below. Follow the procedures outlined in section 2.13 for
preparing graphs. Remember, a well-designed graph has:
1. a descriptive title
2. independent variable on the X axis; dependent variable on the Y axis
3. both axes labeled correctly, including units
4. a key, if more than one line is plotted on the same graph
5. equally spaced increments on both axes.
2-18 1997, A.J. Girondi
ACTIVITY 2.14 Cooling Rates Of Evaporating Liquids
To reinforce your skills in data collecting and graphing, complete this lab activity. Collect the necessary
data and graph the results.
1. Obtain a thermometer and wrap some
cotton (or paper toweling) around the
bulb at the end so that the wrapping is
about as thick as the thermometer itself.
Use a rubber band to secure the
wrapping to the bulb.
2. Attach a buret clamp to a ring stand,
and use a piece of string or a paper clip to
hang the thermometer from the clamp.
(See Figure 2.3 below.)
3. Read the temperature of the
thermometer and record this as the
temperature at time zero in Table 2.3.
4. Obtain a bottle of ethyl alcohol which
is at room temperature.
5. Briefly dip the wadded end of the
thermometer into the alcohol. Begin
measuring time as soon as the
thermometer is removed from the
alcohol.
6. Read the thermometer every 30
seconds and record the temperature in
Table 2.3.
7. Continue this process for five minutes
or until you obtain two temperature
readings which are equal.
Tabl e 2. 3
Time Versus Temperature
Time (sec) Temp. (
o
C)
0
Prepare a graph of temperature versus time on the grid on the next page. Remember to place the
independent variable on the horizontal (X) axis.
Fi gure 2. 3
2-19 1997, A.J. Girondi
What is the title of your graph? _____________________________________________________________
What is the dependent variable in this experiment? {10}___________________
What is the label for the vertical (Y) axis? {11}_______________________
What is the label for the horizontal (X) axis? {12}_________________________
What is the interval you used on the Y axis? __________X axis?_________
Referring to your data, what data did you collect that would be considered quantitative? {13}_________________
Make a general statement about how the temperature changed with respect to time: ______________________
____________________________________________________________________________________
2-20 1997, A.J. Girondi
SECTION 2.15 Learning Outcomes
This chapter was designed to lay the groundwork for future chapters. Review Chapter 2 (and Appendix A
if applicable) carefully and when you are satisfied that you understand the learning outcomes listed below, check
off each one. Arrange to take the quiz or exam on chapter 2.
_____1. Express numbers in scientific notation and back to ordinary form.
_____2. Multiply and divide exponential numbers.
_____3. Use metric units for mass, length, and volume.
_____4. Use dimensional (unit) analysis to solve problems.
_____5. Perform simple algebraic computations.
_____6. Distinguish between variables and controls in an experiment.
_____7. Properly construct and interpret a graph.
You should check the remaining learning outcomes only if you were directed to complete the work in Appendix A.
_____8. Distinguish between those digits in a measurement which are significant and those which are not.
_____9. Express answers to calculations using the correct number of significant digits (also called significant
figures).
2-21 1997, A.J. Girondi
SECTION 2.16 Answers to Questions and Problems
Questions:
{1} division; {2} Rate of Precipitate Formation With Respect to Volume of Sodium Carbonate Used;
{3} g/min; {4} mL; {5} 5 mL; {6} 1 g/min; {7} volume; {8} rate; {9} salt is variable & control used for comparison;
{10} temperature; {11} temperature (
o
C); {12} Time (sec); {13} temperature and time
Problems:
1. a. 1.9 X 10
5
; b. 198,600; c. 5.28 X 10
2
; d. 198,600,000; e. 4.4 X 10
6
; f. 17,500,000; g. 9.7 X 10
3
;
h. 33,300; i. 4.9 X 10
1
; j. 25; k. 5.6 X 10
-2
; l. 0.0000000928; m. 1.13 X 10
-1
; n. 0.001411;
o. 3.5 X 10-7; p. 0.000006275; q. 7.7 X 10
-4
; r. 0.000279; s. 5.12 X 10
-6
; t. 0.13
2. a. 1.2 X 10
36
; b. 3.6 X 10
14
; c. 6.4 X 10
45
; d. 2.5 X 10
1
; e. 2.0 X 10
-5
; f. 1.0 X 10
2
; g. 2.0 X 10
16;
h. 2.0 X 10
0
; i. 1.4 X 10
10
; j. 2 X 10
18
; k. 7 X 10
0
; l. 1.0 X 10
3
; m. 1.3 X 10
0
; n. 1.0 X 10
9
; o. 4.0 X 10
14
3. a. GuEstimate: (5 X 10
6
)(6 X 10
6
) = 3 X 10
13
m
2
; Calculated answer: 3.0079 X 10
13
m
2
b
.
GuEstimate: (8 X 10
4
mm) (4 X 10
2
mm) = 2 X 10
2
mm; Calculated answer: 195 mm or 1.95 X 10
2
mm
c. GuEstimate: (5 X 10
-5
cm)(5 X 10
4
cm) = 2.5 X 10
0
cm
2
; Calculated answer: 2.49 cm
2
d. GuEstimate: (3 X 10
4
km)(3 X 10
2
km
)
=
9 X 10
6
km
2
; Calculated answer: 8.97 X 10
6
km
2
e. GuEstimate: (4 X 10
5
m)(6 X 10
23
m) (3.00 X 10
2
m) = 8 X 10
26
m; Calculated answer: 7.7 X 10
26
4. a. mass; b. volume; c. length; d. mass; e. length; f. volume; g. length; h. mass; i. volume
5. small beaker: 78.96 g, 78,960 mg, 0.07896 kg
pencil: 6.783 g, 6783 mg, 0.006783 kg
large flask: 378 g, 378,000 mg, 0.378 kg
6. 2710 mm Hg
7. 20 baby birds
8. 4 warts
9. $1.14/1 doz
10. 3900 mi.
11. a. g; b. miles; c. feet/hr; d. g/L; e. moles
2
/g; f. g; g. g; h. atm; i. cm
2
/hec; j. 1
12. a. 0.01250 ton; b. 6.048 X 10
5
sec; c. 1760 fathoms; d. 7.21 X 10
5
qts/min
13. a. 9.00 smacks; b. 0.556 lardos; c. 0.0286 sacks; d. 5.8 fleas; e. 672 tolls (670 rounded)
14. a. 1400 g; b. 0.896 L; c. 6.785 X 10
-3
; d. 458 mm; e. 1 X 10
6
cm
3
; f. 4.5 X 10
6
cm
3
15. a. c = ad/b; b. d = bc/a; c. x = 3
16. a. x = 6; b. x = 6; c. x = 0.7; d. x = 0.57; e. x = -1.8; f. x = 1.56 g; g. x = 2
2-22 1997, A.J. Girondi
NAME____________________________________ PER____________ DATE DUE____________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
ALICE
CHAPTER 3
PHYSICAL
STATES
OF
MATTER
3-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
3-2 1997, A.J. Girondi
SECTION 3.1 Physical Properties of Matter
You have already seen that chemistry is a science that deals with the composition of substances
and the changes in composition that they may undergo. By simply observing a chemical substance, you
cannot always determine the composition of that substance. You can usually distinguish one chemical
substance from another by experimentation. Sometimes the experiments you perform will be qualitative
activities, and at other times they will be mainly quantitative.
Chemical substances are usually distinguished by their appearance, taste, odor, feel, and other
similar properties. Such characteristics are called physical properties. We can recognize specific
substances by their physical properties. Just as you can recognize your friends by their physical
appearance, you can also recognize chemical compounds by their physical appearance and properties.
To obtain a better understanding of physical properties, we will attempt to distinguish between two
different metals on the basis of their physical properties.
ACTIVITY 3.2 Identifying Metals By Physical Properties
Get a sample of metal A and a sample of metal B from the materials shelf. Metals A and B look quite
similar. It would be difficult for the untrained eye to determine the identities of these metals based on their
appearance alone. But, there are ways of identifying these two metals based on their physical properties
listed in Table 3.1.
If you were to refer to a reference book, such as the Handbook of Chemistry and Physics, you
would probably have a difficult time trying to determine the identity of metal A and metal B. There are
simply too many metals with the same or similar properties because the physical properties that you have
described are very general.
Would you categorize the first four observations called for in Table 3.1 as quantitative or qualitative?
{1}_____________________ Why?{2}_______________________________________
There are several physical properties of substances that are more quantitative in nature. Many
substances are more easily identified by quantitative means. For example, every pure substance (element
or compound) has a specific temperature and pressure at which it boils. If we were to melt metals A and B,
we could identify them by comparing their measured melting points with the melting points of metals
found in a reference book.
Another physical property that is a good quantitative measure is the density of a substance.
Density is the mass of a given volume of a substance. You would probably agree that a block of cement is
heavier than a block of styrofoam of the same volume. As a result, we would say that the cement is more
dense than styrofoam. We will try to identify metals A and B by calculating the density of each.
density =
mass (grams)
volume (mL)
Density can be measured in a very simple way. The
mathematical formula for density is given at right. The
measurements you will need to determine density are the
masses of your metals and the volumes occupied by the
metals. To determine the densities of metals A and B use the
following procedure.
.
Procedure:
1. At this time, make the first four observations of metals A and B listed in Table 3.1. Record your
observations in the table. Following the remaining steps to determine the densities of metals A and B.
3-3 1997, A.J. Girondi
2. Obtain a 50 mL graduated cylinder. Add 40.0 mL of water to the graduate. Measure the mass of the
graduate containing 40.0 mL of water. Record this mass on a piece of paper.
3. Add as many pieces of metal A as needed to the water in the graduate to make the total volume
between 47.0 and 50.0 mL. All of the pieces of metal must be totally submerged. Calculate the volume of
the metal in the graduate by subtracting the original volume of water (40.0 mL) from the final volume
reading. Record this result as the volume of metal A in Table 3.1.
4. Weigh the graduate and content (water + metal). From this final mass subtract the original mass of the
graduate + water. Record this difference as the mass of metal A in Table 3.1.
5. Dry the pieces of metal A with a towel and return them to the materials shelf.
6. Repeat steps 1 through 4 using metal B.
Tabl e 3. 1
Observed Properties of Metals A and B
Physical Property Metal A Metal B
1. Physical State ________________ ________________
(solid, liquid, gas)
2. Color ________________ ________________
3. Luster ________________ ________________
(shiny, dull, etc.)
4. Texture ________________ ________________
(rough, smooth)
Tabl e 3. 2
Densities of Some
Common Metals
Metal Density (g/mL)
lead 11.34
zinc 7.14
mercury 13.59
tin 5.75
nickel 8.90
platinum 21.45
aluminum 2.70
Table 3.2 lists various common metals and their densities
including metals A and B. Calculate the density of each metal in the
space provided below. Be sure to include units with your answers.
Enter the results into Table 3.1. Compare your calculated densities
of metals A and B to the densities of the metals in Table 3.2. Find the
metals in Table 3.2 whose densities most closely match those for
metals A and B. Enter the identities of metals A and B in Table 3.3.
Using the Handbook of Chemistry and Physics or whatever
other reference resource is available to you, look up metals A and B
and list any other properties that are given. A copy of the handbook
may be available in your lab area and/or in the school library. Enter
the additional properties of these metals into Table 3.3.
3-4 1997, A.J. Girondi
Metal A: Show density calculations in space below.
Metal B: Show density calculations in space below.
Tabl e 3. 3
Identities and Densities of Metals A and B
Metal A. Mass: _____________ g; Volume: _____________ mL
Density: ____________ g/mL; Identity: _____________________________
Metal B. Mass: _____________ g; Volume: _____________ mL
Density: ____________ g/mL; Identity: _____________________________
ACTIVITY 3.3 Comparing the Densities of Liquids
Liquids also have densities, but they are determined in a slightly different way. Use the procedure
below to determine the density of liquids.
1. Measure the mass of a clean, dry 10 mL graduated cylinder to the nearest 0.01 g. Record the mass in
Table 3.4.
2. Obtain a bottle of alcohol, oil, or vinegar from the materials shelf. Carefully measure exactly 10.0 mL of
one of the liquids into the graduate. It is extremely important for you to read the meniscus correctly in this
activity. Use a dropper to adjust the volume to exactly 10.0 mL, if needed.
3. Measure the mass of the liquid to the nearest 0.01 g, and record this mass in Table 3.4. Discard the
liquid into the sink after use.
4. Repeat steps 1 through 3 for the other liquids. When finished with the oil, wash the graduate using a
small test tube brush and some detergent. Rinse well with water.
5. Calculate the mass of each liquid using the data collected. Calculate the density of each liquid by
dividing its mass by its volume (10.0 mL). Be sure that each measurement or calculation in your table has
a unit with it.
6. Wash and return all glassware.
3-5 1997, A.J. Girondi
Tabl e 3. 4
Ca l c ul a t e d De ns i t i e s of Se l e c t e d Li qui ds
Alcohol Oil Vinegar
Mass of graduate + liquid ________ ________ ________
Mass of graduate ________ ________ ________
Mass of 10 mL of liquid ________ ________ ________
Density of liquid (g/mL) ________ ________ ________
Volume of liquid used _10 mL__ _10 mL__ _10 mL__
Use the data in Table 3.4 to answer the following questions.
1. Which liquid appears to be most dense? _____________________________________________
2. Which liquid appears to be least dense? _____________________________________________
3. If oil is added to water, 2 layers form. One layer is water, while the other is oil. Which substance would
you expect to find on the bottom and which on top? (The density of water is about 1.00 g/mL) Explain:
_____________________________________________________________________________
_____________________________________________________________________________
Put about 2 mL of oil into a test tube. Carefully add about 2 mL of water. Observe the behavior of the
water as you add it. Which liquid is on top?_________________ Was your prediction correct?_______
(Use detergent and water again to clean the oily glass.) Discard the liquids into the sink.
4. Specific gravity is the ratio of the density of a liquid compared to
the density of water (1.00 g/mL). Since it is a ratio, specific gravity
has no units. For example, suppose the density of a liquid is 1.80
g/mL. The specific gravity of that liquid is calculated as shown at
right.
S.G. =
1.80 g/mL
1.00 g/mL
= 1.8
Notice that the only difference between the density of a liquid and its specific gravity is that
density has units and specific gravity does not. What is the specific gravity of the oil that you
used?__________
SECTION 3.4 Phase Change Equations
Phase changes are examples of changes in physical properties. Phase changes can be
described in the form of equations. Most solids when heat sufficiently undergo a change in state from a
solid to a liquid phase. Most of us are familiar with the process called melting. This phase change can be
written as an equation:
water(s) ----------> water(l)
The symbol means heat added while the subscripts (s) and (l) refer to solid and liquid, respectively.
3-6 1997, A.J. Girondi
The reverse process can be written as: water(l) ----> water(s) and is called freezing. Using these two
examples, write a similar equation to show the phase change involved in boiling. Use the subscript (g) to
represent a gas or vapor. Use any appropriate symbols as well.
{3}_______________________________________________
Condensation is the opposite of boiling. Write an equation to show the phase change involved in
condensation.
{4}_______________________________________________
ACTIVITY 3.5 Energy Changes Which Accompany Phase Changes
In this activity you will be observing a phase change firsthand. You are going to obtain data and
draw what is known as a cooling curve. Remember to always wear safety glasses and an apron.
1. Fill a 250 mL beaker about
1
/3 full of tap water and bring the water to a boil. Obtain a stopwatch, if
possible, or have available a wrist watch or classroom clock with a second hand.
2. Obtain a test tube which already contains a small amount (about 2 cm) of paradichlorobenzene (PDB)
from the materials shelf. Keep the tube of PDB away from any flame! Your lab should have good
ventilation during this activity.
3. Turn off the heat under the beaker of water and place the tube of PDB into the hot water. Allow it to
remain there until the solid is completely melted. At that point, place a thermometer directly into the
melted PDB. Do not remove the tube of PDB from the hot water until the temperature of the melted PDB
is between 65
o
C and 80
o
C. (The higher the better within that range if you have time.)
Do not try to use a flame around or under the melted PDB. It is very flammable!
4. When the appropriate temperature has been reached, remove the tube of PDB from the hot water and
place it into a test tube rack on your lab table. Start timing immediately, and record the temperature of the
cooling PDB every 30 seconds.
5. Record the temperature as precisely as possible to the nearest 0.5
o
C, and use the thermometer to
carefully stir the PDB 10 seconds before each reading is taken. You will need a partner to help keep time,
read the thermometer, and record the temperatures. Enter all data into Table 3.5.
6. After you have obtained 3 or 4 consecutive readings which are within 1 degree of each other, you can
stop if your class is close to ending. However, if you have time you should continue taking readings to
complete as much of the data table as possible. If the PDB gets too solid to stir, discontinue that. Stop
the readings if the temperature reaches 40
o
C.
7. When you have collected all needed data, reheat the water in your beaker and put the tube of PDB in
it. Remelt the PDB so that you can remove the thermometer. Remove the tube from the hot water and
allow it to cool. DO NOT remove the PDB from the test tube. Return all equipment to the materials shelf.
3-7 1997, A.J. Girondi
Tabl e 3. 5
Cooling Temperatures
Time (sec) Temp(
o
C)
____0____ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
Time (sec) Temp(
o
C)
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
_________ _________
Prepare a graph of your data on the grid below. Record temperatures on the Y axis and time on
the X axis. What was the dependent variable in this activity?{5}____________________ What was the
independent variable?{6}______________________. Compare your graph to the graph of a normal
cooling curve for a pure substance (element or compound) shown in Figure 3.1. Notice how the graph
has been divided into five sections. The data you collected reflects only a part of the overall cooling curve
for PDB. An interesting thing to notice on the cooling curve is that there are two plateaus where
temperature remains constant. Each plateau signifies a phase change (phase changes occur at constant
temperatures). In section B-C of the graph in Figure 3.1, condensation is occurring. Section D-E
represents freezing.
3-8 1997, A.J. Girondi
Temp
(
o
C)
A
B C
D E
F
Time (sec) ----->
vapor vapor + liquid liquid liquid + solid solid
Figure 3.1 Cooling Curve of a Pure Substance
If we were to pretend that the curve in Figure 3.1 is a cooling curve for PDB, what letter on the curve most
closely approximates the area in which you collected data in this activity?{7}__________
Before you go any further, draw a circle around that area of the graph in Figure 3.1 above which best
represents the range in which you collected your cooling curve data. Seek help if you need it.
SECTION 3.6 Kinetic and Potential Energy Changes During Phase
Changes
You may ask, Why is the temperature constant while a phase change is occurring? In order to
understand the answer, you must be aware that temperature is a measure of kinetic energy - the energy
due to the motion of the particles. When particles lose kinetic energy, their temperature decreases (since
temperature is a measure of kinetic energy). However, when particles move farther apart or closer
together, they gain or lose potential energy which is energy of position. Particles move closer together
when they lose potential energy, and farther apart when they gain potential energy. Potential energy
changes do not involve temperature changes.
When molecules have a lot of kinetic energy, their motion keeps them from being drawn closer
together by attractive forces that exist between them. However, if the particles lose kinetic energy, there
will come a point at which the attractive forces will pull them closer together. This involves a loss of
potential energy which occurs at a constant temperature. The result will be a phase change like
condensation or freezing.
When substances are heated, the molecules move faster and gain kinetic energy as temperature
increases. Eventually, they may gain enough kinetic energy to overcome some of the attractive forces
between them and move farther apart. When they move apart they are gaining potential energy, and they
do this at a constant temperature. This results in a phase change such as melting or vaporization. There
are plateaus on a warming curve just as there are on a cooling curve. On such a curve, particles are moving
faster when temperature is rising. They are moving farther apart when the temperature is constant during
the heating process. Pure liquids boil at constant temperatures (at constant pressure) because the
3-9 1997, A.J. Girondi
particles are moving farther apart and potential energy is being stored as the liquid becomes a vapor.
Refer back to Figure 3.1 as you answer the following questions. In which sections of the cooling
curve is the temperature changing?{8}____________________________ According to the curve, does
the temperature change or remain constant during a phase change?{9}__________________________
In which section(s) of the curve is the substance changing temperature and getting
cooler?{10}__________________ In which section(s) of the curve are the particles moving
slower?{11}_____________________ In which section(s) of the curve are the particles moving at a
constant rate?{12}______________________ In which section(s) are particles moving closer
together?{13}_______________________
The freezing point of a pure substance (element or compound) is the temperature at which it
changes from the liquid to the solid phase. On the graph, the freezing point (FP) of that substance is the
temperature at which the plateau occurs. Look at the graph you plotted in Activity 3.5. What is your
estimate of the freezing point of the PDB?{14}_______________
Steam at 100
o
C contains more heat and can, therefore, cause a more serious burn than boiling
water at the same temperature. Explain this in terms of the kinetic and potential energy content of the
steam and of the boiling water.
{15}_____________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Figure 3.2 is a graph showing the warming curve of water. It is the opposite of a cooling curve.
Divide the graph into sections. Label with a pencil which phase or phases (solid, liquid, vapor) are present
in each section of the graph, and label those areas of the curve where phase changes (melting and
vaporization) are occurring.
According to Figure 3.2, what is the melting point of ice?{16}__________ In the same way, what is
your estimate of waters boiling point based on Figure 3.2?{17}_____________ How do the melting and
freezing points compare?{18}_________________________________________________________
One rather interesting point about phase changes is that even though phase changes occur, you
always have the same chemical substance you began with. The solid, liquid, and gaseous phases of water
or PDB are easily converted back and forth by simply adding or removing heat energy. (See Figure 3.3)
3-10 1997, A.J. Girondi
-25
0
25
50
75
100
125
Time (sec) ------->
o
C
Figure 3.2 Warming Curve of Water
LIQUID WATER
LIQUID WATER
WATER
VAPOR
ICE
add energy
remove energy
remove energy
add energy
Figure 3.3 Energy and Phase Changes
Every pure substance melts and boils at a
specific temperature. Table 3.5 contains a list of
some selected pure substances. As can be seen,
each substance has its own characteristic melting
and boiling point. As a result, some substances
exist as gases at room temperature while others are
solids or liquids. Use the melting and boiling point
information provided to determine which of the
substances listed are solids, which are liquids, and
which are gases at room temperature (25
o
C) and
normal pressure.
Tabl e 3. 5
Melting and Boiling Points
Substance M.P. (
o
C) B.P. (
o
C)
Neon -248.7 -245.8
Water 0 100.0
Acetone -95.0 56.6
Sodium 97.5 899.0
Ethyl Alcohol -117.3 78.5
Copper 1083.0 2582.0
3-11 1997, A.J. Girondi
The solids are: {19}________________________________________________________________
The liquids are: {20}________________________________________________________________
The gases are :
{21}________________________________________________________________
ACTIVITY 3.7 Physical and Chemical Changes
Now that we have learned the fine points about phase changes, we are going to look at two other
kinds of changes - physical changes and chemical changes. A physical change refers to a change in the
appearance of a substance. Like a phase change, when a physical change occurs, you also end up with
the same substance you began with - it just looks different. If you tear a sheet of paper into small pieces,
you have brought about a physical change. You still have paper, which is chemically unchanged. Is
tearing a piece of paper also a phase change?{22}_________Why or why not?{ 23}__________________
______________________________________________________________________________
When ice is changed to liquid water and then to steam, is water undergoing a physical change?________
Why or why not? {24}_______________________________________________________________
A somewhat different type of change is called a chemical change. After a chemical change
occurs, you no longer have the same chemical substance. A new and different chemical substance is
formed. If you were to set fire to paper, would you still have paper? Obviously not! Chemical changes
result in the formation of substances with new chemical compositions. There are some key signs that you
can look for to determine whether or not a chemical change has occurred. For example, if a gas is given off
or if a precipitate (solid) is formed during a change, you can be fairly certain that a chemical change has
occurred. Often (but not always) a color change can indicate a chemical change. A temperature change
may or may not indicate that a chemical change has occurred. Color changes and temperature changes
sometimes occur during physical changes, so they are not clear evidence of chemical changes.
In this activity you will witness some physical and chemical changes. You will need 4 test tubes, a
test tube rack, and the chemicals labeled ALICE 3.7 on the materials shelf. Follow the directions below,
and record all of your observations in Table 3.6. In Table 3.6, you must place check marks in the column
that best describes what happens during each change. You may check more than one column for each
change as needed. Pay close attention to whether or not a solid substance (precipitate) forms. It will
either lie on the bottom of the tube, or will remain suspended and make the liquid contents cloudy. Clear
solutions do not contain precipitates. (Do not confuse the terms clear and colorless. Clear liquids may or
may not be colorless.)
Chemical Change 1: Rinse a small test tube with distilled water. Add about 20 drops of AgNO3 (solution
A) to the tube. Add about 10 drops of K2CrO4 solution (solution B) to the same tube. Record any
observations in Table 3.6 by placing check marks in the proper boxes.
Chemical Change 2: Add about 10 drops of Pb(NO3)2 (solution C) to a small clean, rinsed test tube. Add
about 20 drops of NaI (solution D) to the same tube. Shake the contents gently. Record observations.
Chemical Reaction 3: Add about 2 mL of HCl (solution E) to a clean 150 mm (medium) test tube. Place a
small piece of zinc metal into the tube. Record observations.
3-12 1997, A.J. Girondi
Chemical Reaction 4: Add about 2 mL of H2SO4 (solution F) to a 150 mm test tube. Note the temperature
of the solution by feeling the outside of the tube with your hand. Next, add about 4 mL of NaOH solution
(solution G). Caution: keep these solutions off skin and out of eyes! Feel the tube again. Record.
Tabl e 3. 6
Evidence of Chemical Changes
Color Change Gas Given Off Precipitate Forms Temp. Change
(yes or no) (yes or no) (yes or no) (yes or no)
Change 1:
Change 2:
Change 3:
Change 4:
In chemical change 4, an energy change was the only easily noticeable evidence of a chemical
change. However, energy changes by themselves are not enough evidence to indicate for sure that a
chemical change has occurred, because many physical changes are also accompanied by energy
changes. To observe a physical change in which there is an energy change, place about 2 mL of water in
a clean test tube. Note the general temperature of the water by pressing the tube on the inside of your
wrist. Using forceps, place 2 or 3 pellets of solid sodium hydroxide (NaOH) into the tube of water. Shake
the tube gently for 30 seconds or so, and press the bottom of the tube on the inside of your wrist. Do not
let the solution or the NaOH pellets contact you! Note the relative temperature of the contents of the
tube. NaOH does not react with water, it merely dissolves. Dissolving is a physical change. What change
in temperature did you observe?{25}____________________________________________________
Discard the contents of the tube into the sink and run the water. Rinse the tube with water.
Your experience from this activity should tell you that if you note a color change, a gas being
produced, a temperature change, or the formation of a precipitate, you should at least suspect that a
chemical change has occurred. This is particularly true if more than one of these events has occurred,
because color and temperature changes themselves are not conclusive evidence.
Identify each of the following changes as either physical (P)or chemical (C).
a. getting a flat tire {26}___________
b. a campfire burning {27}___________
c. seeing your breath when you exhale on a cold day {28}___________
d. digesting food {29}___________
e. rain changing to ice {30}___________
f. drying the laundry {31}___________
g. a bomb explosion {32}___________
3-13 1997, A.J. Girondi
SECTION 3.8 Density Problems
Earlier in this chapter, you worked with the concept of density as a physical property of matter. Do
the problems below. The units used to express density are usually g/mL or g/cm
3
. The g/mL unit is used
more frequently for liquids, while g/cm
3
is used more often for solids. This is really just a matter of
preference, since 1 mL and 1 cm
3
represent exactly the same volume. That is, 1 mL = 1 cm
3
. Use
dimensional analysis wherever possible. Show all work neatly, even if only one or two steps are needed.
Problem 1. What is the density of gasoline if 350 mL has a mass of 245 grams?
Problem 2. A block of metal has the dimensions 5.0 cm X 7.0 cm X 20.0 cm, and its mass is 5.0 kg.
What is the density of the metal in g/mL?
Problem 3. What is the density of hydrogen gas (in g/mL) if 100. liters have a mass of 8.93 X 10
-3
kg?
Problem 4. What is the density of milk in g/mL if 1.0 quart has a mass of 1.0 kg? (1.06 qt. = 1.00 L)
ACTIVITY 3.9 Determining the Thickness of Aluminum Foil
In this activity you will use what you have learned about density to calculate the thickness of
aluminum foil. Now you can imagine how tough this would be to do using only a ruler. Aluminum foil isnt
very thick! We will accomplish this task in an indirect way. The formulas you will use are already familiar to
you. The volume of a regular object can be found using the formula V = L x W x H, where L = length, W =
width, and H = height. If the object is a piece of aluminum foil, we can alter the formula to V = L x W x T,
where T = thickness. Since this activity involves finding the thickness, we can solve the formula for T
which gives T = V/(L x W). From this formula you can see that in order to determine the thickness, you
need to know the length and width of the piece of foil, and you also need to know the volume of it.
3-14 1997, A.J. Girondi
How do you calculate the volume of a piece of aluminum foil? Thats where density becomes
useful. The density (d) of aluminum is 2.70 g/1 cm
3
. If you measure the mass of the foil and if you know
the density of the metal, then you can use the formula at right below to find the volume:
density =
g
cm
3
V = g X
cm
3
g
= cm
3
V = g X
1
d
Since: and since: then:
Use this formula to get the volume of the foil
Do you see how these two formulas can be used to derive this one?
T =
V
L x W
Once you have the volume, you can substitute that value into the
formula shown at right. Measure the length and width (in cm)of the
rectangular piece of foil, and substitute those values along with the
volume into the formula. When you solve the formula for T, the units will
cancel and leave you with centimeters. You will have calculated the
thickness using the mass and density!
Procedure: Cut or obtain 2 square pieces (about 10.0 cm x 10.0 cm) of aluminum foil - one regular and
one heavy duty. Weigh each piece on the laboratory balance, and measure the length and width of each
piece in centimeters. Enter the data into Table 3.7 below. Return the foil squares to the appropriate
containers. Complete the calculations, showing all work neatly in the spaces provided.
Tabl e 3. 7
Aluminum Foil Data
Regular or Heavy Duty Length (cm) Width (cm) Mass (g)
_________________ _________ _________ _________
_________________ _________ _________ _________
SHOW your calculations in the spaces below. Express results to two decimal places.
Step 1. Calculation of the volume of the foil.
a. regular foil
b. heavy duty foil
Step 2. Calculation of the thickness of the foil.
a. regular foil
b. heavy duty foil
3-15 1997, A.J. Girondi
Step 3. According to your calculations, determine how many times thicker the heavy duty foil is compared
to the regular foil. (Divide the thickness of the heavy duty foil by the thickness of the regular foil.)
Result: the heavy duty foil is _____________ times thicker.
SECTION 3.10 Accuracy, Precision, Percentage Error and Percentage
Deviation
Lets use your data from Activity 3.9 to determine your accuracy and your precision. Accuracy
refers to the closeness of your result to the actual or accepted value. Precision refers to the closeness of
your results to each other (if you did an experiment more than once) or to that of other lab groups who did
the same experiment. It is possible to be precise without being accurate. In other words, you can get a
result that is close to what others got, while still being inaccurate. This can happen if your class is using
poor measuring instruments or a bad technique. However, in order to be accurate you must also be
precise. In other words, if everyone in your class is getting a result which is close to the accepted value
(accurate), then those results will also be close to each other (precise). Accuracy is often expressed as
percentage error, while precision is often expressed as percentage deviation.
Step 1. Calculation of Error. Obtain the accepted value for the thickness of the two kinds of aluminum foil
from your instructor. Calculate your error and percent error as shown below. Quantities enclosed in
vertical bars such as: |O - A| refer to absolute value.
Error = |O - A| O = your observed value A = the accepted value
% error =
|O - A|
A
X 100
Be careful when you use the formula above to calculate % error. It involves subtraction, division, and
multiplication. When using a calculator to solve such equations, you must do all your addition and
subtraction and then get a subtotal before doing the multiplication and/or division. If you follow the rules
for significant digits, you will need to round twice. List your error results below.
% error for the regular foil: __________% % error for the heavy foil: __________%
In this experiment, you should be able to achieve less than 5% error. How did you do? ______________
______________________________________________________________________________
Step 2. Calculation of Deviation. Get thickness results from three other lab groups in your class. Enter
the data into Table 3.8. Calculate the average (mean) thickness for each foil. To calculate your deviation
(precision) use the formulas below.
Deviation = |O - M| O = your observed value M = average (mean) value
% deviation =
|O - M|
M
X 100
Note that the calculation of deviation also involves an absolute value. Use the same precautions when
using a calculator as you did when calculating % error. List your deviation results below Table 3.8.
3-16 1997, A.J. Girondi
Tabl e 3. 8
Lab Group Data
Thickness of Thickness of
Group Regular Foil (cm) Heavy Foil (cm)
Your Group ____________ ___________
Lab Group 1 ____________ ___________
Lab Group 2 ____________ ___________
Lab Group 3 ____________ ___________
Average (Mean) ____________ ___________
% deviation for the regular foil: __________% % deviation for the heavy foil: __________%
Did you manage to achieve a small deviation (5% or less)? ___________________________________
If your group had a small error but a high deviation, that means that your small error was probably
just due to luck, or maybe off-setting errors. If your group had a large error (over 5%) but a small deviation,
that means that your high error was due to the measuring instruments or the procedure not to human
error. If your group had a small error and a small deviation, that means that the instruments and your lab
techniques and skills were good (you were both accurate and precise)! If you got a large error and also a
large deviation, plan to pursue a career in something other than science, because the error was all your
fault! Comment on the performance of your group: ________________________________________
______________________________________________________________________________
______________________________________________________________________________
SECTION 3.11 Review Problems
Problem 5. A piece of nickel sheet metal has a width of 11.5 cm, a length of 4.66 cm, and a mass of
58.18 grams. What is the thickness of this sheet of nickel metal? (Use any needed data from Table 3.2.)
3-17 1997, A.J. Girondi
Problem 6. A student experimentally tried to determine the thickness of the metal mentioned in
problem 5. Her observed (O) result was 0.126 cm. The results from three other students were 0.130 cm,
0.114 cm, and 0.134 cm.
a. Calculate her % error. (Your answer to problem 5 can be used as the accepted (A) value.)
b. Calculate her % deviation. (You will need to calculate the mean, M, of her value and the three others.)
c. Based on her % error and % deviation, comment on these results assuming an acceptable value of 5%
for both error and deviation. _________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Problem 7. The Miracle Thaw is a heavily advertised sheet of space age metal on which you can
placed frozen foods for rapid defrosting (according to the manufacturer). The Miracle Thaw is 45 cm long,
25 cm wide, and 0.50 cm thick. It has a mass of about 1519 grams. What is the space age metal which
composes this miracle? Use data from Table 3.2. (Let the consumer beware.)
Problem 8. A cork cube weighs 500.0 grams and has a density of 0.025 g/cm
3
. Calculate the length of
one side of the cube in cm. Hint: the volume formula is V = s
3
where s is the length of a side. You will
need to take a cube root in this problem. Use the appropriate key(s) on your calculator.
3-18 1997, A.J. Girondi
ACTIVITY 3.12 The Barge Problem
--> --> --> Teacher Demonstration <-- <-- < --
With the background you have gained thus far in this chapter, explain what would happen in the
situation described below. You must use the concept of density in your explanation. Once you have
formulated your explanation, you will carry out an experiment to illustrate what actually happens. Take the
density of water as 1.00 g/mL , and keep in mind that , in order to float, a boat must displace a volume of
water equal to its own mass.
A barge is hauling metal beams through the Panama canal. While the barge is in a closed lock in
the canal, all of the metal falls overboard into the water in the lock. Do you think the water level in the lock
will rise, fall, or remain unchanged when the metal falls in? ___________________________________
Your teacher will demonstrate an experiment to test your hypothesis. A 100 mL beaker will be
used as the barge, a 400 mL beaker about half-full of water for the lock, and pieces of lead metal for the
beams. Enough metal will be used to make a difference, but not to sink the barge! A piece of tape or a
grease pencil will be used to mark the water level before and after the metal spills. Describe the result of
the experiment:_________________________________________________________________
Do the results support your original hypothesis?____________ Whether your answer is yes or no,
explain this phenomenon: _________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
ACTIVITY 3.13 Sublimation
--> --> --> Teacher Demonstration <-- <-- < --
Because toxic fumes are involved, your teacher will conduct this demonstration under an exhaust
fume hood in your lab area. You are going to witness a rather unusual type of phase change. It involves
solid iodine crystals which change directly to a vapor without going through the liquid state. This is known
as sublimation. You may be familiar with dry ice (which is solid CO2) which also undergoes sublimation.
Care must be taken because iodine vapors are very dangerous and can cause serious stains and burns.
Look at Figure 3.4. Note that an ice cube is placed on top of a watch glass which is located on top
of a beaker or evaporating dish containing some iodine crystals. As heat is applied, the iodine crystals
slowly turn into a deep violet-colored vapor which is much heavier than air. When the vapor comes into
contact with the cool underside of the watch glass it turns directly from the vapor phase back to the solid
phase in a phase change known as deposition. Crystals may also form on the cool sides of the container.
Do not allow iodine to come into contact with you or your clothing! On the line below, write a phase
change equation for the sublimation of solid iodine. Remember to use the symbol for added heat.
{33}_______________________________________
3-19 1997, A.J. Girondi
ice cube
watch glass
deposited crystals
iodine vapor
iodine crystals
Figure 3.4 The Sublimation of Iodine Crystals
SECTION 3.14 Learning Outcomes
Read through the learning outcomes below. Place a check mark in front of each outcome that you
have mastered. When complete, arrange to take the test on Chapter 3, and move on to Chapter 4.
_____1. Identify general physical properties of matter (color, phase, texture, luster, etc.)
_____2. Solve problems involving the density of a solid or a liquid.
_____3. Given proper information, determine the specific gravity of a liquid.
_____4. Label, interpret, and explain the parts of heating and cooling curves for pure substances.
_____5. Distinguish between physical changes, chemical changes, and phase changes.
_____6. Distinguish between accuracy and precision, and calculate percentage error and percentage
deviation given the necessary information.
3-20 1997, A.J. Girondi
SECTION 3.15 Answers to Questions and Problems
Questions:
{1} qual; {2} no measurement involved; {3} water(l) ---
----> I2(g)
Problems:
1. 0.70 g/mL
2. 7.1 g/mL
3. 8.93 X 10
-5
g/mL
4. 1.1 g/mL
5. 0.122 cm
6. a. 3.28 %
b. 0 %
c. Since both error and deviation were under 5% in this type of activity, she has done well. The fact
that there was 0% deviation indicates that the 3.28% error was probably due to the equipment or
procedure.
7. aluminum
8. 27 cm.
3-21 1997, A.J. Girondi
SECTION 3.16 Student Notes
3-22 1997, A.J. Girondi
NAME____________________________________ PER____________ DATE DUE____________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
"ALICE"
CHAPTER 4
THE GAS
LAWS
Boyle's Law
Charles' Law
Gay-Lussac's Law
The Combined Gas Law
4-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
4-2 1997, A.J. Girondi
SECTION 4.1 Kinetic Theory and the Properties of Gases
We know from chapter 3 that matter normally exists in three forms - solid, liquid, and gas. While a
fourth state, plasma, does exist, it is not in our realm to be able to study this form of matter firsthand. We
can study the other three, however. This chapter will deal with gases, exclusively. The other states of
matter will be covered more extensively in other chapters.
If we attempt to define gas, we can say that it is a state of matter made up of particles that distribute
themselves uniformly throughout the space in which the gas is confined. This differs from a liquid and a
solid. A liquid takes the shape of the container that it is in. In addition, a liquid does not distribute itself
uniformly in its container. Figure 4.1 will help you to visualize this fact. A solid, of course, retains its own
shape regardless of the shape or size of the container into which it is placed.
GAS
Figure 4.1 The Three Phases of Matter
LIQUID
SOLID
Gases have three basic characteristics. They are: (1) expansibility, (2) diffusion, and (3)
compressibility. Expansibility is the ability of a gas to expand to the shape and volume of its container
whether it is a small beaker, a room, or something larger. The opposite of expansibility is compressibility.
A gas can be compressed to fill a volume many times smaller than its original volume. Diffusion is the ability
of a gas to move from a region of high concentration to a region on low concentration. If you were to open
a bottle of perfume in a room, it would evaporate into a gas, and you would soon be able to smell the odor
at all points in the room. The perfume vapor molecules have diffused through the air molecules to all parts
of the room.
The properties of gases just described provide the basis for the kinetic-molecular theory. This
theory gets its name from its close tie with the concept of kinetic energy. Any object that is in motion has
kinetic energy. The faster something is moving, the more kinetic energy it has. The kinetic-molecular
theory helps to explain why gases behave the way they do.
The main assumptions of the kinetic theory are:
1. Gases consist of molecules in continuous, random motion. The molecules collide with each other and
with the walls of the container. The pressure exerted by the gas is caused by the collisions of the gas
particles with the walls of the container.
2. Molecular "collisions" are elastic. This means that although there is a lot of "bouncing off" going on as
the molecules approach each other, there is no energy lost to friction when the gas molecules
"collide" with each other.
4-3 1997, A.J. Girondi
3. Gas molecules in a container move at a variety of different speeds; but, overall, an increase in
temperature increases the average speed (kinetic energy) of the molecules. This increase in the speed
of the molecules results in more frequent and more forceful collisions between the molecules and the
walls of the container. Consequently, gases exert more pressure at higher temperatures.
How does the kinetic theory explain the gas property of diffusion? {1}___________________________
______________________________________________________________________________
______________________________________________________________________________
How does the kinetic theory explain the fact that gases exert pressure? {2}________________________
______________________________________________________________________________
______________________________________________________________________________
ACTIVITY 4.2 Measuring the Effect of Pressure on Gas Volume
The background you now have is sufficient to introduce you to the gas laws. There are several of
these. The first one we will look at was named after Robert Boyle, the scientist who first discovered that
there was a definite relationship between the pressure and the volume of a gas. Boyle's Law simply
states:
"At a constant temperature, if the pressure on a gas is increased, the
volume of the gas will decrease proportionately."
Figure 4.2 illustrates the laboratory setup for
investigating the relationship between the pressure and volume
of a gas. Your teacher has a similar setup for you. Once you have
gotten the equipment and materials, begin by setting the end of
the piston on the 30 cm
3
(or cc) mark. (To set the piston where
you want it, air must be allowed to escape from the syringe. The
wire that is attached to the syringe is there for that purpose.
Place the wire into the syringe before inserting the piston. This
will allow air to escape. Then, remove the wire while holding the
piston in place.) If you gently push down on the piston and then
let up, the piston should return to its starting point. Record your
starting point in Table 4.1. Once you have done this, add 1 "unit"
of mass to the platform top (a unit of mass can be a textbook. If
you decide to use textbooks, be sure they are all the same).
Record the new volume in Table 4.1. Continue adding "units" of
mass to the plunger by 500 g or 1 book increments until you
have 5 or 6 readings. Record each new volume in the
appropriate space in Table 4.1.
Fi gure 4. 2
What happens to the volume of the gas as you increase the mass (pressure)? {3}_____________________________
______________________________________________________________________________
Does your result above agree with the general statement given for Boyle's law in section 4.1? Explain.
{4}___________________________________________________________________________________________________________________
______________________________________________________________________________
4-4 1997, A.J. Girondi
It was mentioned that temperature must remain constant for Boyle's law to be valid. At what temperature
did you conduct your experiment? ___________
o
C. Do you think it remained constant? ____________
Tabl e 4. 1
Effect of Pressure on Volume
Pressure Applied (books) Volume (cm
3
)
1 ___________
2 ___________
3 ___________
4 ___________
5 ___________
On the grid below, prepare a graph of the information in data table 4.1. Your plot should actually
be a slightly curved line. Do not try to make it absolutely straight. Remember to follow the instructions
given in chapter 2 regarding the correct way to construct a graph.
4-5 1997, A.J. Girondi
Your plot is slightly curved. It would be even more curved if we had used a greater range of pressures.
You may wonder why your plot is not a straight line. When two variables are both changing at constant
rates, their resulting graph will be a straight line. However, in this activity, only one variable was changing at
a constant rate. Was it pressure or volume?{5}_________________. Was this the dependent or the
independent variable? {6}__________________________. You may wonder why both variables don't
change at constant rates. Well, as pressure continues to increase in equal amounts, the amount of
decrease in volume gets smaller and smaller. In other words, as pressure changes at a constant rate,
volume changes at a rate which is not constant. Why is this? Gas atoms or molecules like all atoms and
molecules have electrons. These electrons are negatively charged and repel each other when they get
too close. As gas particles get closer to each other, the repulsion between them gets stronger and it's
more difficult to force them closer together. In other words, each additional "book" of pressure, has less
effect on the volume of the gas.
SECTION 4.3 Solving Problems Involving Boyle's Law
Boyle's law can be expressed mathematically as: P1V1 = P2V2. This equation means that the
product of the pressure (P) and the volume (V) of a gas remains constant, provided the temperature does
not change. (If temperature were a variable, it would have to be included in the equation). So, even
though P and V can change, the product, PV, maintains a constant value. When the product of two
variables remains constant, the variables are said to be inversely proportional, meaning that as one
increases, the other decreases.
The sample problem below illustrates how Boyle's law works, mathematically. Study it carefully.
Sample problem: A quantity of air has a volume of 100. mL (V1) at 720. mm of pressure (P1). What will
the new volume (V2) be if the pressure is changed to 760. mm (P2)? Follow the steps below.
1. Write the formula P1V1 = P2V2.
2. Solve the equation for the unknown quantity (V2):
V
2
=
P
1
V
1
P
2
3. Substitute the values into the formula including units:
V
2
=
(720. mm)(100. mL)
760. mm
4. Do the math: V2 = 94.7 mL.
Solve the following problems. Show the set-up for the problem work, and be sure to include units on all
measurements used in the problem and given in the answer. (The period appearing after some numbers
indicates that the trailing zeros are significant figures.)
4-6 1997, A.J. Girondi
Problem 1. A gas has a measured volume of 100. mL under a pressure of 740. mm Hg. What would the
volume be under a pressure of 780. mm Hg at constant temperature?
Problem 2. A sample of gas is confined to a 100. mL flask under a pressure of 740. mm Hg. If this same
gas were transferred to a 50.0 mL flask, what would the resulting pressure be?
Problem 3. You are given a gas that you measure under a pressure of 720. mm Hg. When the pressure
is changed to 760. mm, the volume becomes 580. mL. What was the original volume of the gas?
Problem 4. At a certain original pressure, the volume of a given amount of air is 134 mL. If the pressure
is changed to 1200. mm Hg, the volume is reduced to 45.0 mL. What was the original pressure?
Problem 5. A balloon has a volume of 800. mL when it is held at sea level where the pressure is 760.
mm Hg. Calculate the volume of the same balloon after it has floated up to where the atmospheric
pressure is only 720. mm Hg.
According to your calculations, does the balloon get larger or smaller? {7}________________________
4-7 1997, A.J. Girondi
ACTIVITY 4.4 Measuring the Effect of Temperature on Gas Volume
Gas volumes are also affected by temperature changes. The gas law that explains this is called
Charles' law. Charles' law states that:
"As the absolute temperature of a gas increases, its volume also
increases proportionately, when the pressure remains constant."
As we discuss Charles' law, we will explain the meaning of the words absolute and proportionately as they
are used above.
One way that we can see Charles' Law demonstrated in the lab is to use the piece of equipment
pictured in Figure 4.3. It consists of a piece of glass capillary tubing which contains a small bead of mercury
metal. One end of the tube is sealed, while the other is open. A volume of air is trapped in the tube
between the sealed end and the mercury bead. As the volume of the trapped air changes, the mercury
bead will move up or down the tube. The volume of trapped air can be calculated if you assume that the
container is a cylinder. The formula for the volume of a cylinder is V = r
2
h, where = 3.1416. Notice that
you will need to know the internal radius of the capillary tube as well as the height (or length) of the air
column between the sealed end of the tube and the mercury bead. Measure the internal diameter of the
tube in mm. Half of that is the internal radius, r. All measurements should be made in millimeters, which
when substituted in the formula above will give volumes in units of cubic millimeters (mm
3
).
h
Figure 4.3 Charles' law apparatus
Obtain a thermometer, a metric ruler, and a capillary tube with mercury bead from the materials
shelf. Measure the height of the air column between the closed end of the tube and the mercury bead in
mm at room temperature. Record this height and temperature in Table 4.2. Next, place the tube and
thermometer in a large beaker or flask of hot water at constant temperature (between 80
o
C and 90
o
C) so
that most of the trapped air column is immersed. When the mercury bead stops moving, read the
temperature. Without removing the tube from the hot water, measure the height of the air column in mm
again. Record the data. Finally, place the capillary tube and thermometer in an ice water bath which will be
available in the lab. The mercury bead will move down the tube. When it has stopped moving, measure
the temperature and, without removing the tube from the ice water, measure the height of the air column
in mm using a ruler. Record all data in Table 4.2. Return all materials to the proper place. Using your data,
calculate the volume of the trapped air in mm
3
at each of the three temperatures.
Tabl e 4. 2
Temperature Versus Volume
Temp (
o
C) Air Column Height (mm) Air Volume (mm
3
)
________ _________________ _____________
________ _________________ _____________
________ _________________ _____________
internal radius of tube = ________ mm
4-8 1997, A.J. Girondi
Using your data in Table 4.2, plot a graph of temperature (X axis) versus volume (Y axis) on the grid
below. The scales on each axis do not necessarily have to start with zero. You may start each scale at any
convenient value. After you have plotted your three points, draw the best straight line that you can
through them. (We know from experiment, that this curve has to be a straight line, so use a ruler to draw
the best straight line you can through your points. Do not expect this line to actually intersect with each of
your points.)
Temperature is a measure of the amount of kinetic energy that particles have. The more kinetic energy
that particles have, the faster they move and the harder they "collide" with the walls of their containers.
What effect does increased temperature have on the pressure exerted by a gas? {8}_________________
______________________________________________________________________________
The graphic representation in Figure 4.4 on the next page depicts the relationship between the
volume of gas and its temperature. Note that volume decreases as temperature decreases. Study this
carefully.
Do your data seem to follow a similar trend?_________. What happens to the volume of a gas as the
temperature goes up and down?
As you examine the graph in Figure 4.4, note that eventually a temperature is reached where the
volume of the gas appears to go to zero. Actually, it is impossible for a real gas to have a volume of zero
because no matter how close the molecules get to each other, they have volume themselves. In addition,
repulsive forces between the molecules limit how close they can get to each other. These factors are not
accounted for in the formula for Charles' law. Scientists have invented the concept of an "ideal" gas which
is a gas that obeys the gas laws, including Charles' law, at all times and under all conditions.
4-9 1997, A.J. Girondi
300 mL
200 mL
100 mL
V
O
L
U
M
E
-273 Temperature in
o
C 0 +50
A gas with a volume of
273
mL at 0
o
C (273 K)
...should occupy zero
volume at -273
o
C (0 K)
coldest
possible
temperature
Figure 4.4 Volume-Temperature Relationship
While ideal gases do not really exist, the ideal does help us to understand the gas laws. It is
possible for an "ideal" gas to have a volume of zero. Note that this would be the case at -273
o
C. It is
impossible for any gas including an ideal gas to have a negative volume. Therefore, at -273oC a gas would
have the smallest volume possible, and, therefore, -273
o
C (or 0 K) must be the coldest possible
temperature which a gas - or anything else for that matter - can have. If colder temperatures were possible,
then gases would have to have negative volumes! This temperature, -273
o
C, has come to be known as
absolute zero. It is the starting point for the Kelvin temperature scale. (-273
o
C = 0 K) Zero on the Kelvin
scale (0 K) is absolute zero. (The degree symbol is not used when expressing Kelvin temperatures.) At
absolute zero, the molecules have no more kinetic energy. Although we have been able to get very close
to this temperature in laboratories, it has never been reached.
SECTION 4.5 STP - What It Is and Why We Need It
Let's say that you have two oneliter containers. One contains gas A and the other contains gas
B. Since a gas expands to fill its container, the volume of each gas is one liter. Which container holds the
greatest amount of gas meaning the greatest number of gas molecules?
1.00 Liter
GAS A
1.00 Liter
GAS B
28.0
o
C & 700 mm Hg 26.0
o
C & 662 mm Hg
Which of these 1.00 Liter Containers Holds More Gas?
4-10 1997, A.J. Girondi
Just because the two containers have the same volume, they do not necessarily contain the same
quantities of gas. After all, most of the volume occupied by a gas is empty space. A oneliter container
can be filled by many gas molecules or only a few. In order to determine which container holds the most
molecules, you would need to know the temperature and pressure of each gas. These factors affect how
much space exists between the molecules and, therefore, how much gas you can get into the container.
Only if both of our gases (A and B) are at the same temperature and pressure would both oneliter
volumes contain the same number of gas molecules. (This is known as Avogadro's hypothesis, and you
will learn more about it in Chapter 8.) If the two gases are not at the same temperature and pressure, then
we will have to determine what the volumes of the gases would be if they were at the same temperature
and pressure. Only then could we determine which container holds the most molecules. When this is
necessary, the conditions of temperature and pressure which have been chosen for use are 0
o
C and 760
mm Hg (millimeters of mercury) pressure. These conditions are known as standard temperature and
pressure, or STP.
0.835 Liter
GAS A GAS B
0.795 Liter
Converting to STP RevealsThat There is More of Gas A
0
o
C & 760 mm Hg 0
o
C & 760 mm Hg
Why did we develop the concept of STP? {9}___________________________________________________________________
______________________________________________________________________________
The units of mm Hg (millimeters of mercury) for measuring pressure may seem somewhat mystical
to you. If you fill a test tube with water and put your thumb over it, and invert it into a shallow dish of water,
you will notice that the water will not drain out. This is because atmospheric pressure is "pushing up" on
the water column. In fact, atmospheric pressure is great enough to support a column of water over 34 feet
high! As the atmospheric pressure changes from day to day, the height of the water column which it can
support varies. Thus, we could use the height of the water column as a measure of pressure in millimeters
of water. This device would be a barometer. But, who wants a barometer that is over 34 feet high?
Mercury metal is about 13.5 times more dense than water, and can be used in place of water in a
barometer.
760 mm
Fi gure 4. 5
Mercury Barometer
On an average day at sea level, the atmosphere supports a
column of mercury 760 mm high. This is more manageable,
and is why mercury barometers are found in labs and at
weather bureaus. We can, therefore, measure atmospheric
pressure by measuring the height of a column of mercury
which it can support (units of "mm Hg"). We will use mm from
now on, but "mm" really implies "mm Hg." 760 mm is also
known as 1 atmosphere Figure 4.5 (1 atm) of pressure. (760
mm Hg = 1 atm)
Hg
4-11 1997, A.J. Girondi
We can summarize standard conditions as follows:
STP (Standard Temperature and Pressure) Means: pressure = 1 atm or 760 mm Hg
temperature = 0
o
C or 273 K
When solving gas law problems that involve temperature changes, it is always necessary to use
the absolute, or Kelvin scale. Why? Well, you see the zero on the Kelvin scale really means zero. At zero
on the Kelvin scale, molecules have lost all their kinetic energy. The zeros on the Fahrenheit and Celsius
scales do not really mean zero. At those temperatures, the molecules still contain quite a bit of kinetic
energy, which is why 0
o
F and 0
o
C are not the lowest temperatures on those scales. For this reason, only
the Kelvin scale can be used in gas law calculations. We know from Charles' law, that as the temperature of
a gas goes up, its volume goes up in proportion. In other words, if the temperature of a gas doubles, then
its volume also doubles.
Let's say that you have 1 L of a gas at 20
o
C. What will the volume be if you heat the gas to 40
o
C?
You might think that the new volume would be 2 L. After all, doesn't the temperature double from 20
o
C to
40
o
C? And shouldn't the volume, therefore, double from 1 L to 2 L? The answer is no, because a change
from 20
o
C to 40
o
C is NOT a doubling of the temperature. Remember that 0
o
C does not really mean 0. It
would be a doubling if 0
o
C really meant 0. The real zero point on the Celsius scale is -273
o
C. Is 40
o
C twice
as far from -273
o
C as is 20
o
C? The answer, of course, is no! However, if we repeat the problem using
Kelvin temperatures, it will work. If you have 1 L of a gas at 20 K, and you heat it to 40 K, what will the new
volume be? It will be 2 L. 40 K is, indeed, twice as much as 20 K. Remember, you must ALWAYS use
Kelvin temperatures when solving gas law problems.
The conversion of temperatures in
o
C to the Kelvin scale is easy to do. Simply add 273
o
to the
Celsius number. Follow the examples below.
o
C + 273 = K
25
o
C + 273 = 298 K
What is the volume of an "ideal" gas at a temperature of 0 K? {10}____________________________________
Problem 6. For additional practice, convert the temperatures below to Kelvin.
a. 56
o
C _________ b. -34
o
C __________ c. 12.3
o
C __________
Problem 7. Convert the temperatures below to oC.
a. 123 K _________ b. 35.6 K __________ c. 358 K ___________
SECTION 4.6 Solving Problems Involving Charles' Law
Like Boyle's law, Charles' law can be represented in mathematical form. One form is the following:
V
1
T
1
=
V
2
T
2
(When the ratios of two variables are equal, the variables are directly proportional as one increases, the
other increases.)
By substituting into the formula, you can calculate the final volume from the change in temperature and
the original volume. Now let's look at a sample problem:
4-12 1997, A.J. Girondi
Sample problem: A quantity of air has a volume of 80.0 mL (V1) at a temperature of 20.0
o
C (T1). What
will the new volume (V2) be if the temperature is changed to 100.
o
C (T2), assuming the pressure remains
constant?
Follow these steps to solve this problem:
1. You must ALWAYS use Kelvin temperatures when solving gas law problems!!! Make the changes!!
20.0
o
C + 273 = 293 K; 100.
o
C + 273 = 373 K
2. Write out the formula, and solve for the unknown variable. In this case, that would be V2.
V
2
=
V
1
T
2
T
1
3. Substitute correct values into the formula, and do the math.
V
2
=
(80.0 mL)(373 K)
293 K
= 102 mL
To gain practice with Charles' law, solve the problems below. Show set-up as well as the answers.
Assume that pressure remains constant in all problems.
Problem 8. At 60.0
o
C, a gas has a volume of 600. mL. What is the volume of this gas at 10.0
o
C?
Problem 9. If 105 mL of oxygen at 25.0
o
C were heated until its volume expanded to 120. mL, what
would its final temperature (in
o
C) be?
Problem 10. A quantity of hydrogen has a volume of 103 mL at a temperature of 20.0
o
C. To what
temperature (
o
C) would this gas need to be cooled in order to reduce the volume to 92.0 mL?
4-13 1997, A.J. Girondi
Probl em 11. If 136 mL of nitrogen at 25.0
o
C is cooled to 0.00
o
C, what will the new volume be?
Problem 12. A helium balloon has a volume of 2.50 L at a temperature of 25.0
o
C. What temperature
(
o
C) is needed to decrease the size of the balloon to 1,800. mL?
SECTION 4.7 The Effect of Pressure on the Temperature of a Gas
Gay-Lussac's law deals with temperature and pressure and has the following formula:
P
1
T
1
=
P
2
T
2
What this formula says is that the ratio of pressure divided by temperature for a gas is constant, even
though the temperatures and pressures may change. Gay Lussac's law assumes that the volume of the
gas remains constant. The reason that this ratio remains constant can be explained using the kinetic
theory. As the temperature increases, there are more collisions of the faster-moving gas molecules with
the walls of their container, and those collisions are more forceful since the molecules have more kinetic
energy. As a result, as temperature goes up, so does the pressure being exerted by the gas. In other
words, as T increases, P increases in proportion. Therefore, the ratio of P over T remains the same. You
should use the same procedure for solving problems involving Gay-Lussac's law as you used for solving
Charles' law. Note the similarity between the equation for Gay-Lussac's Law and the equation for Charles'
Law. How do you think a graph of the P vs. T relationship would compare to a graph of the V vs. T
relationship?
{11}__________________________________________________________________________________________________________________
Problem 13. A collapsible cylinder contains a gas at 765 mm Hg pressure. As external force causes the
cylinder to collapse, the pressure reaches 988 mm Hg. The final temperature in the cylinder is 86.2
o
C.
What was the original temperature of the gas in the cylinder before it collapsed? (Remember, always use
Kelvin temperatures!)
4-14 1997, A.J. Girondi
Problem 14. If an automobile tire contains air with a pressure of 26.0 psi (pounds per square inch) at a
temperature of 20.0
o
C. After driving for several miles, the temperature of the air in the tire increases to
48.0
o
C. Assuming volume remains constant, what is the new pressure of the air in the tire?
Problem 15. A steel cylinder contains a gas at 25.0
o
C and 2.50 atm pressure. The cylinder is designed
to sustain a maximum internal pressure of 3.00 atm. How high can the temperature go before the cylinder
will explode?
Explain why a basketball seems to lose some firmness when you take it outside to shoot baskets on a cold
day. {12}____________________________________________________________________________________________________________
______________________________________________________________________________
SECTION 4.8 Solving Combined Gas Law Problems
The volume of a gas can change with changes in both pressure and temperature. By combining
Charles' law and Boyle's law, the following mathematical formula results:
P
1
V
1
T
1
=
P
2
V
2
T
2
This is called the combined gas law. The sample problem below illustrates the use of the combined gas
law. Carefully study the four steps used to solve the problem. Many students like to eliminate step two
and go directly to step three. Don't do that. Complete step two before going to step three as you solve
the problems.
Sample problem: A volume of gas measured 900. mL at a temperature of 51.0
o
C with a pressure of
700. mm. What volume will it occupy at a temperature of 27.0
o
C and a pressure of 760. mm? Follow these
steps:
Step 1. Write the equation.
P
1
V
1
T
1
=
P
2
V
2
T
2
Step 2. Solve for the unknown variable.
V
2
=
P
1
V
1
T
2
T
1
P
2
4-15 1997, A.J. Girondi
Step 3. Substitute numbers and units.
V
2
=
(700. mm)(900. mL)(300. K)
(324 K)(760. mm)
Step 4. Do the math. V2 = 768 mL
Try the problems below to gain practice with the combined gas law. Show all work as well as your answer.
Problem 16. In the laboratory, a volume of gas measures 600.mL at 22
o
C and 735 mm of pressure.
What new volume will be established if the gas is placed under standard conditions (STP)?
Problem 17. Bromine vapor occupied a volume of 2.5 L at 575
o
C and 780.mm. In order to reduce the
volume to 2.3 L, the temperature is changed to 17
o
C. What must the pressure be changed to under
these conditions?
Problem 18. A gas has a volume of 237 mL when the pressure is 2.20 atm and the temperature is
45.0
o
C. What volume will the gas occupy at 3.40 atm and 23.0
o
C?
Problem 19. A sample of gas if found to occupy a volume of 38.2 mL at 25.0
o
C and an unknown
pressure. If this same gas occupies 37.5 mL at STP, determine what its unknown original pressure was in
mm Hg.
4-16 1997, A.J. Girondi
Problem 20. A gas occupies a volume of 250. mL at STP. To what Celsius temperature must the
system be changed to increase the volume to 0.500 L, while the pressure is adjusted to 1.50 atm? (1.00
atm = 760. mm)
Note that the three simpler gas laws can be derived from the combined gas law as follows. The combined
law is:
P
1
V
1
T
1
=
P
2
V
2
T
2
If temperature is not changing (is constant), then T1 and T2 are equal. If that's true, then T1 and T2
can be eliminated from the equation. Right? This would leave us with P1V1 = P2V2 which is Boyle's Law,
the relationship between pressure and volume!
If pressure is not changing (is constant), then P1 and P2 are equal and can be eliminated from the
equation for the combined laws. This would leave us with V1 / T1 = V2 / T2 which is Charles' Law, the
relationship between temperature and volume!
If volume is not changing (is constant), then V1 and V2 are equal and can be eliminated from the
equation for the combined laws. This would leave us with P1 / T1 = P2 / T2. This is Gay-Lussac's Law, the
relationship between pressure and temperature!
(So, if you know the equation for the combined laws, you can always use it to derive the other laws.)
ACTIVITY 4.9 Measuring The Effect Of Temperature On Pressure
(This activity may be done by the class as a whole, rather than by lab groups. Ask your instructor.)
One way that we can measure gas pressures in
the lab is to use a piece of equipment known as a
manometer. Figure 4.6 illustrates a manometer. To
demonstrate that temperature does have an effect on
the pressure exerted by a gas, obtain a clean, dry 125
mL flask. Note the assembly drawn in Figure 4.6.
Before inserting the stopper into the flask, open or
remove the clamp attached to the tubing. Insert the
stopper assembly into the flask so that it is tight. Handle
the flask with only your finger tips so that you do not
warm it. One tube should lead to the manometer and
the other should be open to the atmosphere. Tighten
or replace the clamp to seal the flask. At this point the
difference in levels of liquid in the manometer should be
zero since the pressure in the flask is the same as
atmospheric pressure.
Tabl e 4. 3
Temperature vs. Pressure
Condition Pressure of Air
Room Temp. ____0___ mm Hg
Warm Hands ________ mm Hg
4-17 1997, A.J. Girondi
Glass
Tubing
liquid
Ruler
difference
in levels
Figure 4.6 A Manometer
rubber tubing
clamp
atmospheric
pressure
Before you actually start the investigation, predict whether the pressure in the flask will rise or fall when the
air in the flask is warmed by your hands.
Prediction: _____________________________________________________________________
You are now ready to begin. Pick up the flask and wrap your hands around it. Note any change in the
levels of liquid in the manometer. When the levels have stopped moving, determine the difference in the
levels in mm. Enter the data into Table 4.3.
The liquid in the manometer is colored water, so the difference in levels that you measured is
expressed as mm H2O. Normally, pressures are measured in mm of mercury. To convert the difference in
levels from mm H2O to mm Hg, you must now divide mm H2O by 13.5. (Mercury is 13.5 times more dense
than water.) Do this and enter the result into Table 4.3. Comment on how your prediction matches the
result. _________________________________________________________________________
Why does the air exert more pressure when it is warmed? {13} _________________________________
______________________________________________________________________________
ACTIVITY 4.10 Comparing Equilibrium Vapor Pressures
(This activity may be done by the class as a whole, rather than by lab groups. Ask the instructor.)
Manometers are used to measure the vapor pressure of liquids. When a liquid in a closed
container evaporates it forms a vapor. This vapor exerts a pressure. As the liquid continues to evaporate,
the pressure increases. Some of the vapor molecules collide with the surface of the liquid in the container
and return to the liquid phase again. This is called condensation. At first, the evaporation process goes
4-18 1997, A.J. Girondi
faster than the condensation, so that the amount of vapor in the container increases (as does the
pressure). As the amount of vapor in the container increases, the rate of condensation will also increase.
Finally, a point is reached in which the rates of evaporation and condensation are equal. At this point, the
amount of vapor in the container will be constant, as will the pressure. (As indicated when the mercury
levels stop moving in Activity 4.9.) This condition is known as equilibrium. It is characterized by two
opposing forces going on at equal rates. When equilibrium has been reached, the pressure of the vapor
in the container is constant and is known as the equilibrium vapor pressure.
Figure 4.7 Equilibrium Vapor Pressure in a Closed System
The equilibrium vapor pressure will remain constant provided that the temperature remains
constant. If temperature changes, that will offset the equilibrium by changing evaporation and
condensation rates. Eventually, a new equilibrium will be established at the new temperature, and a new
equilibrium vapor pressure will exist. In other words, a substance has a specific equilibrium vapor pressure
at any given temperature. Different substances have different equilibrium vapor pressures.
A substance that has strong forces of attraction between its molecules is harder to vaporize and
will have a lower equilibrium vapor pressure (at a given temperature) than would a substance with weaker
forces of attraction between its molecules. We conclude that the weaker the attraction between the
molecules of a substance, the higher its equilibrium vapor pressure will be at any given temperature. We
can use the apparatus in Figure 4.6 (which you used in the previous activity) to compare the equilibrium
vapor pressures of various liquids. NOTE! All of the liquids used in this activity are flammable.
Procedure:
1. Obtain the manometer and remove the clamp from the hosing on the 125 mL Erlenmeyer flask; put
about 10 mL of acetone into the DRY flask and replace the stopper. (If the flask is not dry, rinse it with a
little acetone first. Discard the acetone used for the rinsing into the sink and run the water for a minute.)
Clamp the hose shut (as shown in Figure 4.6). Pick up the flask and swirl the liquid for about 10 seconds to
hasten the evaporation. Remove your hands from the flask. After two minutes, record the difference in
the levels of the liquid on the manometer (even if the levels are still moving). This difference is in mm of
water. To convert to mm of mercury, divide the difference by 13.5. (Mercury is 13.5 times more dense
than water.) Record this difference in levels in mm Hg in Table 4.4. Next, pick up the flask and wrap your
hands around it to warm the acetone. The bottom of the flask should press against one of your palms.
You should see the water levels moving in the manometer. After two minutes, read the difference in the
levels (in mm). Again, convert to mm Hg and record the data in Table 4.4. Part of the difference in levels
is due to the vapor pressure exerted by the acetone. Another part is due to the expansion of air which is
also present in the flask. Even though the air adds to the total pressure, this procedure will allow us to
compare the vapor pressure of acetone to that of anther substance. Discard the acetone into the sink and
run some water.
4-19 1997, A.J. Girondi
2. Rinse the flask with a little ethyl alcohol and discard it into the sink while running some water. Repeat
step 1 using about 10 mL of ethyl alcohol instead of acetone. Record the data in Table 4.4.
Tabl e 4. 4
Equilibrium Vapor Pressures
Pressure of Vapor Pressure of Vapor
Liquid (Room Temp) (Warm Hands Temp)
Acetone __________mm Hg __________mm Hg
Ethyl Alcohol __________mm Hg __________mm Hg
According to your results, which liquid seems to have the weakest attractive forces between its
molecules?{14}_________________ Liquids which evaporate most readily have high vapor pressures.
Which liquid do you think will evaporate most readily? {15}____________________________Why do you think that
some liquids evaporate more easily than others?{16}____________________________________________________________
_____________________________________________________________________________________________________________________
SECTION 4.11 Review Problems To Solve
If you look back at the problems you have solved which make use of Boyle's law, Charles'
law, Gay-Lussac's law, and the combined gas law you will notice that all of these problems include what we
might call the "original" conditions and the "new" conditions. For example, you might have been given the
volume of a gas at a certain temperature and pressure, and you may have been asked to find the "new"
volume after the original temperature or pressure had changed.
There is yet another gas law, known as the ideal gas law which can be used to solve gas problems
which involve only one set of conditions. For example, what is the volume of 2.00 grams of hydrogen gas
at STP? Notice that only one set of conditions is given? You can not solve this problem using the laws
that you have learned up to this point. In order to understand the ideal gas law, you first need to learn
about the mole concept which is presented in chapters 7, 8 and 9 of ALICE. After you are familiar with the
mole concept, we will learn about this final gas law.
You will find some review problems below. Read each problem to determine which gas law you will
use to solve it. In the space to the left of each problem, indicate which law you have chosen by writing B
for Boyle's law, CH for Charles' law, G for Gay-Lussac's law, or COM for combined gas law. Then, solve
each problem showing all work.
Problem 21. _______ A basketball has a volume of 6.00 L when it is kept in a closet that is at 25.0
o
C.
What does the volume of the ball become when it is taken outdoors on a chilly 10.0
o
C day? (Assume
constant pressure.)
4-20 1997, A.J. Girondi
Problem 22. ________ A 10.0 L sample of water vapor at 200.
o
C and 1.00 atm pressure is cooled to
150.
o
C. The gas now occupies a volume of 7.00 L. Calculate the resulting pressure in the container.
Problem 23. ________ The volume of a gas at 1800. mm Hg pressure is 10.0 L. If the temperature is
kept constant, what will be the volume of gas at standard atmospheric pressure, 760. mm Hg?
Problem 24. ________ The pressure gauge on a cylinder of oxygen gas at a temperature of 15.0
o
C
reads 50.0 atm. What would the pressure gauge read if the temperature of the gas is raised to 38.0
o
C?
Problem 25. ________ A gas occupies a volume of 4.00 L at 470. mm and -70.0
o
C. What will its
volume be at 963 mm and 122
o
C?
Problem 26. ________ At 755 mm Hg pressure, 1.00 cm
3
of a gas has a mass of 0.0341 grams. What
will the density of this gas be (in grams per cm
3
) at a pressure of 905 mm Hg pressure? (Hint: the pressure
change will affect the volume, but not the mass.)
Density = __________ g/cm
3
4-21 1997, A.J. Girondi
ACTIVITY 4.12 A Teacher Demonstration of the PressureTemperature
Relationship
The relationship between pressure and temperature can also be demonstrated (with the aid of a
computer) using a syringe connected to a temperature probe. Your teacher will demonstrate. The
mechanical energy used to push the plunger of the syringe into the cylinder is transferred to the gas
molecules in the syringe where it is converted into kinetic energy. Watch the change in the temperature
of the gas in the syringe (shown on the screen of the computer display) as the gas in the syringe is
compressed.
What do you observe? {17}__________________________________________________________
______________________________________________________________________________
SECTION 4.13 Learning Outcomes
Understanding the gas laws is essential to your mastery of chemistry. Before you move on to
chapter 5, review the learning outcomes listed below. Check the ones that you are certain you can
handle. Arrange to take the chapter quiz and move on to chapter 5.
_____1. Describe the basic principles of the kinetic-molecular theory.
_____2. Define pressure and how it is measured and expressed.
_____3. Convert between the Celsius and Kelvin temperature scales.
_____4. Explain what is meant by the absolute temperature scale.
_____5. Mathematically adjust temperature and pressure to standard conditions.
_____6. Qualitatively explain the effects of pressure and temperature changes on the volume of a gas.
_____7. Solve mathematical problems using Charles', Boyle's, Gay-Lussac's, and the combined gas laws.
4-22 1997, A.J. Girondi
SECTION 4.14 Answers to Questions and Problems
Questions:
{1} Constantly moving gas particles collide with air molecules causing mixing and the spread of the gas
through air; {2} Constantly moving gas particles collide with the wall of their container; {3} decreases
{4} yes - as pressure increases volume decreases; {5} pressure; {6} independent; {7} larger; {8} it
increases the pressure exerted; {9} so that volumes of gases can be compared under the same
conditions of T and P, which allows us to relate volumes of gases to actual amounts of gas; {10} zero; {11}
they would look similar; {12} when temperature decreases so does pressure; {13} molecules collide with
the walls of the container more frequently and with greater force; {14} (the one that had the highest vapor
pressure); {15} (the one that had the lowest vapor pressure); {16} liquids which evaporate more easily
have weaker attractive forces between the molecules; {17} Temperature should increase as pressure
increases.
Problems:
1. 94.9 mL
2. 1480 mm Hg
3. 612 mL
4. 403 mm Hg
5. 844 mL
6. a. 329 K; b. 239 K; c. 285.3 K
7. a. -150
o
C; b. -237.4
o
C; c. 85
o
C
8. 510 mL
9. 68
o
C
10. -11
o
C
11. 125 mL
12. -58.0
o
C
13. 5.00
o
C (278 K)
14. 28.5 psi
15. 84.6
o
C (357.6 K) - rounds to 85
o
C (358 K)
16. 537 mL rounds to 540 mL
17. 290 mm
18. 143 mL
19. 814 mm Hg
20. 546
o
C
21. CH, 5.70 L
22. COM, 1.28 atm
23. B, 23.7 L
24. G, 54.0 atm
25. COM, 3.8 L
26. B, 0.0409 g/cm
3
4-23 1997, A.J. Girondi
SECTION 4.15 Student Notes
4-24 1997, A.J. Girondi
NAME____________________________________ PER____________ DATE DUE____________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
"ALICE"
CHAPTER 5
ATOMS
AND
MOLECULES
Atomic Theory
Naming Compounds
Writing Formulas
5-1 1997, A.J. Girondi
NOTICE OF RIGHTS
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1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
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5-2 1997, A.J. Girondi
SECTION 5.1 The Classification Of Matter
In order to work effectively with chemical concepts, it is important for you to learn the "language of
chemistry" and how certain words and symbols are used by chemists. In this chapter you will learn about
the meaning of terms such as element, compound, mixture, atom, molecule, ion, and polyatomic ion (or
radical). You will also learn to identify chemical elements by chemical symbols. Finally, you will learn how
to write chemical formulas and how to name chemical compounds. An idea that can be attributed to the
ancient Greeks is the concept of the atom. They developed the idea that all of the material substance in
the world was composed of fundamental building blocks that could not be divided into smaller parts. The
property of being indivisible into smaller parts led them to coin the word atom, which means "indivisible."
Today, we realize that atoms can be broken up into smaller pieces, but the name atom is still used to
describe the fundamental unit of matter for chemists. Atoms have the special ability to combine together
to form larger groups of atoms called molecules. Two types of molecules are possible - elements and
compounds. When a molecule is composed of only one kind of atom, it is referred to as an element. For
example, the element gold is composed of millions of gold atoms connected together. A sample of the
metal copper is made of copper atoms linked together. Atoms of some elements tend to combine in pairs.
These paired elements are called diatomic molecules. Diatomic means "two atoms" in a molecule.
Elements that exist as diatomic molecules include hydrogen and oxygen. In the pure form they are written
as H2 and O2. You will learn about other diatomic gases in chapter 6.
The idea that substances in nature are composed of certain basic or fundamental elements that
cannot be further reduced to simpler substances is an ancient one dating back to early Greece. The
Greek elements were considered to be earth, air, fire, and water. Today, we realize that nature is much
more complex than that. Of the first 92 elements, 90 are naturally-occurring ones of which all other matter
is composed. Technitium (#43) amd promethium (#61) are the exceptions. We have also been able to
produce at least an additional 19 elements in the laboratory. These are called human-made elements.
They are more complicated than the basic ninety-two and are very unstable, which means they
decompose readily into simpler elements. A listing of all of the elements is undoubtedly present
somewhere in your chemistry classroom. This list is called the periodic table of elements. Each element
on the table is represented by a symbol.
In instances where molecules are composed of more than one kind of atom, this cluster of atoms
is referred to as a compound. Examples of compounds include water (H2O), carbon dioxide (CO2), and
table salt (NaCl). Although these substances consist of more than one kind of atom, they are considered
to be pure substances. Elements are also considered to be pure substances.
A mixture is yet another way to describe combinations of elements and compounds. A mixture is
composed of materials that have been placed together but which are not chemically combined. A mixture
may be composed of elements or compounds. The important thing to remember is that the substances
making up a mixture can always be separated by physical methods which means without using a chemical
reaction. Sand and salt can be made into a mixture by simply stirring these two substances together. The
sand and salt mixture can then be separated by adding water and filtering. The salt will dissolve in the
water and pass through the filter paper, while sand would not be able to pass through the filter paper.
Dissolving is a physical change and filtering is a physical method of separation. The next activity will help to
illustrate the difference between a mixture and a compound. Homogeneous materials are those which
have the same composition throughout. Heterogeneous materials do not have the same composition
throughout. Solutions such as salt water are homogeneous mixtures since they have the same
composition throughout and can be separated by physical methods (such as boiling the water away). The
mineral called marble is an example of a heterogeneous mixture since its composition can vary, even
within one small sample as well as from one location to another on earth.
5-3 1997, A.J. Girondi
Matter
Pure Substances Mixtures
Homogeneous Heterogeneous Elements Compounds
Solutions
Figure 5.1 The Classification of Matter
ACTIVITY 5.2 Properties Of Iron In A Compound And In A Mixture
Obtain the materials labeled 5.2 from the materials shelf. Container A contains iron filings and
powdered sulfur mixed together. Container B contains a chemical compound containing iron, sulfur, and
oxygen (FeSO4). In the compound, iron is chemically bonded to the other elements.
1. Hold a magnet up to each container and move it around. One of the properties of elemental iron is that
it is attracted to a magnet.
2. Is the iron in container A attracted to the magnet?__________ Is the iron in container B attracted to
the magnet?__________ Based on your observations, do elements retain their original properties when
they form compounds with other elements? {1}__________ How does this activity support your
conclusion? {2}________________________________________________________________
______________________________________________________________________________
SECTION 5.3 Symbols Of The Elements
Each chemical element has a name assigned to it for the purpose of identifying it. The names for
the elements have been developed as each element has been discovered, and there are many
interesting and colorful names. In order to avoid having to write a long name in describing an element, it
has become customary in chemistry to use a chemical symbol in place of the name. Most of the symbols
are derived from the names of the elements themselves.
Quite often, the symbol consists of two letters that are the first two letters in the name of the
element. As an example, the element calcium is denoted by the symbol Ca. Another example is argon,
which is denoted by the symbol Ar. However, there are exceptions to this practice. The element arsenic
is denoted by the symbol As so that it is not confused with argon. Another exception in chemical symbols
is the fact that some elements are denoted by only one letter. Thus, hydrogen is represented by H,
oxygen by O, fluorine by F, and so on. In addition, the symbols for some of the elements are not related to
their more modern names but have come from older names for those elements that are no longer used.
5-4 1997, A.J. Girondi
An example is sodium which has the symbol Na. This symbol is derived from the older name "natrium" that
was originally given to sodium. Other examples of this are potassium, K; mercury, Hg; iron, Fe; tungsten,
W; etc.
Table 5.1 contains the names and symbols for 38 of the more common elements. You are
expected to MEMORIZE the names of these elements and their symbols. (Spelling counts!) Many
students misspell the name of the element which has the symbol F. Write its name - spelled properly - in
this space: _____________________ Remember, the symbol of this element is F - not Fl! And, it is not
spelled flourine!
You will notice that the first letter in the symbol of any element is a capital letter, while the second
letter (if there is one) is in lowercase. You need to use care in writing the symbols. As an example, the
element cobalt has the symbol Co. If you were to write CO as the symbol for cobalt, you would actually be
writing the formula for a compound, carbon monoxide, which is very different from cobalt.
Table 5.1 Selected Elements And Their Symbols
Aluminum Al Lithium Li
Antimony Sb Magnesium Mg
Arsenic As Manganese Mn
Barium Ba Mercury Hg
Bismuth Bi Nickel Ni
Bromine Br Nitrogen N
Calcium Ca Oxygen O
Carbon C Phosphorus P
Cesium Cs Platinum Pt
Chlorine Cl Potassium K
Chromium Cr Silicon Si
Cobalt Co Silver Ag
Copper Cu Sodium Na
Fluorine F Strontium Sr
Gold Au Sulfur S
Hydrogen H Tin Sn
Iodine I Titanium Ti
Iron Fe Tungsten W
Lead Pb Zinc Zn
SECTION 5.4 Atomic Theory
Although the Greeks invented the idea of the atom about 2,500 years ago, their concept was not
based on experimental evidence gathered in a laboratory. Our modern atomic theory is the result of the
work of several European scientists dating back to the 1600's. The most notable among these scientists
is John Dalton, an Englishman. Isaac Newton and Robert Boyle, two other Englishmen, had suggested
the possibility of atoms through their work, but Dalton put the idea of the existence of atoms on a firm
experimental basis.
Dalton was able to show that when elements combined to form compounds, the masses of each
element that went into making a compound always were present in definite ratios to each other. Thus,
when he combined hydrogen with oxygen to form water, he always found that the ratio of the mass of
5-5 1997, A.J. Girondi
hydrogen to that of oxygen was 1:8 (1 gram of H to 8 grams of O). This convinced him that the only way for
1 gram of
hydrogen
8 grams of
oxygen
9 grams of
water
+
this to make sense was if each element consisted of basic units, or atoms, that had definite masses.
According to his reasoning, if basic units of matter did not exist, then1 gram of hydrogen should be able to
combine with any number of grams of oxygen.
John Dalton assumed that water consisted of one hydrogen atom and one oxygen atom.
Furthermore, he reasoned that if the hydrogen atom had a mass of one mass unit, then the oxygen atom
must have a mass of eight mass units.
+ H O HO Really ? ? ?
(He was incorrect, of course, in his assumption, because we now know that two atoms of hydrogen
combine with one atom of oxygen to form a single molecule of water.) Water is H2O, not HO. Now if the
mass ratio is 1 to 8 ( H to O) in water, and if the atom ratio is 2 to 1 in water , what this means is that the
oxygen atom must have a mass which is 16 times greater than that of the hydrogen atom not 8 times as
great (as Dalton had assumed).
Amedeo Avogadro (whom you will learn about later) recognized the problem in Dalton's
assumptions through his work with the gas laws and was able to show that certain elements, including
hydrogen and oxygen, actually existed in molecular (diatomic) form (H2 and O2). When water is formed,
two molecules of hydrogen (which is four atoms of hydrogen) react with one molecule of oxygen (which is
two atoms of oxygen) to form two molecules of water:
2 H
2
+ O
2
-----> 2 H
2
O
Nevertheless, Dalton's work represented the pioneering effort to experimentally establish the existence
of atoms. Dalton was also aware that two elements can produce two completely different compounds. For
example, carbon can combine with oxygen to form either CO (carbon monoxide) or CO2 (carbon dioxide).
He found that in CO, 16 parts by weight of oxygen always combined with 12 parts by weight of carbon. In
CO2, he found that 32 parts by weight of oxygen always combined with 12 parts by weight of carbon. So,
if he started with two equal weights of carbon and reacted them both with different quantities of oxygen
he always ended up with either a 12:16 ratio or a 12:32 ratio:
CO
12 grams carbon
16 grams oxygen
CO
2
12 grams carbon
32 grams oxygen
If you take enough of each
compound such that the mass of
one element in them is the same
then the mass of the other element present
in the two compounds will be in a ratio of
small whole numbers (1:2 in this case)
Notice in the example above that for oxygen, 16 to 32 is a 1 to 2 ratio. This seemed to indicate that
elements could not combine in just any quantities. 12 grams of carbon have to combine with 16 grams of
oxygen or with 32 grams of oxygen - nothing in between! For example, he never found 12 parts by weight
of carbon combining with 24 parts by weight of oxygen. Wonder why? Maybe, he reasoned, it's because
elements don't come in just any quantity. Maybe they come in definite discrete amounts or particles. This
would explain the simple whole number ratio for oxygen (1:2 in this case). He called this regularity in the
way two elements can combine his law of multiple proportions. This law together with the law of definite
composition served as strong evidence suggesting the existence of atoms.
5-6 1997, A.J. Girondi
This can all sounds somewhat confusing, so here is an analogy. Suppose you go into an ice
cream store and order a dish of chocolate and vanilla. When it comes you measure the mass of the ice
cream to make sure you are not being cheated (you just happen to have a balance with you). You find that
the dish contains 100 grams of vanilla and 100 grams of chocolate. Since you like chocolate so much, you
send the dish back to the kitchen for more chocolate. This time when you get it back it contains 100 grams
of vanilla and 200 grams of chocolate. Hmmm. That's interesting. Exactly a 2:1 ratio between the original
amount of chocolate and the new amount. You repeat the order once more, and when you get the dish
back it contains 100 grams of vanilla (starting to melt) and 300 grams of chocolate. Hey. Now the
chocolate has varied in a 1:2:3 ratio - a ratio of small whole numbers. Whole numbers, mind you! Why?
This leads you to believe that maybe the ice cream comes in discrete amounts - not just any amount. After
all, the chocolate did not increase by fractional amounts. You ask the waiter if this might be true, and sure
enough, the ice cream does come in discrete amounts! They are called scoops. Ah! The scoop theory of
ice cream. Brilliant! See the analogy to Dalton's reasoning? Ice cream comes in scoops, while elements
come in the form of atoms!
Law of Multiple Proportions: Sometimes the same two elements can combine in different
proportions to form different compounds. (Example: CO and CO2) When they do this, if
you hold the mass of one element in the compounds constant, the mass of the other
element present will vary in a ratio of small whole numbers.
Dalton's atomic theory, first conceived in 1803, can be summarized by the following four statements:
1. An element is composed of extremely small particles called atoms.
2. All atoms of a given element are identical to all other atoms of that element, but differ from atoms of
other elements.
3. Atoms are indivisible and cannot be created or destroyed or changed into atoms of another element.
4. Chemical changes take place when atoms of elements combine with each other in new ways.
Dalton's original theory was not entirely correct. For example, he thought that all atoms of a given element
had exactly the same mass. Today, we know that atoms of an element do not all have the same mass. We
have discovered the existence of isotopes, which are atoms of an element which have different masses.
As you have discovered, elements are represented by their chemical symbols. These symbols
are also used to describe chemical compounds that are formed when the elements react with each other.
The use of these symbols to describe chemical compounds results in a chemical formula for the
compound. This formula contains the appropriate symbols and, in addition, also has small numbers written
as subscripts (below the element) that indicate how many of each kind of atom are present in a molecule of
the compound. The chemical formula for water is H2O. This formula means that in the water molecule,
there are two hydrogen atoms and one oxygen atom. (When only one atom is involved, it is customary not
to write a subscript "1" below the element.) In other words, when there is no number, it is understood that
there is only one atom of that type present. Some compounds contain only two elements and these are
called binary compounds. Other compounds contain more than two elements. As an example, the
elements copper (Cu), sulfur (S), and oxygen (O) combine to form a compound with the chemical formula
CuSO4. In this compound for every one atom of copper, there is one atom of sulfur and four atoms of
oxygen.
Problem 1. Using the same idea, how many atoms of calcium are there in calcium chromate, CaCrO4?
Calcium?__________ Chromium?__________Oxygen?__________.
Problem 2. The formula for sodium acetate is NaC2H3O2. How many atoms of each element are present
in one sodium acetate molecule? Sodium?_________ Carbon?__________ Hydrogen?__________
Oxygen?__________.
5-7 1997, A.J. Girondi
SECTION 5.5 Oxidation Numbers Of Elements and Polyatomic Ions
We are now at the point where you are ready to learn how to write the formulas for chemical
compounds. In order to accomplish this task, we will be using what are known as oxidation numbers. You
will not understand where these oxidation numbers come from until you study atomic structure in a later
chapter, but you will be able to use them, nonetheless. A list of some common oxidation numbers for
selected elements can be found in Table 5.2 below. There are other oxidation numbers for these
elements besides those listed here, but this list will suit your purposes for now.
Table 5.2 Common Oxidation Numbers of Selected Elements
(Note: Sometimes these elements can assume oxidation numbers other than those listed.)
Aluminum Al +3 Lithium Li +1
Antimony Sb +3,+5 Magnesium Mg +2
Arsenic As +3,+5 Manganese Mn +2,+4,+7
Barium Ba +2 Mercury Hg +1,+2
Bismuth Bi +3 Nickel Ni +2
Boron B +3 Nitrogen N -3,+3,+5
Bromine Br -1,+5 Oxygen O -2
Calcium Ca +2 Phosphorus P +3,+5
Carbon C +2,+4 Platinum Pt +2,+4
Cesium Cs +1 Potassium K +1
Chlorine Cl -1,+5,+7 Silicon Si +4
Chromium Cr +2,+3,+6 Silver Ag +1
Cobalt Co +2,+3 Sodium Na +1
Copper Cu +1,+2 Strontium Sr +2
Fluorine F -1 Sulfur S -2,+4,+6
Gold Au +1,+3 Tin Sn +2,+4
Hydrogen H +1 Titanium Ti +3,+4
Iodine I -1,+5 Tungsten W +6
Iron Fe +2,+3 Zinc Zn +2
Lead Pb +2, +4
(A copy of Table 5.2 (oxidation numbers) which you will be permitted to use during tests and quizzes can
be found in the Reference Notebook which you were given as a part of ALICE.) You do NOT need to
memorize Table 5.2.
Common oxidation numbers for other elements can be found on some periodic tables and in
other reference sources. Remember, you do not need to memorize oxidation numbers. Table 5.2
contains the most commonly used oxidation numbers of the elements listed. It is possible that sometimes
an element will exhibit an oxidation number which is not listed in the table.
There is yet another kind of fundamental unit present in some substances called an ion. An ion is
a particle that carries an electric charge. In certain specific events that happen in chemistry, atoms or
molecules can end up with a positive (+) or negative (-) charge. These atoms or molecules then become
ions. Another name for ions which contain more than one atom is a polyatomic ion (they used to be called
radicals). Examples of ions include H
1+
, OH
1-
, NH4
1+
, and SO4
2-
. Ions like SO4
2-
can also be written as
SO4
-2
. It means the same thing. The ion has a charge of minus two.
There are oxidation numbers for polyatomic ions (see table 5.3). You ARE required to commit this
list (Table 5.3) to MEMORY including the names, the formulas, and the charges!
5-8 1997, A.J. Girondi
A table of polyatomic ions (like Table 5.3) can also be found in your ALICE Reference Notebook.
You will be given a quiz to insure that you have learned the names, formulas, and charges of the
polyatomic ions. After that quiz, you will be allowed to refer to the list of polyatomic ions in your reference
notebook during future tests and quizzes. The reason for having you memorize them is to help you to
recognize them as polyatomic ions when you see them. When you write polyatomic ions, you should write
the charge with the formula. For example, sulfate should be written as SO4
2-
, while permanganate should
be written as MnO4
1-
, etc. This list is not complete. There are many other polyatomic ions besides those
listed in Table 5.3.
Tabl e 5. 3
Common Oxidation Numbers of Selected Polyatomic Ions
Name Formula Charge
Ammonium NH4
1+
+1
Acetate C2H3O2
1-
-1
Chlorate ClO3
1-
-1
Perchlorate ClO4
1-
-1
Cyanide CN
1-
-1
Hydrogen carbonate HCO3
1-
-1
(or bicarbonate)
Hydrogen sulfate HSO4
1-
-1
Hydroxide OH
1-
-1
Nitrate NO3
1-
-1
Nitrite NO2
1-
-1
Permanganate MnO4
1-
-1
Thiocyanate SCN
1-
-1
Carbonate CO3
2-
-2
Chromate CrO4
2-
-2
Dichromate Cr2O7
2-
-2
Sulfate SO4
2-
-2
Sulfite SO3
2-
-2
Phosphate PO4
3-
-3
SECTION 5.6 Writing Formulas for Chemical Compounds
The process of writing a chemical formula using oxidation numbers is really rather simple. The one
rule that you must remember is that
"the sum of the oxidation numbers of the atoms in the formula of a compound must be zero."
For example, hydrogen's oxidation number is +1 and oxygen's is -2. Therefore, in order for the oxidation
numbers to add up to zero, we need two hydrogens. Two hydrogens = +2 and one oxygen = -2, so the
formula for water is H2O. The subscript "2" to the right of the H indicates the presence of two hydrogen
atoms. When a symbol is present without a subscript to its right, we assume that a subscript of "1" is there.
We don't actually write the subscript if it is a one. Notice, too, that the element with the positive oxidation
number is usually written first. Let's try more.
5-9 1997, A.J. Girondi
Example 1: What is the formula for a compound of calcium and chlorine? Ca = +2 and Cl = -1. Therefore,
in order for the oxidation numbers to add up to zero, these two elements must combine in a one to two
ratio: CaCl2
Example 2: What is the formula for a compound of aluminum and oxygen? Al = +3 and O = -2. Therefore,
in order for the oxidation numbers to add up to zero, these two elements must combine in a two to three
ratio: Al2O3
One method used to write formulas involves the use of a lowest common multiple (LCM). In
example 1 above, the lowest common multiple (disregard the signs) of the two oxidation numbers (+2 and
-1) is 2. Now divide each oxidation number into the lowest common multiple (LCM) to determine the
subscript for that element in the formula. For Ca:
2
/2 = 1; and for chlorine:
2
/1 = 2. Therefore, the formula is
CaCl2. In the case of example 2 above, the LCM of the oxidation numbers involved (+3 and -2) is 6. For
aluminum: 6/3 = 2; and for oxygen: 6/2 = 3. So, the formula for the compound is Al2O3. Notice how the
sum adds up to zero! [2 Al = +3 X 2 = +6; 3 O = -2 X 3 = -6]. Then, (+6) + (-6) = 0. Practice now by doing
problem 3.
Problem 3. Using oxidation numbers from Tables 5.2 and 5.3, write correct formulas for compounds of
the following substances. Keep in mind that if one element has only a positive oxidation number, you
must use a negative oxidation number for the other element. Some elements have more than one
oxidation number. So, when you see a symbol followed by a Roman numeral in parentheses in the
problems below, the Roman number equals the oxidation number which you should use for that element.
Iron has two oxidation numbers: +2 and +3. Fe(II) refers to Fe
2+
.
Example: Manganese can be +2, +4, or +7. Mn(IV) = Mn
4+
. See? The oxidation number is the same as
the Roman numeral. Note, however, that the Roman numeral is not used in the formula. For example,
when Mn(IV) and Cl combine, the compound's correct formula is MnCl4. It is incorrect to include the
Roman numeral in the name. Therefore, Mn(IV)Cl4 is WRONG!
a. Ba and Cl _______________ i. Cu(I) and S _______________
b. Hg(I) and Br _______________ j. As(V) and O _______________
c. Ca and O _______________ k. C(IV) and O _______________
d. Hg(II) and Cl _______________ l. Sn(IV) and Br _______________
e. Al and S _______________ m. P(III) and I _______________
f. Ag and S _______________ n. As(V) and Cl _______________
g. N(III) and O _______________ o. Sn(II) and F _______________
h. Na and O _______________ p. Sr and Br _______________
This same method is used when the formula you are trying to write contains a polyatomic ion. Just
keep in mind that polyatomic ions stay together as a group and act as though they were a single atom with
a single oxidation number. Whenever more than one polyatomic ion appears in a formula, it must be
enclosed by parentheses with a subscript outside.
5-10 1997, A.J. Girondi
Example 3: Write the formula for a compound of potassium and permanganate. K = +1 and MnO4
1-
= -1.
LCM = 1, so, the formula for potassium permanganate is KMnO4.
Example 4: Write the formula for a compound of calcium and chlorate. Ca = +2 and ClO3
1-
= -1. LCM = 2
So, the formula for calcium chlorate is Ca(ClO3)2
Example 5: Write the formula for a compound of ammonium and sulfate. NH4
1+
= +1 and SO4
2-
= -2.
LCM = 2, so, the formula for ammonium sulfate is (NH4)2SO4 .
Problem 4. Write correct formulas for compounds of the following:
a. Mg and SO4
2-
_______________ g. Al and SO3
2-
_______________
b. Sn(II) and CrO4
2-
_______________ h. Zn and CO3
2-
_______________
c. Na and HCO3
1-
_______________ i. Cu(II) and OH
1-
_______________
d. Fe(II) and OH
1-
_______________ j. Fe(III) and SO4
2-
_______________
e. Pb(II) and PO4
3-
_______________ k. Hg(I) and NO3
1-
_______________
f. NH4
1+
and Cl
1-
_______________ l. NH4
1+
and Cr2O7
2-
_______________
Check your answers for problem 4, and then try problem 5 below.
Problem 5. Write correct formulas for compounds of the following:
a. Mg and F _______________ f. Bi (III) and S ______________
b. Ba and ClO3
1-
_______________ g. K and Cl ______________
c. N(V) and O _______________ h. H and S ______________
d. Ca and PO4
3-
_______________ i. Cr(III) and C2H3O2
1-
______________
e. Al and OH
1-
_______________ j. S (IV) and O ______________
Earlier in this chapter you determined the number of atoms found in the formulas of compounds.
Problem 6 will help you to improve this skill and to better understand the meaning of chemical formulas. In
each of the following problems indicate the total number of atoms in each formula. For example, the total
number of atoms in the formula H2O is three. In a formula which includes parentheses, such as Ca(NO3)2,
the subscript to the right of the parentheses multiplies everything inside the parentheses. The total
number of atoms in Ca(NO3)2 is nine (1 Ca + 2 N + 6 O = 9). The formula Na2SO4 has seven atoms.
5-11 1997, A.J. Girondi
Problem 6. Determine the total number of atoms contained in each of the following formulas.
a. NaCl __________ f. Pb(C2H3O2)2 __________
b. AlPO4 __________ g. Sr(NO3)2 __________
c. Fe(ClO3)3 __________ h. Ba3(PO4)2 __________
d. Ag2SO3 __________ i. Al(HCO3)3 __________
e. Na2Cr2O7 __________ j. (NH4)2CO3 __________
The formulas in Problem 7 below belong to a group of compounds known as "hydrates." They are
compounds that have water molecules included in them. The water is tacked on to the end of the formula
following a raised dot. The raised dot does NOT mean multiplication, as it might in algebra; rather, it means
"plus." So, a formula such as BaCl2 2H2O includes 2 water molecules. The total number of atoms in this
formula is nine (1 Ba, 2 Cl, 4 H, and 2 O). For each of the following hydrates, indicate the total number of
atoms in each formula.
Problem 7. For each of the following hydrates, indicate the total number of atoms in each formula.
a. CuSO4 5H2O __________ b. Na2CO3 10H2O __________ c. CoCl2 6H2O ___________
SECTION 5.7 Rules For Naming Compounds
There are three methods for naming chemical compounds. They are the:
1. prefix method 2. Latin name method 3. Roman numeral method
Although there are some exceptions, generally speaking, these methods are used as follows.
The prefix method is most often used to name compounds which contain only nonmetals. Nonmetals are
found to the right of the "staircase" on the periodic table.
The Latin name method is used for compounds containing certain metals including iron (Fe), copper (Cu),
tin (Sn), or mercury (Hg).
The Roman numeral method is used to name all compounds which contain metals. Metals are found to
the left of the "staircase" on the periodic table (excluding hydrogen).
A. The Prefix Method
You should MEMORIZE the following prefixes:
1 = mon or mono 4 = tetr or tetra 7 = hept or hepta
2 = di 5 = pent or penta 8 = oct or octa
3 = tri 6 = hex or hexa
5-12 1997, A.J. Girondi
In this method prefixes are used to indicate the number of atoms of each element present in the
formula of a compound. For example, As2O5 is called diarsenic pentoxide. Note that pent is used instead
of penta in order to avoid the awkward sound of the double vowel. If only one atom of the first element in
the formula is present the use of "mono" is usually avoided; if there is only one atom of the second
element, then the prefix "mono" is always used. For example, SO2 is called sulfur dioxide (rather than
monosulfur dioxide); however, the molecule CO is called carbon monoxide. Note that if the compound is
binary (contains only two elements), the name of the second element is changed so that it always ends
with the suffix "ide". (Examples: sulfur dioxide and carbon monoxide.) Finish spelling the name on this
binary compound: CO2 is carbon diox_______. {3}
Problem 8. Name the following nonmetallic compounds using the prefix method.
a. SO3 _________________________ e. N2O ________________________
b. As2O3 _________________________ f. SF6 ________________________
c. PBr5 _________________________ g. CCl4 ________________________
d. SeF2 _________________________ h. NO ________________________
Caution: Some students confuse the use of Roman numerals in names with the use of prefixes in names.
Here is the difference. Roman numerals indicate the oxidation number of an element. Prefixes indicate
the number of atoms of an element represented in the formula. For example, iron (III) oxide is Fe2O3.
The Roman numeral (III) in the name tells us that the oxidation number of iron in this compound is +3. It
does NOT mean that there are three iron atoms represented in the formula. As you can see, there are
only two iron atoms represented. The compound N2O4 is called dinitrogen tetroxide. The "di" before the
nitrogen means that there are two nitrogen atoms represented in the formula. The prefix does NOT
indicate the oxidation number of the nitrogen.
B. The Latin Name Method
You need to MEMORIZE the Latin names for the elements listed in Table 5.4.
Note that the Latin name of the lower oxidation state of each element ends in "ous", while the
name of the higher oxidation state ends in "ic". (You should refer to Table 5.2 for the possible oxidation
states of elements.) For example, the compound CuCl2 contains copper in the +2 oxidation state
[copper(II)]. So, the Latin name of this compound is cupric chloride. On the other hand, CuCl contains
copper in the +1 oxidation state. Its name is cuprous chloride. Therefore, in order to use this method of
naming, you must first determine the oxidation state of the metal and then choose the proper Latin name.
Note that if the compound contains only two elements, the name of the second element is changed so
that it always ends with the suffix "ide".
5-13 1997, A.J. Girondi
Table 5.4 Latin Names of Four Selected Elements
El ement Symbol Latin Name
copper (I) Cu
1+
cuprous
copper (II) Cu
2+
cupric
iron (II) Fe
2+
ferrous
iron (III) Fe
3+
ferric
mercury (I) Hg
1+
mercurous
mercury (II) Hg
2+
mercuric
tin (II) Sn
2+
stannous
tin (IV) Sn
4+
stannic
(These Latin names can also be found in your Reference Notebook.)
In problem 9 you will be asked to assign Latin names to compounds. You must first determine the
oxidation number of the metal in each compound. To do this, you should first determine the oxidation
number of the other element present. Note the examples below.
Example 1: Let's find the Latin name for SnS2. According to Table 5.2, tin (Sn) has oxidation numbers of
+2 and +4. But which of these is being used in the compound SnS2? Well, note from Table 5.2 that sulfur
(S) can have oxidation numbers of -2, +4, or +6. Since the tin has only positive oxidation numbers, we
must use the negative oxidation number of the sulfur which is -2. Now, if sulfur is -2 here, and since there
are two atoms of sulfur in the formula, the total oxidation number of the sulfur in SnS2 is -4. Since the total
of the oxidation numbers in the formula must equal zero, the oxidation number of the single tin atom in the
formula must be +4. When tin has an oxidation number of +4 its Latin name (see Table 5.4) is stannic.
Thus, SnS2 is called stannic sulfide.
Example 2: What is the Latin name for Cu2O? Since oxygen is -2, the total oxidation number for the
copper (Cu) must be +2. Hey, but wait. There are two atoms of copper represented in the formula.
Therefore, each individual copper atom must have an oxidation number of +1. Therefore, checking Table
5.4, Cu2O is called cuprous oxide.
Problem 9. Name the following using the Latin name method. Calculate the oxidation number of the
metal being used, then name the compound.
Ox. No. of Metal Name
a. SnS ____________ _________________________________________
b. HgCl ____________ _________________________________________
c. FeO ____________ _________________________________________
d. CuS ____________ _________________________________________
e. HgF2 ____________ _________________________________________
f. SnCl2 ____________ _________________________________________
5-14 1997, A.J. Girondi
g. Fe2S3 ____________ _________________________________________
h. CuI ____________ _________________________________________
C. The Roman Numeral Method
When naming metallic compounds using this method, first determine the possible oxidation
states of the metal. If the metal has more than one positive oxidation state, then you must use a Roman
numeral in the name. If the metal has only one positive oxidation state, then you should not use a Roman
numeral in the name.
For example, let's try to name FeCl3 according to this method. Checking a reference sheet
containing oxidation states we find that iron can have states of either +2 or +3. Therefore, we must use a
Roman numeral in the name. The oxidation state of iron in FeCl3 is +3. The name of this compound is iron
(III) chloride. Note that when a Roman numeral is used, it is the same number as the oxidation state of the
metal. That is, if the oxidation state of iron in a compound is +3, then the Roman numeral used is (III).
Let's try another one. Name FeO. In FeO, the oxidation state of iron is +2. Therefore, the name
of FeO is iron (II) oxide. Note that the Roman numeral is always enclosed in parentheses. Let's name the
compound: BaCl2. The metal barium has only one positive oxidation state which is +2. Therefore, no
Roman numeral is needed and the name is simply barium chloride. Note that if the compound contains
only two elements, the name of the second element is changed so that it always ends with the suffix "ide".
Problem 10. Name the following using the Roman numeral method. Use Roman numerals in the name
only if needed. Check your list of oxidation numbers to see if a metal has more than one positive oxidation
state. If it does, use a Roman numeral in the name.
a. MnO2 ___________________________________
b. KBr ___________________________________
c. CrCl3 ___________________________________
d. HgS ___________________________________
e. FeBr2 ___________________________________
f. CaF2 ___________________________________
g. CrO3 ___________________________________
h. CuO ___________________________________
i. Al2O3 ___________________________________
j. Co2O3 ___________________________________
5-15 1997, A.J. Girondi
D. Compounds Containing Polyatomic Ions
Polyatomic ions are charged particles which consist of more than one atom. Formulas which begin
with one of these ions are named by first naming the polyatomic ion, then naming the element which
follows it and changing the ending by using the suffix "ide.". Examples include NH4Cl (ammonium
chloride) and (NH4)2S (ammonium sulfide). Formulas which end with one of these polyatomic ions are
named by naming the first element and then naming the polyatomic ion. Example: CaSO4, calcium
sulfate. A Roman numeral is added to the name only if a metal is involved that has more than one positive
oxidation number. For example, since copper can be +1 or +2, CuSO4 is called copper (II) sulfate.
However, since aluminum can only be +3, Al(NO3)3 is simply called aluminum nitrate. Some formulas
consist of two polyatomic ions. They are named simply by naming the first polyatomic ion followed by the
name of the second one. NH4NO3 is ammonium nitrate; (NH4)2SO3 is ammonium sulfite.
Do not use the prefix method when naming compounds containing polyatomic ions.
Problem 11. Name the following compounds which contain polyatomic ions.
a. Ca(C2H3O2)2 _____________________________________
b. Ba(NO2)2 _____________________________________
c. Fe(OH)2 _____________________________________
(2 names)
_____________________________________
d. (NH4)2O _____________________________________
e. Ag2SO4 _____________________________________
f. KMnO4 _____________________________________
g. CuCO3 _____________________________________
(2 names)
_____________________________________
h. NaHSO4 _____________________________________
i. NH4C2H3O2 _____________________________________
j. (NH4)3PO4 _____________________________________
Note: Do not mix the methods for naming compounds. For example, if we name FeCl2 ferrous (II) chloride,
that is wrong because we mixed the Latin name method with the Roman numeral method. Wait! There is
one exception to never mixing the methods. In hydrates (described below) you will notice that the Roman
numeral and prefix methods are both used in a name.
5-16 1997, A.J. Girondi
The compounds known as hydrates, which you studied earlier in this chapter, are named as follows:
CuSO4 5H2O is called copper (II) sulfate pentahydrate. The prefix "penta" means "five", so pentahydrate
means "five waters," which is added to the name of the compound.
BaCl2 2H2O is called barium chloride dihydrate. The prefix "di" means "two," so dihydrate means "two
waters." (You should MEMORIZE the prefixes for 1 through 8 which were listed on a previous page.)
Probl em 12. Perform the following tasks dealing with hydrates.
a. Name this hydrate: CoCl2 6H2O _____________________________________
b. Finish writing this formula for sodium sulfate heptahydrate: Na2SO4 ______H2O
SECTION 5.8 Writing Correct Formulas From Names
Problem 13. Write correct formulas for the compounds named below. Use the table of oxidation
numbers in this chapter or in your reference notebook. Remember that the sum of the oxidation numbers
of all the atoms and/or polyatomic ions in a formula must add up to zero.
a. calcium nitrate __________________ n. ammonium fluoride _________________
b. strontium chloride __________________ o. iron (III) sulfide _________________
c. phosphorus triiodide __________________ p. sodium carbonate _________________
d. silver phosphate __________________ q. carbon tetrachloride _________________
e. dinitrogen pentoxide __________________ r. cobalt (II) chloride _________________
f. stannous chlorate __________________ s. ferrous phosphate _________________
g. chromium (III) oxide __________________ t. lead (IV) oxide _________________
h. ammonium chromate __________________ u. antimony (V) sulfide _________________
i. cesium sulfite __________________ v. sulfur hexabromide _________________
j. strontium fluoride __________________ w. silver oxide _________________
k. hydrogen iodide __________________ x. manganese (IV) chloride _____________
l. iron (III) chloride hexahydrate __________________________
m. calcium sulfate dihydrate __________________________
5-17 1997, A.J. Girondi
SECTION 5.9 More Practice With Naming Compounds
Problem 14. Name the compounds below. Before deciding upon a name, first check to see if the
compound contains a metal. Use the prefix method for compounds that do not contain a metal; use the
Roman numeral method for compounds that do contain a metal. (Metals are found to the left of the
"staircase" on the periodic table.) Remember you should not mix the three methods of naming.
Formula Name
a. CaCl2 _______________________________________________
b. Al2S3 _______________________________________________
c. Ba(OH)2 _______________________________________________
d. CaCO3 _______________________________________________
e. MgSO3 _______________________________________________
f. Pb3(PO4)2 _______________________________________________
g. As2O5 _______________________________________________
h. PBr3 _______________________________________________
i. KOH _______________________________________________
j. AsCl5 _______________________________________________
k. Ag2S _______________________________________________
l. SrCr2O7 _______________________________________________
m. CsHSO4 _______________________________________________
n. Co(NO2)2 _______________________________________________
o. SrSO4 _______________________________________________
p. NaHCO3 _______________________________________________
q. MgO _______________________________________________
r. CrF3 _______________________________________________
s. (NH4)2Cr2O7 _______________________________________________
t. Ni(ClO3)2 _______________________________________________
u. CBr4 _______________________________________________
v. Na3PO4 _______________________________________________
5-18 1997, A.J. Girondi
w. N2O3 _______________________________________________
x. Pb(C2H3O2)2_______________________________________________
y. P2O5 _______________________________________________
z. KCN _______________________________________________
aa. LiNO3 _______________________________________________
bb. Na2CrO4 _______________________________________________
Problem 15. Give two names for each of the following. Put the Latin name in the left column and the
Roman numeral name in the right column.
Latin Name Roman Numeral Name
a. HgBr _______________________________ ______________________________
b. Fe(OH)2 _______________________________ ______________________________
c. HgCl2 _______________________________ ______________________________
d. Fe2(SO4)3 _______________________________ ______________________________
e. Cu2S _______________________________ ______________________________
f. SnCrO4 _______________________________ ______________________________
g. Cu(OH)2 _______________________________ ______________________________
h. HgNO3 _______________________________ ______________________________
i. SnO2 _______________________________ ______________________________
SECTION 5.10 A Summary Of Things To Memorize
1. Symbols of selected elements (Table 5.1)
2. Names, symbols and charges of polyatomic ions (Table 5.3)
3. Selected Latin names of elements (Table 5.4)
4. Selected Greek prefixes for the numbers 1 through 8.
It will also be assumed that you can recognize and write Roman numerals for at least the first eight
numbers: I, II, III, IV, V, VI, VII, VIII
5-19 1997, A.J. Girondi
SECTION 5.11 Learning Outcomes
You are now at the end of chapter 5. Check the learning outcomes below. When you feel that
you have mastered all of them, arrange to take any test or quizzes on chapter 5, and then go to Chapter 6.
_____1. Distinguish between elements, compounds, heterogeneous mixtures, homogeneous
mixtures, and pure substances.
_____2. Distinguish between atoms, molecules, and ions.
_____3. Write from memory the names (spelled correctly) and symbols of selected common elements.
_____4. Be able to identify the four important ideas which composed Dalton's Atomic Theory.
_____5. Write from memory the Latin names (spelled correctly) for the lower and higher oxidation states
of copper, iron, mercury, and tin.
_____6. Write from memory the names (spelled correctly), formulas, and charges of the common
polyatomic ions.
_____7. Name compounds using the Roman numeral method.
_____8. Name compounds using the Latin name method.
_____9. Name compounds using the prefix method.
_____10. Name compounds which are hydrates.
_____11. Calculate the number of atoms in the formulas of compounds (including hydrates).
_____12. Use oxidation numbers to write correct formulas for compounds given their names or the
elements they contain.
_____13. Write from memory the common Greek prefixes.
_____14. Write from memory the names and symbols of common elements.
5-20 1997, A.J. Girondi
SECTION 5.12 Answers to Questions and Problems
Questions:
{1} No; {2} Magnet is attracted to pure iron, but not attracted to iron when it is in a compound;
{3} ide
Problems:
1. 1,1,4
2. 1,2,3,2
3. a. BaCl2; b. HgBr; c. CaO; d. HgCl2; e. Al2S3; f. Ag2S; g. N2O3; h. Na2O; i. Cu2S;
j. As2O5; k. CO2; l. SnBr4; m. PI3 ; n. AsCl5; o. SnF2; p. SrBr2
4. a. MgSO4; b. SnCrO4; c. NaHCO3 d. Fe(OH)2; e. Pb3(PO4)2; f. NH4Cl; g. Al2(SO3)3;
h. ZnCO3; i. Cu(OH)2; j. Fe2(SO4)3; k. HgNO3; l. (NH4)2Cr2O7
5. a. MgF2; b. Ba(ClO3)2; c. N2O5; d. Ca3(PO4)2; e. Al(OH)3; f. Bi2S3 g. KCl; h. H2S; i. Cr(C2H3O2)3
j. SO2
6. a. 2; b. 6; c. 13; d. 6; e. 11; f. 15; g. 9; h. 13; i. 16; j. 14
7. a. 21; b. 36; c. 21
8. a. sulfur trioxide; b. diarsenic trioxide; c. phosphorus pentabromide; d. selenium difluoride;
e. dinitrogen monoxide; f. sulfur hexafluoride; g. carbon tetrachloride; h. nitrogen monoxide
9. a. +2, stannous sulfide; b. +1, mercurous chloride; c. +2, ferrous oxide; d. +2, cupric sulfide
e. +2, mercuric fluoride; f. +2, stannous chloride; g. +3, ferric sulfide; h. +1, cuprous iodide
10. a. manganese (IV) oxide; b. potassium bromide; c. chromium (III) chloride
d. mercury (II) sulfide; e. iron (II) bromide; f. calcium fluoride; g. chromium (VI) oxide;
h. copper (II) oxide; i. aluminum oxide; j. cobalt (III) oxide
11. a. calcium acetate; b. barium nitrite; c. iron (II) hydroxide, ferrous hydroxide;
d. ammonium oxide; e. silver sulfate; f. potassium permanganate;
g. copper (II) carbonate, cupric carbonate; h. sodium hydrogen sulfate; i. ammonium acetate;
j. ammonium phosphate
12. a. cobalt (II) chloride hexahydrate; b. Na2SO4 7 H2O
13. a. Ca(NO3)2; b. SrCl2; c. PI3; d. Ag3PO4; e. N2O5; f. Sn(ClO3)2; g. Cr2O3; h. (NH4)2CrO4;
i. Cs2SO3; j. SrF2; k. HI; l. FeCl3 6 H2O; m. CaSO4 2 H2O; n. NH4F; o. Fe2S3; p. Na2CO3;
q. CCl4; r. CoCl2; s. Fe3(PO4)2; t. PbO2; u. Sb2S5; v. SBr6; w. Ag2O; x. MnCl4
14. a. calcium chloride; b. aluminum sulfide; c. barium hydroxide; d. calcium carbonate;
e. magnesium sulfite; f. lead (II) phosphate; g. diarsenic pentoxide; h. phosphorus tribromide;
i. potassium hydroxide; j. arsenic pentachloride; k. silver sulfide; l. strontium dichromate;
m. cesium hydrogen sulfate; n. cobalt (II) nitrite; o.strontium sulfate; p. sodium hydrogen carbonate;
q. magnesium oxide; r. chromium (III) fluoride; s. ammonium dichromate; t. nickel chlorate;
u. carbon tetrabromide; v. sodium phosphate; w. dinitrogen trioxide; x. lead (II) acetate;
y. diphosphorus pentoxide; z. potassium cyanide; aa. lithium nitrate; bb. sodium chromate
15. a. mercurous bromide, mercury (I) bromide
b. ferrous hydroxide, iron (II) hydroxide
c. mercuric chloride, mercury (II) chloride
d. ferric sulfate, iron (III) sulfate
e. cuprous sulfide, copper (I) sulfide
f. stannous chromate, tin (II) chromate
g. cupric hydroxide, copper (II) hydroxide
h. mercurous nitrate, mercury (I) nitrate
i. stannic oxide, tin (IV) oxide
5-21 1997, A.J. Girondi
SECTION 5.13 Student Notes
5-22 1997, A.J. Girondi
NAME____________________________________ PER____________ DATE DUE____________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
"ALICE"
CHAPTER 6
CHEMICAL
EQUATIONS
(Part 1)
Direct Combination
and
Decomposition
6-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
6-2 1997, A.J. Girondi
SECTION 6.1 The Meaning Of Chemical Equations
So far, you have learned about chemical elements, symbols, and formulas. The next thing you
need to learn is how these are used in describing chemical reactions. Elements combine to form
compounds, compounds can be broken down into elements, and compounds can react to form new
compounds. These processes are referred to as chemical reactions.
Chemists have developed a definite way to describe chemical reactions through the use of what
are called chemical equations. These are shorthand statements of what is occurring in a chemical reaction.
These statements involve the use of appropriate chemical formulas to describe the elements and
compounds involved in the reaction.
In this chapter you will learn how chemical formulas are used to write chemical equations that
describe what happens when chemical reactions occur. There are certain basic types of chemical
reactions, such as direct combination, decomposition, single replacement, and double replacement
reactions.
You will find that when these reactions do occur, the number of each type of atom for the
elements and compounds involved does not change during the reaction; the atoms merely get
rearranged. In a later chapter, you will learn how to classify reactions in a different way (depending on
whether they are "oxidation-reduction reactions" or not). There is much to learn, so we better get started.
The reason for having a shorthand method is very simple. It literally eliminates having to write
chemical reactions in the longhand form. Referring back to the reaction in which water is formed from
hydrogen reacting with oxygen, this process could be described in words as follows:
Two molecules of hydrogen react with one molecule of oxygen to yield two molecules of water. It is much
simpler to write the following statement, which means the same thing:
2 H2 + O2 ----> 2 H2O
This is a "balanced" chemical equation because the number of atoms on the left-hand side of the arrow is
equal to the number of atoms on the right- hand side of the arrow. The arrow (which is read as "yields")
indicates that the substances on the left change to the substances on the right during the reaction.
In the equation, you will note that a number (coefficient) appears before the hydrogen molecule
symbol and the water molecule symbol (the number 2, in both cases). This simply tells how many of each
kind of molecule is (are) involved in the reaction. As was the case when using subscripts to write chemical
formulas, 1's are seldom written. The number 1 is not written before the symbol for the oxygen molecule,
but it is understood to be there. For example, Na1Cl1 is written as NaCl.
In general, the substances on the left-hand side of the equation are called the reactants, while the
substances on the right-hand side are called the products. In the reaction 2 H2 + O2 ----> 2 H2O, the
reactant(s) is/are {1}_________________. The product(s) is/are {2}___________________.
Chemical equations often include special subscripts and symbols which offer additional
information. The subscript, (aq), stands for "aqueous" which means the substance is dissolved in water;
the subscripts (s), (l), and (g) are used to identify solids, liquids, and gases; when the Greek symbol delta,
, is placed over the arrow in the equation, it indicates that heat is being added.
H2CO3(aq) -------> H2O(l) + CO2(g)
CaCO3(s) -------> CaO(s) + CO2(g)
C
Br
Cl Cl
+
Br
1.
Cl2 linear no no no
HCl linear yes yes yes
BBr3 trigonal planar no yes no
AlF3 trigonal planar no no (ionic) no
BeI2 linear no yes no
H2O bent yes yes yes
CF4 tetrahedral no yes no
NH3 pyramidal yes yes yes
BHBr2 trigonal planar yes yes yes
CF2Br2 tetrahedral yes yes yes
2.
(answers are continued on the next page)
16-19 1997, A.J. Girondi
+
C
H
H
H
+
F
CFH3 tetrahedral polar
LiI Li I + linear polar
PCl3
P
Cl
Cl
Cl
pyramidal polar
GaH3
+
Ga
H
H
H
trigonal planar nonpolar
CH2Cl2
C
H
H Cl
+
Cl
tetrahedral polar
H2S
S
H H
bent polar
3.
4. 9.20 g Ba(NO3)2 / 100 g H2O
5. 68.5 g NaBr / 100 g H2O
6. 1.3 X 10
-16
g Ag2S / 100 g H2O
7. 0.149 L H2O
16-20 1997, A.J. Girondi
NAME____________________________________ PER____________ DATE DUE____________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
"ALICE"
CHAPTER 17
SOLUTIONS
(PART 2)
17-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
17-2 1997, A.J. Girondi
SECTION 17.1 Molarity
Solutions are classified on the basis of the relative amounts of the solute and solvent present. In
Chapter 16 solutions were classified as unsaturated, saturated, or supersaturated. In a saturated solution,
a maximum amount of solute is dissolved in a solvent. If a comparatively large amount of solute is present
for a given amount of solvent, the solution is described as being concentrated. If only a small amount of
solute is present, the solution is described as {1}______________.
There is a definite need to be more precise in specifying the amounts of solutes in solutions,
rather than using terms like concentrated or dilute. This is needed because there are an infinite number of
in-between combinations of amounts of solute and solvent. In quantitative work involving solutions, a
number of different units are commonly used to express concentration. In this chapter, we will discuss
only the most commonly used method of expressing concentration: molarity. (In Appendix C, molality,
which is another method of expressing concentration is defined and used.) The concentration of a
solution tells us how much solute it contains relative to the amount of solvent.
The molarity of a solution indicates the number
of moles of solute present in one liter of solution.
Note that this definition refers to one liter of solution, not one liter of
water. Molarity has units of moles of solute over liters of solution.
Molarity =
moles of solute
liters of solution
A capital letter M is the abbreviation for molarity. A 1M solution (one
molar solution) of NaCl contains 1 mole of NaCl dissolved in 1 liter of solution
(NaCl and water combined). One mole of NaCl has a mass of 58.4 grams (using
atomic masses from the periodic table). A 1M solution of NaCl is prepared by
dissolving 58.4 grams of NaCl in enough water to make 1 liter of solution. How
do you know how much water is needed to make 1 liter of solution? Chemists
frequently use volumetric flasks for this purpose. These are flasks that have a
special mark on their necks indicating the 1 liter point (flasks which measure
volumes other than 1 liter are also available). You simply put the solute in the
flask, and add enough water to make one liter of solution.
Fi gure 17. 1
Volumetric Flask
You will now be learning how to do two kinds of problems involving
molarity. The first type requires that you calculate the molarity of a solution,
given the needed information. The second type requires that you use the
molarity of a solution to calculate some other unknown. Study the examples
on the next page.
Sample Problem: A solution contains 40.2 grams of NaCl dissolved in 350 mL of solution. Calculate
the molarity.
? ? ? ? =
moles of NaCl
liters of solution
The units for molarity are moles solute per liter of solution. Molarity itself is
"derived" unit; this means it is actually derived from other simpler units.
Molarity is the name of a unit ratio. The term "molarity" itself cannot,
therefore, be used in dimensional analysis. So before you set up the
problem to do dimensional analysis, look at the ratio you want to end up
with:
Since we want an answer with information about solute in the numerator and information about
solution in the denominator, let's start the problem by putting the information given about solute in the
numerator and the information given about solution in the denominator of a ratio:
17-3 1997, A.J. Girondi
40.2 g NaCl
350 mL sol'n
X ? ? ? ? X ? ? ? ? =
? moles NaCl
liters sol'n
So, you can see that "g NaCl" has to be changed to "moles NaCl," and "mL solution" has to be changed to
"liters of solution." (Solution may be abbreviated as "sol'n.") Finish this problem in the space below.
Show the whole fencepost. See if you get the answer given below.
Answer = 2.0 M
As you solve the next two problems, remember that molarity (M) means moles of solute divided by
liters of solution. Thus, when all units have canceled, you should be left with "moles solute / liters
solution."
Problem 1. Calculate the molarity of a solution made from dissolving 328 grams of calcium nitrate,
Ca(NO3)2, in 500. mL of solution.
__________ M
Problem 2. What is the molarity of a solution made by dissolving 2.00 g of Fe2(SO4)3 in 50.0 mL of
solution?
__________ M
In the second type of problem, you actually use molarity which is part of the information given.
Here's an example:
Sample Problem: How many grams of NaCl are needed to prepare 0.46 liters of a 0.25 M solution?
The 0.25 M given in the problem really means 0.25 moles NaCl / 1 L sol'n. Remember that since
molarity is a derived unit, you can never use "molarity" or "M" in your problem-solving set-up. You must,
instead, express molarity as moles solute / liters of solution. We will need to use this ratio in the fencepost
somewhere. We want to end up with "g NaCl," so let's begin with 0.46 L of solution.
0.46 L sol'n X ? ? ? ? ? ? ? ? = ? g NaCl
17-4 1997, A.J. Girondi
We can use the molarity ratio to change L sol'n to moles NaCl:
0.46 L sol'n X
0.25 moles NaCl
1 L sol'n
X ? ? ? ? ? = 6.7 g NaCl
We still need one more ratio to complete the fencepost. We need the formula mass of NaCl to change
"moles NaCl" to "g NaCl." Complete the set-up below and calculate the answer. See if your answer
agrees with that given.
0.46 L sol'n X
0.25 moles NaCl
1 L sol'n
X = 6.7 g NaCl
Do your answers to the two sample problems above agree with the answers given? ______________.
Let's try one more variation:
Sample Problem: How many mL of 0.500 M solution can be made using 65.0 g of KMnO4?
Let's first rewrite 0.500 M as "0.500 mole KMnO4 / 1 L sol'n." We are looking for mL of solution so
let's begin the fencepost with 65.0 g KMnO4.
Note that three conversion ratios need to be used in the following set-up. Complete the set-up
for the following problem and see if you get the same answer as that given.
65.0 g KMnO
4
X X
1 L sol'n
0.500 moles KMnO
4
X = 823 mL sol 'n
Now, try the problems below. Show all work and use complete units on all numbers.
Problem 3. Calculate the number of grams of citric acid, C6H8O7, needed to make 2500. mL of 0.400 M
solution.
_________ g C6H8O7
Problem 4. If you wish to prepare a 0.500 M solution using 133.75 g of CaCl2, how many liters of
solution can be made?
________ L Solution
17-5 1997, A.J. Girondi
Problem 5. How many grams of NaOH would you have to dissolve in 250. mL of solution to make a
0.500 M solution?
__________ g NaOH
Remember that molarity (M) means:
moles solute
liters solution
Problem 6. Now, perform the necessary calculations to complete Table 17.1 below. See if you can find
a way to use the information given to find that which is not given. Show your calculations in the space
below the table.
Tabl e 17. 1
Review Problems Involving Molarity
Solute Grams NaNO3 Moles NaNO3 Liters Sol'n Molarity
NaNO3 25 __________ __________ ___1.2____
NaNO3 __________ __________ 16 0.023
Calculations:
17-6 1997, A.J. Girondi
Problems 7 through 10 below are optional. If you feel you need more practice you can do them on scratch
paper.
Problem 7. Calculate the number of grams of NaCl needed to make 100. mL of a 3.00 M solution.
Problem 8. What would be the molar concentration (M) of a solution containing 3.31 g of Pb(NO3)2 in a
total volume of 500. mL of solution?
Problem 9. How many liters of 3.00 M solution can be made using 210. grams of NH4OH (ammonium
hydroxide)?
Problem 10. If a solution is made by adding 125 grams of BaSO4 to enough water to make 750. mL of
solution, what is the molarity (M) of this solution?
ACTIVITY 17.2 Making and Using A 0.10 Molar Solution
In this activity, you will be preparing and using a 0.10 M solution of lead nitrate. You will be
attempting to experimentally obtain the data needed to determine the mole ratio in the reaction between
potassium chromate and lead nitrate:
?? K2CrO4(aq) + ?? Pb(NO3)2(aq) --------> ?? PbCrO4(s) + ?? KNO3(aq)
In the space below, write the balanced equation for this reaction:
_________________________------->___________________________
You will begin this activity by making the 0.10 M solution of Pb(NO3)2. Then you will react it with an excess
amount of solid K2CrO4. An excess will be used to insure that all of the Pb(NO3)2 solution is consumed. If
you make the 0.10 M Pb(NO3)2 solution accurately, and follow the procedure using good lab techniques,
you should obtain the correct result.
Procedure:
1. Obtain a 100 mL volumetric flask and rinse it with distilled water.
2. Determine the precise amount of Pb(NO3)2 in grams needed to make 100.0 mL of 0.10 M Pb(NO3)2
solution. Show your calculations in the space below, and have them verified by your instructor.
3. Obtain the amount of Pb(NO3)2 determined in step 2 above. Caution: Pb(NO3)2 is a toxic substance.
4. Add the Pb(NO3)2 crystals to the flask and fill the flask with distilled water to the mark on its neck.
5. Stopper the flask and invert it again and again until all of the crystals have dissolved.
6. Obtain a clean dry 150 mL beaker and label it with your name. Determine the mass of the labeled
beaker. Record the beaker's mass in Table 17.2.
Caution: do not allow K2CrO4 to come into contact with your skin or clothing.
7. With the beaker still on the electronic balance, tare out the mass of the beaker. Add potassium
17-7 1997, A.J. Girondi
chromate, K2CrO4, crystals to the beaker until you have between 0.7 and 0.8 gram. You do not need to
record the mass of K2CrO4 since we are using an excessive amount.
8. Add about 40 mL of distilled water to the K2CrO4 crystals in the beaker and stir until they have
dissolved.
9. Rinse a 50 mL graduated cylinder with distilled water. Use it to measure out exactly 50.0 mL of your
0.10 M Pb(NO3)2 solution. The remaining Pb(NO3)2 solution should not be poured into the sink. Pour
it into the container provided by your instructor.
10. Obtain a ring stand and set up the equipment needed to heat the beaker of K2CrO4 solution. When
the K2CrO4 solution in the beaker is hot (do not allow it to boil yet), slowly add the Pb(NO3)2 solution as
you continuously stir the mixture. Note the formation of the yellow precipitate, PbCrO4.
11. Again heat the mixture in the beaker almost to the boiling point of the liquid while stirring, then stop
heating.
12. Accurately weigh a piece of filter paper. Record its mass in Table 17.2. Fold it into a cone, place it into
a funnel, wet the paper with distilled water, and press it snugly against the wall of the funnel using your
thumbs. Mount the funnel properly on a ring stand.
13. Using beaker tongs to handle the hot beaker, separate as much of the the liquid in the beaker as
possible from the precipitate by carefully decanting the liquid along a stirring rod into the funnel, while
keeping as much of the precipitate as possible in the beaker.
14. Wash the lead chromate precipitate by squirting it with some distilled water (roughly 25 mL) from your
wash bottle. Allow any suspended precipitate to settle, and decant the wash water into the funnel.
Repeat the washing one more time.
15. Remove the filter paper cone and place it into the labeled beaker which contains the precipitate.
16. Place the beaker and its contents into a warm (not hot) oven to dry until the next day.
17. Determine the mass of the beaker and its dried contents. Record this mass in Table 17.2.
18. Give your precipitate to your instructor for proper disposal. Clean and return all equipment to the
proper places.
19. Calculate the mass of PbCrO4 precipitate formed by subtracting the mass of the filter paper and beaker
from the total mass. Enter the result into Table 17.2.
Tabl e 17. 2
The Potassium Chromate Lead Nitrate Reaction
mass of filter paper __________ g
mass of labeled beaker __________ g
mass of beaker + filter paper + precipitate __________ g
mass of solid PbCrO4 (by subtraction) __________ g
17-8 1997, A.J. Girondi
20. Convert the mass of PbCrO4 obtained to moles. Show work below.
___________moles PbCrO4
21. In this activity, you used 50.0 mL of a 0.10 M Pb(NO3)2 solution which you prepared. Using this data,
calculate the number of moles of Pb(NO3)2 which were actually used.
___________moles Pb(NO3)2
22. Obtain a simple whole number ratio of moles of PbCrO4 to moles of Pb(NO3)2. Do this by dividing the
number of moles of each substance (steps 20 and 21 above) by the smallest of the two values. Round
the ratio obtained to whole numbers.
Whole number ratio of Pb(NO3)2 to PbCrO4: ________ to ________
23. Use the whole number ratio obtained, to balance the equation below:
?? K2CrO4(aq) + _____ Pb(NO3)2(aq) --------> _____PbCrO4(s) + ?? KNO3(aq)
Now, add the other coefficients needed to complete the balancing:
_____K2CrO4(aq) + _____Pb(NO3)2(aq) --------> _____PbCrO4(s) + _____KNO3(aq)
Do your results yield a correctly balanced equation? _______________________________________
If not, what do you think was your primary source of error?____________________________________
______________________________________________________________________________
Based on your results, is it your opinion that you correctly prepared the 0.1 M Pb(NO3)2 solution which
was used?__________ Why?_______________________________________________________
17-9 1997, A.J. Girondi
SECTION 17.3 How a Solute Affects the Freezing Point of a Solvent
Pure water freezes at 0
o
C. Ever wonder why it freezes at this temperature? There are attractive
forces which exist between water molecules. These attractive forces are strong enough to make water a
liquid rather than a gas at room temperature. Remember that temperature is a measure of the average
kinetic energy (energy of motion) of the molecules. As temperature falls and molecules have less and less
kinetic energy, eventually there comes a point when the attractive forces cause the water molecules to
assume a fixed position and the water becomes a solid. This happens at 0
o
C. However, dissolving
something in the water will lower the temperature at which the water freezes. To understand why this
happens, examine Figure 17.2 below. When solute molecules are present in the water, they help to
separate the water molecules and to weaken the forces of attraction which exist between the water
molecules. In addition, there are forces of attraction between the solute molecules and the water
molecules. In order for the water molecules to freeze, they must now lose more kinetic energy (the
temperature must get lower) so that their forces of attraction are strengthened. In this way, the water
molecules can "push" the solvent molecules out of the way and then freeze as pure water. If the number
of solute molecules in the solution is increased, then the temperature of the water must be lowered even
more in order to make it freeze. Thus, as the concentration of a solution increases, the freezing point of
the solvent in it decreases.
= solvent molecule
= solute molecule
a pure liquid
solvent
a water solution
with solute
molecules found
between the
solvent molecules
Fi gure 17. 2
Pure Solvent vs. Solution
The water in a salt-water solution will not freeze at 0
o
C. If, however, you were to lower the temperature of a
salt water solution sufficiently, eventually the water would freeze. Technically, the solution does not
freeze; only the solvent does.
SECTION 17.4 How a Solute Affects the Boiling Point of a Solvent
You have just learned that a solute lowers the freezing point of a solvent. The effect of the solute
on the boiling point of the solvent is just the opposite. A solute raises the boiling point of a solvent. To
understand this phenomenon, we must examine the concept of vapor pressure. Suppose that you have
two half-full but closed containers. One contains a pure solvent like water, while the other contains a
solution such as sugar water. Assume that both containers are at the same temperature. (See Figure
17.3.) In both containers some of the water evaporates and, therefore, some water vapor is present in the
space above the liquids. However, as shown in Figure 17.3, the container with the solution contains less
vapor than the one with the pure solvent. Hmmmm. Wonder why.
The molecules in the container of pure solvent are attracted to each other. However, the
molecules of water in the solution are not only attracted to each other, but they are also attracted to the
molecules of solute. Therefore, the molecules of solvent in the solution require more energy to escape
17-10 1997, A.J. Girondi
from the solution and enter the vapor phase. Not all of the solvent molecules in these containers have the
same amount of kinetic energy. Remember, temperature is an average. Since only a small fraction of the
molecules in the solution have enough kinetic energy to break these forces of attraction, fewer of them
can enter the vapor phase.
more vapor
pure liquid
less vapor
solution
= solvent molecule
= solute molecule
Fi gure 17. 3
Effect of Solute on Vaporization of Solvent
(lower pressure)
(higher pressure)
Some of the vaporized water molecules will collide with the surface of the liquid and will be recaptured
(condensed) into the liquid phase. At a given temperature, an equilibrium will be established in which the
molecules are vaporizing and condensing at equal rates. At this point the number of molecules in the
vapor phase will be constant. Remember that vapors exert pressure on the walls of their containers. Since
the space above the solution contains less vapor than that above the pure water, the pressure exerted by
the vapor above the solution will be less than the pressure of the vapor above the pure water. Thus, we
can say that dissolving something in a solvent tends to {2}________________ the vapor pressure of the
solvent in closed systems like those shown in Figure 17.3. Now, how does all this relate to the boiling
point of the solvent? What is the effect of a solute on the boiling point of a solvent like water? To answer
these questions, let's pursue the concept of vapor pressure a little more.
Suppose we have two half-full containers of pure water. One is at 20
o
C and the other is at 30
o
C.
The water molecules at 30
o
C have more kinetic energy than those at 20
o
C. Therefore, more of the water
molecules at 30
o
C have enough energy to enter the vapor phase, and there will be more vapor in the
container at 30
o
C. More vapor means more pressure. So, the vapor pressure of water is greater at 30
o
C
than at 20
o
C. As temperature increases, so does vapor pressure. This is illustrated in Figure 17.4. We
can also illustrate this relationship between temperature and vapor pressure by means of a graph. The
graph is found in Figure 17.5.
O.K., let's review a couple of important things that we just learned. (1) Dissolving a solute in a
solvent lowers the vapor pressure of the {3}_______________; (2) Temperature and vapor pressure are
directly proportional - as one increases, the other {4}_________________. Now, let's put both of these
observations together. Note that there are two curves plotted on the graph in Figure 17.6. Note that for
both pure water and salt water, vapor pressure increases as temperature goes up; however, also notice
that at any given temperature the vapor pressure of salt water is lower than that of pure water. A liquid in an
open container normally boils when its vapor pressure equals atmospheric pressure. If we assume that we
have an average day and that we are at sea level, then atmospheric pressure is 760 mm Hg. Thus, when
the vapor pressure of water reaches 760 mm Hg, it will boil. Notice on Figure 17.6 that the vapor pressure
of water reaches atmospheric pressure at 100
o
C. However, since solutes like salt or sugar lower the vapor
pressure of a solvent like water, notice that for the salt water solution the vapor pressure of water does not
reach atmospheric pressure until the temperature is above 100
o
C. Thus, dissolving a solute like salt in
water has the effect of {5}_________________ the boiling temperature. Salt water boils at a
{6}__________________ temperature than pure water.
17-11 1997, A.J. Girondi
= solvent molecule
Fi gure 17. 4
Effect of Temperature on Vapor Pressure
less vapor
(lower pressure)
more vapor
(higher pressure)
20
o
C 30
o
C
760
mm Hg
P
Temp (
o
C)
100
o
C
Fi gure 17. 5
Vapor Pressure of Water vs. Temperature
20
o
C 30
o
C
760
0
pure water
salt water
100 102 Temperature (
o
C)
Vapor
Pressure
(mm Hg)
Fi gure 17. 6
Vapor Pressure of Pure Water vs. Salt Water
17-12 1997, A.J. Girondi
We have learned that dissolving a solute in a solvent lowers the freezing point of the solvent and
raises its boiling point. This is why we dissolve antifreeze in the water in the radiators of our cars. The
antifreeze not only helps to prevent winter freeze-up, but it also helps to prevent the water from boiling
over in the summer!
ACTIVITY 17.5 The Freezing and Boiling Points of Salt Water
Procedure:
1. Get a bottle of saturated salt (NaCl) solution and a thermometer from the materials shelf. Now, measure
the boiling temperature by heating about 50 to 100 mL of the salt solution in a small beaker. Do not
discard the saltwater after it boils. It can be used again, so let it cool and then return it to its container. At
what temperature did the solution boil vigorously?________
o
C. This phenomenon is known as boiling
point elevation.
2. To measure the freezing point of saturated saltwater, get another sample of the solution - about 150
mL. Add 3 or 4 crushed ice cubes to the solution. Continuously stir the solution. Record the lowest
temperature attained by the solution. It should level off; if it doesn't, add more crushed ice. This lowest
temperature represents the freezing point of water when it is saturated with NaCl. What is the freezing
point of the salt solution? __________ Were the predictions you made above correct?________
Di scard this salt solution (since you diluted it with ice, it will not be reused).
ACTIVITY 17.6 The Relationship Between Boiling Point and Pressure
-> -> -> Teacher Demonstration <- <- <-
In the last section you learned that a liquid boils when its vapor pressure equals the pressure
above the liquid (usually atmospheric pressure). What would happen to the boiling point if we would lower
the pressure above a liquid? Well, lets take a look at Figure 17.7.
760 mm Hg
0
100oC Temperature
Vapor
Pressure
(mm Hg)
Fi gure 17. 7
Effect of Pressure on the Boiling Point of Water
25oC
24 mm Hg
boiling point is 25
o
C at
24 mm Hg pressure
normal boiling point is 100
o
C
at atmospheric pressure
17-13 1997, A.J. Girondi
Room temperature is usually about 25
o
C. As shown in Figure 17.7, if we could lower the pressure above
water to 24 mm Hg, then the vapor pressure of the water would equal the pressure above the water (24
mm Hg) at only 25
o
C or room temperature. This means that water should boil at room temperature if we
can lower the pressure above it to 24mm Hg!
Let's give it a try. Your teacher will place a small beaker of water under a bell jar on a vacuum pump.
When the pump is turned on, the pressure above the water will be reduced until the water boils. You
should note the temperature of the water before and after the pressure has been reduced.
Thermometer
Pressure Gauge
Vacuum Pump
Glass Bell Jar
Beaker of Water
Fi gure 17. 8
Measuring Temperature vs. Pressure
Remember that the water molecules in the beaker contain kinetic energy. Some have more than others. If
the pressure exerted by the air molecules is high, then very few molecules of water in the beaker at 25
o
C
have enough kinetic energy to escape into the vapor phase. This is why water does evaporate at room
temperature, but only very slowly. However, if the pressure of the air above the water is decreased, then a
much higher percentage of the water molecules in the beaker will have enough energy to escape. The
evaporation will be very rapid. We call it boiling. Thus, water can be made to boil by heating it (giving the
water molecules more kinetic energy) or by reducing the pressure above it (see Figure 17.9).
high air pressure
water
bubble
containing
vapor
cannot
overcome
air
pressure
low air pressure
water
bubble
containing
vapor bursts
and vapor
escapes
25
o
C 25
o
C
Fi gure 17. 9
Behavior of Water at High and Low Pressure
17-14 1997, A.J. Girondi
SECTION 17.7 Phase Changes in Pure and Impure Substances
Now, let's take a closer look at the effect of a solute on the properties of a solvent. Recall from
Chapter 3 that the warming and cooling curves of pure substances have plateaus where the phase
changes are occurring. In a pure substance, phase changes occur at constant (unchanging)
temperatures. This is not the case for impure substances. Look at Figures 17.10 and 17.11.
melting
boiling
Temp
o
C
100
0
Time
Fi gure 17. 10
Warming Curve of a Pure Substance
Temp
o
C
100
0
Time
Fi gure 17. 11
Warming Curve of an Impure Substance
boiling
melting
How are the two warming curves similar to each other?
How are the two warming curves different?
You may wonder why the phase changes (melting and boiling) of a pure substance occur at
constant temperatures. Remember that temperature is a measure of the kinetic energy (energy of motion)
17-15 1997, A.J. Girondi
of molecules. As you heat or cool a substance, the molecules are changing their rate of motion. However,
during a phase change it is the position of the molecules that is changing, not the rate of motion. During
boiling, the molecules are moving farther apart. Their {7}_________________ energy (energy of
position) is changing. During freezing, the molecules are changing position and losing potential energy.
Temperature is not affected by changes in {8}___________________ energy; thus, a plateau is seen
during phase changes.
In the winter, rock salt is often placed on icy streets and sidewalks. Propose a reason for this practice,
including some of the principles you have just learned. {9}
SECTION 17.8 Suspensions
Up to this point, all of the solutions that have been described have consisted of soluble
substances dissolved in a solvent. The individual solute molecules in these solutions move apart and
become uniformly (homogeneously) distributed throughout the solvent molecules. The existence of
individual solute molecules in the solvent makes this a true solution. If finely divided clay is mixed with
water and allowed to stand, the particles will slowly settle to the bottom. Because the clay particles are
insoluble in the solvent and are much larger than individual molecules, they can reflect light and make the
mixture appear cloudy. This type of mixture is called a suspension.
Some mixtures of insoluble substances have particles so small that they will not settle out on
standing. Such suspensions are known as colloids or colloidal suspensions. Colloidal suspensions may
be classified using terms which are similar to those which describe true solutions. Instead of solute and
solvent, the suspended particles are called the dispersed phase, and the liquid in which they are
dispersed is called the dispersion medium. Collisions between these tiny particles and those of the
dispersion medium keep the tiny particles suspended. Nevertheless, the suspended particles in colloids
consist of small "bundles" of molecules, not individual molecules (as in a true solution).
Fi gure 17. 12
Components of a Suspension
particle
clusters
dispersion
medium
Some mixtures of insoluble substances have particles so small that they will not settle out on
standing. Such suspensions are known as colloids or colloidal suspensions. Colloidal suspensions may
be classified using terms which are similar to those which describe true solutions. Instead of solute and
17-16 1997, A.J. Girondi
solvent, the suspended particles are called the dispersed phase, and the liquid in which they are
dispersed is called the dispersion medium. Collisions between these tiny particles and those of the
dispersion medium keep the tiny particles suspended. Nevertheless, the suspended particles in colloids
consist of small "bundles" of molecules, not individual molecules (as in a true solution).
Some mixtures of insoluble substances have particles so small that they will not settle out on
standing. Such suspensions are known as colloids or colloidal suspensions. Colloidal suspensions may
be classified using terms which are similar to those which describe true solutions. Instead of solute and
solvent, the suspended particles are called the dispersed phase, and the liquid in which they are
dispersed is called the dispersion medium. Collisions between these tiny particles and those of the
dispersion medium keep the tiny particles suspended. Nevertheless, the suspended particles in colloids
consist of small "bundles" of molecules, not individual molecules (as in a true solution).
The term colloid comes from a Greek word meaning "glue." The word was first used to
characterize the glue-like solutions formed when large organic (carbon-containing) molecules - such as
starch or gelatin - were dispersed in water. The colloidal phenomenon plays an important role in numerous
industrial processes. Colloids are used in the production of rubber products, inks, leather, and
photographic materials. The detergent action of soaps and the action of lubricants all involve the
application of colloidal principles.
It is relatively easy to distinguish between a colloidal dispersion and an ordinary suspension. If an
ordinary suspension is shaken, it will become turbid and opaque. The suspension particles settle rapidly
and can be removed by filtration. A colloidal dispersion is generally transparent or translucent and particles
are too small to be removed by filtration. Colloidal particles are extremely small, and they may reflect so
little light that the colloidal suspension may look clear, like a true solution, when viewed with natural light.
(True solutions look clear because the individual molecules of solute, and the solutesolvent clusters, are
too small to reflect light.)
SECTION 17.9 Colloidal Systems
A general classification of colloidal systems depends on the physical state of the dispersed phase
relative to the dispersion medium. The most common systems are known as sols, gels, aerosols, and
emulsions. A sol is a colloidal "solution" that exists as a liquid at room temperature, with water as the
continuous phase and a solid as the discontinuous phase. A gel is a similar colloidal dispersion that is a
solid at room temperature. Jello brand dessert is an example of a gel. An aerosol is a colloidal system in
which either a solid or a liquid is dispersed in a gas. Smoke is an example of an aerosol. Milk is an emulsion
consisting of a liquid (butter fat) dispersed in a liquid (water). A foam consists of a gas which is dispersed
through a liquid such as whipped cream or a solid such a pumice stone. Table 17.4 lists examples of
various types of colloids and the phases of the dispersed phase and the dispersion medium.
Tabl e 17. 4
Types and Examples of Colloids
Name Dispersed Dispersion Example Comment
Phase Medium
gel solid liquid jello solid at room temp.
sol solid liquid ink liquid at room temp.
aerosol solid gas smoke, dust
aerosol liquid gas fog, mist
emulsion liquid liquid mayonnaise
foam gas liquid whipped cream
foam gas solid pumice
17-17 1997, A.J. Girondi
ACTIVITY 17.10 A LaserAided Look at a Colloidal Suspension
-> -> -> Teacher Demonstration <- <- <-
There is a simple test that can be performed to distinguish between true solutions and colloidal
dispersions. It has to do with the way in which a beam of light passes through each of these two types of
solutions. The phenomenon is called the Tyndall effect.
Get the bottles labeled 17.8 from the materials shelf - one contains a true solution, one contains
an ordinary suspension, and the third contains a colloidal dispersion. They have been numbered 1, 2,
and 3 - but the numbers were randomly assigned and do not identify which is which. You are going to
shine a strong light through the side of each bottle. You will need a dark room to do this. Use a laser if you
have one (ask your instructor). Caution: never look directly into a laser beam! The instructor will assist you
if you are using a laser.
Any undissolved solid material in the liquids will scatter the light and will be appear as a visible
beam or cloudiness. The true solution should contain no undissolved solid material, however some
impurities like dust may be present and may cause a little scattering. The colloidal dispersion contains
suspended undissolved particles of silver chloride. (You may not be able to see them under room
lighting).
Arrange the bottles so that the light beam travels through the contents of all three bottles. Since
the particles in the suspension are largest they reflect the most light followed by the colloidal dispersion.
Identify the suspension, colloidal dispersion, and true solution:
Bottle #1 contains the: _________________________________________
Bottle #2 contains the: _________________________________________
Bottle #3 contains the: _________________________________________
Turn off the light source, and return the bottles to the materials shelf.
SECTION 17.11 Optional Review Problems
Problem 11. How many grams of NaOH are needed to make 350. mL of a solution which is 0.150 M?
Probl em 12. How many liters of a 2.50 M solution of KCl can be made using 85.0 grams of KCl?
Probl em 13. How many moles of MgBr2 are contained in 6.70 L of a solution which is 0.500 M?
Problem 14. What is the molarity (M) of a solution which contains 65.0 grams of FeCl3 in 670. mL of
solution?
Molality: In Appendix C of your ALICE materials you will find a
section entitled "Freezing Point Depression, Boiling Point
Elevation, and Molality." This may be optional work for you, or
your teacher may choose to make it a required part of your
course. If you are told to complete Appendix C, you should do it
now. At this time ask your teacher about Appendix C.
?
17-18 1997, A.J. Girondi
SECTION 17.12 Learning Outcomes
Review the learning outcomes below, and check them off if you have mastered them. When they
have all been checked, arrange to take any quizzes or exams on Chapter 17. Take the quiz on Appendix
C too, if applicable. Then move on to Chapter 18.
_____1. Define and calculate concentration in terms of molarity.
_____2. Given two of the following values (molarity, mass, and volume), calculate the third value.
_____3. Given a chemical equation and the molarity or masses of any reactants involved, predict the
theoretical yield of products in a chemical reaction.
_____4. Explain the effect of a solute on vapor pressure, melting point, and boiling point of a solvent.
_____5. Distinguish between colloids, true solutions, and suspensions.
_____6. Given the common class name of a colloid, name the dispersed phase and the dispersion
medium. Give examples of each type of colloid.
_____7. Explain the principles involved in boiling-point elevation and freezing-point depression.
You will be expected to master the following two outcomes if you are responsible for the material in
Appendix C.
_____8. Solve problems in which you are asked to calculate the molality of a solution.
_____9. Solve problems in which you are required to calculate freezingpoint depression and
boilingpoint elevation.
17-19 1997, A.J. Girondi
SECTION 17.13 Answers to Questions and Problems
Questions:
{1} dilute; {2} lower; {3} solvent; {4} increases; {5} raising; {6} higher; {7} potential; {8} potential;
{9} Salt lowers the melting point of ice
Problems:
1. 4.00 M
2. 0.100M
3. 192 g
4. 2.41 L
5. 5.00 g
6.
Tabl e 17. 1
Review Problems Involving Molarity
Solute Grams Solute Moles Solute Liters Sol'n Molarity
NaNO3 25 ___0.29___ ___0.25___ 1.2
NaNO3 ___31.3 ___ ___0.368__ 16.0 0.0230
7. 17.4 g
8. 0.02 M
9. 2 L
10. 0.714 M BaSO4
11. 2.10 g NaOH
12. 0.456 L KCl solution
13. 3.35 moles MgBr2
14. 0.598 M FeCl3
17-20 1997, A.J. Girondi
NAME____________________________________ PER____________ DATE DUE____________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
ALICE
CHAPTER 18
RATES OF
CHEMICAL
REACTIONS
"Kinetics"
18-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
18-2 1997, A.J. Girondi
ACTIVITY 18.1 Comparing Rates of Reactions Between Metals and
Acids
You have, thus far, completed various activities in which different types of chemical reactions
occurred. These chemical reactions involved color changes, temperature changes, precipitate formation,
and the evolution of gases. These reactions occurred quickly. Many chemical reactions, however, can
proceed rather slowly. In this chapter, you will study the factors that determine the rates of reactions and
the extent to which chemical reactions occur. These two factors are generally called reaction kinetics.
Let's begin by looking at two simple chemical reactions that occur at different rates. Get the
materials labeled 18.1 from the materials shelf. Place about 4 mL of 3 M HCl into two 150 mm Pyrex test
tubes. Into one test tube place a small piece of zinc metal. Put a small piece (2 cm) of magnesium metal
in the other test tube. Answer the following questions about what you just did.
1. How can you tell that a chemical reaction has occurred in the HClzinc combination?
{1}________________________________________In the magnesiumHCl combination? {2]_______
______________________________________________________________________________
2. How does the rate of the zincHCl reaction compare to the rate of the magnesiumHCl reaction?_____
______________________________________________________________________________
3. Is your answer to the previous question a qualitative or a quantitative statement?{3}____________
Explain: {4}______________________________________________________________________
4. After you have compared the reaction rates, you should test each test tube for the presence of a
flammable gas. (Wear safety glasses.) Allow the gas bubbles to accumulate for about 20 to 30 seconds
while you keep your thumb loosely over the mouth of the tube. If needed, put more metal in the tubes.
Hold one tube at a 45 degree angle, remove your thumb and very quickly place a flaming wood splint at
the top of the tube. Repeat with the second tube. Identify the gas given off in this reaction: {5}________
SECTION 18.2 Solving Problems Involving Reaction Rates
It is a fairly simple task to quantitatively compare reaction rates. But, is there a way that we might
quantitatively express the rates of the reactions of magnesium and zinc with HCl which you witnessed in
activity 18.1.? Well, actually, there are several ways in which this could be done.
rate =
moles reactant used
time required for change
1. We could weigh the magnesium and record the time required
for it to react completely. Rate would then be defined by how fast
a reactant is consumed.
rate =
moles produce formed
time required for change
2. Or, we could time the reaction and measure the volume of gas
produced during the experiment. Rate would then be defined by
how fast a product is formed. From this data, the rate of the
reaction could then be calculated using the formula at right:
Often it is more convenient for scientists to calculate rate in units of grams/ second, or
grams/ week, or moles/ day, etc. When this is the case, the situation will specify the units you are to use
when solving a problem.
18-3 1997, A.J. Girondi
rate =
moles reactant used
second
If specific units are not requested, you should calculate the rate in
"moles reactant used / second."
Sample problem: If 0.048 grams of magnesium, Mg, completely reacted with acid in 20. seconds, what
would be the rate of this reaction in units of "moles Mg / sec?"
Note that in this problem you are given a quantitative relationship between Mg and time: 0.048 g
Mg / 20 sec. To change this ratio to "moles Mg / sec" will require a short fencepost. Complete the
fencepost below, and calculate an answer. Fill in the blanks.
0.048 g Mg
20. sec
X =
{6}
___________ mol e Mg /sec
If you got a small answer, don't be suspicious. Remember, a mole is a very large number of molecules!
Now, let's try another problem.
Sample Problem: In an experiment 0.0070 g of zinc metal completely reacts with acid in 30.0 seconds.
Calculate the average rate of this reaction. Complete the fencepost below and do the calculations to see if
you get the answer given.
0.0070 g Zn X X = 3.6 X 10
-6
mol Zn /sec
Next, let's try a problem with a different twist to it.
Sample Problem: It is known that the rate at which magnesium reacts with HCl is 5.0 X 10
-2
moles/ sec
and that the reaction takes 5.0 seconds to occur. Calculate the number of moles of magnesium that have
reacted.
Complete the fencepost below, and see if you can get the answer that is given.
5.0 X 10
-2
mole Mg
1 sec
X
1
= 0.25 mole Mg
Problem 1. Calculate the number of grams of Mg that reacted in the problem above. Show your work.
__________ g Mg
Before moving on, it is important that you feel certain about your ability to solve rate problems. For
additional practice, solve the following problems.
18-4 1997, A.J. Girondi
Problem 2. After 2.0 minutes, 0.50 grams of zinc react completely in HCl. Calculate the rate of reaction
in grams of zinc per second.
__________ g Zn/ sec
Problem 3. Referring to the last problem, calculate the rate of the reaction in moles Zn used per
second.
__________ mole Zn/ sec
Problem 4. Given that magnesium reacts with air at a rate of 4.00 X 10
-3
moles per 1.00 second, how
many minutes would it take for 4.00 moles of Mg to react?
__________ minutes
Problem 5. Referring to problem 4 above, how many grams of Mg would react after 140. seconds?
__________ g Mg
Problem 6. In 3.0 minutes 0.10 g of CaCO3 will decompose in HCl. Calculate the rate of the reaction in
moles CaCO3 per second.
__________ moles CaCO3/ sec
18-5 1997, A.J. Girondi
SECTION 18.4 Collision Theory and Activation Energy
Now that you know how to express reaction rates quantitatively, you will do several experiments
that will enable you to determine the effects of certain factors on the rates of chemical reactions. They
include: (1) nature of the reactants; (2) concentrations; (3) temperature; (4) surface area; and, (5) catalysts.
It is usually quite simple to determine the effects of these factors on reaction rates once the basic
principles involved in chemical reactions are known. An explanation based on the collision theory plays a
major role in this.
The collision theory is based on the assumption that for a chemical reaction to occur, particles
must first collide with each other. In these collisions, atoms and electrons are rearranged by a reshuffling
of chemical bonds that results in the formation of products. A reaction does not necessarily occur every
time there is a collision. First, the reactant molecules must collide in just the right way. According to the
collision theory, the rate of a reaction depends on two factors: (1) the number of collisions per second
between the reacting particles, and (2) the fraction of these collisions that are effective. The colliding
particles must collide with sufficient energy to break the reactant's bonds. If sufficient force is not exerted,
no reaction will occur. This minimum amount of energy required to rearrange the reactants into products is
called their activation energy.
Activation energy is easiest to visualize using graphs. Figure 18.1, shows that the products of a
particular reaction possess more energy than the reactants do. There is only a 5 kJ (kilojoule) difference
between the energy of the reactants and the products. Logically, one would think that adding 5 kJ of
energy to the reactants would be enough to convert them into products. This is exactly what Figure 18.1
shows. Now look at Figure 18.2. This plot is of the same reaction shown in Figure 18.1, but the activation
energy has been added. Recall that the activation energy is the minimum energy needed to rearrange
reactants into products. This means that before the reaction in Figure 18.2 can occur, about 12 kJ (not 5
kJ) of energy must be added to the reactants.
When reactant molecules collide they form what is called an unstable activated complex which
quickly decomposes to form the products of the reaction. When this decomposition occurs, some of the
activation energy is given off. So while about 12 kJ of activation energy were needed to get the reaction
in Figure 18.2 to go, the actual difference in the energy content of the reactants and products is only 5 kJ.
kJ
5
10
15
20
reaction progress
reactants
products
Fi gure 18. 1
kJ
5
10
15
20
reaction progress
reactants
products
Fi gure 18. 2
Activation.
Energy
As you will learn in chapter 19, exothermic reactions give off heat energy, while endothermic
reactions absorb heat energy. Therefore, in exothermic reactions the products have less energy than the
reactants. In endothermic reactions the products have more energy than the reactants. Since the
products possess 5 kJ more energy than the reactants in Figure 18.2, would this plot represent an
exothermic or an endothermic reaction? {7}_______________________________
18-6 1997, A.J. Girondi
Study Figures 18.3 and 18.4. Label the reactants and products, and draw an arrow showing the
activation energy on each curve. How much energy would need to be added to the reactant in Figure
18.3 to get a reaction to occur? {8}________________. How much energy would need to be added to
the reactant in Figure 18.4 to get a reaction to occur?{9}_______________ Is the reaction represented in
Figures 18.3 exothermic or endothermic {10}________________________ Is the reaction represented
in Figures 18.4 exothermic or endothermic? {11}_________________________
kJ
5
10
15
20
reaction progress
Fi gure 18. 3
kJ
5
10
15
20
reaction progress
Fi gure 18. 4
In any reaction system, the molecules do NOT all have equal amounts of energy. That's why we
define the temperature of a system as a measure of the average kinetic energy of the molecules. As a
result, some molecules may not collide with sufficient energy to produce a reaction. If the activation
energy required for a particular reaction is high, fewer molecules are likely to have enough energy to react
when they collide. If a particular reaction has a very high activation energy, would you expect the reaction
rate to be fast or slow?{12}___________. Explain why. {13}___________________________________
______________________________________________________________________________
___________________________________________________. Would this same reaction have a
large or a small value for its reaction rate? {14}______________________
The "nature of the reactants" refers to the identity and properties of the reactants. Activation
energy is just one of these properties. Some combinations of reactants have high activation energies,
while that for other combinations is low.
Without specific knowledge about the reactants, you can't be certain whether a particular reaction
will occur rapidly or slowly. You may recall that when you were studying equations of single and double
replacement reactions, you had to predict whether or not a reaction would occur. However, it's possible
that some of those reactions may occur instantly, while others which are predicted to occur may occur
very, very slowly perhaps even taking years until they are completed! Educated guesses about reaction
rates are possible if some characteristics of the reactants are known. Chemists have developed two rules
concerning relative rates of reactions:
1. Many reactions that do not involve the breaking of bonds occur rapidly at room temperature.
2. Many reactions in which bonds are broken tend to occur slowly at room temperature.
18-7 1997, A.J. Girondi
Use these two general rules to determine which of the reactions below would probably be faster. Write
the word faster next to that equation. Explain why you made your choice.
Reaction 1: H + H -----> H2
Reaction 2: 2 CH4 + 2 Br2 -----> 2 CH3Br + 2 HBr
Explanation: {15}_________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The two reactions shown above involve either atoms or molecules of substances. It is also
possible for ions to react with each other. Ions are charged particles consisting of one or more atoms
which can exist as dissolved (aqueous) particles in water solutions or as gases at high temperatures.
Reactions between ions tend to occur very rapidly. Two examples of ionic reactions are shown below.
Note that the ions have the charges shown:
Ag
1+
(aq) + Cl
1-
(aq) ----> AgCl(s)
5 Fe
2+
(aq) + MnO4
1-
(aq) + 8 H
1+
(aq) ---> Mn
2+
(aq) + 4 H2O(l) + 5 Fe
3+
(aq)
ACTIVITY 18.5 Comparing the Rates of Two Reactions
In this activity you are going to compare the rate at which two compounds react with a solution.
The first compound is ferrous sulfate, FeSO4, which is ionicly bonded. The second compound is oxalic
acid, H2C2O4, which is covalently bonded. The solution they are going to react with is potassium
permanganate, KMnO4, which is ionicly bonded. Wear your safety glasses and an apron. Obtain a
dropper bottle containing a solution of 0.01 M potassium permanganate (KMnO4) which is purple in color.
Handle this solution with care since it can stain your skin or clothes. (Be sure to follow proper lab safety
procedures.) Obtain two 100 or 150 mL beakers and fill each about one-third full of distilled water. Label
them as beaker 1 and beaker 2. Add a small amount of solid FeSO4 to beaker 1 and a small amount of solid
oxalic acid to beaker 2. (Handle oxalic acid carefully. Wash your hands as needed.) Stir each solution for a
couple of minutes, rinsing the stirring rod before you move from one solution to the other. Don't be
concerned if some of the solid in either beaker remains undissolved.
Add a drop of the KMnO4 solution to the FeSO4 in beaker 1, stir the solution, and make a
qualitative estimate (such as rapid or slow) of the time required for the color to disappear. Repeat this
procedure by adding another drop of KMnO4 to beaker 1.
Repeat the procedure in the paragraph above, but add the KMnO4 to the oxalic acid solution in
beaker 2. Again, make a qualitative estimate of the time required for the color to disappear compared to
the result for beaker 1. There should be an obvious difference in rate.
Compare the rates of reaction for FeSO4 in beaker 1 and for H2C2O4 in beaker 2? __________________
______________________________________________________________________________
Suggest possible reasons for the difference in rates. (Refer to section 18.4 if you need help.) ________
______________________________________________________________________________
18-8 1997, A.J. Girondi
SECTION 18.6 Reaction Mechanisms
There is one additional factor related to the nature of the reactants that must be discussed here.
Look at the reactants and products in this reaction:
4 HBr + O2 ----> 2 H2O + 2 Br2
Remember that there must be collisions of sufficient energy between the HBr and O2 molecules before
the products can be formed. Is it possible that the O2 molecule could collide with the HBr with enough
energy to become bonded to the HBr, but not with enough energy to actually break the HBr bond? If
this happened, you would have one larger molecule containing all of the reactants:
HBr + O2 ----> HBrO2
Let's take a closer look at what this means. Many chemical reactions involve several intermediate steps.
The pathway of intermediate steps through which the reactants pass as they are converted to products is
called the reaction mechanism. The reaction mechanism for the HBr + O2 reaction involves the three
steps shown below:
Step 1: HBr + O2 ----> HBrO2 <--------- (slow)
Step 2: HBrO2 + HBr ----> 2 HBrO <--------- (fast)
Step 3: 2 HBrO + 2 HBr ----> 2 H2O + 2 Br2 <--------- (fast)
Sum: 4 HBr + O2 + HBrO2 + 2 HBrO ----> HBrO2 + 2 HBrO + 2 H2O + 2 Br2
Net: 4 HBr + O2 ----> 2 H2O + 2 Br2
In step 1, a molecule of HBr combines with an O2 molecule to form a larger molecule of HBrO2. In step 2,
the HBrO2 molecule collides with another HBr molecule to form two molecules of HBrO. In step 3, two
more molecules of HBr collide with two HBrO molecules to form the final products which are two molecules
of H2O and two molecules of Br2. Note that the HBrO2 and HBrO molecules are both formed and
consumed during the reaction; therefore, they do not appear as either reactants or products in the overall
or net equation. Such substances are sometimes called "intermediates." If you "add up" the three
equations in the reaction mechanism, the result will be the net equation.
Two steps in this reaction mechanism occur extremely fast; however, one step occurs much more
slowly. For that reason, we say that the rate of the reaction depends on the slowest step in the
mechanism. Just like a relay team of runners, if even one runner is slow, the entire team may be
considered slow.
No chemical reaction can occur faster than the slowest step in its mechanism. This slow step is
called the rate-determining step. In the 3-step reaction shown above, which step is the rate-determining
step? {16}__________ Would the overall reaction be fast or slow?{17}___________________.
Explain: {18}_____________________________________________________________________
______________________________________________________________________________
(Note: whether a reaction has a one-step mechanism or a multi-step mechanism depends on the nature of
the particular reactants involved.)
18-9 1997, A.J. Girondi
The rate of a chemical reaction is also affected by the concentration of the chemicals used.
Collision theory proposes that molecules must collide with each other before they can react. Using this
principle from collision theory, make a prediction about how increasing the concentration of reactants
would affect the rate at which substances react. Explain both how and why: {19}___________________
______________________________________________________________________________
______________________________________________________________________________
ACTIVITY 18.7 Solution Concentration and Reaction Rate
Now let's investigate the relationship between concentration and reaction time. For this activity
you will need two solutions from the materials shelf labeled solution 1 and solution 2. You will be timing
reactions in this series of experiments. It is important that you read through the entire activity before
beginning. In this way, you will know what is expected of you. It is always a good idea to do this before
performing an experiment.
Procedure:
1. Measure 5 mL of solution 1 and pour it into a 50 mL flask or beaker.
2. Add 5 mL of water (at room temperature) to the same flask. Swirl the container to mix the solution.
3. Carefully measure 5 mL of solution 2.
4. Get a watch ready (use a stopwatch, if available) and then mix solutions 1 and 2. Immediately stir the
solution by swirling. Begin timing the reaction at the moment solution 2 is added to solution 1. Record the
time required for a noticeable reaction to occur in Table 18.1. If you place the flask or beaker on a sheet of
white paper, the reaction will be more visible.
What evidence do you see that a chemical reaction has occurred?_____________________________
You have already carried out reaction 1 in Table 18.1. Now prepare the correct combinations shown in
Table 18.1 for each of the remaining three reactions. Be sure to use water which is at room temperature.
Time each reaction and record your results in the Table.
The last column of Table 18.1 asks that you calculate the concentration of HSO3
1-
ion present in
each of the reaction mixtures. The bisulfite ion, HSO3
1-
, is present in solution 1. To calculate this
concentration you need to know that the concentration of HSO3
1-
in the original stock solution is 0.072 M.
When you add solution 2 and water to the stock HSO3
1-
solution (solution 1), you reduce the
concentration of the HSO3
1-
ion. The total volume in each flask at the end of the reactions is always 15
mL.
Study the calculations shown below for determining the concentration of HSO3
1-
in reaction 1.
The formula you will use is:
M
c
V
c
= M
d
V
d
Mc = molarity of concentrated sol'n
Vc = volume of concentrated sol'n
Md = molarity of dilute sol'n
Vd = volume of dilute sol'n
18-10 1997, A.J. Girondi
Mc will have a value of 0.072 M HSO3
1-
in each of your calculations. Vc will vary in the four reactions: (5.0
mL, 4.0 mL, 3.0 mL,and 2.0 mL). Md is the concentration of the diluted HSO3
1-
solution (the unknown). Vd
will be 15 mL in each reaction.
For reaction 1 the calculation is as follows:
M
c
V
c
= M
d
V
d
so, M
d
=
M
c
V
c
V
d
and, M
d
=
(0.072) (5.0 mL)
(15 mL)
= 0.024 M
The equation above can be used whenever you wish to calculate the new concentration of a solution after
you have diluted it. Perform the calculations for the remaining three reactions. Show your work below.
Enter the results in Table 18.1.
Reaction 2:
__________ M
Reaction 3:
__________ M
Reaction 4:
__________ M
Tabl e 18. 1
Concentration vs. Reaction Time
Rx No. Volume Sol'n 1 Volume Sol'n 2 Rx Time Molarity of HSO3
1-
+ water (sec) (mol/L)
1 5 mL + 5 mL 5 mL ______ _________
2 4 mL + 6 mL 5 mL ______ _________
3 3 mL + 7 mL 5 mL ______ _________
4 2 mL + 8 mL 5 mL ______ _________
On the grid which follows, prepare a graph of reaction time versus the concentration of HSO3
1-
.
Label each axis, placing the independent variable on the horizontal (x) axis and the dependent variable on
the vertical (y) axis. The independent variable in this example is concentration. The value of the
dependent variable depends on the value of the independent variable.
Which variable is dependent here?{20}_______________________
18-11 1997, A.J. Girondi
State a general rule that relates the concentration of reactants to the rate of a chemical reaction: {21}_____
______________________________________________________________________________
What effect would diluting solutions with water have on the rate at which they react? {22}______________
______________________________________________________________________________
ACTIVITY 18.8 The Effect of Temperature on Reaction Rate
(Note: This activity is best done by all lab groups on the same day. Ask your instructor.)
Another factor that affects the rate of chemical reactions is temperature. Before actually
conducting this activity, give some thought to what is going to be happening to the kinetic energy
(motion) of the particles of the reactants as they are heated.
Scientists use a hypothesis as a means of predicting what is going to happen before they actually
perform an experiment. This gives them a chance to generate an "educated guess" about the results of
the experiment.
What effect will temperature have on the rate of a chemical reaction? (State a hypothesis in terms of the
collision theory.) :{23}_______________________________________________________________
______________________________________________________________________________
To test your hypothesis, we will once again be using solutions 1 and 2. To be effective, both of
these solutions should be at the experimental temperature. This can be done quite easily by preparing a
water bath with a known temperature. Your class will be measuring the rate of the reaction at four different
temperatures. These temperatures should be close to the following: 5
o
C, 25
o
C, 40
o
C, and 50
o
C. Each
of the time trials will require 3 mL of solution 1, 7 mL of water, and 5 mL of solution 2.
A hot or cold water bath is prepared by filling a 600 mL beaker Figure 18.5 about half-full of water.
If there is a need to raise the temperature, use your burner to supply heat. Ice cubes can be used to lower
18-12 1997, A.J. Girondi
the temperature. The general setup is shown in Figure 18.5. Be sure that the level of water in the bath is
higher than that of the solutions in the test tubes that will be placed in the bath.
Your lab group will be assigned one temperature at which to time the reaction. Other labs groups
will be assigned different temperatures. Each group should repeat its time trials several times. The times
should be fairly close. Discard any times which are not close to the others which you obtained, then
average the results. If other lab groups in your class are assigned the same temperature as your group,
include their times when you calculate your average time.
Procedure:
1. To prepare your solutions, place 5 mL of solution 2 into a large (25 X 200 mm) test tube. Then,
measure 3 mL of solution 1 and 7 mL of water into a second large test tube. Do not mix these two
solutions, yet! They can be stoppered and saved. Be sure to label them.
2. Bring your water bath to the assigned temperature for your lab group.
When the proper temperature has been achieved, place each unstoppered
test tube in the water bath and give each enough time to reach the
temperature of the water bath. (This will be about 3 to 5 minutes.) Be sure to
maintain a constant and even temperature in the bath while the test tubes are
in it. Small pieces of ice or small amounts of heat with lots of stirring will do this.
The test tubes, themselves, can be used as stirring rods.
3. After time has elapsed, quickly mix the two solutions by pouring the
contents of one tube into the other tube. To provide good mixing, you should
immediately pour the mixture back into the empty tube and quickly place the
tube back into the water bath. Record the reaction time. Repeat the reaction
at the same temperature until you get two or three values which are close.
Average the values and record them in Table 18.2. (As noted above, if other
groups worked at the same temperature as yours, include their values in your
average.)
thermometer
sol'n
2
sol'n
1 +
water
Fi gure 18. 5
Heating Solutions
4. Obtain the average time values for the other three temperatures from other lab groups in your class.
Enter those values in Table 18.2.
Tabl e 18. 2
Temperature vs. Reaction Time
Rx No. Relative Experimental Rx Time
Temperature Temperature (sec)
1 Cold __________ ______
(about 5
o
C)
2 Room Temp __________ ______
(about 25
o
C)
3 Warm __________ ______
(about 40
o
C)
4 Hot __________ ______
(about 50
o
C)
18-13 1997, A.J. Girondi
5. Prepare a graph of temperature vs. reaction time on the grid which follows. Be certain to label each axis
on your graph. Put the dependent variable on the vertical (y) axis.
What is the dependent variable?{24}_________________________ Does the graph support your
hypothesis concerning temperature and reaction rate?__________ If not, explain: _______________
______________________________________________________________________________
Was the prediction you made in your hypothesis in agreement with the results that you obtained for this
activity? ___________ Experimental error tells us that some of the data we collect during experiments
is not always accurate. A lot of experimental error is really human error. We are often not demanding
enough of ourselves with our laboratory techniques. The end result is data that is not wrong, but not very
accurate, either. List a few sources of experimental error in this activity: _________________________
______________________________________________________________________________
ACTIVITY 18.9 The Effect of Surface Area on Reaction Rate
The next variable which you will study that influences chemical reaction rates is surface area.
Surface area has a large effect on rates of reactions in which solids are involved. Chemical reactions
involving solids take place only on the surface of the solid. Justify this statement using the collision theory
as your basis. Now, hypothesize about what effect increased surface area has on the rate of a reaction
involving a solid: {25}_______________________________________________________________
______________________________________________________________________________
18-14 1997, A.J. Girondi
Part A. Steel Wool
Obtain a sample of steel wool. Tear off two small and approximately equal pieces about the size of
a quarter. Form one piece into a small, marblesized ball. Separate and spread the fibers of the other
sample. Wear your safety glasses! Light a burner and use crucible tongs to hold the small ball of steel
wool directly over the flame, allowing the flame to touch the wool. Note the rate at which the oxygen in the
air reacts with the iron. Next, do the same thing with the other sample of steel wool. Was the rate of
reaction the same for both samples?__________. If not, reveal which reacted faster and why: ________
______________________________________________________________________________
______________________________________________________________________________
Part B. Iron Filings or Powdered Iron
Next, obtain a bottle of iron filings from the materials shelf. Obtain a "pinch" of the iron filings
between your thumb and forefinger, and while holding your hand above the burner flame, sprinkle the
filings into the flame. Watch what happens. Iron filings are very small particles which provide a great
amount of surface area between the iron and the air. When the iron meets the flame it reacts very quickly
with the oxygen in the air. You see "sparkles" in the air!
Many people who own backyard barbecue grills use charcoal briquettes which are pieces of
carbon, that yield heat as they react with oxygen in the air. Gunpowder also contains carbon that reacts
with other chemicals to give off heat. Why must the carbon in the gunpowder be in the form of a powder?
______________________________________________________________________________
Part C. A Dust Explosion Using Lycopodium Powder - (Teacher Demonstration)
<--- blow air in
candle
Lid
Paint Can
powder
Fi gure 18. 6
Dust Explosion Apparatus
As you witnesses in the demonstration with
iron filings or powder, substances that normally burn
only very poorly or slowly burn much more quickly
when in powdered form. Many dangerous explosions
have occurred at flour mills. We don't normally think of
wheat as being explosive! However, when in the
powdered form it can be very hazardous. To
demonstrate the power of a dust explosion, your
instructor will use a fine powder which is actually a
pollen from the Lycopodium plant.
The powder will be placed in a small pile inside
an empty paint can. A candle is lit and placed inside the
can. The lid is tightly sealed to the can and a puff of air
is blown into the can to suspend the dust. If all goes
well, the lid will be launched toward the ceiling as the
exothermic dust explosion causes the gas inside the
can to rapidly expand!
ACTIVITY 18.10 The Effect of a Catalyst on Reaction Rate
The final factor that we will study which affects the rates of chemical reactions is the use of
catalysts. You experimented briefly with a catalyst called manganese dioxide, MnO2, in an earlier chapter.
A catalyst is a substance that can alter the rate of a chemical reaction. Most catalysts are used to speed up
the rate of reactions. You will be performing a "catalyzed" reaction which you saw in a previous chapter.
Procedure:
18-15 1997, A.J. Girondi
1. Place roughly 10 mL of hydrogen peroxide, H2O2, in each of four clean test tubes (they don't have to
be dry). Even though you cannot see it because it is so slow, there is a chemical reaction occurring in
which H2O2 decomposes. The equation for this reaction is: 2 H2O2(l) ---> 2 H2O(l) + O2(g) Certain factors
can speed up the rate of this decomposition.
Propose a reason that might explain why H2O2 is normally stored in a dark glass or dark plastic bottle.
{26}_______________________________________ Why is it a good idea to store H2O2 in the
refrigerator?{27}___________________________________________________________________
2. Add a little of the catalyst, MnO2, to one of the tubes of H2O2. Rapid bubbling indicates that the H2O2 is
rapidly decomposing into water and oxygen gas, and that the catalyst is working. Do you observe rapid
bubbling? ______________
3. Try adding a little Fe2O3 (iron (III) oxide) to the second tube and a little common dirt to the third. To the
fourth tube add a little bit of granular aluminum. Which of these substances appear to be good catalysts
for this reaction?_________________________________________________ Which (if any) do not
seem to catalyze this reaction?_______________________________________________________
A catalyst is a substance that can alter a reaction rate, but interestingly enough, it is not consumed
in the reaction. The catalyst is not a reactant or a product. For that reason, it does not appear in the
equation for the reaction (except that it may be written over or under the arrow (the yield sign) to indicate
that it is being used:
Uncatalyzed reaction: 2 H2O2 ----------------------------------> 2 H2O + O2 (slow)
Catalyzed reaction: 2 H2O2 ----------------------------------> 2 H2O + O2 (fast)
catalyst
ACTIVITY 18.11 Catalysts in Matches and in Cigarette Tobacco
--> --> --> A Teacher Demonstration <-- <-- <--
Hopefully, you are getting a bit curious about how a catalyst actually works. It is neither a reactant
nor a product, but it must take some part in the reaction, or else it could not affect the reaction rate.
O
O
H
H
O O
H
H
Surface Catalyst
Bonds weaken when
H2O2 contacts the catalyst
Fi gure 18. 7
Action of Surface Catalysts
A catalyst enters into a reaction by altering
the reaction mechanism. You will recall that
the reaction mechanism is the series of
reactions that together comprise the steps
in the overall changes observed. A catalyst
can alter the reaction mechanism in a variety
of ways. Some surface catalysts, such as
nickel, provide a surface on which one or
more of the reactants can be adsorbed.
Once adsorbed onto the surface of the
nickel, it is believed that reactant bonds may
be stretched and weakened so much that a
less energetic collision is sufficient to cause
the reaction.
18-16 1997, A.J. Girondi
kJ
5
10
15
20
reaction progress
Fi gure 18. 8
Effect of Catalyst on
Activation Energy
reactants
products
A
B
A = activation energy without catalyst
B = activation energy with catalyst
Other catalysts - sometimes called cyclic catalysts -
may actually combine chemically with a reactant, making it
more reactive. Later on in the reaction, the catalyst is
changed back to its original state, leaving the same mass of
catalyst at the end of the experiment as there was at the
beginning of it.
In spite of the specific mechanism involved,
catalysts perform their function by allowing reactions to
occur without adding as much energy to the reactants.
Recall that the activation energy is defined as the minimum
amount of energy required to rearrange the reactants into
the products. A catalyst lowers the activation energy (see
Figure 18.8).
Your teacher will follow this procedure:
1. Obtain a book of safety matches and a small piece of very fine sandpaper from the materials shelf. Tear
one match from the book and attempt to light it using the sandpaper. What's the result?
The activation energy required to start the reaction is greater than the small amount of heat generated by
the friction between the sandpaper and the match head.
2. Next, try to light another match by rubbing it on the striking pad on the book. Result?
______________________________________________________________________________
The striking pad on a pack of "safety" matches contains a catalyst that mixes with the chemicals on the
head of the match when you strike it. The small amount of heat produced is sufficient to cause a reaction
when the catalyst is present. This is because the activation energy is lower when the catalyst is present.
Exactly how catalysts do this is an active area of research in science. Why do you think they call these
"safety" matches? ________________________________________________________________
3. Next, obtain two sugar cubes and a container of cigarette ash from the materials shelf. Rub a few sides
of one of the cubes in the ash so that some of the ash adheres to the sides. Place the cubes on a Pyrex
watch glass supported on a ring stand and try to ignite them by flaming them directly with a burner flame
while holding the burner in your hand.
Describe what happens: ___________________________________________________________
______________________________________________________________________________
Tobacco ash, itself, does not serve as a catalyst. However, the temperature at which cigarettes burn is
often not high enough to insure that cigarettes will continue to burn slowly. To aid the burning process, a
catalyst is added to the tobacco when it is processed into cigarettes. The catalytic action prevents the
cigarette from going out by lowering the activation energy needed to keep the cigarette burning. This
same catalyst also aids the burning process with the sugar cube.
18-17 1997, A.J. Girondi
A catalyst lowers the activation energy for a reaction by changing the pathway by which the reaction
occurs. (Pathway refers to the intermediate series of reactions which cause reactants to become
products.) Altering the pathway is kind of like finding another way to walk home from school - perhaps a
route that will not require you to walk up a hill! Remember that the rate of a reaction depends on the rate at
which molecules collide and also the number of collisions which are effective. Raising the temperature will
{28}_____________ the rate at which collisions occur, thus speeding up the reaction. Lowering the
activation energy required can increase percentage of collisions which are effective. This is the job of a
{29}__________________.
There are also catalysts that can raise the activation energy of a reaction, which serves to decrease the
reaction rate. Such substances are called inhibitors.
SECTION 18.12 Some Uses of Catalysts
A catalytic converter is a device that helps to reduce the pollutants emitted by an automobile's
engine. The converter contains a wire screen which is plated with a catalytic metal, probably platinum or
palladium. Engines are not 100% efficient and do not burn gasoline completely into CO2 and H2O.
Instead, some unburned hydrocarbons escape through the exhaust system. These are compounds that
contain both carbon and hydrogen, and they are considered to be pollutants. When the hot but
unreacted hydrocarbons pass over the catalyst they react, reducing the hydrocarbon pollution produced
by the vehicle. The catalyst in this case is a metal that does not take part in and is not consumed by the
reaction. The reaction merely occurs on the surface of the catalyst. How do you think the catalyst affects
the activation energy needed to allow the burning of the hydrocarbons? {30}_____________________
Only "unleaded fuels" are supposed to be used in cars that have catalytic converters. If fuels
containing lead are used, the lead can form a coating on the surface of the metal in the converter which will
destroy its catalytic properties.
Catalysts are widely used by industry to increase the rates of many chemical reactions that
otherwise would take place too slowly to be practical. Catalysts are used to increase the yield of high-
octane gasoline from petroleum. Catalysts are widely used to increase the rate of formation of ammonia, a
major constituent of fertilizer. Catalysts also occur naturally.
The metal in a catalytic converter functions as a surface catalyst. Nitric oxide (also known as
nitrogen monoxide) is an example of a cyclic catalyst. A typical example of catalysis involving NO is its
effect on the decomposition of ozone, O3, in the upper atmosphere of the Earth. Without the presence
of NO, ozone decomposes slowly. In the presence of NO, which serves as a catalyst, the reaction occurs
rapidly:
2 O3 -----------------> 3 O2 <---- slow
2 O3 -----------------> 3 O2 <---- fast
[NO]
The steps involved in the reaction mechanism or pathway for the catalytic decomposition of ozone are as
follows.
Step 1: NO + O3 -----> NO2 + O2 <---- (fast)
Step 2: NO2 -----> NO + O <---- (fast)
Step 3: O + O3 -----> 2 O2 <---- (fast)
Overall: 2 O3 ---------------> 3 O2 <---- (fast)
NO is consumed in this step
But, NO is reproduced in this step
Overall, the NO is neither
produced nor consumed. It
is a cyclic catalyst.
[NO]
18-18 1997, A.J. Girondi
In the space below, list all of the reactants found in the three steps of this mechanism. (Do not consider
the overall reaction.)
Next, in the space below, list all of the products found in the three steps of this mechanism. (Do not
consider the overall reaction.)
Finally, draw a slash through any particles which appear in both lists, and write the formulas of the
remaining particles in the space below.
Remaining reactants:{31}____________________; Remaining products:{32}_____________________
Can you now use the remaining reactants and products to write the overall reaction?_________. The
sum of the steps in any reaction mechanism should "add up to" the overall reaction.
One specific type of catalyst is called an enzyme. Enzymes are complex substances present in
biological systems which function as catalysts for biochemical processes. Pepsin in gastric juice and
ptyalin in saliva are two examples of enzymes. Ptyalin is the catalyst that accelerates the conversion of
starch to sugar. Starch will react with water to produce sugar without the presence of the enzyme ptyalin,
but it takes weeks for the conversion to occur. We could not survive if our digestive processes occurred
that slowly. We would literally starve to death even as we eat!
SECTION 18.13 Review Questions and Problems
Problem 7. The equation: 2 H2 + O2 ----> 2 H2O describes a reaction in which 0.042 moles of H2O form
after 1.3 hours. Calculate the rate of this reaction in moles of O2 used per minute.
Problem 8. The equation: 2 Al + 3 H2SO4 ----> Al2(SO4)2 + 3 H2 describes a reaction in which 30.0 grams
of Al react with sulfuric acid in 10.0 minutes. Calculate the rate in moles of Al used per hour.
Problem 9. In the reaction: Cu + 2 AgNO3 ----> Cu(NO3)2 + 2 Ag it is found that if 0.082 grams of Cu is
consumed per 1.00 minute, how many moles of Ag will be produced in 1.00 hour?
18-19 1997, A.J. Girondi
Problem 10. In the reaction 2 H2 + O2 ----> 2 H2O, it is found that hydrogen gas reacts at a rate of 10.0
grams H2 per 1.00 minute. How many minutes will it take for 267 grams of oxygen gas, O2, to react?
Problem 11. On the axes below, sketch an "energy profile curve" (like those found in Figures 18.1 -
18.4) for a reaction which has an activation energy of 42 kJ and in which the total energy of the reactants is
103 kJ more than the total energy of the products which is 20 kJ. Put a kJ scale on the "y" axis.
kJ
Reaction Progress ---->
Probl em 12. Assume that you have 1.25 L of a solution of NaCl which is 0.36 M. If you add enough
water to this solution to increase the total volume to 2.10 L, what will the molarity (M) of the diluted solution
be? (See Activity 18.7 if you need help.)
Probl em 13. If you have 1.00 L of a 0.65 M solution of HCl which you want to dilute until its molarity is
reduced to 0.45 M, how much water will you have to add?
18-20 1997, A.J. Girondi
SECTION 18.14 Learning Outcomes
Place a check mark to the left of each learning outcome on the next page after you believe that
you have mastered it. Arrange to take any chapter exams or quizzes, and then move on to Chapter 19.
_____1. Explain the effects of the following on the overall rate of a chemical reaction: the nature of the
reactants, the concentration of the reactants, the temperature of the reactants, and catalysts.
_____2. Explain how the rate-determining step effects the overall rate of a chemical reaction.
_____3. Calculate rates of chemical reactions given the needed information.
_____4. Given the rate of a chemical reaction, calculate the number of grams or moles of product
produced after a specified amount of time.
_____5. Given the rate of a reaction and the number of moles produced, calculate the reaction time.
_____6. Define activation energy and explain how a catalyst and an inhibitor affect it.
_____7. Given several chemical equations, hypothesize about which reaction occurs fastest.
_____8. Explain the relationship between the collision theory and rates of chemical reactions.
18-21 1997, A.J. Girondi
SECTION 18.15 Answers to Questions and Problems
Questions:
{1} A gas is evolved (given off); {2} A gas is evolved (given off); {3} Qualitative; {4} It is based on
observation rather than measurement; {5} H2; {6} 9.9 X 10
-5
mole Mg/sec; {7} endothermic;
{8} about 6 kJ needed; {9} about 10 kJ; {10} exothermic; {11} endothermic; {12} slow:
{13} not many of the collisions would involved particles with enough energy to react; {14} small;
{15} H + H ---> H2 would be faster since no bonds need to be broken; {16} Step 1; {17} slow;
{18} If even only one step in a mechanism is slow, the overall reaction will be slow; {19} If substances are
more concentrated there will be more collisions between the reacting particles per unit of time, and
therefore a more rapid reaction; {20} reaction time; {21} More concentrated reactants will react faster than
less concentrated ones; {22} It would reduce the rate of the reaction; {23} At higher temperature there will
be more particle collisions per unit time and a faster rate of reaction; {24} reaction time; {25} Increased
surface area between reactants will increase reaction rate; {26} Light may act as a catalyst; {27} At cold
temperatures the decomposition of H2O2 would be slower than at room temperature; {28} increase;
{29} catalyst; {30} The catalyst lowers the activation energy; {31} 2 O3; {32} 3 O2
Problems:
1. 6.1 g Mg
2. 4.2 X 10
-3
g Zn/sec
3. 6.4 X 10
-5
mole Zn/sec
4. 16.7 min
5. 13.6 g Mg
6. 5.6 X 10
-6
mole CaCO3/sec
7. 0.0027 mole O2/min
8. 6.67 mole Al/hr
9. 0.155 mole Ag/hr
10. 3.37 min
11.
kJ
Reaction Progress ---->
20
123
165
12. 0.21 M
13. Must add 0.40 L of water to obtain a final volume of 1.4 L of diluted solution
18-22 1997, A.J. Girondi
NAME____________________________________ PER____________ DATE DUE____________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
"ALICE"
CHAPTER 19
THE ENERGY
OF
CHEMICAL
PROCESSES
19-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
19-2 1997, A.J. Girondi
SECTION 19.1 Introduction to Thermodynamics
One of the important principles you learned earlier in this course was the Law of Conservation of
Mass. This principle is a result of the fact that atoms cannot be created or destroyed during a chemical
reaction. They can, however, be rearranged from one kind of molecule into another. Since each atom has
a particular mass, it follows that this mass is neither created nor destroyed. Mass is not the only quantity
that is conserved in a chemical reaction. Energy is also conserved. Experiments have shown that energy
is neither created nor destroyed in any physical or chemical change. This principle is known as the law of
conservation of energy.
Energy is neither created nor destroyed in ordinary chemical or physical
changes. This is known as the law of conservation of energy.
The law of conservation of energy is one of a set of laws which are known as the laws of thermodynamics.
This set of laws is actually rather complicated, and we will not attempt to cover them in very much detail.
Instead, we will merely introduce a few of these laws to you and indicate how they help to explain the
energy changes that accompany chemical and physical changes.
In science, we often use words and descriptions that sound very complicated when first
encountered. The word thermodynamics is a good example of this. However, the word can be translated
into simpler terms that make it more meaningful. The first part of the word, thermo, means "energy." The
second part of the word, dynamics, means "motion." The word thermodynamics means "energy in
motion." Thermodynamics refers to how energy moves around or is converted from one form into another
during chemical and physical changes.
The word law sounds very legal, but must not be taken in that sense. When the word law is used
to describe natural principles, scientists are merely trying to describe the "rules" by which nature appears
to operate. It is through experimentation that we "observe" these laws of nature.
The laws of thermodynamics are the result of the work of scientists such as James Maxwell,
Ludwig Boltzmann, R.J.E. Clausius, and many other European scientists during the nineteenth century.
We will not attempt to explain all of these laws completely, but we will examine the first law as it relates to
chemical reactions and other processes.
The reason there is a "0th law" (pronounced "zeroeth" law) is that it was recognized after the other
laws were formulated, but was considered to be important in describing the other laws. Therefore, it was
numbered in sequence before them. What are the laws of thermodynamics? When written in scientific
terms, they can become quite complicated. The four statements on the next page represent simplified
versions of these laws.
The Four Laws of Thermodynamics
0th Law: The temperature of a system is a fundamental property of that system which can be measured.
(A system is that part of the universe that you are studying, such as the atoms and molecules
involved in a chemical reaction.)
1st Law: The total energy of the universe remains constant during any chemical or physical change.
2nd Law: The universe is continually changing from a state of higher organization (order) to a state of
lower organization (more disorder).
3rd Law: The lowest possible temperature is zero degrees Kelvin. At this temperature, a system is
perfectly ordered or organized no entropy (disorder) exists.
19-3 1997, A.J. Girondi
Problem 1. Below, you will find four simple statements about the laws of thermodynamics. Referring to
the four laws, match the statements below with the correct law by writing the number of the law in the
blank.
a. _____ Everything in the universe is spreading out.
b. _____ At -273
o
C all molecular motion ceases.
c. _____ Energy is neither created nor destroyed during a change.
d. _____ It is possible to measure the temperature of any system.
SECTION 19.2 Heat and Temperature
The energy that a system has may be in the form of either potential energy or kinetic energy. You
will recall that potential energy is stored energy which is related to the position of an object. Kinetic energy
is the energy of motion. A boulder sitting on top of a hill possesses {1}_____________ energy. A
boulder that is rolling half-way down a hill has both {2}_________________ and _________________
energy. The motion of a boulder moving at the bottom of a hill represents {3}_______________ energy.
When heat energy is added to a group of molecules or atoms, the temperature will rise. When
heat energy is removed, the temperature will drop. By measuring temperature changes during a chemical
reaction, we can estimate the change in the energy content of the system. The concepts of heat and
temperature are very important in our study of energy changes, so let's give them a closer look. It is
important to realize that heat and temperature are not the same thing, but that they are related to each
other. Temperature is frequently defined as a measure of the average kinetic energy of the molecules of a
system. (Heat, on the other hand, is often defined as a measure of the total kinetic energy of a system.)
For our purposes, it is sufficient for you to recognize that temperature is a property of a system that can be
measured, and that this represents the 0th law of thermodynamics.
Problem 2. Look at the data below which describes three gases. Answer the four questions which
follow as they pertain to the gases.
Compound Temperature Volume Mass Pressure
Gas A 0
o
C 11.2 L 16 g 1 atm
Gas B 25
o
C 48.9 L 4 g 1 atm
Gas C 12
o
C 11.2 L 22 g 2 atm
a. Which gas has the greatest average kinetic energy? Explain your choice.
b. Which gas has the lowest average kinetic energy? Explain your choice.
c. Notice above that 11.2 L of gas A has a mass of 16 grams. What would be the mass in grams of 1.0
mole of gas A? (Remember: at STP (0
o
C and 1 atm) the volume of 1.0 mole of any gas is 22.4 L.)
16 g Gas A
11.2 L gas A
grams gas A
mole gas A
X =
19-4 1997, A.J. Girondi
d. Is gas A hydrogen (H2), oxygen (O2), or carbon dioxide (CO2)? Explain your choice. ______________
______________________________________________________________________________
______________________________________________________________________________
The concept that ties the concepts of heat and temperature together is called heat capacity. All
substances have definite and measurable heat capacities. This refers to their capacities to gain and hold
heat energy without changing their temperature very much. If a substance can absorb a large amount of
heat and have its temperature change by only a small amount, it is said to have a high heat capacity. On
the other hand, if a small amount of heat added to a substance causes a large increase in temperature, this
substance is said to have a low heat capacity.
Let's look at an example of how heat
capacities differ for different substances.
Imagine an automobile that has been sitting
in the sun for several hours. You would not
hesitate to place your hand on the glass of
the windshield because, while it will be warm,
it is not likely to burn your hand. However,
you would hesitate to place your hand on the
metal hood because you know it will probably
be too hot to touch without burning your
hand. The windshield and the hood have
both been exposed to the same amount of
heat energy coming from the sun over the
same period of time, but the metal feels
much hotter than the windshield. Glass is a
substance that has a high heat capacity,
while metals tend to have very low heat
capacities. As a result, the temperature of
the glass did not rise as high as did the
temperature of the metal.
Glass Windshield
(High Heat Capacity)
Metal Car Body
(Low Heat Capacity)
Fi gure 19. 1
Heat Capacities of Car Parts
In addition to the definition offered above, temperature can also be considered to be a measure of
the ability of a substance to transfer its heat to another substance. Heat always flows from substances at
higher temperatures to substances at lower temperatures. When the temperatures of both substances
are equal, heat no longer flows. (Remember the meaning of thermodynamics.) With its smaller heat
capacity, the metal part of the car is at a higher temperature and is better able to transfer heat to your hand
when you touch it. This is the reason why the glass felt cooler than the metal parts of the car.
Write two definitions of temperature: {4} ________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Now, let's test your skill at applying the concept of heat capacity to a real life situation. Imagine
your car sitting in the driveway on a very cold winter morning. Assume that all of the parts of the car are in
the same energy environment, absorbing the same amount of energy from the surroundings. Will the
frost melt off of the windshield first, or will it melt from the metal parts of the car first?
Explain your answer. {5}____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
19-5 1997, A.J. Girondi
SECTION 19.3 Specific Heat and Heat Capacity
To make measurements involving any kind of energy (such as heat capacity), a unit is needed. A
traditional unit used to express heat energy is called the calorie. Scientists needed a way to define this
unit and did so by inventing the following definition:
1 calorie is the amount of heat energy needed to raise the
temperature of 1 gram of water by 1 degree Celsius (
o
C).
This should not be confused with the calorie counts found on food labels. The food calorie is actually
1,000 times larger than the scientific calorie, and technically should be called a kilocalorie. When you are
on a diet of 1200 calories per day, you are actually eating 1200 kilocalories or 1.2 X 10
6
calories of energy!
In the International System of Units (the metric system), a more acceptable unit of energy
measurement is the joule. A joule is smaller than a calorie. In fact, 1 calorie = 4.184 joules. Because of its
widespread acceptance, we will use the joule (J) in our energy calculations. Heat capacity depends in part
on the mass of a substance.
There are normally two types of heat capacities that are identified for substances. One type of
heat capacity is called specific heat. Specific heat is the number of joules necessary to raise the
temperature of 1 gram of a substance by 1 degree Celsius.
specific heat =
Joules
(grams) X (temp change)
=
J
g.
o
C
The other type of heat capacity is called molar heat capacity. This refers to the number of joules
needed to raise the temperature of one mole of a substance by 1 degree Celsius.
molar heat capacity =
Joules
(moles) X (temp change)
=
J
mole
o
C
GO TO APPENDIX D and read the "Swimming Pool Analogy" for
a better understanding of specific heat and molar heat capacity.
ACTIVITY 19.4 Determination of the Specific Heats of Three Metals
Specific heat can be measured in the lab with relative ease. However, good lab technique is required. To
measure specific heat, a calorimeter must be used. A calorimeter is simply a container made with insulated
walls. The insulation helps to reduce the heat loss or gain to or from the immediate surroundings. In this
activity, we will use a foam cup as our calorimeter.
Heat energy always flows from an object at a higher temperature to an object at a lower
temperature. The heat gained by the cooler substance will be equal to the heat lost by the warmer
substance, assuming no heat is lost to the surroundings. In this activity, a measured mass of several
metals will be heated to a known temperature. The metals will then be placed into a calorimeter containing
a known mass of water, also at a premeasured temperature. You probably figured out that the heat will flow
from the metal to the water until the water's temperature becomes equal to the metal's temperature. Will
the temperature of the water increase or decrease?{6}___________
19-6 1997, A.J. Girondi
heat lost by metal = heat gained by water
Sample of
Metal
water
Fi gure 19. 2
Foam Cup Calorimeter
heat lost by hot
metal, is gained by
the water
cardboard lid
From the mass of the metals and that of the water in the
calorimeter, and from the temperature changes, you will be able
to calculate the specific heat of the various metals. Follow the
procedures outlined below to measure the specific heats of the
three metals. Record all of your data in Table 19.1.
Procedure for determining the specific heat of a metal:
1. Prepare a water bath using a 400 mL beaker filled 2 / 3 full of
water. Bring the water to a boil. While waiting for the water to
boil, go on to step 2.
2. You will be using samples of iron, copper, and aluminum. The
metal samples will be in the form of cylinders. Obtain 2 cylinders
of each metal and examine them. Be sure that you can identify
which is which.
3. Measure the total mass of the two cylinders of iron. Repeat for
the copper and aluminum cylinders. Record the masses in Table
19.1.
4. Place all of the cylinders in the boiling water bath for 10
minutes. Continue on with step 5 while you are waiting for the
metal samples to heat.
(The time can be shortened to 5 minutes if necessary.)
5. Obtain 3 foam cups and label the cups 1, 2, and 3. Add exactly 100 mL of water to each cup. Record
the mass of the water in each cup. Remember, 1 mL water = 1 g.
6. After the metal samples have heated for at least 10 minutes, while keeping the samples in the water,
measure the initial temperatures of each of the metals by holding the bulb of a thermometer in the center
the hot water bath. Record this as the initial temperature of the metals in Table 19.1.
7. Measure and record the initial temperature of the water in calorimeter number 1. Use a second
thermometer to do this.
8. Using your crucible tongs, remove the iron cylinders from the water bath and very quickly place them
into the water in calorimeter 1. With constant stirring (very important), record the highest temperature
reached by the water. (Watch carefully!) The temperature will not rise very much and the change occurs
very quickly! Repeat this procedure using the other two metals and calorimeters 2 and 3.
Note: in Table 19.1, for each metal used, the final temperature of the metal will equal the final temperature
of the water.
9. You now have all of the data that is needed to calculate the specific heat of each metal. Before you do
these calculations, clean up your lab area. Dry the metal cylinders and return them to the materials shelf.
Calculations:
Calculating the specific heats of the metals involves the use of two mathematical equations which
are listed below. Keep in mind that the heat lost by the metal is equal to the heat gained by the water.
19-7 1997, A.J. Girondi
Let's call this quantity "q". Equation 1 below is used to calculate "q." The symbol T refers to the change
in temperature, and the specific heat of water is 4.184 J / g.
o
C.
Equation 1: q = (mass in grams of water) (T of water in
o
C) (specific heat of water)
Now substitute your value for "q" from equation 1 (above) into the numerator of equation 2 (below). Enter
the mass of metal used and the temperature change of the metal into the denominator, and solve
equation 2 to obtain the specific heat of the metal.
Equation 2: specific heat of metal =
q
(mass of metal in grams) (T of metal in
o
C)
Once again, to calculate the specific heat of a metal first use equation 1 to calculate the heat lost by the
metal which is designated as "q" which is the substituted into equation 2. Solving equation 2 yields the
specific heat of the metal:
Use equation 1 to find the value of "q"
which is the heat lost by the metal.
Substitute the value of "q" into equation 2.
Solve equation 2 to for the specific heat of the metal.
Calculate the specific heats of the three metals used above. You must use both equations 1 and 2. Show
all of your work in the space provided below. Use your data recorded in Table 19.1.
1. Calculation of specific heat of iron:
S.H. iron = __________ J / g.
o
C
2. Calculation of specific heat of aluminum:
S.H. aluminum = __________ J / g.
o
C
3. Calculation of specific heat of copper:
S.H. copper = __________ J/g.
o
C
19-8 1997, A.J. Girondi
Data Table 19.1
Calculation of the Specific Heat of Three Metals
Metal 1 Metal 2 Metal 3
(Fe) (Al) (Cu)
Mass of metal cylinders (g) ____________ ____________ ____________
Initial temp. of hot metal ____________ ____________ ____________
Final temp. of metal ____________ ____________ ____________
Temp. change (T) of metal in
o
C ____________ ____________ ____________
Mass of H2O used in calorimeter (g) ____________ ____________ ____________
Initial temp. of H2O in calorimeter ____________ ____________ ____________
Final temp. of H2O in calorimeter ____________ ____________ ____________
Temp. change (T) of H2O in
o
C ____________ ____________ ____________
Your results will probably reveal a fair amount of error. Nevertheless, which metal did you find to have the
smallest specific heat?______________ Which metal did you find to have the greatest specific
heat?______________ The accepted values for the specific heats of these three metals, taken from the
Handbook of Chemistry and Physics, are:
copper: 0.389
J
g.
o
C
iron: 0.444
J
g.
o
C
aluminum: 0.908
J
g.
o
C
Did your results produce the correct order (smallest, middle, and greatest) of specific heats for the three
metals? _______________________________________________________________________
If samples of these three metals were placed in the sun on a hot summer day, which one would feel
hottest to the touch?{7}__________________________ Which of the metals would feel coolest to the
touch?{8}_______________________ The unit for specific heat measurements is J / g.
o
C. This means
that if a metal has a high specific heat, it requires {9}___________ energy to cause the temperature of one
gram of the metal to rise by 1
o
C. Therefore, if equal masses of two metals absorb equal amounts of
energy, the temperature of the one with the higher specific heat will go up {10}_________ than the one
with a lower specific heat value, and the one with the higher specific heat value will feel
{11}___________________.
SECTION 19.5 Molar Heat Capacity
When you compare the specific heats of two substances, you are comparing the amount of heat
needed to raise the temperature of equal masses of the two substances by 1
o
C. Since substances have
different densities, equal masses do not contain the same number of molecules or atoms. If you are
interested in comparing the amounts of heat needed to raise the temperature of equal numbers of
molecules or atoms of two substances by 1
o
C, you will have to compare their molar heat capacities instead
19-9 1997, A.J. Girondi
of their specific heats. Calculate the molar heat capacities of the three metals in the spaces provided in
Table 19.2 below. As an example, the calculations for the molar heat capacity of zinc are shown for you.
Tabl e 19. 2
Calculating Molar Heat Capacities
Substance Specific Heat Atomic Mass Molar Heat Capacity
(J / g.
o
C) (g / mole) (J / mole
o
C)
zinc 0.382 65.37 (0.382 J / g.
o
C)(65.37 g / mole) = 25
iron 0.444 _________
aluminum 0.908 _________
copper 0.389 _________
Note that the specific heats which are based on equal masses (1 gram) of the three metals are different,
while the molar heat capacities which are based on equal numbers of atoms (1 mole) are virtually identical.
Remember that 1 mole equals 6.02 X 10
23
atoms. This indicates that the amount of heat needed to raise
the temperature of an element by 1
o
C has been found to depend on the number of atoms of the element
present, not upon the identity or mass of atoms. This was first discovered by two Frenchmen in 1817,
Pierre Dulong and Alexis Petit. Since one mole of every element contains the same number of atoms, a
fixed amount of heat (about 25 J / mole
o
C) should then be required to raise the temperature of one mole
of a solid element by 1
o
C. This has come to be known as The Law of Dulong and Petit.
(The molar heat capacity of water is different from that of the metals, but it is a liquid compound, not a solid
element.)
The Law of Dulong and Petit
The amount of heat needed to raise the temperature of an element
by 1
o
C has been found to depend on the number of atoms of the
element present, not upon the identity or mass of atoms.
This law permitted scientists of the 19th century to begin to approximate the values of atomic
masses of many solid elements. They did this simply by using experimentally determined specific heat
values of the elements and the molar heat capacity value of 25 J / mole
o
C.
As an example, let's see if you can determine the atomic mass of element "X" which is found to
have a specific heat of 0.481 J / g.
o
C. Use the value of 25 J / mole
o
C for the molar heat capacity and
calculate the atomic mass of this element. Use the calculations in Table 19.2 as a guide. Show your work
below:
Atomic mass of element "X" = {12}_______ g / mole. What is the identity of element "X"?{13}___________
19-10 1997, A.J. Girondi
SECTION 19.6 Solving Problems Involving Specific Heat and Heat
Capacity
Knowing the heat capacity (specific heat) of a substance allows you to calculate how much heat
energy is required to raise the temperature of a known amount of a substance by a specified number of
degrees. As usual, unit analysis will be useful in solving such problems. Study the sample problem
below.
Sample Problem: How much heat energy is required to raise the temperature of 10.0 grams of water
by 50.0
o
C? (You must know that the specific heat of water is 4.184 J / g.
o
C)
Solution: You are asked to find an amount of heat energy, so you want find an answer in joules. You
are given two pieces of information including 10.0 g of water and 50.0
o
C. You could start the problem with
either of these quantities. We will use dimensional analysis and start with 10.0 g water.
10.0 g H
2
O X
????
????
X
????
????
= ???? joules
To change information about water into information about energy, you need to include some conversion
factors in the set-up that can relate these two units. That's the job of specific heat. Consider the unit ratio
for specific heat. It relates information about energy (J) to information about water (g) and (
o
C). So, let's
plug it into the fencepost:
10.0 g H
2
O X
4.184 J
(1g) (1
o
C)
X
????
????
= ???? joules
Notice that grams of H2O will now cancel, leaving J /
o
C. We want to end with joules only , so we want
o
C to
cancel. For this purpose, we can use the 50.0
o
C given in the problem:
10.0 g H
2
O X
4.184 J
(1g) (1
o
C)
X
50.0
o
C
1
= 2090 joules
After including the 50.0
o
C, all units cancel properly, so we just use a 1 as a denominator under the 50.0
o
C.
The answer turns out to be 2092 joules, which is rounded to three significant figures: 2090 J. That's all
there is to it. Just make sure that units cancel properly, leaving you with the units you want. If we had
decided to start with the 50.0
o
C instead of the 10.0 g H2O, the fencepost would have ended up looking
like this:
50.0
o
C X
4.184 J
(1g) (1
o
C)
X
10.0 g H
2
O
1
= 2090 joules
Your knowledge of basic algebra and of dimensional (unit) analysis will allow you to solve a variety
of problems involving specific heat and molar heat capacity. You should not have to memorize any
equations to solve thermodynamics problems, since dimensional analysis allows you to create your own
equations. Here is an example of a variation:
Sample Problem: When 3600. joules of heat energy are added to 140. g of water, how much does
the temperature go up?
Solution: We are asked for a temperature change, so we want to end with units of
o
C. Let's start the
fencepost with 3600. J:
19-11 1997, A.J. Girondi
Note that the specific heat ratio had to be
inverted this time so that joules would cancel.
3600. J X
(1g) (1
o
C)
4.184 J
X
=
{14}
_ _ _ _ _ _ _ _ _ _ _
o
C
Finish the problem above by filling in the blanks in the "fencepost" and calculate an answer. Next, try
some problems on your own. Set up each problem below so that units cancel to give the appropriate
answer. Show the complete set-up for each problem and include all units! Round answers to the correct
number of significant figures.
Problem 3. How many joules are required to heat 150 mL of water from 20.
o
C to 84
o
C? (Note from the
examples that the temperature change is what is important here. Also, recall that 1 g H2O = 1 mL H2O.)
__________ J
Problem 4. How many joules are required to heat 10. g of silicon from 22
o
C to 44
o
C? (The specific heat
of silicon is 0.76 J / g.
o
C) Hint: first calculate, T, the change in the temperature.
__________ J
Problem 5. How much will the temperature change when 418.4 J of heat are added to 50. g of water?
__________
o
C
Problem 6. A piece of substance "Z" is heated directly and it is found that 5805 Joules of energy are
needed to raise the temperature of the substance from 25.0
o
C to 35.0
o
C. The specific heat of substance
Z is known to be 1.28 J/g
o
C. What was the mass in grams of this piece of substance Z? (Note: water is not
involved in this problem.)
___________ g
19-12 1997, A.J. Girondi
Problem 7. When 2092 J of heat are added to a certain mass of water, the temperature rises by 125
o
C.
What is the mass of the water?
__________ g H2O
Problem 8. A certain substance "Q" has a molar heat capacity of 18.6 J / mole
o
C. How many joules are
needed to raise the temperature of 2.0 moles of this substance by 200.
o
C?
__________ J
SECTION 19.7 Entropy
Now let's return to the laws of thermodynamics. The 0th law concerns the concept of
temperature. However, there is more to this law than meets the eye, particularly in relation to the concept
of entropy.
Entropy is a measure of the amount of disorder in a system.
Gases have high entropy (they are highly disordered) because the particles of a gas move around in
random motion. Thus, gases have no definite shape or volume. Solids have low entropy because the
particles of the solid are arranged in a definite order (such as a crystal lattice) and the motion of these
particles is very limited. They have a definite shape and volume.
SOLI D LIQUID GAS
lots of order a little order no order
Fi gure 19. 3
Degrees of Entropy in Three Phases of Matter
(low entropy) (moderate entropy) (high entropy)
19-13 1997, A.J. Girondi
How do you think the entropy of liquids compares to that of gases and solids?
{15}____________________________________________________________________________
Explain: {16}_____________________________________________________________________
______________________________________________________________________________
As the temperature (kinetic energy) of a system is increased, the particles move more rapidly. This
increased activity can be viewed as an increase in the "disorder" of the system, and, therefore, the
{17}_______________ of the system has increased. On the other hand, when heat energy is removed
from a system, its temperature decreases and the disorder (entropy) tends to decrease. However, phase
changes must also be considered. If a solid turns into a liquid, does entropy increase or
decrease?{18}_____________________. If a gas condenses into a liquid does entropy increase or
decrease ?{19}_____________________.
Problem 9. Identify each situation below as being an example of either increasing or decreasing
entropy (circle one):
a. water becoming ice increase decrease
b. a bowl of chili cooling increase decrease
c. paper being shredded increase decrease
d. warming a cup of tea increase decrease
e. heating liquid water to a vapor increase decrease
f. hardening of liquid wax increase decrease
SECTION 19.8 Enthalpy
The 1st law of thermodynamics concerns the conservation of energy in chemical and physical
changes. By conservation of energy, we mean that when changes occur, energy is neither created nor
destroyed. This means that energy does not mysteriously "appear," nor does it mysteriously "disappear"
or cease to exist when a change occurs.
You know that a chemical reaction
begins with reactants and ends with
products. This description is not quite
complete, because there is also an
energy change associated with a
reaction. The energy change can be
either endothermic or exothermic.
reactants products
reactants products + heat energy
reactants + heat energy products
Exothermic
Endothermic
In the first case, heat energy is produced in addition to the products. This is normally called an exothermic
reaction. An easy way to remember this is to think of the word exit, which means "to leave." In an
exothermic reaction, energy leaves the system.
19-14 1997, A.J. Girondi
Problem 10. You must be able to distinguish equations for endothermic reactions from equations for
exothermic ones. Test your skills on the equations below. Label each equation as being either
endothermic or exothermic, based on whether the energy (kilojoules) is written on the reactant or the
product side.
a. CaCO3 + 177.8 kJ ----> CaO + CO2 __________________________________
b. 2 Ag + Br2 ----> 2 AgBr + 199.2 kJ _______________________
c. 2 SO2 + O2 ----> 186.6 kJ + 2 SO3 _______________________
d. 94.1 kJ + PCl5 ----> PCl3 + Cl2 _______________________
Generally speaking, more chemical reactions are exothermic than endothermic. In both types of reactions,
there is an energy difference between the reactants and the products. For an exothermic reaction, this
energy difference is a result of the excess energy leaving the system and going into the surroundings.
Fi gure 19. 4
Movement of Heat During a Reaction
CHEMICAL
SYSTEM
Surroundings
heat in
heat out
During an endothermic reaction, heat energy must enter
the system from the outside. There is never a net
increase or decrease in total energy in the system and
the surroundings. The energy that leaves the system
ends up in the surroundings. Thus, energy is neither
created nor destroyed, but is merely exchanged
between the system and surroundings. This is the 1st
law of thermodynamics.
What causes this energy difference between the reactants and the products? It involves more
than just a temperature change. It involves both kinetic and potential energy changes. As you know, heat
is a measure of the total kinetic energy of the molecules in a system, while potential energy is related to
the location or the position of molecules. In a larger sense, potential energy has something to do with the
arrangement and position of objects.
In chemical compounds, the chemical bonds are the result of attractions between charged parts of
atoms, which is a form of potential energy. Chemical bonds represent an arrangement with a specific
amount of potential energy. Potential energy is stored in chemical bonds. During a reaction, chemical
bonds are broken in the reactants and new ones are formed in the products. If the products have less
potential energy than the reactants, potential energy has been converted into kinetic energy. This makes
the molecules of the products move more rapidly. They ultimately transfer this energy to their
surroundings, causing the surroundings to become hotter. This situation represents an exothermic
process.
On the other hand, if the potential energy of the products is greater than that of the reactants (that
is, the chemical bonds in the products have greater potential energy than the chemical bonds of the
reactants), heat energy must enter the reactants from the surroundings in order for the reaction to occur.
In this case, kinetic energy (or heat energy) is converted into potential energy (in chemical bonds)
representing an endothermic process. The temperature in the surroundings decreases in this situation.
There is now a need to quantify all of this. This can be done by referring to the heat content of a
system as its enthalpy, which is a Greek word meaning "warm." Energy changes which involve heat are
known as enthalpy changes. The symbol used to denote the enthalpy of a system is the capital letter H.
19-15 1997, A.J. Girondi
An enthalpy change is denoted by the symbol H. You may pronounce H as either "delta H" or
"change in H." For any chemical reaction the enthalpy change can be written:
enthalpy change = H = (H
p
H
r
)
In this case, Hp represents the heat content of the products, and Hr represents the heat content of the
reactants. Recall that in an exothermic reaction, heat is released as one of the products. This means that
in such a case, Hp must be less than Hr. Steam condensing into water provides an example of such a
change:
steam
(g)
----> water
(l)
+ heat energy
In exothermic changes, the
heat content of the products
is less than the heat content
of the reactants.
Heat energy must be {20}________________________ the steam to cause it to condense. In this case,
the energy contained in the steam is greater than the energy contained in the liquid water. The energy
change of an exothermic reaction can be indicated in two ways. First, the energy can be written into the
equation as a product as you have already seen:
2 H2 + O2 -----> 2 H2O + 572 kJ
Since the energy is located on the right side of the equation above, this tells us that the energy is given
off and the reaction is exothermic.
The energy change can be shown separately by writing the H value after the equation:
2 H2 + O2 -----> 2 H2O; H = 572 kJ
When you write it this way, you need some method of indicating whether the energy is given off or
absorbed. To indicate that the energy is given off and that the reaction is exothermic, we make the value
for H negative.
Now let's look at an example of an endothermic reaction such as the melting of ice.
ice
(s)
+ heat energy -----> water
(l)
In endothermic changes, the heat
content of the products is greater
than the heat content of the
reactants.
Heat energy must be {21}____________________ the ice before it can melt. In this case, is the energy
contained of the ice greater than or less than the energy contained in the liquid water? {22}____________
Because H = Hp Hr, would H for endothermic reactions always be a positive or a negative number?
{23}____________________
Now look at this chemical reaction: N
2
+ 2 O
2
+ 67 kJ -----> 2 NO
2
In this chemical reaction, Hp is {24}____________________ than Hr, resulting in an endothermic change.
This equation can also be written: N2 + 2 O2 -----> 2 NO2; H = +67 kJ
19-16 1997, A.J. Girondi
Enthalpy changes are associated with chemical and physical changes. These changes obey the
1st law of thermodynamics. You will notice that when a process is exothermic, the heat energy appears on
the righthand side of the equation with the products.
When the process is endothermic, the heat energy appears on the lefthand side of the equation
with the reactants. Instead of including the energy in the equation, H can be written after the equation.
In that case, the sign of H is given a negative sign if the reaction is exothermic and it is given a positive
sign if the reaction is endothermic.
Problem 11. Use both methods of indicating the energy change for the chemical reactions defined by
the equations below. Include the energy quantity within the equation
Equation Energy Change
a. 2 H2 + O2 ----> 2 H2O 572 kJ (exo)
b. H2 + Cl2 ----> 2 HCl 185 kJ (exo)
c. H2 + I2 ----> 2 HI 51.1 kJ (endo)
d. 8 H2S ----> 8 H2 + S8 20.1 kJ (endo)
In the left column include the energy quantity within the equation. In the right column use "H."
a. ______________________________ ______________________________
b. ______________________________ ______________________________
c. ______________________________ ______________________________
d. ______________________________ ______________________________
ACTIVITY 19.9 How Much Heat Is Required To Melt Ice?
By using a calorimeter, you can measure the amount of heat which is absorbed when ice melts.
Procedure:
1. Obtain a thermometer, a foam cup, and a piece of cardboard large enough to serve as a lid over the
cup. Using a graduated cylinder, measure exactly 100. mL of water, and pour the water into the cup.
Record the temperature of the water to the nearest 0.5
o
C.
2. Obtain 2 or 3 ice cubes that have partially melted, so that the temperature of the cubes is 0
o
C. Remove
any excess liquid from the cubes with a paper towel, and add them to the cup. Place the cardboard lid
over the cup. The lid should have a small hole through which you should insert the thermometer.
Carefully stir the icewater mixture. While you are providing continuous stirring (don't stop), observe the
temperature every 15 seconds as it goes down. When the temperature becomes constant for two
consecutive readings, record the final temperature to the nearest 0.5
o
C.
3. Remove the remaining ice and shake as much water as possible back into the cup from the ice cubes.
Do not leave the ice in the water after the temperature has leveled off remove it immediately. Measure
and record the volume of water remaining in the cup. From this data you can determine the volume of
water that melted from the ice. Record all data in Table 19.3 below.
19-17 1997, A.J. Girondi
Tabl e 19. 3
Heat Required to Melt Ice
Original Volume of H2O _______mL
Original Temp. of H2O _______
o
C
Time Elapsed (sec) Temp (
o
C)
15 _______
30 _______
45 _______
60 _______
75 _______
90 _______
105 _______
120 _______
135 _______
150 _______
165 _______
180 _______
195 _______
210 _______
225 _______
240 _______
Lowest Temp. Reached _______
o
C
Final Volume of H2O _______mL
Volume H2O from Ice _______mL
Mass of Ice that Melted _______g
(1 mL H2O = 1 g H2O)
water
Fi gure 19. 5
Foam Cup Calorimeter
cardboard lid
ice cubes
The 100 mL of water cooled from its original temperature (to) to its final temperature (tf). The
absolute value of this temperature change is represented as |tf - to|. Calculate the change in the heat
energy of this water by using the formula below.
heat energy change = (mass of 100 mL H2O) (T) (S.H. of water)
T = |tf - to|
S.H. = 4.184 J / g.
o
C
joules
19-18 1997, A.J. Girondi
Calculation:
Energy change = __________ J
Now calculate the heat needed to melt one gram of ice by dividing the change in energy above (J), by the
mass of ice that melted (g). Show set-up.
__________ J / g
Now use the heat of fusion per one gram of ice from the calculation above to find the heat required to melt
one mole of ice. This is the change in heat energy when 1 mole (18.02 g) of water - in the form of ice -
melts. Set up the calculation below to change J / g to J / mole of water.
__________ J / mole
The accepted value from the Handbook of Chemistry and Physics is 6025 J/mole. Calculate the
percentage error involved in your experiment. The formula for %E is in the reference section of your
ALICE materials.
___________ %Error
What do you think was the greatest source of error in your experiment?__________________________
______________________________________________________________________________
The ice was absorbing energy as it melted. This energy was not gained as kinetic energy because
the temperature of the ice remained at 0
o
C for the entire experiment. Thus, the rate of motion of the
molecules was not increasing. If the rate of motion of the molecules was not affected, the energy must
have been gained as potential energy (energy of position). What change in the H2O molecules did this
additional potential energy cause? {25}__________________________________________________
The amount of heat required to melt a substance is sometimes called its heat of fusion. This
does not mean the same thing as nuclear fusion!
ACTIVITY 19.10 Measuring Enthalpy Changes
The next several experiments are designed to illustrate enthalpy changes. Perform each of the
following experiments and answer the questions given in each section.
19-19 1997, A.J. Girondi
Experiment 1: The formation of an aqueous solution of NaOH
1. Place 5 mL of water into a standard 150 mm test tube. Measure the temperature of the water.
T = _________
o
C
2. Using forceps, put 5 pellets of solid NaOH into the test tube. DO NOT handle the pellets with your
fingers. Wash your hands with plain water if contact is made. Wear safety glasses and an apron. Be sure
to quickly replace the lid tightly on the bottle of NaOH. (It absorbs water from the air.) Stir the solution in
the test tube for a minute or two and measure its temperature again. T = __________
o
C Does the test
tube feel warmer or cooler?________________________
In an exothermic process, heat is released by the
chemical system and is absorbed by the water which
serves as the surrounding "environment" of the
system. Thus, the water gets warmer. During an
endothermic process heat is absorbed from the
environment by the chemical system. Since the water
is the environment of the chemical system in this case,
an endothermic process would absorb heat from the
water making it cooler. Is the dissolving process for
NaOH exothermic or endothermic?______________
chemical
system
water gets
cooler
heat
water environment
Endothermic Reaction In Water
chemical
system
water gets
warmer
heat
water environment
Exothermic Reaction In Water
Fi gure 19. 6
Heat Exchange in Water
Rewrite the equation NaOH(s) -----> Na
1+
(aq) + OH
1-
(aq) below and include the term "heat" on the
proper side as a reactant or product:{26}_________________________________________________
Water is not included in the equation above, because dissolving is a physical change, not a chemical one.
Therefore, water is not a reactant. In the change above, do the reactants or the products have greater
enthalpy? {27}________________________
Experiment 2: The formation of an aqueous solution of NH4NO3.
1. Place 2 mL of water in a standard 150 mm test tube. Measure the temperature of the water.
T = _________
o
C
2. Add a small amount (about enough to cover a penny) of solid NH4NO3 to the water. Stir the solution for
a minute or two, and measure the temperature of the solution. T = __________
o
C
Does the test tube feel warmer or cooler?__________________ How did the temperature
change?________________________________ Was heat released to the water environment or
absorbed from the water environment by the chemical system? ______________________________
Is this process exothermic or endothermic?________________________________
Rewrite the equation NH4NO3(s) -----> NH4
1+
(aq) + NO3
1-
(aq) by adding the term "heat" as a reactant or
19-20 1997, A.J. Girondi
product to the proper side: {28}_______________________________________________________
In the change above, do the reactants or the products have greater enthalpy? {29}__________________
Experiment 3: The reaction of NaOH solution with HCl solution
If you have not already done so, put your safety glasses on. Put 3 mL of 1 M HCl solution into a
standard 150 mm test tube. Put 3 mL of 1 M NaOH solution (handle with care!) into a second similar test
tube. Wash your hands with plain water if contact is made. Measure the temperature of each solution,
rinsing the thermometer between uses.
THCl = __________
o
C; TNaOH = __________
o
C
Now mix the two solutions and stir well. Measure the temperature of the reaction mixture.
T = __________
o
C.
Did the water temperature increase or decrease after mixing?__________________ Is this chemical
reaction exothermic or endothermic?______________________
Rewrite the equation HCl(aq) + NaOH(aq) ---> HOH(l) + Na
1+
(aq) + Cl
1-
(aq) below by adding the term "heat"
to the proper side as a reactant or product: {30}____________________________________________
Assume that 55 joules of energy were exchanged in experiment 3. Then, write the equation above using
H to indicate the heat change instead of writing "heat" in the equation. Use the correct sign (+ or ) for
H.
{31}___________________________________; H = __________J
In this reaction, do the reactants or the products have more potential energy? {32}__________________.
ACTIVITY 19.11 (Optional) Heat of Condensation of Water
Earlier in this chapter you determined the heat required to melt a given amount of ice. When
energy is added to water at its boiling point, 100
o
C, the temperature of the water does not increase.
Instead, the added energy allows the water molecules to move away from each other and enter the vapor
state. The energy required to vaporize one gram of a substance at its boiling point is known as the heat of
vaporization or the enthalpy of vaporization of the substance. When the vapor cools, the heat released is
known as the heat of condensation (or the enthalpy of condensation). In this activity, we are going to try to
determine the amount of heat released when one gram of water vapor condenses to liquid water.
Materials: foam cup with cardboard lid, 125mL Erlenmeyer flask, one-holed rubber stopper, glass bend,
lab burner, 50-mL graduated cylinder, thermometer, distilled water.
Procedure:
1. Obtain a foam cup and a cardboard lid to cover the top of the cup. The lid should have a small hole in it
through which a thermometer will fit.
19-21 1997, A.J. Girondi
2. Measure the mass of the cup and its lid (together). Enter this as mass "A" in Table 19.4.
3. Place 40.0 mL of distilled water into the foam cup. Measure and record the total mass of the calorimeter,
lid, and water as mass "B" in Table 19.4.
cup
H2O
Lid
Fi gure 19. 7
Vaporization of Water Apparatus
4. Put some water into the 125-mL Erlenmeyer
flask until it is about one-fourth full.
5. Fit the flask with a glass bend and rubber
stopper as shown in Figure 19.7.
6. Heat the flask of water on a ring stand with a
laboratory burner as shown until it is gently
boiling. Lower the heat such that the water
continues to slowly boil.
7. As the water in the flask is getting hot, measure
and record the temperature of the water in the
foam cup. (An electronic thermometer can
provide more accuracy - to 0.1
o
C), if available.)
8. When fog is seen coming out of the glass
bend, insert the tip of the glass bend through the
hole in the cardboard lid and down into the water
in the calorimeter. Make sure that the glass
tubing is actually submerged into the water in the
cup. Hold it in this position for 1.5 to 2 minutes.
CAUTION: the glass tube and water vapor will be
hot! Hold the cup into position with beaker tongs
to keep your hands away from the hot fog.
9. Remove the glass bend from the cup. Measure the temperature of the water in the cup and record this
as final temperature "E" in Table 19.4.
10. Measure the mass of the cup with its lid, water, and condensed water vapor and record this as mass G.
Analysis and Conclusions:
1. Complete the Table 19.4 by finding the values of C, F, and H. Show work below.
19-22 1997, A.J. Girondi
2. The heat released when the water vapor condensed was added to the water in the calorimeter, causing
its temperature to increase. This quantity of heat "q" can be found using an equation which you used
earlier in this chapter. You will need to use the initial mass of water (data C), the change in temperature of
this water (data F), and the specific heat of water. Calculate this amount of heat,"q", in joules for your
experiment. Show work below.
3. The heat of condensation is the heat released, in joules, when 1.00 gram of water vapor condenses to
liquid water. Divide the results of analysis step 2 (data I in Table 19.4) by the mass of steam condensed
(data H). Show work below, and record the results.
Tabl e 19. 4
Heat of Condensation of Water
A. mass of empty calorimeter + lid __________ g
B. mass of calorimeter, lid, and water __________ g
C. mass of water (B A) __________ g
D. initial temperature of water in calorimeter __________
o
C
E. final temperature of water in calorimeter __________
o
C
F. change in water temperature (E D) __________
o
C
G. mass of calorimeter, lid, total water __________ g
H. mass of condensed water vapor (G B) __________ g
I. heat released in condensation process __________ J
J. heat of condensation of water(I H) __________ J/g
4. The accepted value for the enthalpy of condensation of water is 2260 J/g. How does your experimental
enthalpy of vaporization of water compare with the actual value? _______________________________
Calculate your percentage error:
% Error = __________
19-23 1997, A.J. Girondi
5. The amount of heat given off when one gram of water vapor condenses to liquid water is the same as
the amount of heat needed to change one gram of liquid water to a vapor.
water vapor liquid water
2260 J/g
2260 J/g
In Activity 19.9 you experimentally determined the amount of heat required to melt ice. The accepted
value for that is 334.7 J/g. The heat required to vaporize liquid water is 2260 J/g. Why do you think there
is a significant difference between the amount of heat needed to melt ice and the amount of heat needed
to vaporize liquid water?
{33}____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. The amount of heat given off when a vapor of ethyl alcohol condenses to a liquid is 855 J/g. For
benzene vapor the value is 395 J/g. How do these values compare with the enthalpy of condensation of
water in J/g? {34}_________________________________________________________________
______________________________________________________________________________
C
C
C
C
C
C
H
H
H
H
H
H
7. The structure of benzene is shown at right. How might you use the
concept of polarity to explain why the amount of heat given off when benzene
vapor condenses to a liquid is less than that given off when an equal mass of
water vapor condenses to a liquid? {35}_____________________________
_________________________________________________________
8. How is the amount of heat given off when a vapor of substance X condenses to its liquid related to the
boiling point of substance X and to the strength of intermolecular forces in the liquid? {36}____________
______________________________________________________________________________
______________________________________________________________________________
9. A burn caused by exposure to hot steam or hot fog at 100
o
C can be more harmful than a burn caused
by exposure to boiling water at 100
o
C. Why? {37}__________________________________________
______________________________________________________________________________
19-24 1997, A.J. Girondi
ACTIVITY 19.12 Superheated Steam
-> -> -> Teacher Demonstration <- <- <-
Once water has been converted into the gaseous state, additional heating cannot change its
phase again. Added heat simply causes the hot gas to increase in temperature. Superheated steam is is
gaseous water which is above 100
o
C. It can cause very severe burns. Your instructor will set up
equipment to produce superheated steam. You will see how it can be used to scorch paper!
Unbelievable!
Water is first heated to a vapor at 100
o
C.
Vapor is then heated to
temperatures above 100
o
C.
Superheated Steam
Fi gure 29. 8
Making Superheated Steam
SECTION 19.13 Optional Review Problems
12. How many joules of heat are needed to raise the temperature of 56.0 grams water from 45.0
o
C to
52.0
o
C? (S.H. H2O = 4.184 J/g.
o
C)
13. If 4.85 KJ of heat are added to 83.0 g of water initially at 67.0
o
C, what will its final temperature be?
14. The water in a calorimeter absorbs 234 J of heat and its temperature moves from 25.0
o
C to 38.0
o
C.
What is the mass in grams of water in the calorimeter?
15. Aluminum has a specific heat of 0.908 J/g
o
C. How many kilojoules of heat are released when a 1.5
kilogram block of aluminum cools from 135.0
o
C to 25.0
o
C?
16. A 85.96 gram block of metal is found to increase in temperature by 12.0
o
C when it absorbs 458 joules
of heat. Using information given in Section 19.5, identify this metal.
17. It is found that when 46.0 grams of a substance absorbs 672 joules of energy, its temperature
increases by 45.0
o
C. What is the value of the specific heat of this substance?
19-25 1997, A.J. Girondi
SECTION 19.14 Learning Outcomes
The principles of thermodynamics are important to your understanding of chemistry. Check off
the learning outcomes below after you feel you have mastered them. Arrange to take any tests or quizzes
on Chapter 19, and then move on to Chapter 20.
_____1. State, in general terms, the laws of thermodynamics.
_____2. Explain the concepts of specific heat and heat capacity.
_____3. Do calculations involving specific heat and heat capacity.
_____4. Explain transfers of heat involved in calorimetric measurements and be able to do calculations
involving these transfers.
_____5. Given a situation, determine whether it is an example of increasing or decreasing entropy.
_____6. Distinguish between exothermic and endothermic reactions.
_____7. Identify an equation as representing an endothermic or exothermic reaction if the equation
shows heat as a reactant or product.
_____8. Identify an equation as representing an endothermic or exothermic reaction if the value of H is
given.
_____9. Explain and distinguish between enthalpy and entropy.
_____10. Identify and use the standard unit of energy in the International System of Units, the joule (J).
19-26 1997, A.J. Girondi
SECTION 19.15 Answers to Questions and Problems
Questions:
{1} potential; {2} potential and kinetic; {3} kinetic; {4} measure of average kinetic energy of particles, or a
measure of the ability of a substance to transfer heat; {5} It will melt off of the metal car body first because
metal has a lower heat capacity and, therefore, its temperature will rise more; {6} increase; {7} The one
with the smallest specific heat value; {8} The one with the largest specific heat value; {9} more; {10} less;
{11} cooler; {12} 52 g/mole; {13} Cr; {14} 6.15
o
C; {15} Liquids have greater entropy than solids but less
than that of gases; {16} The molecules of a liquid are free to move so that they are more disordered than
those of a solid - however, they are not able to move farther apart like those of a gas; {17} entropy;
{18} increase; {19} decrease; {20} removed from; {21} added to; {22} less than; {23} positive;
{24} greater; {25} The molecules moved farther apart during the phase change;
{26} NaOH(s) -----> Na
1+
(aq) + OH
1-
(aq) + heat; {27} reactants;
{28} NH4NO3(s) + heat -----> NH4
1+
(aq) + NO3
1-
(aq); {29} products;
{30} HCl(aq) + NaOH(aq) ---> HOH(l) + Na
1+
(aq) + Cl
1-
(aq) + heat
{31} HCl(aq) + NaOH(aq) ---> HOH(l) + Na
1+
(aq) + Cl
1-
(aq) ; H = 55 J
{32} reactants; {33} Melting requires that bonds between particles be weakened, whereas vaporization
requires that bonds be broken; {34} The values for ethyl alcohol and benzene are lower than that for
water; {35} The value for benzene is lower because it is nonpolar, while water is polar and polar bonds are
stronger; {36} A higher heat of vaporization indicates a higher boiling point and stronger forces of
attraction between the particles; {37} At 100
o
C hot steam or fog has more potential energy than boiling
water at 100
o
C.
Problems:
1. a. 2nd; b. 3rd; c. 1st; d. 0th
2. a. B - highest temperature; b. A - lowest temperature; c. 32 g;
d. oxygen - it has a molecular mass of 32 g/mole;
3. 4.0 X 10
4
J (rounded to two significant figures)
4. 167 J (rounds to 170 J)
5. 2.0
o
C
6. 454 g
7. 4.00 g H2O
8. 7.4 X 10
3
J (rounded to two significant figures)
9. a. decrease; b. decrease; c. increase; d. increase; e. increase; f. decrease
10. a. endothermic; b. exothermic; c. exothermic; d. endothermic
11. a. 2 H2 + O2 ----> 2 H2O + 572 kJ; 2 H2 + O2 ----> 2 H2O; H = 572 kJ
b. H2 + Cl2 ----> 2 HCl + 185 kJ; H2 + Cl2 ----> 2 HCl; H = 185 kJ
c. H2 + I2 + 51.1 kJ ----> 2 HI; H2 + I2 ----> 2 HI; H = 51.1 kJ
d. 8 H2S + 20.1 kJ ----> 8 H2 + S8; 8 H2S ----> 8 H2 + S8; H = 20.1 kJ
12. 1640 J
13. Final Temp = 81.0
o
C
14. 4.30 g
15. 150. KJ of heat (rounded to three significant figures)
16. iron (S.H. = 0.444 J/g.
o
C)
17. 0.325 J/g.
o
C
19-27 1997, A.J. Girondi
SECTION 19.16 Student Notes
19-28 1997, A.J. Girondi
NAME____________________________________ PER____________ DATE DUE____________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
"ALICE"
CHAPTER 20
CHEMICAL
EQUILIBRIUM
K
eq
20-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
20-2 1997, A.J. Girondi
SECTION 20.1 Introduction to Equilibrium Systems
In most of the chemical reactions we have studied so far, it appears as though all of the reactants
are converted to products before a reaction stops. In truth, however, experiments show that the
conversion of reactants into products is often incomplete in chemical reactions. This is the case no matter
how long the reaction is allowed to continue.
As a reaction progresses, the concentrations of the reactants decrease, while the concentrations
of the products increase. Eventually, a state is established in which the concentrations of products and
reactants no longer change. This is known as the state of equilibrium. You have already studied many
examples of equilibrium. The most obvious example was probably encountered during your study of
solutions. At that time, you performed some activities that involved the use of saturated solutions.
Equilibrium is a balance between two equal and opposing processes or forces. When a system
reaches equilibrium, it does not undergo additional change unless the equilibrium is somehow disturbed.
A saturated solution is in equilibrium because there is a balance between the two opposing forces of
dissolving and crystallizing. (See Figure 20.1 below.) This is an example of a physical equilibrium since
dissolving and crystallizing are physical changes. An equation can be written to represent what is
occurring in this saturated solution after equilibrium has been reached:
REACTANTS PRODUCTS
CaCl2(s) Ca
2+
(aq) + 2 Cl
1-
(aq)
The (aq) subscript refers to "aqueous"
which means dissolved in water.
Ca
2+
Cl
1-
Cl
1-
Saturated CaCl2 Solution
Fi gure 20. 1
Solution Equilibrium
The double arrow indicates that the forward reaction is occurring
at the SAME RATE as the reverse reaction. Therefore, no
overall change occurs in the system. To an observer, it appears
as though nothing whatsoever is happening in the saturated
CaCl2 solution. Actually, the change shown at right is occurring
constantly in both directions. Note that the equation above
shows chlorine as 2 Cl
1-
, not as Cl2. Chloride ions (Cl
1-
) do not
exist in diatomic form. This is because these ions already have a
stable octet of electrons. Only chlorine atoms form diatomic
molecules: (Cl2). This is also true for the other diatomic elements.
CaCl2(s) <===> Ca
2+
(aq) + Cl2(aq) WRONG! ---> <--- WRONG!
CaCl2(s) <===> Ca
2+
(aq) + 2 Cl
1-
(aq)
The type of change shown in Figures 20.1 and 20.2 is referred to as dynamic equilibrium because,
although no changes can be observed in the system, the two opposing changes are happening
constantly.
Figure 20.2 illustrates two more examples of physical equilibria. Examine what is in each beaker,
and note how a double arrow is used in the equilibrium equation for each situation. Note, too, how the
state (solid, liquid, gas, or aqueous) of each substance is represented using subsscripts. Finally, notice
that coefficients are used to balance the equations properly.
20-3 1997, A.J. Girondi
Figure 20.2 Equilibrium Systems in Saturated Solutions
Saturated AlCl3 Solution
Al
3+
Cl
1-
AlCl3(s) <===> Al
3+
(aq) + 3 Cl
1-
(aq)
Cl
1-
Cl
1-
AlCl3
Pb
2+
I
1-
Saturated PbI2 Solution
I
1-
PbI2 (s) <===> Pb
2+
(aq) + 2 I
1-
(aq)
PbI2
Problem 1. The three equations below represent equilibrium systems created by dissolving solids in
water. Complete the equilibrium equations below. Include any charges on ions and the state of the ions
which in this case is "aqueous" or (aq):
a. NaCl(s) <====> _____________________________
b. Fe2(SO4)3(s) <====> _____________________________
c. BaBr2(s) <====> ______________________________
The formula for water is not included in the examples above because dissolving is not a chemical change
and, therefore, water is not consider a reactant. When substances dissolve in water they do not
chemically react with it. They merely come part in the water. Later in this chapter you will study reactions
that involve chemical equilibrium, since the changes are chemical, rather than physical.
There are several criteria that must be satisfied before an equilibrium can be achieved. Let's take a
closer look at some of these. Compare the two systems shown below (beakers A and B). Which beaker
contains a system at equilibrium?{1}_________ What do you think prevents the system in the other
beaker from forming an equilibrium system? {2}____________________________________________
Fi gure 20. 3
Closed and Open Systems
H2O(g)
H2O(l)
BEAKER "A"
H2O(g)
H2O(l)
BEAKER "B"
H2O(l) H2O(g)
20-4 1997, A.J. Girondi
Could equilibrium ever be achieved in an open system such as that shown in beaker B? {3}________ Why
or why not? {4}___________________________________________________________________
Hopefully, you have arrived at the conclusion that an equilibrium can be established in a system
such as this only if the system is closed. In addition, this system must be held under conditions of
constant temperature, pressure, and volume. If one or more of these factors is altered, the equilibrium
changes as well. (Not all equilibrium systems are affected by pressure or volume, but all equilibrium
systems are affected by temperature. We will discuss this later in the chapter.)
Equilibrium equations give an overall picture of the types of chemical changes that are occurring.
The equations do not, however, provide any information about the actual amounts of reactants and
products present. The equilibrium equation for a saturated sodium chloride solution:
NaCl(s) <====> Na
1+
(aq) + Cl
1-
(aq)
merely indicates the identities of the ions and molecules involved in the equilibrium, and the double
arrows show that equilibrium prevails. There is absolutely no way that you can tell what the concentrations
of any of the products or reactants are just by looking at this equation. The reaction container may have a
few crystals of solid NaCl present or it may have a large pile of solid salt.
SECTION 20.2 Solving Problems Involving Equilibrium Systems
There is a simple relationship between the concentrations of the products and the reactants.
Through much experimental study, scientists were able to come up with a law of chemical equilibrium.
Consider the hypothetical equilibrium system: A + B <===> C + D
Brackets such as, [ ], are used to denote molar (M) concentration. So when you see something like
[Ag
1+
], it means "molar concentration of silver ions." This law of chemical equilibrium states that if you find
the product of the concentrations of the products, [C] [D], and divide that result by the product of the
concentrations of the reactants, [A] [B], the result will be a constant value:
constant value =
[C] [D]
[A] [B]
Now, let's look at a real example:
4 NO(g) + 6 H2O(g) <====> 4 NH3(g) + 5 O2(g)
Since this system is at equilibrium, this means that the RATE of the forward reaction (--->) is equal to the
RATE of the reverse (<---) reaction. From the equation for the equilibrium system, we can write what is
called the equilibrium expression for this reaction:
equilibrium expression =
[NH
3
]
4
[O
2
]
5
[NO]
4
[H
2
O]
6
You should notice two things about the expression above. First, note that the numerator contains the
product of the concentrations of the products, and the denominator is the product of the concentrations
of the reactants. Second, you should see that the coefficients in the equation become exponents in the
equilibrium expression. The reasons why we turn coefficients into exponents can be explained using
kineticmolecular theory and collision theory. However, we will simply accept this, and save the
explanation for a more advanced course. If you know the concentrations of all the reactants and products
in this equilibrium system, you can plug those values into this expression and solve it. The value you will
20-5 1997, A.J. Girondi
get is a constant. Why? Well, if you somehow manage to change the concentration of NH3, for example,
the concentrations of the other substances in the system will change, too. The net effect will be that the
expression will maintain the same value. Since it is a constant value, it is given the symbol K. Since it
involves equilibrium, it is often called Keq. (Other authors may designate it as K, Kc, etc.) So,
K
eq
=
[NH
3
]
4
[O
2
]
5
[NO]
4
[H
2
O]
6
Problem 2. Write the equilibrium expressions for each of the chemical situations given below.
a. 2 NO2(g) <===> N2O4(g) Keq =
b. N2(g) + 3 H2(g) <===> 2 NH3(g) Keq =
c. Ag
1+
(aq) + 2 NH3(aq) <===> Ag(NH3)2
1+
(aq) Keq =
d. 2 NO(g) + 2 H2(g) <===> N2(g) + 2 H2O(g) Keq =
Setting up an equilibrium expression is an extremely useful skill after you become aware of what
information it can provide. In other words, what good is Keq?
One way to determine the value of Keq for a particular reaction is to allow the reaction to proceed at
a given temperature in such a way as to allow the products to accumulate in the reaction container. After a
period of time, the reaction will reach equilibrium. At this point, it may be possible to experimentally
determine the concentrations of the reactants and products in the container. The concentration values
are then substituted into the equilibrium expression which is then solved for Keq.
Let's consider an equilibrium system involving only gases and assume that some method is
available to determine the concentrations of reactants and products at equilibrium. Equilibrium equations
are frequently accompanied by the temperature at which the reaction was allowed to achieve equilibrium.
Since temperature always affects equilibrium, it also affects the value of Keq. For example:
H2(g) + I2(g) <===> 2 HI(g) (at 250
o
C)
Let's look at how the value of Keq for this system can be determined (at this temperature).
1. Start by writing the correct formula for the Keq of this reaction:
K
eq
=
[HI]
2
[H
2
] [I
2
]
20-6 1997, A.J. Girondi
2. Below are the experimentally determined equilibrium concentrations of each reactant and product for
the system above. The brackets mean molarity (moles / liter of sol'n).
Temp. [H2] [I2] [HI]
Experiment 1: 250
o
C 0.00560 0.000590 0.01270
Experiment 2: 250
o
C 0.00460 0.000970 0.01476
Notice that two experiments were probably performed under slightly different conditions, producing
different equilibrium concentrations. Temperature was constant.
3. Substituting this data into the equilibrium expression:
Experiment 1: K
eq
=
(0.0127)
2
(0.0056) (0.00059)
= 48.8
Experiment 2: K
eq
=
(0.01476)
2
(0.0046) (0.00097)
= 48.8
Note that while the concentrations of reactants and products changed from experiment 1 to experiment 2,
the value of Keq did not change.
Complete the following problems. First, write the expression for Keq for each reaction, and then
use the given data to calculate the value of Keq. Show all work.
Problem 3. Reaction: N2O4(g) <===> 2 NO2(g) (at 520
o
C)
Equilibrium Concentrations: [N2O4] = 0.014; [NO2] = 0.072
Keq = ____________
Problem 4. Reaction: N2(g) + 3 H2(g) <===> 2 NH3(g) (at 583
o
C)
Equilibrium Concentrations: [N2] = 0.20; [H2] = 0.20; [NH3] = 0.016
Keq = ____________
20-7 1997, A.J. Girondi
Problem 5. Reaction: 2 NO(g) + O2(g) <===> 2 NO2(g) (at 500
o
C)
Equilibrium Concentrations: [NO] = 3.49 X 10
-4
; [O2] = 0.80; [NO2] = 0.25
Keq = ____________
Problem 6. Reaction: NCl3(g) + Cl2(g) <===> NCl5(g) (at 520
o
C) Equilibrium is established when
there is 0.0350 mole of NCl3, 0.0200 mole Cl2, and 0.0110 mole of NCl5 in a volume of 2.50 liters. (Hint:
you must first calculate the concentrations in moles per one liter of sol'n.)
Keq = _____________
SECTION 20.3 LeChatelier' s Principle
Earlier in this chapter it was mentioned that certain factors can disrupt an equilibrium. If one or
more of these factors is altered, the equilibrium is momentarily upset. These factors are changes in:
1. temperature
2. pressure
3. volume of the reaction container
4. concentration of a reactant and or a product
The exact effect of any change in reaction conditions on equilibrium was studied extensively by Henri
LeChatelier, a French chemist. LeChatelier was mainly interested in what occurred when changes in the
four factors listed above were made in a system at equilibrium.
LeChatelier found that changes in these factors could put a "stress" on the system at equilibrium,
causing it to move away from the state of equilibrium. This stress causes a change in the rate of either the
forward or reverse reaction. After the system moves away from equilibrium, he observed that the amounts
of reactants and products adjusted in order to restore the system to equilibrium. The results of his
observations allowed him to formulate the following law, or principle, known as
LeChatelier's Principle: When a stress is placed on a system at equilibrium, the
system will adjust to relieve the stress and to restore equilibrium in the system.
The stress changes the RATE of either the forward or the reverse reaction. LeChatelier's principle states
that when a stress is applied, the RATES of the reactions will adjust so that the RATES once again
become equal.
20-8 1997, A.J. Girondi
As an example, let's look at the equilibrium system: 2 NO(g) + O2(g) <===> 2 NO2(g)
Assume we mix some O2 molecules with an excess (more than needed) of NO molecules:
original equilibrium concentrations
NO O2 NO2
+
(Excess NO present)
length of arrows indicates relative
rates of forward and reverse reactions
LeChatelier's principle enables us to predict the direction in which the equilibrium would shift when the
concentration of one or more of the products or reactants is changed. Suppose more oxygen were
added to the reaction container. We could ask, "What effect would this change have on the rates of the
forward and reverse reactions, and would this concentration increase affect the concentrations of the
other components in the system?"
You are putting a "stress" on a system in equilibrium whenever you change the concentration of
any of the products or reactants. This means that, as a result of the change, the system is no longer in
equilibrium. LeChatelier's principle can be explained using the collision theory. Part of this theory states
that a collision must occur before a chemical reaction can take place between reactants. Furthermore, the
collisions must produce enough energy and the particles must often collide in just the right way. Not all
collisions result in a reaction. When more oxygen is added, there will be more collisions between the NO
and O2 molecules. This will increase the rate of the forward (---->) reaction:
NO O2 NO2
+
(Excess NO present)
some oxygen is added
rate of forward reaction is now greater
The system will try to remove the stress by getting rid of the excess oxygen. In this way, an equilibrium
condition can be restored. The only way for the system to get rid of the extra oxygen is to have it react with
NO to produce more product, NO2. So, momentarily the system "shifts to the right" and produces more
product:
NO O2
+
NO2
(Excess NO present)
more product is now produced
Looking at it another way, the added oxygen molecules temporarily increase the rate of the forward (--->)
reaction. However, since there are now more product molecules (NO2), they collide more often which
increases the rate of the reverse reaction (<-----), and eventually a new equilibrium is established.
However, this equilibrium situation is different from the original equilibrium situation because the
concentrations of the reactants and the products are not the same as they were originally. The rates of the
20-9 1997, A.J. Girondi
reactions are again equal, but they are not the same as the original rates. Because of the "shift to the
right" the system now has more product than it did before more oxygen was added. Notice, too, that the
shift caused the concentration of a reactant (NO) to decrease. The stress was relieved in the sense that at
least some of the added oxygen has been removed.
NO O2
+
NO2
(Excess NO present)
new equilibrium rates
new equilibrium concentrations
Since oxygen was added, how do you think the rates of the forward and reverse reactions in the new
equilibrium compare to those in the old equilibrium? {5}______________________________________
Using these principles, predict the direction of the shift (forward ---->) or (reverse <----) in
equilibrium when the concentration of Cl2 is increased in the system below, and how this will affect the
concentrations of each of the other products and reactants.
4 HCl(g) + O2(g) <===> 2 H2O(g) + 2 Cl2(g)
When the concentration of Cl2 is increased, the equilibrium will shift to the {6}_______________. The
concentration of HCl will {7}____________________ . As the system begins to shift after the addition of
Cl2, the concentration of Cl2 will {8}_________________. The concentration of O2 will
{9}_________________. The concentration of H2O will {10}_________________.
Problem 7. Complete Table 20.1 below. The first blank has been completed as an example.
Tabl e 20. 1
Direction of Equilibrium Shift
Equation Added Equilibrium Shift
Substance to Right or Left
a. CO(g) + 2 H2(g) <===> CH3OH(g) CO ------>
b. PCl5(g) <===> PCl3(g) + Cl2(g) PCl3 ________________
c. N2(g) + 3 H2(g) <===> 2 NH3(g) H2 ________________
d. CO(g) + H2O(g) <===> CO2(g) + H2(g) H2 ________________
e. 4 NO(g) + 6 H2O(g) <===> 4 NH3(g) + 5 O2(g) H2O ________________
f. 2 SO2(g) + O2(g) <===> 2 SO3(g) SO3 ________________
g. 2 NCl3(g) <===> N2(g) + 3 Cl2(g) Cl2 ________________
h. CH3COOH(aq) <===> H
1+
(aq) + CH3COO
1-
(aq) CH3COOH ________________
i. C2H6(g) <===> H2(g) + C2H4(g) H2 ________________
20-10 1997, A.J. Girondi
ACTIVITY 20.4 Lechatelier's Principle and Changes in Concentration
Now that you are able to predict the direction of an equilibrium shift, you will perform an
experiment that will allow you to apply this skill. The shifting of an equilibrium will be examined
experimentally by using the reaction for the formation of a "complex ion" with the formula Fe(SCN)
2+
by
the combination of Fe
3+
ions with an SCN
1-
ion:
Fe
3+
(aq) + SCN
1-
(aq) <===> Fe(SCN)
2+
(aq)
(pale yellow) (colorless) (reddish)
This is a good example to use because a solution of Fe
3+
ions has a faint yellow color, while a solution of
SCN
1-
ions has no color. When these two solutions are mixed, a deep-red color results due to the
formation of the Fe(SCN)
2+
ion. In this activity you will examine what happens when certain stresses are
placed on the equilibrium that exists between these three ions. Wear safety glasses.
Before you begin note that: There are two concentrations of Fe(NO3)3 solutions of the materials shelf for
this activity. Be sure to use 0.1M Fe(NO3)3 in step 1 and 0.2M Fe(NO3)3 in step 5, part b.
Procedure:
1. Look at the bottle of 0.1M Fe(NO3)3 solution. This solution contains Fe
3+
ions and NO3
1-
ions. The
color of this solution is due to the Fe
3+
ions. What's the color of the aqueous Fe
3+
ions? {11}__________
(The NO3
1-
ions are only spectator ions here, so we will ignore them.)
2. Look at the bottle of 0.1M KSCN solution. The KSCN solution contains K
1+
and SCN
1-
ions. Based on
the appearance of this solution, what can you conclude about the color of the K
1+
and SCN
1-
ions?
___________________________ (The K
1+
ions are only spectator ions here, so we will ignore them.)
3. In a test tube, mix 1 or 2 mL of the Fe(NO3)3 solution with 1 or 2 mL of the KSCN solution. The resulting
color is due to the product, FeSCN
2+
. What's the color of the FeSCN
2+
ion?{12}________________
Look again at the equilibrium equation for this reaction. Note that FeSCN
2+
is the product of the reaction
between Fe
3+
and SCN
1-
.
4. To a 100 or 150 mL beaker, add 1 mL of 0.1M Fe(NO3)3 solution. (Be sure it is the 0.1 M solution.) Next,
add 2 mL of 0.1M KSCN solution. Finally, add 75 mL of distilled water. Stir well. This solution contains
some reactants (Fe
3+
and SCN
1-
) and some product (FeSCN
2+
). The reddish color of the product
(FeSCN
2+
) is not very evident at this point, since it is diluted.
Fe
3+
(aq) + SCN
1-
(aq) <===> Fe(SCN)
2+
(aq)
(pale yellow) (colorless) (reddish)
5. Now place four 4-mL portions of the solution formed in step 4 into separate clean standard-sized (150
mm) test tubes. (Make sure the test tubes all have the same internal diameter.) Label the tubes A through
D and perform the following tests:
a.) Do nothing to tube A. Use it as a control in order to compare its color to the other tubes.
b.) To tube B, add 15 drops of 0.2M Fe(NO3)3 solution and compare the color of test tube B to test tube A.
Has the color gotten lighter or darker?{13}____________________ Does this color change indicate an
increase or a decrease in the concentration of Fe(SCN)
2+
.{14}_________________________
20-11 1997, A.J. Girondi
When you added Fe(NO3)3, you were adding Fe
3+
ions to the equilibrium system. This resulted in an
increase in the concentration of Fe
3+
ions, [Fe
3+
], in the system. Explain the effect (on the equilibrium) of
increasing the Fe
3+
concentration in the system. {15}_______________________________________
______________________________________________________________________________
c.) To tube C, add several drops of 6M NaOH (dangerous). Handle this solution with great care. If you get
any on you, wash with lots of water. Be sure to wear safety glasses! Mix well. Does the solution's color get
lighter or darker?{16}______________ Does this change indicate an increase or a decrease in the
concentration of Fe(SCN)
2+
?{17}___________________________
Thus, adding NaOH has the overall effect of DECREASING the concentration of Fe
3+
ions in the
equilibrium system:
Fe
3+
(aq) + SCN
1-
(aq) <===> Fe(SCN)
2+
(aq)
(pale yellow) (colorless) (reddish)
Explain the effect on the equilibrium system which resulted from the addition of NaOH: {18}___________
______________________________________________________________________________
d.) To tube D, add about 1 mL (20 drops) of 0.1M AgNO3 solution. (Avoid getting this solution on your
hands. After several hours, a dark stain can result.) Is the color of this mixture lighter or darker than that of
tube A? {19}________________ Does this change indicate an increase or a decrease in the
concentration of Fe(SCN)
2+
? {20}___________________ When you add AgNO3 to the equilibrium
system, some of the SCN
1-
ions react with it. The SCN
1-
that reacted this way is removed from the
equilibrium system. So, adding AgNO3 has the effect of DECREASING the concentration of SCN
1-
ions
in the equilibrium system. What is the effect of this change on the equilibrium system?
{21}________________________________
Problem 8. Using your observations from the activities above, complete Table 20.2 for the Fe(SCN)
2+
equilibrium system.
Tabl e 20. 2
Shifts in the Fe(SCN)
2+
Equilibrium System
Test Substance Added Effect Shift Forward (--->) Toward Products, or
Shift Reverse (<---) Toward Reactants
a. nothing none none
b. Fe(NO3)3 increases Fe
3+
___________________
c. NaOH decreases Fe
3+
___________________
d. AgNO3 decreases SCN
1-
___________________
SECTION 20.5 LeChatelier's Principle and Changes in Pressure
Now let's "shift" our discussion to the effects of pressure changes on equilibrium systems. For
reactions which occur in liquid solutions, a change in pressure will not affect the equilibrium to any great
20-12 1997, A.J. Girondi
extent because the volume of the liquid solution will not change very much even if extreme pressure is
placed on the system. However, when a gas is involved, changing pressure will have an effect on the
equilibrium. Consider the equilibrium system below:
N
2
O
4(g)
<===> 2 NO
2(g)
If a container full of these two gases is at equilibrium and the pressure is changed, a stress is placed on the
system. If we increase the pressure on the system, it will adjust itself to reduce the pressure. This is in
accord with LeChatelier's principle. Since the pressure of the system is directly proportional to the
number of gas molecules present, the only way to reduce the pressure (at constant temperature) is to
reduce the total number of molecules in the system. This can occur if two NO2 molecules combine to form
one N2O4 molecule. Therefore, to relieve the strain caused by increasing the pressure, the equilibrium will
shift to the left toward the reactant which is N2O4.
Increasing the pressure on a gaseous system at
equilibrium causes the equilibrium to shift to the side with
the fewest number of molecules.
On the other hand, if the pressure is decreased, more gas molecules must be formed to bring the
system's pressure back to equilibrium. In this case, some N2O4 molecules will decompose into two NO2
molecules. This will increase the number of gas molecules present, thereby increasing the pressure in
the system.
Decreasing the pressure on a gaseous system at
equilibrium causes the equilibrium to shift to the side with
the larger number of molecules.
Consider a container in which the reaction
shown at right has come to equilibrium:
N
2(g)
+ 3 H
2(g)
<===> 2 NH
3(g)
In which direction will the equilibrium shift if the pressure on the system above is
decreased?{22}_____________ Explain: {23}____________________________________________
______________________________________________________________________________
How should the pressure be changed on the system above in order to produce a larger amount of
ammonia, NH3? {24}____________________ Explain: {25}_________________________________
______________________________________________________________________________
Shown at right is another reaction which you studied
previously involving the formation of HI gas by the reaction:
H
2(g)
+ I
2(g)
<===> 2 HI
(g)
How will the equilibrium in the reaction above be affected by an increase in pressure? {26}_____________
Explain: {27}_____________________________________________________________________
In part a of Problem 9 below, the equation shows 1 molecule of N2O4 on the left side and 2
molecules of NO2 on the right side. Therefore, a decrease in pressure would cause a shift of the
equilibrium to the right (toward more molecules). In part b of Problem 9, the equation reveals 2 molecules
on the left side of the arrow and only 1 molecule on the right side. Indicate the direction of shift when the
pressure decreases in the space provided. Then, complete Problem 9.
20-13 1997, A.J. Girondi
Problem 9. Complete Table 20.3 below. Indicate the direction in which the equilibrium will shift if the
pressure is changed in the manner indicated.
Tabl e 20. 3
Pressure Changes and Equilibrium Shifts
Equilibrium Equations Pressure Shifts
a. N2O4(g) <===> 2 NO2(g) decreased ---->
b. PCl3(g) + Cl2(g) <===> PCl5(g) decreased _____
c. 2 SO3(g) <===> 2 SO2(g) + O2(g) decreased _____
d. 2 CO(g) + O2(g) <===> 2 CO2(g) decreased _____
e. N2(g) + O2(g) <===> 2 NO(g) increased _____
f. 2 H2(g) + O2(g) <===> 2 H2O(g) decreased _____
g. C3H8(g) + 5 O2(g) <===> 3 CO2(g) + 4 H2O(g) decreased _____
h. 2 N2O(g) <===> 2 N2(g) + O2(g) increased _____
i. 2 HBr(g) <===> H2(g) + Br2(g) increased _____
j. CH4(g) + 2 O2(g) <===> CO2(g) + 2 H2O(g) increased _____
SECTION 20.6 LeChatelier's Principle and Changes in Volume
LeChatelier's principle can also be used to predict the effect of changes in the volume of the
reaction container on equilibrium. Equilibrium shifts caused by volume changes are similar to those
caused by pressure changes. When the volume of a particular reaction container is reduced, the
molecules get crowded together and collide more frequently. This stress can be relieved by decreasing
the number of molecules present. Look again at the nitrogen dioxide equilibrium:
2 NO(g) + O2(g) <===> 2 NO2(g)
A decrease in the volume of the reaction container can be compensated for by forming fewer molecules.
The result is that the equilibrium above shifts to the right to form more molecules of NO2. In the process,
three molecules of reactants will become two molecules of product. In general terms, this relationship can
be stated as follows:
For reactions in which there is a change in the number of
gas molecules, a decrease in the volume favors the reaction
that produces fewer molecules. An increase in volume
favors the reaction that produces the larger number of
molecules.
If the forward and reverse reactions of an equilibrium system
produce the same number of molecules, then changes in volume
have no effect on the system. Consider the system shown at right:
H
2(g)
+ Cl
2(g)
<===> 2 HCl(g)
Note that the forward reaction (--->) produces two molecules of HCl, while the reverse reaction (<---) also
produces two molecules one H2 and one Cl2. (This is also true for pressure changes.)
20-14 1997, A.J. Girondi
Problem 10. Based on this generalization, predict whether equilibrium shifts toward the products (--->)
or the reactants (<---) in each example below when the volume of the reaction container is decreased:
a. PCl5(g) <===> PCl3(g) + Cl2(g) _____________________________
b. N2(g) + 3 H2(g) <===> 2 NH3(g) _____________________________
c. 2 CO(g) + O2(g) <===> 2 CO2(g) _____________________________
Problem 11. In which direction will the systems below shift if the volume of the reaction container is
increased:
a. H2(g) + I2(g) <===> 2 HI(g) _____________________________
b. CO(g) + 2 H2(g) <===> CH3OH(g) _____________________________
c. C3H8(g) + 5 O2(g) <===> 3 CO2(g) + 4 H2O(g) _____________________________
Problem 12. Study the equations in Table 20.4. Determine the direction of equilibrium shift. Answer
by writing either "forward" or "reverse," or by using arrows: ---> or <---. These equations are a little more
complicated, because they involve liquids and solids in addition to gases. Pressure changes do not have
much, if any, effect on liquids and solids, so you should only consider molecules of gases in an equilibrium
system when effects of pressure changes are being evaluated. Therefore, substances which are liquids
or solids with subscripts (l) or (s) in the equations should be ignored in Table 20.4.
Remember: As you complete Table 20.4, ignore any substances below which are solids or pure liquids.
Tabl e 20. 4
Equilibrium Shifts and Pressure Changes
Pressure Shift
Equilibrium Equation Change Direction
a. CO(g) + H2O(l) <===> CO2(g) + H2(g) increase ___________
b. 4 FeS(s) + 7 O2(g) <===> 2 Fe2O3(s) + 4 SO2(g) increase ___________
c. 4 NH3(g) + 5 O2(g) <===> 4 NO(g) + 6 H2O(l) decrease ___________
d. C(s) + O2(g) <===> CO2(g) decrease ___________
When an equilibrium system involving gases is present in a closed container, changes in volume
cause changes in pressure. If the size of the container is decreased (volume is decreased) the pressure
goes up. For example, imagine that you are squeezing a balloon which contains gases into a smaller
volume. To relieve the increased pressure, the system will shift in the direction of fewer gas atoms or
molecules. If the size of the container is increased, the system will shift in the direction which will provide
more gas atoms or molecules which can occupy the added volume of space. Changes in volume like
changes in pressure do not affect solids or pure liquids.
20-15 1997, A.J. Girondi
Problem 13. Complete Table 20.5 below. Reminder: Ignore any substances which are solids (s) or
pure liquids (l).
Tabl e 20. 5
Equilibrium Shifts and Volume Changes
Volume Shift
Equilibrium Equation Change Direction
a. CO(g) + H2O(l) <===> CO2(g) + H2(g) increase ___________
b. 4 FeS(s) + 7 O2(g) <===> 2 Fe2O3(s) + 4 SO2(g) increase ___________
c. 4 NH3(g) + 5 O2(g) <===> 4 NO(g) + 6 H2O(l) decrease ___________
d. C(s) + O2(g) <===> CO2(g) decrease ___________
SECTION 20.7 Equilibrium Systems Involving Solids and/or Liquids
Many of the equilibrium equations that you have seen so far in this chapter have reactants and
products which are either gases (g) or water (aqueous) solutions (aq). Changes in volume or pressure
have an effect on gases. Changes in concentration have an effect on both gases or aqueous solutions.
However, changes in volume, pressure, or concentration in equilibrium systems do not affect solids or
pure liquids. They are not variables that play a role in determining the value of Keq. We will save an in-
depth discussion of the reasons for this for a future chemistry course! Solids and pure liquids are never
included in Keq expressions. Examine the following examples.
CaO
(s)
+ CO
2(g)
<===> CaCO
3(s)
K
eq
=
1
[CO
2
]
H
2
O
(l)
+ HF
(g)
<===> H
3
O
1+
(aq) + F
1-
(aq) K
eq
=
[H
3
O
1+
] [F
1-
]
[HF]
Problem 14. Write the equilibrium (Keq) expressions for the following systems. Do not include
substances which are solids (s) or pure liquids (l).
a. BaCO3(s) <===> BaO(s) + CO2(g) Keq =
b. HCN(aq) + H2O(l) <===> H3O
1+
(aq) + CN
1-
(aq) Keq =
c. CuSO43H2O(s) + 2 H2O(g) <===> CuSO45H2O(s) Keq =
20-16 1997, A.J. Girondi
SECTION 20.8 LeChatelier's Principle and Changes in Temperature
Changes in temperature will also create a stress on a system at equilibrium. In this case, the effect
is more complicated than that for stresses caused by concentration and pressure changes. This is
because Keq is temperature dependent, meaning that its value will be numerically different at different
temperatures for a given reaction. Thus, heating or cooling an equilibrium system will result in a shifting of
the equilibrium forward (to the right) or reverse (to the left), depending on which of the two reactions is
exothermic and which is endothermic.
Let's first consider a reaction that is exothermic (as most reactions tend to be). Such a reaction
can be written as:
reactants <===> products + heat energy
Suppose the temperature of the system is increased. This involves adding heat energy to the system.
This is like increasing the amount of a product of the reaction. (Since heat appears on the right side of the
equation, it can be considered a product.) You might think of this as placing a stress on the right side of
the equation. To relieve this stress, the equilibrium will shift to the left. The concentrations of products will
then {28}_____________ , and the concentrations of reactants will {29}_______________. .
Lowering the temperature of an exothermic reaction that has come to equilibrium should have the
opposite effect. Lowering the temperature amounts to removing heat energy from the system. This
stress will result in the equilibrium shifting to the right. This will {30}______________the concentration of
products and {31}________________ the concentration of reactants.
Next, let's consider an endothermic reaction that can be written as:
reactants + heat energy ----> products
The heat energy can be regarded as part of the reaction, in this case as one of the reactants. Adding heat
energy by increasing the temperature of this system at equilibrium amounts to placing a stress on the left
side of the equation. To relieve the stress, the concentration of reactants will decrease by forming more
{32}___________. (The system shifts to the right.) Decreasing the temperature of this endothermic
reaction will cause the equilibrium to shift to the {33}_____________.
In summary, you know that in an equilibrium system one of the reactions is exothermic and the
other is {34}______________. Raising the temperature (which amounts to adding heat) will cause an
increase in the rate of both reactions. In terms of collision theory, why would this be true? {35}_________
______________________________________________________________________________
However, when heat is added, the rate of the endothermic reaction (the reaction which uses heat) will
generally increase more than the rate of the exothermic reaction (which gives off heat). In other words,
adding heat causes a shift in favor of the endothermic reaction. Removing heat, causes a shift in favor of
the exothermic reaction.
20-17 1997, A.J. Girondi
Problem 15. Complete Table 20.6 by indicating the direction of the equilibrium shift when the
temperature is changed as indicated.
Tabl e 20. 6
The Effect of Temperature Changes on Equilibrium Systems
Temperature Shift
Equilibrium Equation Change Direction
a. H2(g) + Cl2(g) <===> 2 HCl(g) + 44184 kJ decrease __________
b. 50.2 kJ + H2(g) + I2(g) <===> 2 HI(g) decrease __________
c. CH4(g) + 2 O2(g) <===> CO(g) + 2 H2O(l) + 887 kJ increase __________
d. C(s) + O2(g) <===> CO2(g) + 393 kJ decrease __________
e. N2(g) + 3 H2(g) <===> 2 NH3(g) + 46 kJ increase __________
f. 2376 kJ + 8 SO2(g) <===> S8(s) + 16 O2(g) decrease __________
g. 75.3 kJ + CH4(g) <===> C(s) + 2 H2(g) increase __________
ACTIVITY 20.9 Testing LeChatelier's Principle With Cobalt Ions
This next activity will allow you to study the effects of concentration and temperature changes on
an equilibrium system that exists between two different cobalt complexes. In water solutions, the Co
2+
ion
is pink. The pink color is due to the existence of a complex ion with the formula: Co(H2O)6
2+
. This is the
form in which cobalt normally exists in water. When Cl
1-
ions are also present in high concentrations, the
Co(H2O)6
2+
is converted to Co(H2O)4Cl2, which is blue:
Co(H2O)6
2+
(aq) + 2 Cl
1-
(aq) <===> Co(H2O)4Cl2(aq) + 2 H2O(l)
pink blue
The two colored Co
2+
species can be converted to one another by appropriate changes in the
concentration of Cl
1-
ion or of water and by changes in temperature. Follow the procedure below, and be
sure to wear your glasses.
1. Mark two 50 mL Erlenmeyer flasks or 50 mL beakers "1" and "2."
2. Prepare the following two solutions:
Solution 1: Dissolve 0.50 g of CoCl26H2O in 10 mL of 6M HCl (hydrochloric acid). Handle the HCl with
care. The high concentration of Cl
1-
in the HCl pushes the equilibrium to the right and most of the cobalt in
this mixture is in the form of Co(H2O)4Cl2. Stir the solution until the solid is completely dissolved. What is
the color of Co(H2O)4Cl2 in solution 1? {36}______________
Solution 2: Dissolve 0.50 g of CoCl26H2O in 15 mL of water. The high concentration of H2O in this
mixture pushes the equilibrium to the left and most of the cobalt in this mixture is in the form of
Co(H2O)6
2+
. Stir the solution until the solid is completely dissolved. What is the color of Co(H2O)6
2+
in
solution 2? {37}_______________
Adding HCl (and therefore Cl
1-
) to this system causes it to shift to the {38}____________ and the color
turns more {39}___________. Adding H2O to this system causes it to shift to the {40}____________and
the color turns more {41}________________.
20-18 1997, A.J. Girondi
2. Add 5 mL of water (or more if necessary) to solution 1 until a color change occurs. Now what is the
color of the solution?{42}_______________ Heat the flask of solution 1 on a hotplate or with a burner until
a color change occurs. What is the color of the heated solution 1?{43}______________
3. What do you think will happen to the color of the solution if it is cooled? {44}__________________
Now place the flask of solution 1 into an ice water bath. Allow the flask to remain in the ice water bath until a
change occurs. Was your prediction correct?{45}_________________
4. Keeping in mind that solution 2 contains CoCl26H2O, what two things could you do to solution 2 to get
it to form more Co(H2O)4Cl2? {46}______________________________________________________
Now do both of these two things simultaneously to a 15 mL portion of solution 2 in a 50 mL flask or
beaker. Describe the result: {47}______________________________________________________
Did you manage to make more Co(H2O)4Cl2 in solution 2? {48}_________________________________
How do you know? {49}_____________________________________________________________
5. Based on your results, is the forward (--->) reaction for this cobalt system endothermic or exothermic?
{50}________________. Explain how you know: {51}_______________________________________
______________________________________________________________________________
If you have a little time left try this. Add some solid CoCl2 to a small volume of water in a test tube and shake
to dissolve. Pour the solution onto a piece of filter paper. Note that it is red in color. Now hold the wet
filter paper with your crucible tongs and warm it gently over the flame of a lab burner. Be careful not to
ignite the paper as it drys. Note the color change as you evaporate the water out of the system. Wet the
paper withplain water to restore the red color.
SECTION 20.10 A Review of LeChatelier's Principle
1. State LeChatelier's principle: {52}___________________________________________________
______________________________________________________________________________
2. In which direction will an equilibrium system shift if the concentration of one of the products is
decreased (at constant T and P)? {53}__________________________________________________
3. In which direction will an equilibrium shift if a reaction has more gas molecules on the left (reactant side)
than on the right (product side) and if the pressure of the system is increased? {54}__________________
4. Suppose for a hypothetical equilibrium system such as A(g) <===> B(g), the forward reaction (from left
to right) is exothermic. In which direction (forward --->) or (<--- reverse) will the equilibrium shift if the
temperature is increased? {55}___________________
5. Will an equilibrium reaction shift forward (--->) or reverse (<---) if the concentration of one of the
reactants is decreased (at constant T and P)? {56}__________________
6. For a reaction involving equal numbers of gas molecules on both sides of the equation, will the
equilibrium shift forward or reverse if the pressure is decreased? {57}____________________________
7. For an endothermic reaction, will the equilibrium shift toward products or reactants if the temperature is
increased? {58}_______________________________
20-19 1997, A.J. Girondi
SECTION 20.11 Using K
eq
Values to Make Predictions
Equilibrium constants (Keq) are quite useful to chemists because they provide a clue about the
amount of product that can be produced in a given chemical reaction. Normally, a chemical reaction is
carried out because an experimenter wants to obtain and use the product. Ideally, one would like to get a
100% yield, which means that all of the reactants would be converted into products. However, 100%
yields are not always possible. Instead, a system may go to equilibrium resulting in less than a 100% yield.
We are able to predict the extent to which reactants will be converted into products based on the
size of Keq. Remember that Keq is related to a ratio involving products over reactants. Look at the Keq
values calculated below:
K
eq
=
100
2
= 50; K
eq
=
10
0.001
= 1 X 10
4
; K
eq
=
50
0.02
= 2.5 X 10
3
1. Suppose the three Keq values above represent very similar reactions. Which Keq value represents the
reaction which produced the most product?{59}_________________
2. Which Keq value represents the reaction which produced the least product?{60}__________________
3. Explain how Keq values can be used to determine which of a series of similar reactions will produce the
most product? {61}________________________________________________________________
4. For the gaseous reaction A + B <===> C, a chemist is interested in getting as large a yield of the
product C as possible. He varies the reaction temperature which is the one variable that can change the
Keq value of a system. At 300
o
C he experimentally calculates that Keq for the system is 26.2. At 10
o
C he
finds that Keq = 0.012. To maximize the amount of C produced, should the chemist heat the reaction
container or cool it?{62}_______________ Explain: {63}_____________________________________
______________________________________________________________________________
Problem 16. For the equilibrium system: 2 SO2(g) + O2(g) <===> 2 SO3(g) the value of Keq at room
temperature is 30.0. Predict the concentration of SO3 gas in the system when it is at equilibrium if the
other concentrations are: [SO2] = 0.20M and [O2] = 0.30M.
__________M
20-20 1997, A.J. Girondi
SECTION 20.12 Review Problems
Problem 17. A five-liter flask contains the system: CO(g) + Cl2(g) <===> COCl2(g). The flask contains
1.50 moles of CO, 1.00 mole of Cl2, and 4.00 moles of COCl2. (These are all gases.) Calculate the value of
the equilibrium constant for this system. (Remember values used must be in moles per 1.00 liter.)
________________
Problem 18. In a 1-liter flask the following system is at equilibrium: C(s) + H2O(g) <===> CO(g) + H2(g).
The amounts of substances present in the 1-liter flask are 0.16 mole of C, 0.58 mole of H2O, 0.15 mole of
CO, and 0.15 mole of H2. Calculate the value of Keq for this system. (Note that C is a solid while the other
substances are in the gas phase.)
________________
There is a supplementary discussion of another type of equilibrium constant known as the
solubility product constant, Ksp, in Appendix E of your ALICE materials. Ask your teacher if you should
study that Appendix, or if you should end Chapter 20 here.
Go To Appendix E???
(Ask the Instructor)
20-21 1997, A.J. Girondi
SECTION 20.13 Learning Outcomes
Equilibrium is an extremely important topic in chemistry and in all of the sciences. It will be very
useful to you in the upcoming chapter on acids and bases. Look over the learning outcomes and make
sure that you have mastered each of them. Check them off once you are satisfied. Arrange to take any
quizzes or exams on Chapter 20, and then move on to Chapter 21.
_____1. Define equilibrium and state the general characteristics of a system in equilibrium.
_____2. Write equilibrium expressions for chemical systems involving solids, liquids, and gases.
_____3. Calculate Keq values given the equilibrium concentrations of the products and reactants.
_____4. State LeChatelier's principle in general terms.
_____5. Use LeChatelier's principle to predict the direction an equilibrium will shift if there is a change in
pressure, concentrations, temperature, or volume of the reaction container.
_____6. Given the Keq values for two or more similar systems in equilibrium, predict which system
contains the greater concentration of products.
The following learning outcomes are to be included only if you studied the material concerning Ksp in
Appendix E.
_____7. Determine the identity of unknown chemicals by testing and comparing them with a set of known
chemicals.
_____8. Given the solubility of a substance, calculate its Ksp value.
_____9. Given the Ksp value and the concentration of one ion, calculate the concentration of the other
ion.
20-22 1997, A.J. Girondi
SECTION 20.14 Answers to Questions and Problems
Questions:
{1} beaker A; {2} molecules are escaping; {3} no; {4} molecules that escape cannot return to liquid phase;
{5} they will be greater; {6} left; {7} increase; {8} decrease; {9} increase; {10} decrease; {11} amber
(depends on your color vision); {12} deep red (depends on your color vision); {13} darker; {14} increase;
{15} causes more collisions between Fe
3+
ions and SCN
1-
ions and shifts system toward right (products);
{16} lighter; {17} decrease; {18} system shifted toward the left (toward reactants); {19} lighter;
{20} decrease; {21} system shifts toward the left (toward reactants}; {22} shift to left toward reactants;
{23} decreased pressure is a stress, so system shifts to the left to form more molecules to help increase
the pressure; {24} increase the pressure; {25} increasing the pressure will create a stress which the
system will try to relieve by forming fewer molecules (shift to the right) which will help lower the pressure;
{26} no effect; {27} since both sides of equation have same number of molecules, shifting would not
change pressure; {28} decrease; {29} increase; {30} increase; {31} decrease; {32} products;
{33} left toward reactants; {34} endothermic; {35} more collisions between particles occur at higher
temperatures; {36} blue (depends on your color vision); {37} pink (depends on your color vision);
{38} right; {39} blue; {40} left; {41} pink; {42} pink; {43} blue; {44} will turn pink; {45} I hope so!
{46} heat it and add more HCl; {47} solution should shift toward blue; {48} yes; {49} because of the
change in color; {50} endothermic; {51} because adding heat speeds up an endothermic reaction more
than it speeds up an exothermic one; {52} when a stress is placed on a system at equilibrium, the system
will adjust to relieve the stress and to restore equilibrium in the system; {53} shifts to the right toward
products; {54} shifts to the right toward products; {55} shift to the left toward reactants; {56} shifts to the
left (reverse) toward reactants; {57} neither, it will not shift either way; {58} shift to the right toward
products; {59} 1X 10
4
; {60} 50; {61} bigger Keq value means more products; {62} heat it; {63} since Keq is
greater at the higher temperature, the forward reaction which forms C is endothermic
Problems:
1. a. NaCl(s) <===> Na
1+
(aq) + Cl
1-
(aq); b. Fe2(SO4)3(s) <===> 2 Fe
3+
(aq) + 3 SO4
2-
(aq)
c. BaBr2(s) <====> Ba
2+
(aq) + 2 Br
1-
(aq)
2. a. Keq = [N2O4] / [NO2]
2
; b. Keq = [NH3]
2
/ [N2] [H2]
3
; c. Keq = [Ag(NH3)2
1+
] / [Ag
1+
] [NH3]
2
d. Keq = [N2] [H2O]
2
/ [NO]
2
[H2]
2
3. 0.37
4. 0.16
5. 6.4 X 10
5
6. 39.3
7. a. --->; b. <---; c. --->; d. <---; e. --->; f. <---; g. <---; h. --->; i. <---
8. a. none; b. --->; c. <---; d. <---
9. a. --->; b. <---; c. --->; d. <---; e. no effect; f. <---; g. --->; h. <---; i. no effect; j. no effect
10. a. <---; b. --->; c. --->
11. a. no effect; b. <---; c. --->
12. a. <---; b. --->; c. <---; d. no effect
13. a. --->; b. <---; c. --->; d. no effect
14. a. Keq = [CO2]; b. Keq = [H3O
1+
] [CN
1-
] / [HCN]; c. Keq = 1 / [H2O]
2
15. a. --->; b. <---; c. <---; d. --->; e. <---; f. <---; g. --->
20-23 1997, A.J. Girondi
16. 0.60
17. 13.3
18. 3.9 X 10
-2
20-24 1997, A.J. Girondi
NAME________________________________ PER ________ DATE DUE ___________________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
"ALICE"
CHAPTER 21
ACIDS
AND
BASES
Behavior In Water
21-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
21-2 1997, A.J. Girondi
SECTION 21.1 Acids and Bases - The Arrhenius Definitions
In preceding chapters you have studied substances such as gases, salts, metals, and so forth.
These labels describe classes of chemical substances which have certain properties in common. This
chapter will introduce you to two additional classes of substances known as acids and bases.
Many years ago it was found that when certain substances were placed into water, the resulting
solutions had a sour taste. When the early alchemists discovered this sour taste, they called these
substances acids. The alchemists were fond of using Latin names and phrases when describing their
work. The Latin word meaning "sour" is acidus. The alchemists discovered that these acid solutions were
sometimes capable of dissolving compounds that would not dissolve in plain water. You are probably
familiar with the sour taste of vinegar. Vinegar contains acetic acid. The Latin word for vinegar is acetum,
reflecting its sour taste.
Alchemists also worked with another kind of substance prepared from the ashes of dried plants.
When these ashes were placed in water, some of the components in the ashes dissolved in the water. It
was found that when these "ash solutions" were mixed with acid solutions, the sour taste of the acid
disappeared. These substances derived from ashes were named bases. Early chemists found that a
base could neutralize, or cancel out, the properties of an acid.
Chemical descriptions of acids and bases have developed and improved during the past 300
years. The actual ions and molecules present in acids and bases have been identified. It was found that
the common ion present in acid solutions was the positively charged hydrogen ion, H
1+
, while the most
common ion found in solutions of bases was the negatively-charged OH
1-
ion. What is the name of this
ion? {1}_________________________
In modern chemistry there are three ways to define acids and bases. In this chapter, we will
examine two of these ways. Please keep in mind that in this chapter we will be discussing how acids
behave when you put them into pure water, and how bases behave when you put them into pure water.
In the next chapter, you will study how acids and bases react with each other.
The first and simplest definition of acids was provided by the Swedish chemist, Arrhenius, in
1887. He defined an acid as a compound that contains hydrogen and which would produce hydrogen
ions (H
1+
) when you dissolve it in water. For example, when hydrogen chloride gas (HCl) is dissolved in
water it breaks up or "dissociates" into hydrogen ions and chloride ions:
HCl(g) -----> H
1+
(aq) + Cl
1-
(aq)
This solution which contains hydrogen and chloride ions is called hydrochloric acid. It is the acid which aids
digestion in your stomach. Its acidic properties are due to the presence of the hydrogen ions, H
1+
.
We will generally show hydrogen
as the first element in the formula
of an acid.
HCl
In some acids, hydrogens which
are part of a polyatomic ion do not
dissociate into hydrogen ions.
HC
2
H
3
O
2
acetate ion
In the case of acetic acid (the acid in vinegar) the first H in the formula represents what we call an "acidic"
hydrogen, which is an H that can form an H
1+
ion when the molecule is put into water. The three H's which
are part of the acetate ion (C2H3O2
1-
) are not "acidic" H's:
HC2H3O2(aq) <===> H
1+
(aq)
+ C2H3O2
1-
(aq)
21-3 1997, A.J. Girondi
The Arrhenius definition of bases is the simplest one. According to Arrhenius, a base is a
compound that contains the hydroxide ion, and produces hydroxide ions (OH
1-
) when it is dissolved in
water. When solid sodium hydroxide is dissolved in water, it breaks up or "dissociates" into sodium ions
and hydroxide ions:
NaOH(s) -----> Na
1+
(aq) + OH
1-
(aq)
A water solution of NaOH has the properties of a base because of the presence of the hydroxide ions.
Sometimes basic solutions are described as being "alkaline."
The Arrhenius Definitions:
An acid produces H
1+
in water solution
A base produces OH
1-
in water solution
General Properties of Acidic Solutions
they taste sour they neutralize bases they affect chemical indicators
they are electrolytes, meaning they conduct electricity
Problem 1. Complete the following equations, showing how the acids listed dissociate in water to form
hydrogen ions and a negatively-charged ion (anion).
a. HBr(aq) __________________________________________________
b. HI(aq) __________________________________________________
c. HClO4(aq) __________________________________________________
they taste bitter they neutralize acids they affect chemical indicators
they are electrolytes, meaning they conduct electricity they feel slippery
General Properties of Basic Solutions
Problem 2. Complete the following equations, showing how the bases listed dissociate in water to form
OH
1-
ions.
a. KOH(s) __________________________________________________
b. LiOH(s) __________________________________________________
c. CsOH(s) __________________________________________________
21-4 1997, A.J. Girondi
SECTION 21.2 The BronstedLowry Definitions
Arrhenius's definitions were generally accepted by chemists of his time. They explained many
unanswered questions about acids and bases. His definitions of acids and bases are still widely used by
chemists who work with aqueous (water) solutions.
However, eventually compounds were discovered that had the properties of bases, but which did
not contain the OH
1-
ion. This meant that a better definition of bases was needed. The Arrhenius
definition was no longer adequate. A definition was needed which could explain why some compounds,
other than those containing hydroxide, had "basic" properties. The term "alkaline" is sometimes used to
describe substances which have "basic" properties. To solve this problem, a second definition of acids
and bases was suggested by Thomas M. Lowry and Johannes N. Bronsted. It will be helpful for you to
realize that a hydrogen ion (H
1+
) can also be called a proton, since all that is left of a hydrogen atom which
has lost its electron is a proton.
Hydrogen Ion = H
1+
= a proton
H
A common hydrogen atom
consists of one proton in the
nucleus and one electron.
If a hydrogen atom loses its
electron, it becomes a hydrogen
ion - just a proton.
H
1+
Bronsted and Lowry proposed that an acid be defined as a molecule or ion that can give away or donate a
proton (H
1+
) to some other particle. A base was defined as a substance that can combine with or accept a
proton (H
1+
) from some other particle. According to the BronstedLowry concept, an acid became known
as a proton donor, and a base as a proton acceptor.
The BronstedLowry Definitions
An acid donates a proton (H
1+
)
A base accepts a proton (H
1+
)
Note that the Arrhenius definition of an acid and the BronstedLowry definition of an acid are very similar.
Both definitions refer to the formation of H
1+
: HCl ----> H
1+ +
Cl
1-
.
However, the Arrhenius definition of a base refers only to substances which can provide OH
1-
ions in
solution, whereas, the BronstedLowry definition of a base refers to any particle which can accept a
hydrogen ion (proton), H
1+
. Perhaps the following example will help. Arrhenius would consider NaOH to
be a base because it forms OH
1-
when you put it into water solution:
NaOH(s) ----> Na
1+
(aq) + OH
1-
(aq)
Bronsted and Lowry would consider NaOH to be a base because a solution of it contains the OH
1-
ion
which is a proton acceptor:
H
1+
(aq) + OH
1-
(aq) ----> HOH(l)
When OH
1-
accepts a proton its forms a molecule of water, HOH.
Now remember, when Arrhenius defined a base he was thinking only of OH
1-
. However, other
particles such as the fluoride ion, F
1-
, can also act a proton acceptors. For example:
H
1+
(aq) + F
1-
(aq) ----> HF(aq)
21-5 1997, A.J. Girondi
Solutions which contain the fluoride ion have "basic" properties similar to solutions which contain the
hydroxide ion, OH
1-
. Other particles which can function as bases (proton-acceptors) of this kind include
both molecules and ions like C2H3O2
1-
, NH3, CO3
2-
, and many others. Therefore, many more particles can
be classified as bases according to BronstedLowry than according to Arrhenius. Here are a few more
equations which illustrate how these bases function as proton-acceptors:
H
1+
(aq) + C2H3O2
1-
(aq)
----> HC2H3O2(aq)
H
1+
(aq) + NH3(aq) ----> NH4
1+
(aq)
H
1+
(aq) + CO3
2-
(aq) ----> HCO3
1-
(aq)
What is it about particles like OH
1-
, F
1-
, C2H3O2
1-
, NH3 , and CO3
2-
that allows them to function as proton
acceptors? If you look at the electron dot structure of these ions, you will see that they have one or more
unshared pairs of electrons:
O
1-
F
1-
hydroxide ion (a base) fluoride ion (a base)
H
The OH
1-
ion has 3 unshared pairs of
electrons, while the F
1-
ion has 4 unshared
pairs.
The H
1+
ion is seeking the stable helium configuration (1s
2
). It can achieve that configuration by sharing a
pair of electrons with another particle. So, protons (H
1+
) tend to bond to particles which have an unshared
pair of electrons in their valence shells. Many such particles can act as protonacceptors which are bases
according to the {2} ______________________definition. Check out the electron-dot structures of
OH
1-
and the F
1-
ions below:
H
1+
+
H O
1-
H
O H
H
1+
+
H F
1-
F
If you examine the electronic structures of other bases like NH3 molecules or acetate ions, C2H3O2
1-
, you
will see that they also have unshared pairs of electrons:
H
N H H H
1+
+
H
N H H
H
1+
C C
O
O
H
H
H
H
1+
+ C C
O
O
H
H
H
H
1
O
H H
You might ask, "Why do acids lose H
1+
when they are put into water?" Well, the
reason is that water molecules take them! You see, since water has two
unshared pairs of electrons on the oxygen atom, it too can accept protons and
function as a base. Note the electron-dot structure of water shown at right.
21-6 1997, A.J. Girondi
To illustrate how water can act as a proton-acceptor, consider the equation below showing the reaction or
"dissociation" of HCl in water:
HCl(g) + H2O(l) ----> H3O
1+
(aq) + Cl
1-
(aq)
The shorthand way of writing this equation is: HCl(g) -----> H
1+
(aq) + Cl
1-
(aq)
(Note that HCl is a gas and therefore is accompanied by the (g) subscript before it is put into water. Most of the other acids you will see will
be written using the (aq) subscript.)
When you include water in the equation, you must represent the hydrogen
ion as H3O
1+
instead of as H
1+
. This is actually a more accurate
representation of what happens. The H3O
1+
particle is known as the
hydronium ion. It is a water molecule which is bonded to a proton (H
1+)
. Its
electron-dot structure is shown at right.
O H H
H
1+
The hydronium ion forms when water acts as a base and accepts a proton from an acid molecule like HCl.
O H
H
H
1+
H Cl + O H
H
Cl +
1-
H
1+
Equations representing what happens when you put an acid molecule in water can, therefore, be written
in two ways. You can choose to show the water and the hydronium ion (the more accurate way to do it), or
you can choose not to show them (the shorthand way of writing it). Below are the equations representing
what happens when you put nitric acid in water:
HNO3(aq) + H2O(l) ----> H3O
1+
(aq) + NO3
1-
(aq)
or
HNO3(aq) ----> H
1+
(aq) + NO3
1-
(aq)
According to the Bronsted-Lowry definition, water can act as a base since it can accept protons. (Later
you will learn that water can also give away a proton and, therefore, act as an acid.)
Problem 3. For each of the acids below, write two forms of the equation which represents what
happens when you put them into water.
a. HBr _____________________________________
_____________________________________
b. HClO4 _____________________________________
_____________________________________
Not all particles with unshared pairs of electrons make good bases (proton acceptors) in water. For
example, the chloride ion has the necessary unshared pairs of electrons, but it is not a basic ion. It is
described as being neutral. It is NOT a proton acceptor:
Cl H
1+ +
1-
no reaction
Some other neutral ions include Br
1-
, I
1-
, NO3
1-
, SO4
2-
, and ClO4
1-
.
21-7 1997, A.J. Girondi
SECTION 21.3 Strong Acids Versus Weak Acids
A. Strong Acids
The reason that solutions of acids and bases are electrolytes is because they contain ions. The
ions move about and carry the electric charge through the solution. The equation below demonstrates the
reaction of hydrochloric acid in water. Note that the ions produced are "aqueous" meaning in water
solution. Acids are hydrogen compounds that form water solutions which contain ions, one of which is
the hydrogen ion.
For example: HI(aq) ----> H
1+
(aq) + I
1-
(aq) or HI(aq) + H2O(aq) ----> H3O
1+
(aq) + I
1-
(aq)
There are only six strong acids, but there are many, many weak acids. The six strong acids are
HBr, HCl, HI, HNO3, H2SO4, HClO4. You should memorize the six strong acids. You may be wondering
what makes an acid strong or weak. Acids such as HCl and HNO3, are strong acids because they
dissociate completely to form ions when they are put into water. In other words, all of the molecules of a
strong acid will dissociate into ions when you put the acid into water solution. We say that they are "100
percent dissociated in water." Solutions of strong acids, therefore, contain a high concentration of
hydrogen ions. Perchloric acid, HClO4, is an example:
HClO4(aq) ----> H
1+
(aq) + ClO4
1-
(aq)
OR
HClO4(aq) + H2O(l) ----> H3O
1+
(aq) + ClO4
1-
(aq)
THE SIX STRONG ACIDS
HI
hydroiodic acid
HCl
hydrochloric acid
HBr
hydrobromic acid
H2SO4
sulfuric acid
HNO3
nitric acid
HClO4
perchloric acid
B. Weak Acids
Acetic acid, HC2H3O2, is classified as being weak. Because of the nature of the bonding between
the acidic hydrogen and the acetate ion, a molecule of acetic acid does not dissociate very much in water.
As a result, most molecules of weak acids remain in the form of molecules when they are put into water.
Many of the ions which form when the weak acid molecules dissociate will recombine to form the original
molecules. Thus, the concentration of hydrogen ions is lower than it would have been if the acid had been
strong. Only a small percentage of molecules of a weak acid will be dissociated at any given point in time.
An equilibrium is established in which the equilibrium is strongly favored toward the reactants (<---):
21-8 1997, A.J. Girondi
HC2H3O2(aq) + H2O(l) <====> H3O
1+
(aq) + C2H3O2
1-
(aq)
double arrow indicates equilibrium
low concentration
of hydronium ions
Or, using the shortcut (but less accurate) representation:
HC2H3O2(aq) <====> H
1+
(aq) + C2H3O2
1-
(aq)
The use of the double-headed arrow indicates that the acid is weak and exists mostly in the form of
molecules (HC2H3O2) rather than as ions. Equilibrium is characteristic of {3}__________ acids in water.
When equilibrium is established, the system contains mostly reactants and, therefore, not many ions. This
fact provides us with a method for determining the strength of acids. The greater the concentration of
ions in an acid solution, the better the solution will conduct electricity. Since stronger acids dissociate into
ions much, much better than weak ones do, the stronger acids are {4}___________ conductors of
electricity. You will use this property to determine the relative strengths of some acids in the next activity.
There are many weak acids. However, at this point you will be expected to memorize the names
and formulas of only the three listed below.
SOME WEAK ACIDS
HC2H3O2
Acetic Acid
HF
Hydrofluoric Acid
H3PO4
Phosphoric Acid
Weak acids form an equilibrium system in water in which the reverse reaction is favored. Why?
Each of the two reactions involved in such an equilibrium system is an acid-base reaction. In the system
shown below, HF is a weak acid. In the forward reaction (---->) the acid is HF and the base is
{5}__________. That is, the HF is donating a proton, and the H2O is accepting it to form the products on
the right. In the reverse reaction (<----) the acid is H3O
1+
and the base is {6}_________. That is, the H3O
1+
is donating a proton, and the F
1-
is accepting it to form the products on the left:
HF + H
2
O <====> H
3
O
1+
+ F
1-
acid base acid base
It turns out that H3O
1+
is a stronger proton donor (acid) than HF and F
1-
is a stronger proton acceptor
(base) than H2O. Therefore, the reverse reaction (<----) is better than the forward (---->) one. When
equilibrium is established, there will be much more HF and H2O in the solution than H3O
1+
and F
1-
.
Solutions of weak acids, therefore, have a relatively low concentration of H3O
1+
ions.
Problem 4. Complete the following equations, showing how the weak acids listed below dissociate in
water to form ions. The anions contained in these acids are ClO3
1-
and OCl
1-
. Be sure to use a double-
headed arrow in the equation. Include H2O in the equations.
a. HClO3(aq) ______________________________________________
b. HOCl(aq) ______________________________________________
21-9 1997, A.J. Girondi
ACTIVITY 21.4 Comparing the Conductivity of Strong and Weak Acids
There is a fairly simple method that can be used to determine the extent to which an acid or base
dissociates. This method involves measuring the conductivity of a solution. When ions are present in a
solution, it is possible for the solution to conduct electricity. Other things being equal, the greater the
concentration of ions in a solution, the greater the electrical current that will pass through the solution.
The number of ions which form when an acid or base is added to water depends on the degree of
dissociation. Since stronger acids and bases dissociate much more than weaker ones do, they are much
better conductors of electric current. The greater the electrical conductivity of an acid or base solution,
the stronger it is.
Your teacher will give you specific instructions about how to use the conductivity device. Use it to
measure the conductivity of the three acids listed in Table 21.1. Record your observations in the spaces
provided in the table. If the apparatus has a meter, record the meter reading in the table. If it has a light
bulb, record the strengths of the acids as high, medium, or low depending on the brightness of the bulb.
If the bulb does not light, this is probably because the ion concentration is too low to allow enough current
to flow to light the bulb. It does not necessarily mean that there are no ions in the solution. (Hint: one of
the acids should be rated "high;" one should be rated "medium;" and one should be rated "low." You
determine which is which.
Tabl e 21. 1
Conductivity of Acid Solutions
Acid Formula Acid Name Conductivity
0.01M HCl hydrochloric _________
0.01M HC2H3O2 acetic _________
0.01M H8C6O7 citric _________
Based on the results, what conclusions can you draw about the relative strengths of these three acids?
{7}____________________________________________________________________________
Even though all three acid solutions have the same concentration, they do not conduct the same amount
of electric current and are not equally strong. Why not? {8}___________________________________
______________________________________________________________________________
______________________________________________________________________________
SECTION 21.5 The Dissociation Constant of a Weak Acid, K
a
As you have already learned, weak acids form an equilibrium system when they are put into water.
There is both a forward and a reverse reaction. We can write equilibrium expressions for weak acid
systems. Let's consider the acetic acid equilibrium system:
HC2H3O2(aq) + H2O(l) <====> H3O
1+
(aq) + C2H3O2
1-
(aq)
You should recall that an equilibrium expression consists of the product of the molar concentrations of the
21-10 1997, A.J. Girondi
products divided by the product of the molar concentrations of the reactants. Furthermore, you may recall
that solids and pure liquids are not included in equilibrium expressions. Water is a pure liquid in the
system above. The equilibrium constant for a weak acid is called the dissociation constant and is given
the symbol, Ka. The Ka expression for the acetic acid system is given below. Compare the Ka expression
to the equation shown above.
K
a
=
[H
3
O
1+
] [C
2
H
3
O
2
1
]
[HC
2
H
3
O
2
]
Problem 5. The two equilibrium equations below involve weak acids. Write the Ka expression for each
system.
a. HNO2(aq) + H2O(l) <===> H3O
1+
(aq) + NO2
1-
(aq) Ka =
b. HCN(aq) + H2O(l) <===> H3O
1+
(aq) + CN
1-
(aq) Ka =
Look at the expressions for Ka which you wrote above. Note that as the concentration of hydronium ions,
H3O
1+
, increases, so does the value of Ka. Weak acids vary considerably in strength. Some are much
stronger than others, although none of them approach the strength of the six "official" strong acids.
Thus, the weak acids which are "strongest" have larger Ka values. Indeed, by comparing Ka values, you
can determine which of any given set of acids is strongest. Three weak acids are listed in Table 21.2.
Which is strongest?{9}______________________ Weakest?{10}______________________
Tabl e 21. 2
Ka Values of Selected Weak Acids
Acid Dissociation Constant
hypochlorous acid, HClO Ka = 3.2 X 10
-8
formic acid, HCOOH Ka = 1.8 X 10
-4
phosphoric acid, H3PO4 Ka = 7.1 X 10
-3
Reference sources such as textbooks and The Handbook of Chemistry and Physics contain tables of Ka
values of many weak acids.
SECTION 21.6 The Behavior of Strong and Weak Bases In Water
A. Strong Bases
Bases are also divided into groups that are strong and weak. The strong bases are the hydroxide
compounds of most of the Group 1A and 2A metals. Examples include LiOH, NaOH, KOH, Ca(OH)2, etc.
All other bases are considered to be weak. Strong bases are completely dissociated in water.
Strong base: NaOH(s) ---------> Na
1+
(aq) + OH
1-
(aq)
21-11 1997, A.J. Girondi
Strong bases form solutions which contain lots of ions. The base (NaOH in this case) simply breaks apart
in water. They are considered to be strong bases because 100% of the compound dissociates into
individual ions when it dissolves. The hydroxides of family 1A metals, like NaOH, are potent bases for two
reasons: (1) they are very soluble in water, and (2) they are 100 percent dissociated in solution. As a
result, strong bases of family 1A can produce lots of OH
1-
ions in solution. The high concentration of
OH
1-
ions in strong bases makes them dangerous.
The strong bases are the hydroxide
compounds of the solid metals in
families1A and 2A of the periodic table.
(Except for beryllium and magnesium)
Using a periodic table, you should be able
to write the formulas of the strong bases
from memory.
The hydroxide compounds of the family 2A metals, like Ca(OH)2, are considered to be strong
because, like family 1A hydroxides, they too are 100% dissociated in solution. However, the family 2A
hydroxides are not nearly as soluble as those of family 1A. As a result, while they are strong bases, they
are not as potent because they do not form solutions with high concentrations of OH
1-
(since they are not
very soluble). Only a small amount of Ca(OH)2 will dissolve before its solution becomes saturated. In fact,
Ca(OH)2 is called "lime" and is mild enough to be used to neutralize acids in lawn and garden soils.
Mg(OH)2 is used in some stomach antacids like "milk of magnesia." You wouldn't want to use NaOH for
that purpose! NaOH is the active ingredient in many drain cleaners!
Strong base: Ca(OH)2(s) ----> Ca
2+
(aq) + 2 OH
1-
(aq)
[Ca(OH)2 is 100% dissociated, but not much will dissolve.]
Water is not included in equations which show the dissociation of strong bases. Strong and weak acids
actually react with water so H2O can be included in the equation. Strong bases do not react with water;
they just come apart (dissociate).
Problem 6. Write equations showing the complete dissociation of the following strong bases in water.
a. RbOH(s) ----> _____________________________
b. Ba(OH)2(s) ----> _____________________________
B. Weak Bases
Weak bases are in some ways similar to weak acids. For example, they form ions when you
dissolve them in water. Furthermore, they form equilibrium systems in water, because they dissociate
only slightly (similar to weak acids). Some are polar covalent molecules which react with water to form ions.
The most common example of a weak base is ammonia, NH3.
Ammonia: NH3(g) + HOH(l) <===> NH4
1+
(aq) + OH
1-
(aq)
weak weak
base acid
Note: Remember that water can also be written as HOH. We will use this form of the formula in equations dealing with
weak bases, because it makes it easier to see what is happening.
21-12 1997, A.J. Girondi
Some weak bases are ions such as the fluoride ion, F
1-
:
Weak base: F
1-
(aq) + HOH(l) <===> HF(aq) + OH
1-
(aq)
base acid acid base
The electron dot notation of the fluoride ion, F
1-
,
molecule is shown at right. What is the feature of this
molecule that allows it to function as a base?
{11}______________________________________
________________________________________
F
1-
Notice that water acts as an acid in the last two equations. In previous sections, you saw water acting as a
base. Water can act as an acid because it contains hydrogen which can form ions (H
1+
), and it contains
oxygen which has unshared pairs of electrons which allow it to act as a BronstedLowry base.
Substances such as water which can act as either acids or bases are said to be amphoteric.
H
H
O
WATER
Can act as an acid by
giving away hydrogen
in the form of H
1+
Can act as a base by
attracting H
1+
to one of its
unshared electron pairs.
There is an important difference between weak bases and strong bases. Both produce hydroxide
ions, OH
1-
, when you dissolve them in water; however, with strong bases the OH
1-
comes directly from
the strong base, like NaOH: NaOH(s) ----> Na
1+
(aq) + OH
1-
(aq)
Note that the formula for a weak base like ammonia, NH3, does not contain hydroxide. The most common
and important weak bases are not hydroxide compounds. Yet, when you dissolve them in water,
hydroxide ions are formed. So, where do these hydroxide ions come from?
NH3(g) + HOH(l) <===> NH4
1+
(aq) + OH
1-
(aq)
The formula of this weak base does
NOT contain hydroxide (OH
1-
).
In a solution of a weak base, the
OH
1-
ions come from the water!
Whenever you write an equation showing the reaction of a weak base with water, you should always
include the water in the equation (as is done in the equation above). If you write the equation without
including the water, it will not be balanced:
Wrong -----> NH3(g) <===> NH4
1+
(aq) + OH
1-
(aq)
Right -----> NH3(g) + HOH(l) <===> NH4
1+
(aq) + OH
1-
(aq)
21-13 1997, A.J. Girondi
Problem 7. Write balanced equations showing the behavior of the following weak bases in water. Keep
in mind that the particle of weak base will accept a H
1+
ion from water.
a. BrO
1-
(aq) BrO
1-
(aq) + HOH(l) <===> ________________________
b. S
2-
(aq) S
2-
(aq) + HOH(l) <===> __________________________
Problem 8. Write balanced equations which illustrate the behavior of the substances listed below when
they are added to water. Refer back to the examples in previous sections of this chapter. Be sure to
include charges on ions.
a. HBr (a strong acid) ___________________________________________________
b. LiOH (a strong base) ___________________________________________________
c. HNO2 (a weak acid) ___________________________________________________
d. CN
1-
(a weak base) ___________________________________________________
(Check to be sure that you showed charges on any ions in the products.)
There are two reactions involved in an equilibrium system. In the acetic acid system, note that in
the forward reaction (--->) we can classify one substance as an acid and one as a base, and we can do the
same thing for the reverse reaction (<---):
HC2H3O2 + H2O(l) <====> C2H3O2
1-
(aq) + H3O
1+
(aq)
acid base base acid
We are making use of the BronstedLowry definitions of acid and base here.
What molecule is the proton donor in the forward (--->) reaction? {12}_______________ What ion is the
proton donor in the reverse reaction?{13}_____________________
Problem 9. In the three equations below, label each substance as an acid or a base:
a. HF + H2O <===> H3O
1+
+ F
1-
_______ _______ _______ _______
b. HCO3
1-
+ HBr <===> H2CO3 + Br
1-
_______ _______ _______ _______
c. HCN + NH3 <===> CN
1-
+ NH4
1+
_______ _______ _______ _______
At equilibrium, the system contains mostly reactants. This was also the case for the weak acids. In other
words, the weak bases do not form a high concentration of OH
1-
ions. Even though weak bases do not
contain OH
1-
, it is still the OH
1-
ion that makes the solution basic. Notice that the OH
1-
ions which are
produced in a solution of a weak base are formed indirectly. By that we mean that the OH1- ions do not
come from the base itself, but they come from the water! Examine the following equation.
21-14 1997, A.J. Girondi
NO2
1-
(aq) + HOH(l) <===> HNO2(aq) + OH
1-
(aq)
base acid acid base
In solutions of weak bases, the
OH
1-
ions come from the water!
As you can see, some negative ions (anions) like NO2
1-
can acts as weak bases in water:
In solutions of strong bases like NaOH, the OH
1-
ion comes from the base itself. Water is not shown in the
equation which represents a strong base in water:
NaOH ----> Na
1+
+ OH
1-
Explain the difference in the source of the OH
1-
ions in solutions of strong bases versus solutions of weak
bases: {14}______________________________________________________________________
______________________________________________________________________________
Since weak bases involve equilibrium systems, an equilibrium expression can be written. For the
system below:
NO2
1-
(aq) + HOH(l) <===> HNO2(aq) + OH
1-
(aq)
The equilibrium expression =
[HNO
2
] [OH
1-
]
[NO
2
1
]
Water is omitted since it is a pure liquid. This expression is equal to a constant which is given the symbol
Kb. It is known as the dissociation constant of a weak base:
K
b
=
[HNO
2
] [OH
1-
]
[NO
2
1
]
Notice that Kb gets larger as the
concentration of OH
1-
increases.
You probably already realize that the larger the Kb value, the stronger the base. A very common and
important weak base is ammonia, NH3. Ammonia is very useful in the production of explosives and
fertilizers. When it is dissolved in water, the solution is usually called "ammonium hydroxide." When you
look at the reaction, you can guess why:
NH3(g) + HOH(l) <===> NH4
1+
(aq) + OH
1-
(aq)
base acid acid base
ammonium ion
hydroxide ion
water
ammonia
The electron dot structure of ammonia is shown in the space at
the right. What feature makes it a base (even though it's a
weak one)? {15}___________________________________
N H
H
H
21-15 1997, A.J. Girondi
The products of the reaction are an ammonium ion and a hydroxide ion. However, since this is a weak
base , a better name for the solution would be "ammonia water." Explain why: {16}__________________
______________________________________________________________________________
______________________________________________________________________________
NH3(g) + HOH(l) <===> NH4
1+
(aq) + OH
1-
(aq)
99 1
When 100 of these are added to water
Number of particles present at equilibrium
In fact, if you put 100 ammonia molecules in
water, only one would be dissociated at
equilibrium. Thus, for every 100 ammonia
molecules put into a solution, only one OH
1-
ion would be formed at equilibrium.
Problem 10. The equations below involve weak bases in water. Write the Kb expression for each
equation.
a. CN
1-
(aq) + H2O(l) <===> HCN(aq) + OH
1-
(aq) Kb =
b. NH3(aq) + H2O(l) <===> NH4
1+
(aq) + OH
1-
(aq) Kb =
Three weak bases are listed below along with their Kb values. Which is strongest?{17}________________
Weakest?{18}___________________
Base Dissociation Constant
ammonia, NH3 Kb = 1.8 X 10
-5
fluoride ion, F
1-
Kb = 1.4 X 10
-11
sulfite ion, SO3
2-
Kb = 1.8 X 10
-7
It is not easy to identify a weak base just by looking at its formula. You would have to draw its
electron-dot structure to see if it contains an unshared pair of valence electrons, and you would have to
study how it reacts with water. Some particles like the chloride ion, Cl
1-
, do not act as bases even though
they do have unshared pairs of valence electrons. One simple way of explaining this is to say that if the
Cl
1-
ion were to accept a proton, it would form a molecule of HCl. However, HCl is a strong acid, and strong
acids are completely dissociated in water solutions. Therefore, HCl cannot form. Particles such as Cl
1-
which would form a molecule of a strong acid by accepting a proton cannot, therefore, serve as bases.
They are neutral particles. The anions (negative ions) which are found in the six strong acids are neutral
anions. As mentioned earlier in this chapter, they include Cl
1-
, Br
1-
, I
1-
, SO4
2-
, NO3
1-
, and ClO4
1-
.
Keep in mind that the reactions we are considering here all occur in water. Therefore,let's say that
the Cl
1-
ion is trying to accept a proton from water:
Cl
1-
(aq) + H2O(l) ----> HCl(aq) + OH
1-
(l) <----- This reaction WILL NOT happen!
21-16 1997, A.J. Girondi
Why won't the reaction shown in the equation above happen? Well, let's just say that the reaction would
result in the formation of a strong acid (HCl in this example). Strong acid molecules like HCl do not exist in
water because they are completely dissociated. Therefore, the reaction does not occur.
ACTIVITY 21.7 Comparing the Conductivity of Strong and Weak Bases
This activity is like Activity 21.4 in which you determined the relative strengths of a few acids. The
method involves measuring the conductivity of a solution. When ions are present in a solution, it is
possible for the solution to conduct electricity. Other things being equal, the greater the concentration of
ions in a solution, the greater the electrical current that will pass through the solution.
The number of ions which form when an acid or base is added to water depends on the degree of
dissociation. Since stronger acids and bases dissociate much more than weaker ones do, they are much
better conductors of electric current. The greater the electrical conductivity of an acid or base solution,
the stronger it is.
Because of your experience in Activity 21.4, you should already know how to use the conductivity
device. Use it to measure the conductivity of the two bases listed in Table 21.3. Record your
observations in the spaces provided in the table. If the apparatus has a meter, record the meter reading
in the table. If it has a light bulb, record the strengths of the acids as high, medium, or low depending on
the brightness of the bulb. If the bulb does not light, this is probably because the ion concentration is too
low to allow enough current to flow to light the bulb. It does not necessarily mean that there are no ions in
the solution. (Hint: one of the acids should be rated "high;" one should be rated "low." You determine
which is which.
Tabl e 21. 3
Conductivity of Basic Solutions
Base Formula Base Name Conductivity
0.1M NaOH sodium hydroxide _________
0.1M NH3 ammonia _________
Based on the results, what conclusions can you draw about the relative strengths of these two bases?
{19}____________________________________________________________________________
Even though both base solutions are 0.1M, they do not conduct the same amount of electric current and
are not equally strong. Why not? {20}__________________________________________________
______________________________________________________________________________
SECTION 21.8 Polyprotic Acids
There are only six acids which are generally recognized as being strong (100% dissociated). They
include HCl, HNO3, H2SO4, HBr, HI, and HClO4. (You should have memorized these by now!) The
number of hydrogens in the formula has nothing to do with the acid's strength. Thus, H2SO4 is not twice
as strong as the other strong acids. Phosphoric acid, H3PO4, is weak even though it contains three
hydrogens! Remember, it is the percentage of dissociation that determines an acid's strength. (In other
words, how well the acid molecule reacts with water.) That is, the strength is determined by how many H
1+
ions actually form when you put the acid particle in water, not by how many H's are in the acid's formula. If
21-17 1997, A.J. Girondi
an acid can provide only one H
1+
ion, it is said to be monoprotic. The general term for acids which can yield
more than one H
1+
ion is "polyprotic."
If an acid can provide two H
1+
ions, it is "diprotic." Sulfuric acid is strong because it ionizes
completely as shown in the equation below:
H2SO4(aq) + H2O(l) ----> H3O
1+
(aq) + HSO4
1-
(aq)
Notice that only one hydrogen formed, even though H2SO4 contains two hydrogens. The second
hydrogen is now part of the HSO4
1-
ion, and it is very hard for a second H
1+
to break away since the
HSO4
1-
ion, with its negative charge, strongly "holds on" to it. As shown in the equation below, a few do
manage to break away, and as a result, the second hydrogen makes a small, very insignificant contribution
to the total number of H
1+
ions in a solution of sulfuric acid. The HSO4
1-
ion is a relatively weak acid:
HSO4
1-
(aq) + H2O(l) <===> H3O
1+
(aq) + SO4
2-
(aq)
This equilibrium reaction does
not produce much H3O
1+
.
Therefore, when describing the behavior of sulfuric acid in water, it is sufficient for our purposes to say
that it undergoes only one significant step:
H2SO4(aq) + H2O(l) ----> H3O
1+
(aq) + HSO4
1-
(aq)
Now, what we have just discussed is the behavior of sulfuric acid in pure water. However, sulfuric acid is
diprotic and it can give up two hydrogen ions when it reacts with a strong base instead of with water. You
will learn more about this when you study acid-base reactions in the next chapter.
Acetic Acid
CH3COOH or HC2H3O2
C C
O
O
H
H
H
H
Not all acids with more than one "H" are polyprotic. As mentioned earlier
in this chapter, acetic acid has the formula HC2H3O2. Only the first
hydrogen in the formula can dissociate - at all - to form H
1+
. The other
three hydrogens are part of the acetate ion (a polyatomic ion), C2H3O2
1-
,
and they are bonded differently in the molecule. As a result, they cannot
form H
1+
ions. Therefore, it is only a monoprotic acid. Sometimes, those
who work primarily with carbon compounds (organic chemists) write the
formulas for acids differently. For example, instead of writing acetic acid
as HC2H3O2, they may write CH3COOH. The hydrogen that forms H
1+
now appears at the end of the formula instead of the beginning. This
alternate way of writing formulas gives more of a clue as to the structure of
the molecule. Note the structure of acetic acid shown at right.
In the acetic acid molecule, it is the hydrogen which is bonded to oxygen which can dissociate in
water as an H
1+
ion. The HO bond is polar, and so is the water molecule. Thus there is an attraction
between them, and water can act as a base and "pull" a few of those particular H's off of the acetic acid
molecule. The CH bonds are not polar, so those H's are not pulled away by water at all. Acetic acid has
only a 1-step dissociation. The following equation showing electron-dot structures may be helpful:
21-18 1997, A.J. Girondi
C C
O
O
H
H
H
1
C C
O
O
H
H
H
H
polar bond
nonpolar bond
polar water
molecule
O
H
H + H O
H
H
1+
+
Acetic Acid Water Hydronium Ion Acetate ion
One final word about the hydronium ion. As you know, the hydronium ion forms when water
(which has 2 unshared pairs of electrons) acts as a base and accepts a proton. This is happening in the
equation shown above. Since the hydronium ion, H3O
1+
, ion still contains one unshared pair of
electrons, students often ask why H3O
1+
cannot accept a second proton to form an ion with the formula
H4O
2+
. The proposed equation for this reaction is shown below.
H
H O
H
H
1+
H O
H
H
2+
+
H
1+
This reaction does
NOT occur.
Suggest a reason why the hydronium ion cannot act as a base by accepting a proton. {21} ____________
______________________________________________________________________________
______________________________________________________________________________
21-19 1997, A.J. Girondi
SECTION 21.9 LEARNING OUTCOMES
This is the end of Chapter 21. Check the learning outcomes below and arrange to take the exam
on Chapter 21. Then, go on to Chapter 22 which is a continuation of the subject of acids and bases.
_____1. List the general properties of acids and bases.
_____2. Compare and contrast the definitions of acids and bases according to the Arrhenius and the
BronstedLowry models.
_____3. Write balanced equations showing the dissociation of strong and weak acids and bases in water.
_____4. Given a list of acids, classify them as strong or weak.
_____5. Given a list of bases, classify them as strong or weak.
_____6. Explain why some acids are strong, while others are weak.
_____7. Explain why some bases are strong, while others are weak.
21-20 1997, A.J. Girondi
SECTION 21.10 Answers to Questions and Problems
Questions:
{1} hydroxide; {2} Bronsted-Lowry; {3} weak; {4} better; {5} H2O; {6} F
1-
; {7} strongest is HCl and weakest
is acetic; {8} They do not all dissociate into ions to the same extent. HCl dissociates most, while acetic
dissociates least; {9} phosphoric; {10} hypochlorous; {11} An unshared pair of electrons on the fluoride
ion; {12} HC2H3O2; {13} H3O
1+
; {14} In solutions of strong bases, the OH
1-
comes from the base itself,
whereas, in solutions of weak bases, the OH
1-
comes from the water that the weak base reacts with;
{15} An unshared pair of electrons on the nitrogen atom; {16} The reverse reaction is better than the
forward reaction, so there is more ammonia and water present at equilibrium; {17} NH3; {18} F
1-
; {19}
Sodium hydroxide is strong but ammonia is weak; {20} The 0.1M NaOH dissociates to a high degree to
form a lot of OH
1-
ions, but 0.1M ammonia does not; {21} The positively-charged H3O
1+
ion will repel the
positively-charged H
1+
ion too much;
Problems:
1. a. HBr(aq) ----> H
1+
(aq) + Br
1-
(aq)
b. HI(aq) ----> H
1+
(aq) + I
1-
(aq)
c. HClO4(aq) ----> H
1+
(aq) + ClO4
1-
(aq)
2. a. KOH(s) ----> K
1+
(aq) + OH
1-
(aq)
b. LiOH(s) ----> Li
1+
(aq) + OH
1-
(aq)
c. CsOH(s) ----> Cs
1+
(aq) + OH
1-
(aq)
3. a. HBr(aq) ----> H
1+
(aq) + Br
1-
(aq)
HBr(aq) + H2O(l) ----> H3O
1+
(aq) + Br
1-
(aq)
b. HClO4(aq) ----> H
1+
(aq) + ClO4
1-
(aq)
HClO4(aq) + H2O(l) ----> H3O
1+
(aq) + ClO4
1-
(aq)
4. a. HClO3(aq) + H2O(l) <===> H3O
1+
(aq) + ClO3
1-
(aq)
b. HOCl(aq) + H2O(l) <===> H3O
1+
(aq) + OCl
1-
(aq)
5. a. K
a
=
[H
3
O
1+
] [NO
2
1
]
[HNO
2
]
b. K
a
=
[H
3
O
1+
] [CN
1
]
[HCN]
6. a. RbOH(s) ----> Rb
1+
(aq) + OH
1-
(aq)
b. Ba(OH)2(s) ----> Ba
2+
(aq) + 2 OH
1-
(aq)
7. a. BrO
1-
(aq) + HOH(l) <===> HBrO(aq) + OH
1-
(aq)
b. S
2-
(aq) + HOH(l) <===> HS
1-
+ OH
1-
(aq)
8. a. HBr(aq) + H2O(l) ----> H3O
1+
(aq) + Br
1-
(aq)
b. LiOH(s) ----> Li
1+
(aq) + OH
1-
(aq)
c. HNO2(aq) + HOH(l) <===> NO2
1-
(aq) + H3O
1+
(aq)
d. CN
1-
(aq) + HOH(l) <===> HCN(aq) + OH
1-
(aq
9. a. acid, base, acid, base
b. base, acid, acid, base
c. acid, base, base, acid
10. a. K
b
=
[HCN] [OH
1-
]
[CN
1-
]
b. K
b
=
[NH
4
1+
] [OH
1-
]
[NH
3
]
21-21 1997, A.J. Girondi
SECTION 21.11 Student Notes
21-22 1997, A.J. Girondi
NAME________________________________ PER ________ DATE DUE ___________________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
"ALICE"
CHAPTER 22
ACID BASE
REACTIONS
AcidBase Equations
The pH Scale
Chemical Indicators
AcidBase Titrations
22-1 1997, A.J. Girondi
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1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
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Website: www.geocities.com/Athens/Oracle/2041
22-2 1997, A.J. Girondi
SECTION 22.1 Acid Base Reactions
When a water solution of an acid reacts with a water solution of a base, the products are generally
water and a salt compound. This type of reaction is called neutralization:
ACID + BASE ----> WATER + A SALT
HCl + NaOH ----> HOH + NaCl
acid base water salt
(Salts are compounds consisting of a metal combined with a nonmetal. NaCl is only one of many salts. The particular
salt which forms in a neutralization reaction depends on which acid and base are used.)
Problem 1. Complete the formula equations below which illustrate acidbase "neutralization" reactions.
The hydrogen in the acids combines with the hydroxide in the base to form water in every case. The other
product is a salt. First, use oxidation numbers to write the correct formulas for the salts. Then, balance
each equation.
a. _____HCl(aq) + _____LiOH(aq) ----> __________________________________
b. _____HNO3(aq) + _____KOH(aq) ----> __________________________________
c. _____HBr(aq) + _____NaOH(aq) ----> __________________________________
When HCl and NaOH are placed in water they dissociate into ions as shown below.
HCl(g) ----> H
1+
(aq) + Cl
1-
(aq)
NaOH(s) ----> Na
1+
(aq) + OH
1-
(aq)
When the two solutions are mixed, the positive hydrogen ions and negative hydroxide ions then attract
each other, and water is formed:
H
1+
(aq) + Cl
1-
(aq) + Na
1+
(aq) + OH
1-
(aq) ---> HOH(l) + Na
1+
(aq) + Cl
1-
(aq)
Notice that in the equation above, the salt, NaCl, does not actually form. This is because NaCl is soluble in
water, so it remains dissociated as aqueous sodium and chloride ions. (Soluble salts are dissociated when
in solution.) If the water in the system were evaporated, then the Na
1+
and Cl
1-
ions would combine to
form solid salt, NaCl.
The equation above in which dissociated reactants and products are shown as a mix of individual
ions is called the ionic equation. Notice that the sodium and chloride ions appear on both sides of the
equation in identical form. They are not reacting in any way, so we call them spectator ions. If we drop
them out of the equation, the particles that remain are called the reacting species. That ionic equation is
repeated below. Draw a slash through the "spectator ions" on both sides of this equation now.
22-3 1997, A.J. Girondi
Ionic Equation:
H
1+
(aq) + Cl
1-
(aq) + Na
1+
(aq) + OH
1-
(aq) ---> HOH(l) + Na
1+
(aq) + Cl
1-
(aq)
An equation that includes only the reacting species is called a net ionic equation. Write the net ionic
equation for this reaction below:
Net ionic equation: {1}_____________________________________________________________
By using the appropriate subscripts to indicate phases and complete formulas for the compounds, the
"formula" equation can also be written as a traditional double replacement equation:
HCl(aq) + NaOH(aq) ----> HOH(l) + NaCl(aq)
Let's review the three methods for writing the equation for the reaction between HCl and NaOH:
Formula Equation: HCl(aq) + NaOH(aq) ----> HOH(l) + NaCl(aq)
Ionic Equation: H
1+
(aq) + Cl
1-
(aq) + Na
1+
(aq) + OH
1-
(aq) ---> HOH(l) + Na
1+
(aq) + Cl
1-
(aq)
Net Ionic Equation: H
1+
(aq) + OH
1-
(aq) ----> HOH(l)
Following the examples given in this chapter, write the balanced formula, ionic, and net ionic
equations for the strong acidstrong base combinations in problems 2 and 3. Use oxidation numbers to
write the correct formulas for the products. Be sure that each equation is balanced. (If no spectator ions
are present, the ionic and net ionic equations are identical.)
Problem 2. Complete the equations for the reaction between HBr and KOH.
a. formula: _____HBr(aq) + _____KOH(aq) ---> _________________________
b. ionic: _______________________________________________________
c. net ionic: _______________________________________________________
What are the spectator ions in the reaction in problem 2 above? {2}________________________
Problem 3. Complete the equations for the reaction between HI and LiOH.
formula: _____HI(aq) + _____LiOH(aq) ----> __________________________
ionic: _______________________________________________________
net ionic: _______________________________________________________
Some acids contain more than one hydrogen "acidic" H and some bases contain more than one
hydroxide ion. More than one molecule of water is formed in reactions between such acids and bases.
You will gain some practice with such acids and bases in problem 4 below.
22-4 1997, A.J. Girondi
Problem 4. Complete the formula equations below which illustrate acidbase "neutralization" reactions.
Be sure to balance each equation after you have written the correct formulas for the products (using
oxidation numbers). The first one has been completed for you as an example:
a. _____H2SO4(aq) + _____Ca(OH)2(aq) ----> ______2 HOH(l) + CaSO4(aq)______
b. _____H3PO4(aq) + _____Ba(OH)2(aq) ----> _____________________________
c. _____H2CO3(aq) + _____CsOH(aq) ----> _____________________________
d. _____HClO4(aq) + _____Sr(OH)2(aq) ----> _____________________________
The three forms of equations (formula, ionic, and net ionic) can be written for reactions of acids
which have more than one acidic H and for bases which contain more than one OH
1-
ion. For example, in
part a of problem 4 we wrote the formula equation for the reaction between H2SO4 and Ca(OH)2. The ionic
equation for that reaction is written as:
2 H
1+
(aq) + SO4
2-
(aq) + Ca
2+
(aq) + 2 OH
1-
(aq) ----> 2 HOH(l) + Ca
2+
(aq) +SO4
2-
(aq)
If we drop out the spectator ions, the result is the net ionic form of the equation:
2 H
1+
(aq) + 2 OH
1-
(aq) ----> 2 HOH(l)
Since a balanced equation should always have the lowest ratio of coefficients, we reduce the above to:
H
1+
(aq) + OH
1-
(aq) ----> HOH(l)
Problem 5. Write the three forms of the equation for the reaction between H2SO4 and LiOH:
a. formula: ___________________________________________________
b. ionic: ___________________________________________________
c. net ionic: ___________________________________________________
Problem 6. Write the three forms of the equation for the reaction between H3PO4 and NaOH:
a. formula: ___________________________________________________
b. ionic: ___________________________________________________
c. net ionic: ___________________________________________________
Problem 7. Write the three forms of the equation for the reaction between HBr and Ba(OH)2:
a. formula: ___________________________________________________
b. ionic: ___________________________________________________
c. net ionic: ___________________________________________________
22-5 1997, A.J. Girondi
ACTIVITY 22.2 The Production of a Salt by an AcidBase Reaction
In this activity you will be producing solid NaCl by reacting an HCl solution with a solution of NaOH.
Follow the procedure carefully.
The reaction equation is: HCl(aq) + NaOH(aq) ----> NaCl(aq) + HOH(l)
Procedure:
1. Weigh a clean dry evaporating dish and watch glass together to the nearest 0.01 g. Record the mass in
Table 22.1.
2. Obtain 10.0 mL of 1M HCl solution and pour it into the evaporating dish.
3. Obtain 10.0 mL of 1M NaOH solution and carefully add it to the HCl solution in the evaporating dish.
Caution: keep NaOH solution off of skin and clothes.
4. Cover the dish with the watch glass and, using a laboratory burner, heat the contents of the
evaporating dish to a boiling. Boil the mixture gently until it is dry.
5. When the dish has cooled, weigh the dish with contents (NaCl) and watch glass to the nearest 0.01 g.
Tabl e 22. 1
Production of Salt
1. Mass of dish and watch glass _________g
2. Mass of dish, watch glass, and NaCl _________g
3. Mass of NaCl formed (2 - 1) _________g
Calculations:
1. Starting with 10.0 mL of 1.0 M NaOH solution, calculate the theoretical amount of NaCl which should
have been produced in this reaction. Do this by finishing the partially completed set-up below.
10.0 mL NaOH X
1 L NaOH
1000 mL NaOH
X
1 L NaOH
X
1 mole NaOH
X
g NaCl
1 mole NaCl
= _______ g NaCl
2. Using the theoretical mass of NaCl above as the accepted value, and the mass of NaCl produced in
your experiment as the observed value, calculate your percentage error.
Error = __________%
22-6 1997, A.J. Girondi
SECTION 22.3 The Dissociation Constant Of Water, K
w
Pure water is capable of conducting a very small amount of electrical current. It must, therefore,
contain a very small concentration of ions. Pure water contains ions because polar water molecules can
react with themselves! Under the proper conditions, it is possible for the partially negatively charged
(oxygen) end of one water molecule to pull a hydrogen ion away from another water molecule:
H2O + H2O <====> H3O
1+
+ OH
1-
The result of this reaction is the formation of a hydronium ion and a hydroxide ion. The reverse
reaction is very good, since H3O
1+
is an excellent acid and OH
1-
is an excellent base. So an equilibrium is
established, with far more reactants than products present. In fact, only about two water molecules in one
billion are in the form of ions at any point in time! The equation for the reaction is:
H2O(l) + H2O(l) <===> H3O
1+
(aq) + OH
1-
(aq)
Since there is an equilibrium, we can write an equilibrium expression. There will be no denominator, since
the reactant, H2O, is a pure liquid:
Kw = [H3O
1+
] [OH
1-
]
The equilibrium constant for this system is given the symbol, Kw, and is called the dissociation constant of
water. Experiments have been done to determine the concentrations of H3O
1+
and OH
1-
in water. It was
found that in pure water:
[H3O
1+
] = 1 X 10
-7
and [OH
1-
] = 1 X 10
-7
Therefore, the value of Kw is calculated:
Kw = [H3O
1+
] [OH
1-
] = (1 X 10
-7
)
2
= 1 X 10
-14
Kw = 1 X 10
-14
Since water contains some hydrogen ions and some hydroxide ions, all water solutions must also
contain at least a small concentration of each of these ions. This includes all of the solutions of acids and
bases that we discussed in Chapter 21. Water solutions of acids contain both H
1+
and OH
1-
ions, and
water solutions of bases contain both H
1+
and OH
1-
ions. Pure water is considered neutral because the
concentrations of H
1+
and OH
1-
are equal at 1 X 10
-7
M. Acid solutions have hydrogen ion concentrations
that are greater than their hydroxide ion concentrations. Basic solutions have hydroxide ion
concentrations that are greater than their hydrogen ion concentrations. However, the product
[H1+][OH1-] for all water solutions must always equal 1 X 10-14.
Water: [H
1+
] = [OH
1-
] = 1 X 10
-7
M
Acids: [H
1+
] > [OH
1-
]
Bases: [H
1+
] < [OH
1-
]
For Acids, Bases, and All Other Water Solutions: [H
1+
] [OH
1-
] = 1 X 10
-14 (Always!)
22-7 1997, A.J. Girondi
Examine Table 22.2 below. It shows the relationship between [H
1+
], [OH
1-
], and Kw.
Tabl e 22. 2
The Relationship Between [H
1+
], [OH
1-
], and Kw in Water Solutions
[H3O
1+
] [OH
1-
] Kw
Strong Acids -----> 1 X 10
0
1 X 10
-14
1 X 10
-14
1 X 10
-1
1 X 10
-13
1 X 10
-14
1 X 10
-2
1 X 10
-12
1 X 10
-14
1 X 10
-3
1 X 10
-11
1 X 10
-14
1 X 10
-4
1 X 10
-10
1 X 10
-14
Weak Acids ----> 1 X 10
-5
1 X 10
-9
1 X 10
-14
1 X 10
-6
1 X 10
-8
1 X 10
-14
Neutral -----> 1 X 10
-7
1 X 10
-7
1 X 10
-14
1 X 10
-8
1 X 10
-6
1 X 10
-14
Weak Bases ----> 1 X 10
-9
1 X 10
-5
1 X 10
-14
1 X 10
-10
1 X 10
-4
1 X 10
-14
1 X 10
-11
1 X 10
-3
1 X 10
-14
1 X 10
-12
1 X 10
-2
1 X 10
-14
1 X 10
-13
1 X 10
-1
1 X 10
-14
Strong Bases ----> 1 X 10
-14
1 X 10
0
1 X 10
-14
Now let's use this information and the concept of Kw to solve some problems. We'll begin with an
example:
Sample Problem: For a particular solution, [OH
1-
] = 1.0 X 10
-5
. Calculate [H
1+
] for this solution, and
identify it as acidic, basic, or neutral.
You are given [OH
1-
] and asked to find [H
1+
]. An equation that includes both of these quantities is the
expression for Kw: Kw = [H
1+
] [OH
1-
]. Substitute the given value for [OH
1-
] and for Kw into the equation,
and solve for [H
1+
]:
K
w
= [H
1+
][OH
1-
] [H
1+
] =
K
w
[OH
1-
]
[H
1+
] =
1 X 10
-14
1 X 10
-5
thus, [H
1+
] = 1 X 10
-9
We have found that [H
1+
] = 1 X 10
-9
, while [OH
1-
] = 1 X 10
-5
for this solution. Since [OH
1-
] > [H
1+
], the
solution is basic.
Table 22.2 reveals that as [H
1+
] gets larger, [OH
1-
] gets smaller. Kw remains constant. Now try the
problems below. Be sure to enter exponential numbers into your calculator in the correct way, using the
exponent key, either [EXP] or [EE]. Show your work.
22-8 1997, A.J. Girondi
Problem 8. A solution has [H
1+
] = 1.0 X 10
-4
. Calculate [OH
1-
] for this solution, and identify it as acidic,
basic, or neutral. Show work.
[OH
1-
] = _____________ Solution is _____________
Problem 9. A solution has [OH
1-
] = 4.8 X 10
-6
. Calculate [H
1+
] for this solution, and identify it as acidic,
basic, or neutral. Show work.
[H
1+
] = _____________ Solution is ______________
Problem 10. A solution has [H
1+
] = 8.3 X 10
-2
. Calculate [OH
1-
] for this solution, and identify it as acidic,
basic, or neutral. Show work.
[OH
1-
] = ____________ Solution is ______________
SECTION 22.4 The pH Scale
As you can see in the problems above, in chemistry we often work with small concentrations of
H
1+
and OH
1-
ions. The quantities in the measurements are usually negative exponential numbers.
These are not fun to work with! So, in order to characterize a solution as acidic, basic, or neutral without
having to use negative exponential numbers, scientists devised what is known as the pH scale. The small
letter "p" in chemistry is frequently used as an abbreviation meaning "negative logarithm of." The H stands
for hydrogen ion concentration: [H
1+
]. Thus, pH is a shorthand way of saying "the negative logarithm of
the hydrogen ion concentration of a solution." Or, pH = - log [H
1+
]. Now you must be wondering why this
concept was ever devised! Well, follow along with this explanation.
Logarithm is simply another word for exponent. Common logarithms are powers of 10. The
logarithm of 100 is 2. Why? Because 100 = 10
2
. If someone asks you, "What is the log of 100?" What
they are really asking is, "To what power must you raise 10 to get 100?" The answer, of course, is 2. It is
easy to find "logs" using a scientific calculator. Simply enter the number and press the log key.
22-9 1997, A.J. Girondi
Probl em 11. Find the logs of the numbers listed below.
a. log 1000 = ______________ d. log 450 = ______________
b. log 10 = ________ _____ e. log 8932 = __ ___________
c. log 10000 = ______________ f. log 4.5 X 10
3
= ______________
To calculate the negative logarithm of a number, follow the procedure for finding the log on your
calculator, and then change the sign of your answer using the change sign key (+/-).
Probl em 12. Do the problems below.
a. - log 679 = ________________ c. - log 0.034 = _________________
b. - log (4.60 X 10
2
)= ________________ d. - log (8.2 X 10
-3
) = _________________
Let's find the negative log of [H
1+
] for water: - log(1 X 10
-7
) = 7. You can see that by finding the negative
log of a negative exponential number, you end up with a positive integer. It is much easier to work with
positive integers than with negative exponents. So, scientists decided that it would be better to describe
the acidic or basic nature of solutions using positive integers than by using the actual values of [H
1+
] or
[OH
1-
] for the solution. Instead of talking about the hydrogen ion concentration of a solution, we can talk
about its pH. If we take the values in Table 22.2, and find the negative logs of them, we can express them
all as positive integers. [H
1+
] becomes pH, [OH
1-
] becomes pOH, and Kw becomes pKw. This has
been done for you in Table 22.3.
Tabl e 22. 3
The Relationship Between pH, pOH,
and pKw in Water Solutions
pH pOH pKw
Strong Acids ---> 0 14 14
1 13 14
2 12 14
3 11 14
4 10 14
Weak Acids ---> 5 9 14
6 8 14
Neutral Solutions ---> 7 7 14
8 6 14
Weak Bases ---> 9 5 14
10 4 14
11 3 14
12 2 14
13 1 14
Strong Bases ---> 14 0 14
Notice that the sum of pH and pOH of a solution is always equal to 14
22-10 1997, A.J. Girondi
Probl em 13. Find the pH of solutions with the following [H
1+
]:
a. 4.60 X 10
-3
__________________ c. 0.00680 __________________
b. 8.80 X 10
-9
__________________ d. 3.40 X 10
-7
__________________
To do the next two problems, you will need to use the formulas for Kw and for pH:
Probl em 14. What is the pH of a solution with [OH
1-
] = 5.20 X 10
-5
?
pH = __________
Probl em 15. What is the pOH of a solution with [H
1+
] = 1.20 X 10
-10
?
pOH = __________
As pH {3} creases, the strength of an acid solution decreases. Acids get stronger as their [H
1+
]
{4} creases. A neutral solution has a pH of {5}___ _ . The stronger the acid, the {6}____________
the pH. The stronger the base, the {7}_______________ the pH.
<--- stronger acids stronger bases --->
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Figure 22.1 The pH Scale
The pH scale was first devised by the Danish biochemist, Sven Sorenson in 1909. It is an open-
ended scale which means that it is possible for solutions to have pH values which are less than 0 or greater
than 14. However, the vast majority of solutions fall into this range. The pH scale of 0 to 14 includes an
extremely large range of [H
1+
] concentrations. Remember that pH values are logs, which means they are
powers of ten. When pH = 1, [H
1+
] = 1 X 10
-1
. When pH = 7, [H
1+
] = 1 X 10
-7
. This difference between pH
= 1 and pH = 7 represents a difference of 6 powers of 10 which is 1,000,000! Let's try the problem below.
A solution with pH = 2 has how many times more H
1+
ions per liter than one with pH = 7? {8}___
How many times more hydrogen ions are in a solution of pH 1 compared to a solution of pH 12?
Answer: {9}______________________________________
Another type of problem which is a little trickier than what you have done involves finding [H
1+
] for
a solution when you know its pH. For example, if the pH of a solution is 8.5, what is its [H
1+
]? The correct
answer is 3.2 X 10
-9
M. This kind of problem involves the use of inverse log which is also known as antilog.
Problems of this type are discussed in Appendix F of your ALICE materials. Ask your teacher if he/she
22-11 1997, A.J. Girondi
wishes to include this material in this chapter. If so, read Appendix F and complete the problems there.
Otherwise, move on to Activity 22.3.
GO TO APPENDIX F -----> ??? (CHECK WITH YOUR INSTRUCTOR.)
ACTIVITY 22.5 Acid-Base Indicator Solutions
There are several ways to determine the pH of solutions. One method involves the use of
chemical indicators. These are substances which change color when added to acidic or basic solutions.
Bromthymol blue is an example. Many of these indicators are actually very, very weak acids which are plant
pigments. Let's abbreviate the chemical formula of bromthymol blue as "HIn." Since it is a very weak acid,
it exists in water in equilibrium:
HIn(aq) + H2O(l) <===> H3O
1+
(aq) + In
1-
(aq)
yellow blue
If we add few drops of this indicator solution to an acid (which has an excess of H3O
1+
), the H3O
1+
ions in
the acid would push the equilibrium to the (left / right) {10}_____________. This would cause the color to
shift more to (yellow / blue) {11} . If we add some bromthymol blue to a basic solution (which
has an excess of OH
1-
ions), the OH
1-
ions in the base will react with the H3O
1+
in the indicator, producing
water. The result is a lower [H3O
1+
], which will shift the bromthymol blue equilibrium to the (left/right)
{12}_____________. The color would then shift more to (yellow/blue) {13} . Notice that to
serve as an indicator, the molecule (HIn) form of the weak acid must have a different color than the anion
form (In
1-
).
Bromthymol blue has a pH interval of 6.0 to 8.0. This means that it is yellow in a solution with a pH
of less than 6.0, while it is blue in a solution with a pH above 8.0. Between these two pH values the
indicator is changing its color. So, if you add bromthymol blue to a solution and the result is a yellow color,
you can predict that the pH is less than 6.0. If it turns blue, you would conclude that the pH is above 8.0. If
it turns green, then the pH is somewhere in the middle of the pH interval, around 7. There are many acid-
base indicators, and they have different pH intervals. A few are listed in Table 22.3.
Tabl e 22. 4
A Selection of Acid-Base Indicators
Indicator Acid Color Base Color pH Interval
bromthymol blue yellow blue 6.0 - 8.0
litmus red blue 5.5 - 8.0
methyl orange red yellow 3.1 - 4.4
methyl violet yellow blue 0.0 - 1.6
phenolphthalein colorless pink 8.2 - 10.0
alizarin yellow yellow red 10.1 - 12.0
In this activity you will use several acid-base indicators in an attempt to estimate the pH of some
selected solutions.
1. Obtain a dropper bottle of any solution with a pH < 3.1 and a bottle of any solution with a pH > 4.4. (The
exact pH values are not important.)
22-12 1997, A.J. Girondi
2. Place ten drops of these solutions into separate wells of a dropping plate. Add a drop of methyl orange
indicator to each solution. Note the colors. Do not discard these mixtures.
3. Using two clean wells of the same dropping plate, repeat the procedure above using any two solutions
with pH < 6.0 and pH > 8.0, and adding a drop of bromthymol blue to each. Note the colors. Do not
discard the mixtures.
4. Repeat the procedure once more using any two solutions with pH < 8.2 and pH > 10.0, and adding
phenolphthalein indicator solution. Note the colors. Do not discard the mixtures. Compare your results to
the colors and pH intervals listed in Table 22.4.
5. Add ten drops of white vinegar to each of three clean wells of a second dropping plate. Add a drop of
methyl orange to one of the wells of vinegar, a drop of bromthymol blue to the second, and a drop of
phenolphthalein to the third. Compare the colors to those of the indicators in the solutions of known pH.
Record your observations in Table 22.5 below, and estimate the pH of the vinegar. Your estimates might
be something like these: < 4.4; > 8.2; or maybe, < 2.3.
6. Repeat the procedure in step 5 with the following solutions: household ammonia, a solution of
laboratory detergent, a colorless soft drink solution (like 7-up), and tap water. Record all observations and
pH estimates in Table 22.5 below.
Tabl e 22. 5
pH of Common Household Substances
Color in Color in Color in
Substance Methyl Orange Bromthymol Blue Phenolphthalein pH
vinegar ___________ _____________ _____________ ______
ammonia ___________
detergent ___________
soft drink ___________
A more accurate method for determining pH involves the use of an instrument called a pH meter.
It is a sensitive device that must be used with care, and the proper procedure must be followed. Your
teacher will assist you in the use of the pH meter as you measure the pH of each of the substances in
Table 22.5 above. Record your results below:
Vinegar: __________ Ammonia: __________ Detergent: __________ Soft Drink: __________
Do all of the estimates of pH which you made using the indicators agree with the more specific results
obtained using the pH meter? If not, which ones did not agree?_____________________
. They all should be in agreement, unless there was
some error in the procedure or equipment.
22-13 1997, A.J. Girondi
SECTION 22.6 AcidBase Titrations
At this point we are ready to determine the outcome when acidic and basic solutions are added
together. Earlier in this chapter you completed an exercise in which reactions between acids and bases
produced salts and water. These were examples of neutralization reactions. Some degree of
neutralization occurs whenever an acid is mixed with a base. Water is always one of the products formed in
such a reaction. Consider the neutralization reaction that occurs when HCl and NaOH solutions are mixed.
One way that we wrote this reaction was: HCl(aq) + NaOH(aq) ----> HOH(l) + NaCl(aq) According to this
equation, 1 mole of HCl is required to neutralize 1 mole of NaOH. Laboratory experiments often involve
neutralization reactions. Suppose you knew the molar concentration (M) of one of the solutions (the acid
or the base) and you wanted to determine the concentration of the other solution. You could determine
the unknown concentration by mixing the acid and base together until the neutralization was complete.
Then, the unknown concentration can be calculated using the volumes of the acid and base solutions
which were consumed. Such an experimental procedure is called a titration. Let's try some examples:
Sample Problem: What is the molarity of a solution of HCl if 48 mL of 0.25 M NaOH solution are
required to neutralize 35 mL of HCl?
HCl(aq) + NaOH(aq) ----> HOH(l) + NaCl(aq)
We will solve this problem by setting up a "fencepost" and by using dimensional (unit) analysis. Since we
are looking for the molarity of HCl, we will want to be left with units of moles HCl divided by liters of HCl
solution: moles HCl / L sol'n. Although we could start the fencepost with any of the information given,
let's go with 48 mL NaOH:
48 mL NaOH X
1 L NaOH
1000 mL NaOH
X
0.25 mole NaOH
1 L NaOH
X
1 mole HCl
1 mole NaOH
X
1
35 mL HCl
X
1000 mL HCl
1 L HCl
=
0.34 mole HCl
1 L HCl
or, 0.34 M HCl
Sample Problem: What is the molarity (M) of a solution of KOH if 45 mL of 0.20 M H2SO4 are required to
neutralize 34 mL of KOH solution? H2SO4 + 2 KOH ----> 2 HOH + K2SO4
45mL H2SO4 X
1 L H2SO4
1000 mL H2SO4
X
0.20 mole H2SO4
1 L H2SO4
X
2 moles KOH
1 mole H2SO4
X
1
34 mL KOH
...
X
1000 mL KOH
1 L KOH
=
0.53 mole KOH
1 L KOH
or, 0.53 M KOH
Sample Problem: A beaker contains 0.11 L of 0.35 M Ca(OH)2 solution. What volume (in L) of 0.50 M
H3PO4 solution will be required to neutralize it? 2 H3PO4 + 3 Ca(OH)2 ----> 6 HOH + Ca3(PO4)2
0.11 L Ca(OH)2 X
0.35 mole Ca(OH)2
1 L Ca(OH)2
X
2 moles H3PO4
3 moles Ca(OH)2
X
1 L H3PO4
0.50 mole H3PO4
= 0.051 L H3PO4
Study the three sample problems above carefully, and then do the problems which follow. Show your set-
up in each case. All measurements should have units. Complete a balanced equation before starting
each problem.
22-14 1997, A.J. Girondi
Problem 16. If 24.60 mL of 0.18 M HNO3 is titrated with 22 mL of KOH solution. What is the
concentration (molarity) of the base? HNO3 + KOH ---> _________ _______
__________ M KOH
Problem 17. If 40.0 mL of H3PO4 are neutralized by 22 mL of 0.60 M NaOH, What is the concentration
of the acid? H3PO4 + 3 NaOH ---> __________________________
_________ M H3PO4
Problem 18. How many mL of 2.0 M H2SO4 will be needed to neutralize 40.0 mL of 0.80 M Ca(OH)2?
H2SO4 + Ca(OH)2 ---> CaSO4 + ______________________
__________ mL H2SO4
Problem 19. If 16 mL of 0.15 M H3PO4 are needed to neutralize a 0.10 M solution of Mg(OH)2, what is
the volume (in mL) of the base solution? 2 H3PO4 + 3 Mg(OH)2 ---> ________________________
__________ mL Mg(OH)2
22-15 1997, A.J. Girondi
ACTIVITY 22.7 A Titration of Vinegar
You are now going to put what you have learned to
practical use. You are going to determine the percentage of
acetic acid in vinegar. You will perform a titration by adding a
base to the acetic acid until neutralization occurs. One of the
most important parts of a titration, is knowing when the acid and
base have been completely neutralized. We will get this
information by using phenolphthalein indicator solution.
When doing titrations, volumes of solutions must be
very carefully measured. A graduated cylinder is normally used
to measure volume. But, in titrations, we use a piece of
glassware that is even more accurate. It is called a buret (also
spelled burette). The volume of solution in the buret should
be read the same way that you read a graduated cylinder.
Read the bottom of the meniscus.
Get the materials labeled 22.7 from the materials shelf.
Follow the procedure below. Wear safety glasses and an
apron.
Fi gure 22. 2
Reading a Meniscus
Procedure:
1. Rinse two burets with some distilled water. Mount the clean burets on a ring
stand with a double buret holder as shown in Figure 22.3.
2. Place funnels in the mouths of the burets, and fill one of the burets with
water. Practice using the burets by measuring out volumes of 5 and 10 mL.
Drain any remaining water.
3. Pour a few mL of 0.50 M NaOH into one buret to rinse it. Drain the solution
out, and then fill that buret with the 0.5 M NaOH solution. Remove the air in the
tip of the buret below the stopcock by draining some of the solution. Record
the starting level and the concentration of NaOH (0.50 M) in Table 22.6.
4. For the other buret, follow the procedure in step 3 but use white vinegar
instead of NaOH solution.
5. Carefully measure three 10 mL volumes of vinegar from the buret into three
125 mL Erlenmeyer flasks. Label your flasks 1, 2, and 3. Add 5 to 10 drops of
phenolphthalein indicator to each flask.
Figure 22.3
Burets and Holder
6. Place one flask on a small piece of white paper under the buret containing NaOH, and add a few mL of
the NaOH solution from the buret while you swirl the solution in the flask. The pink color of the indicator
may appear briefly, but swirl the solution until the color disappears. (Use a magnetic stirrer if one is
available in your lab. It will make stirring easier.)
7. Continue to add NaOH solution to the flask, dropwise, with thorough mixing. We will use this first
titration to get a rough idea of about how much NaOH is required to neutralize the vinegar. Therefore, you
can allow the drop rate to go rather rapidly. When you reach the point where a slight pink color persists
(does not disappear), you have reached the end point of the titration. Record the level of base left in the
buret in Table 22.6.
22-16 1997, A.J. Girondi
Tabl e 22. 6
Titration of Vinegar
Sample 1 Sample 2 Sample 3
1. Initial buret reading (mL)
2. Final buret reading (mL)
3. mL of base added
4. Volume of vinegar (mL)
5. Concentration (M) of NaOH 0.50 0.50 0.50
8. Repeat the titration for the other two samples of vinegar. In each case, fill the NaOH buret, record the
initial level, run the titration, and record the final level of base. The second two titrations should go more
quickly, because you already know the approximate final level of base in the buret. Run an amount of
base into the second flask that is 1 or 2 mL less than that required in the first titration. Then complete the
titration by carefully adding the last amount of base dropwise with good mixing. A good end point will
leave the mixture in the flask with only a faint pink color.
9. Rinse both burets with water when you are finished. Record all data in Table 22.6.
Calculations:
1. Calculate the concentration (M) of acetic acid (HC2H3O2) in the vinegar. Follow the examples in section
22.6. (For the volume of NaOH, use an average of the two closest volumes from your 3 titrations.)
HC2H3O2 + NaOH ---> HOH + NaC2H3O2
__________ M
2. Using atomic masses from the periodic table, calculate the molecular mass of acetic acid, HC2H3O2.
__________ grams / mole
3. Calculate the mass in grams of acetic acid in a liter of vinegar. (Your answer to calculation one is in moles
per liter. Change that value to grams per liter using the molecular mass you found in calculation 2.)
__________ g HC2H3O2 / L
22-17 1997, A.J. Girondi
4. Assume that a liter of vinegar has a mass of 1000. grams. Calculate the mass percent of acetic acid in
vinegar:
mass of acid per liter
mass of 1 liter
X 100 = % acetic acid in vinegar
__________% HC2H3O2
5. Check the bottle of vinegar from which your samples came. What is the percent of acid in the vinegar
according to the label? _____________ %
6. Comment on how your result compares to that on the label of the vinegar bottle.
7. Calculate your percent error. The formula is in the reference section of your ALICE materials.
__________ % Error
SECTION 22.8 Optional Review Problems
The following problems are optional, and can be done on a separate sheet of paper if you feel that
you need additional practice.
Probl em 20. Write and balance the three forms of the equation for the reaction between HClO3(aq) and
Ca(OH)2(aq).
Probl em 21. If the [H3O
1+
] of a solution is 8.6 X 10
-12
, find the [OH
1-
] of the same solution.
Probl em 22. If the [H3O
1+
] of a solution is 5.2 X 10-
9
, calculate the pH and pOH and identify the solution
as an acid or a base.
Probl em 23. If the [OH
1-
] of a solution is 3.5 X 10
-4
, calculate the pH and pOH and identify the solution
as an acid or a base.
Probl em 24. What volume (in mL) of a 0.22M HCl solution are required to neutralize 64 mL of a 0.12M
solution of Ba(OH)2?
Probl em 25. During a titration procedure, it is found that 38 mL of a 2.5M solution of KOH are needed
to neutralize 57 mL of a solution of H2SO4. What is the molarity (M) of the H2SO4 solution?
22-18 1997, A.J. Girondi
SECTION 22.9 Learning Outcomes
Understanding acid-base chemistry is very important, because many chemical reactions involve acids
and bases. Check the learning outcomes below. When you feel you have mastered them, arrange to take
any quizzes or exams on Chapter 22. Then, move on to Chapter 23.
_____1. Given an acid and a base, properly complete and balance the equation for the reaction that
occurs between them in the formula, ionic, and net ionic forms.
_____2. Explain pH and classify a solution as acid, base, or neutral given its pH, pOH, [H
1+
], or [OH
1-
].
_____3. Describe the relationship between the conductivity of an acid solution, the size of its Ka, and its
pH.
_____4. Given [H
1+
], calculate [OH
1-
] and pH; Given [OH
1-
], calculate pH and [H
1+
].
_____5. Explain the proper procedure for conducting a titration.
_____6. Calculate concentrations or volumes in titration problems.
The following learning outcome pertains to Appendix F:
_____7. Determine the [H
1+
] or [OH
1-
] of a solution, given its pH or pOH.
22-19 1997, A.J. Girondi
SECTION 22.10 Answers to Questions and Problems
Questions:
{1} H
1+
(aq) + OH
1-
(aq) ----> HOH(l) ; {2} Br
1-
and K
1+
; {3} in; {4} de; {5} 7.0; {6} lower; {7} higher;
{8} 1 X 10
5
; {9} 1 X 10
11
; {10} left; {11} yellow; {12} right; {13} blue
Problems:
1. a. HCl + LiOH ---> HOH + LiCl
b. HNO3 + KOH ---> HOH + KNO3
c. HBr + NaOH ---> HOH + NaBr
2. a. HBr + KOH ---> HOH + KBr
b. H
1+
(aq) + Br
1-
(aq) + K
1+
(aq) + OH
1-
(aq) ---> HOH(l) + Br
1-
(aq) + K
1+
(aq)
c. H
1+
(aq) + OH
1-
(aq) ---> HOH(l)
3. a. HI(aq) + LiOH(aq) ---> HOH(l) + LiI(aq)
b. H
1+
(aq) + I
1-
(aq) + Li
1+
(aq) + OH
1-
(aq) ---> HOH(l) + I
1-
(aq) + Li
1+
(aq)
c. H
1+
(aq) + OH
1-
(aq) ---> HOH(l)
4. a. H2SO4(aq) + Ca(OH)2(aq) ----> 2 HOH(l) + CaSO4(aq)
b. 2 H3PO4(aq) + 3 Ba(OH)2(aq) ----> 6 HOH(l) + Ba3(PO4)2(s)
c. H2CO3(aq) + 2 CsOH(aq) ----> 2 HOH(l) + Cs2CO3(aq)
d. 2 HClO4(aq) + Sr(OH)2(aq) ----> 2 HOH(l) + Sr(ClO4)2(aq)
5. a. H2SO4(aq) + 2 LiOH(aq) ----> 2 HOH(l) + Li2SO4(aq)
b. 2 H
1+
(aq) + SO4
2-
(aq) + 2 Li
1+
(aq) + 2 OH
1-
(aq) ----> 2 HOH(l) + 2 Li
1+
(aq) + SO4
2-
(aq)
c. 2 H
1+
(aq) + 2 OH
1-
(aq) ---> 2 HOH(l) which reduces to H
1+
(aq) + OH
1-
(aq) ---> HOH(l)
6. a. H3PO4(aq) + 3 NaOH(aq) ----> 3 HOH(l) + Na3PO4(aq)
b. 3 H
1+
(aq) + PO4
3-
(aq) + 3 Na
1+
(aq) + 3 OH
1-
(aq) ----> 3 HOH(l) + PO4
3-
(aq) + 3 Na
1+
(aq)
c. 3 H
1+
(aq) + 3 OH
1-
(aq) ---> 3 HOH(l) which reduces to H
1+
(aq) + OH
1-
(aq) ---> HOH(l)
7. a. 2 HBr(aq) + Ba(OH)2(aq) ----> 2 HOH(l) + BaBr2(aq)
b. 2 H
1+
(aq) + 2 Br
1-
(aq) + Ba
2+
(aq) + 2 OH
1-
(aq) ----> 2 HOH(l) + 2 Br
1-
(aq) + Ba
2+
(aq)
c. 2 H
1+
(aq) + 2 OH
1-
(aq) ---> 2 HOH(l) which reduces to H
1+
(aq) + OH
1-
(aq) ---> HOH(l)
8. 1.0 X 10
-10
; acid
9. 2.1 X 10
-9
; base
10. 1.2 X 10
-13
; acid
11. a. 3; b. 1; c. 4; d. 2.7; e. 3.951; f. 3.7
12. a. -2.83; b. -2.66; c. 1.5; d. 2.1
13. a. 2.34; b. 8.06; c. 2.17; d. 6.47
14. pH = 9.72
15. pOH = 4.08
16. 0.20 M KOH
17. 0.11 M H3PO4
18. 16 mL H2SO4
19. 36 mL Mg(OH)2
20. 2 HClO3(aq) + Ca(OH)2(aq) ----> 2 HOH(l) + Ca(ClO3)2(aq)
2 H
1+
(aq) + 2 ClO3
1-
(aq) + Ca
2+
(aq) + 2 OH
1-
(aq) ----> 2 HOH(l) + Ca
2+
(aq) + 2 ClO3
1-
(aq)
2 H
1+
(aq) + 2 OH
1-
(aq) ----> 2 HOH(l) which reduces to H
1+
(aq) + OH
1-
(aq) ----> HOH(l)
21. 1.16 X 10
-3
22. pH = 8.28; pOH = 5.72; base
23. pH = 10.5; pOH = 3.46; base
24. 69.8 mL HCl
25. 0.83M H2SO4
22-20 1997, A.J. Girondi
NAME________________________________ PER ________ DATE DUE ___________________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
CHAPTER 23
OXIDATION
AND
REDUCTION
(Part 1)
23-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
23-2 1997, A.J. Girondi
SECTION 23.1 Introduction To OxidationReduction Reactions
In earlier chapters, we studied chemical reactions labeling them as combination, decomposition,
single replacement, and double replacement. In this chapter, we will study yet another group called
oxidation-reduction reactions. We can greatly simplify the classification of reactions by grouping them all
into two broad classes. These two classes are: (1) reactions in which there is no electron transfer from one
substance to another, and (2) reactions in which electrons transfer from one substance to another. All
chemical reactions fit into one or the other of these two categories.
In previous chapters we made use of oxidation numbers, but we did not define them. Now it is
time to do so.
An oxidation number is a signed number which is assigned to an atom or ion
according to a set of rules. It represents the "oxidation state" of the atom or ion.
The "oxidation state" of an atom or ion changes when it loses or gains electrons. You have previously
used oxidation numbers to write the correct formulas for compounds and polyatomic ions. You may recall
that there is a table of common oxidation numbers in the reference section of your ALICE materials. The
rules used to assign oxidation numbers to atoms and ions are listed below. You should know them well
enough to use them from memory during tests and quizzes.
Rules for Assigning Oxidation Numbers
1. The oxidation number of an atom of a free element is zero. Elements are free if they are not combined
with other elements. If atoms of an element are combined with themselves, they are still considered to be
free. For example, a free atom of Ag has an oxidation number of zero. In addition, atoms in molecules like
H2, Cl2, N2, O2, F2, Br2, I2, P4, S8, etc., have oxidation numbers of zero.
2. The oxidation number of a monatomic ion is equal to its charge. A monatomic ion is one that formed
from only one atom. Ex: Ag
1+
3. The algebraic sum of the oxidation numbers of the atoms in the formula of a compound is zero.
4. In compounds, the oxidation number of hydrogen is +1. (There is one exception. In compounds known
as hydrides, it can be -1. Sodium hydride is NaH.)
5. In compounds, the oxidation number of oxygen is -2. (Exceptions: oxygen is -1 in peroxide
compounds like H2O2, and +2 when it combines with fluorine in OF2.)
6. In combinations of nonmetal atoms, the oxidation number of the less electronegative element is
positive and of the more electronegative element is negative. For example, in NO2, N = +4, and O = -2.
The element with the positive oxidation number is written first in the formula of a compound, such as in
NO2. An exception is ammonia, NH3, in which nitrogen (-3) is written before hydrogen (+1).
7. The algebraic sum of the oxidation numbers of the atoms in the formula of a polyatomic ion is equal to
the charge on the polyatomic ion. Example: In Cr2O7
2-
, each chromium atom is +6, while each oxygen
atom is -2. Note that (+6 X 2) + (-2 X 7) = -2.
Because of your work in previous chapters, you are already somewhat familiar with rules 3 through 7.
Now, rules 1 and 2 will also be needed in order to understand redox reactions.
Reactions in which no electrons are transferred usually involve the separation and rejoining of
atoms or ions. For example, silver nitrate (AgNO3) and sodium chloride (NaCl) exist as ions in solution.
AgNO3(s) ----> Ag
1+
(aq) + NO3
1-
(aq)
23-3 1997, A.J. Girondi
NaCl(s) ----> Na
1+
(aq) + Cl
1-
(aq)
When added together, the positive Ag
1+
ions combine with the negative Cl
1-
ions to form a precipitate of
AgCl. The Na
1+
and NO3
1-
ions are spectator ions which will combine only if the water is removed from the
system.
Formula Equation: AgNO3(aq) + NaCl(aq) ----> AgCl(s) + NaNO3(aq)
Ionic Equation: Ag
1+
(aq) + NO3
1-
(aq) + Na
1+
(aq) + Cl
1-
(aq) ----> AgCl(s) + NO3
1-
(aq) + Na
1+
(aq)
Net Ionic Equation: Ag
1+
(aq) + Cl
1-
(aq) ----> AgCl(s)
Ag has an oxidation number of {1}______ when combined with NO3
1-
and with Cl
1-
. The oxidation number
remains the same before and after the reaction. When the oxidation number does not change, there has
been no transfer of electrons. You can see from the equations above that there has been neither an
increase nor a decrease in oxidation number. This is true for the silver ions and for the other ions involved
in the reaction.
In this chapter, however, we want to concentrate on the second type of reaction in which
electrons are transferred from one particle to another. Such oxidation-reduction equations are often
called "redox" equations for short. You have seen some redox reactions in previous chapters, although
you probably did not realize it. For example, single replacement reactions are also redox redox reactions.
We will now study some of the "whys" and "hows" of these reactions. Let's begin with some definitions.
Oxidation is defined as the LOSS of electrons by a substance.
Reduction is defined as the GAIN of electrons by a substance.
An example of a typical redox equation is: 2 Mg(s) + O2(g) ----> 2 MgO(s)
The reactants, Mg and O2, are neutral particles. The product, MgO, is made of equal numbers of Mg
2+
and
O
2-
ions. These oppositely charged ions attract each other, and the result in an ionically bonded
compound. We can gain a better understanding of the reaction between Mg and O2 by breaking it into two
separate parts, something that can be done to any redox equation. The separate parts are called half-
equations or half-reactions. In the first half-equation below, magnesium is shown losing two electrons
(e
-
). Remember that each electron has a charge of {2}_______. Magnesium is undergoing oxidation.
Oxygen, on the other hand, is shown gaining two electrons per atom (4 electrons total) and is, therefore,
undergoing reduction.
In oxidation half-equations, the electrons are always written on the product side (right side) to
show that they are being lost:
Oxidation half-equation: Mg ----> Mg
2+
+ 2 e
-
In the half-equation above, each magnesium atom is losing {3}________ electrons.
In reduction half-equations, the electrons are written on the reactant side to show that they are being
gained.
Reduction half-equation: O2 + 4 e
-
----> 2 O
2-
In the half-equation above, a total of {4}_______ electrons are being gained. Since two oxygen atoms are
involved, each oxygen atom is gaining {5}________ electrons.
23-4 1997, A.J. Girondi
In the overall equation, note that the oxidation number of the magnesium atom is changing from 0 to
{6}________. Also notice that the oxidation number of each of the two oxygen atoms is changing from 0
to {7}________.
2 Mg(s) + O2(g) ----> 2 MgO(s)
0 0
+2
-2
These changes in the oxidation numbers of magnesium and oxygen can be explained by the loss and
gain of electrons as shown in the half-equations.
You must learn to easily identify whether half-equations represent oxidations or reductions. One
way to remember the definitions is to think of electrons going Out in Oxidation, and electrons Returning
in Reduction.
Problem 1. Complete the exercises below by labeling each of the half-equations as oxidations or as
reductions.
Half-Equations Oxidation or Reduction
a. Cu
1+
+ e
-
---> Cu ______________________
b. F2 + 2e
-
---> 2 F
1-
______________________
c. Cr
3+
---> Cr
6+
+ 3e
-
______________________
d. Bi
3+
---> Bi
5+
+ 2e
-
______________________
e. N
5+
+ 2e
-
---> N
3+
______________________
f. 2 Cl
1-
---> Cl2 + 2e
-
______________________
SECTION 23.2 Balancing Redox Half-equations
The total charge on each side of a redox equation must be equal. This is also true for half-
equations. Notice that the sum of the oxidation numbers is zero on both sides of this equation taken
from section 23.1:
2 Mg(s) + O2(g) ----> 2 MgO(s)
0 0
+2
-2
The total charge on each side of a redox half-equation must also be equal. In each of the half-
equations shown previously, this is also true. For example:
Cr
3+
----> Cr
6+
+ 3e
-
+3
+6 -3
You can see that the total charge on both sides of the half-reaction is {8}________.
23-5 1997, A.J. Girondi
This is an important rule about all redox equations:
In any redox equation or half-equation, the total charge of the reactants must
equal the total charge of the products.
This rule makes it possible for you to determine exactly how many electrons are gained or lost in any half-
equation. If you were told that manganese changes from a charge of +7 to +4, you could write a half-
equation for this change using the previous examples as your guide. For example, examine the half-
equation below:
Mn
7+
----> Mn
4+
The charges are not balanced (equal) on the reactant and product sides. By adding electrons (negative
charges) to the reactant (left) side, the charges can be balanced:
Mn
7+
+ 3 e
-
----> Mn
4+
Each side of the half-equation now has a total charge of {9}__________.
You have already learned that a chemical equation must be balanced according to mass, which
means that it must have the same number of atoms or ions on both sides. This is because of the Law of
Conservation of Mass which states that matter cannot be created or destroyed in ordinary chemical
reactions. Now you have also learned that charge cannot be created or destroyed, either. This is the Law
of Conservation of Charge.
A redox reaction or half-reaction must be balanced in two ways: first, according to {10}___________, and,
second, according to {11}______________.
Problem 2. Complete the exercises below by adding the correct number of electrons needed to
balance the charges in each half-equation. Then, label each half-equation as an oxidation or reduction.
Review the first two rules for assigning oxidation numbers before you begin.
Half-Reactions Oxidation or Reduction
a. Na ---> Na
1+
+ _____e
-
______________________
b. Cl2 + _____e
-
---> 2 Cl
1-
______________________
c. 2 H
1+
+ _____e
-
---> H2 ______________________
d. 2 Al ---> 2 Al
3+
+ _____e
-
______________________
e. 3 F2 + _____e
-
---> 6 F
1-
______________________
f. Fe
2+
---> Fe
3+
+ _____e
-
______________________
g. Mn
7+
+ _____e
-
---> Mn
2+
______________________
h. 6 Cl
1-
---> 3 Cl2 + _____e
-
______________________
i. Cr
6+
+ _____e
-
---> Cr
3+
______________________
j. Cl
1-
---> Cl
5+
+ _____e
-
______________________
23-6 1997, A.J. Girondi
Problem 3. Write balanced half-equations for each situation presented below. You will need to decide
on which side to place the electrons. Make sure your half- equations are balanced according to mass and
charge. Then label each change as oxidation or reduction.
Half-Equation Balanced Half-Equation Ox or Red?
a. Cu
2+
---> Cu
1+
__________________________ ____________________
b. I
7+
---> I
1+
__________________________ ____________________
c. 3 Br2 ---> 6 Br
1-
__________________________ ____________________
d. Sn
2+
---> Sn
4+
__________________________ ____________________
e. P
5+
---> P
3+
__________________________ ____________________
f. Cu
2+
---> Cu __________________________ ____________________
g. 2 Br2 ---> 4 Br
1-
__________________________ ____________________
h. 6 N
3-
---> 3 N2 __________________________ ____________________
SECTION 23.3 Adding Redox Half-Equations Together
Oxidation and reduction are processes that must occur together. This is true because it is
impossible to create or destroy electrons in any chemical change. Electrons can only be transferred from
one substance to another. The electrons that are lost in oxidation are gained in a reduction reaction. This
is why all oxidation-reduction reactions are the sum of two half-reactions. Let's consider the case in which
sodium reacts with fluorine:
Sodium atoms tend to lose {12}_______ electron(s) to become a stable ion: Na ----> Na
1+
+ e
-
Fluorine atoms tend to gain one electron to become stable. Since fluorine is diatomic, F2 would gain a
total of {13}________ electrons:
F2 + 2e
-
----> 2 F
1-
After the diatomic molecule gains electrons, is it still diatomic? {14}________ It has been changed into two
independent stable ions. Since F2 needs two electrons and sodium gives up only one electron per atom,
two sodium atoms will have to react with one F2 molecule, so we multiply through the oxidation half-
equation by two: 2 (Na ----> Na
1+
+ e
-
) OR 2 Na ----> 2 Na
1+
+ 2 e
-
and then we add the two half-equations together:
2 Na ----> 2 Na
1+
+ 2e
-
<-- oxidation half-equation
F2 + 2e
-
----> 2 F
1-
<-- reduction half-equation
2 Na + F2 + 2e
-
----> 2 Na
1+
+ 2 F
1-
+ 2e
-
<-- overall redox equation
Since there are two electrons on each side of the net equation, they can be dropped to yield the final
redox equation:
2 Na(s) + F2(g) ----> 2 NaF(s)
23-7 1997, A.J. Girondi
It's fairly simple to write redox equations from two half-equations. Let's try to write the redox
equation for the reaction between Cu atoms and N
3+
ions. The two half-reactions are:
Cu ---> Cu
2+
and 2 N
3+
---> N2
The 2 is needed in front of N
3+
in the second half-reaction because nitrogen is diatomic as a free element,
and the equation must be balanced by mass. While the two half-equations are balanced according to
mass, you can see that they are not balanced according to {15}_______________. To balance the
charge, we add electrons to the proper side of each half-reaction:
Cu ---> Cu
2+
+ 2e
-
<---- oxidation
2 N
3+
+ 6e
-
---> N2 <---- reduction
Now, since the number of electrons lost in the oxidation must equal the number of electrons gained in the
reduction, we multiply through the oxidation half-equation by {16}________:
3 Cu ----> 3 Cu
2+
+ 6 e
-
(When trying to balance some redox equations, you may have to multiply through the reduction half-
equation, or you may have to multiply through both half-equations.)
Then, we add the two half-reactions together:
3 Cu ----> 3 Cu
2+
+ 6e
-
<-- oxidation half-equation
2 N
3+
+ 6e
-
----> N2 <-- reduction half-equation
2 N
3+
+ 3 Cu + 6e
-
----> N2 + 3 Cu
2+
+ 6e
-
<-- overall redox reaction
Since there are {17}________ electrons on both sides of the equation, they should be eliminated to give
the overall redox equation: 2 N
3+
+ 3 Cu ----> N2 + 3 Cu
2+
How can you tell that the equation above is balanced according to mass?
{18}____________________________________________________________________________
Notice that in the equation above, {19}________ electrons are lost in the oxidation and {20}________
electrons are gained in the reduction. Electrons must always be balanced in this way in a redox equation.
Using the same procedure as above, write the overall redox equation for each of the half-equation
combinations given below. Identify each half-equation as oxidation or reduction. (Some elements in
these equations may have oxidation numbers that do not appear on your list of common oxidation
numbers.)
Problem 4. Li ----> Li
1+
and O2 ----> 2 O
2-
23-8 1997, A.J. Girondi
Problem 5. Fe ----> Fe
2+
and Hg
2+
----> Hg
Problem 6. Cr
3+
----> Cr
2+
and Al ----> Al
3+
Problem 7. F2 ----> 2 F
1-
and Zn ----> Zn
2+
SECTION 23.4 Changes In Oxidation Numbers
So far, the equations we have examined have been pretty simple. All of them involve either single
elements or single ions. In such cases, it is pretty easy to determine which elements or ions are losing
electrons and which are gaining electrons. Many redox equations are more complicated than this. Some
involve polyatomic ions like PO4
3-
or NO3
1-
. Before we can attempt to understand redox equations that
include such ions, we must know how to determine the oxidation number of each atom in a polyatomic ion.
This is not new to you. You worked with this concept back in Chapter 14. For example, what is the
oxidation number of the Mn atom in the ion MnO4
1-
? The total of the oxidation numbers of the atoms in
this ion must must equal the charge on the ion, which in this case is -1. Rule 5 in section 23.1 tells us that
the oxidation number of oxygen is -2. Since there are four of them, the total charge from oxygen is -8. If
the total is to be -1, the oxidation number of the one manganese atom present must be +7.
Let's try another one. What is the oxidation number of each chromium atom in the Cr2O7
2-
ion?
The seven oxygen atoms have a total charge of -14. The total charge must add up to -2, since that is the
charge on the whole ion. The total positive charge from the chromium atoms must, therefore, be +12.
Since there are two Cr atoms present, each one must have an oxidation number of {21}_________.
You may want to reread the rules in section 23.1 and review the work you did with oxidation
numbers in Chapter 14 before completing problem 8.
23-9 1997, A.J. Girondi
Problem 8. Oxidation Numbers of Elements in Compounds or Polyatomic Ions
Compound or Ion Determine Ox. No. of: Oxidation No. is:
a. HAsO2 As __________
b. HBr Br __________
c. KI I __________
d. MnO2 Mn __________
e. MnO4
1-
Mn __________
f. H3PO4 P __________
g. HCO3
1-
C __________
h. CO3
2-
C __________
i. ClO4
1-
Cl __________
j. ClO2
1-
Cl __________
k. SeO4
2-
Se __________
l. Cr2O7
2-
Cr __________
We can now use oxidation numbers to determine which atoms are being oxidized (losing
electrons) and which are being reduced (gaining electrons). In addition to losing and gaining electrons,
another definition of oxidation and reduction can be given in terms of changes in oxidation number:
When an atom or ion undergoes oxidation, its oxidation number goes up (becomes more
positive or less negative). When an atom or ion undergoes reduction, its oxidation
number goes down (becomes more negative or less positive.)
Oxidation involves an increase in oxidation number, while {22}__________________ involves a decrease
in oxidation number.
According to our other definition, the half-equation below would be labeled as an oxidation
because electrons are being lost. Note that the oxidation number of Fe increases from 0 to +3, so it also
fits our new definition of oxidation:
Fe ----> Fe
3+
+ 3e
-
oxidation
A similar relationship occurs when reduction occurs. In the half-equation shown below, Br2 gains 2
electrons to become 2 Br
1-
. Electrons are gained, so this is reduction. The oxidation number of bromine
goes from 0 to -1. A decrease in oxidation number also indicates that a reduction has occurred:
Br2 + 2 e
-
----> 2 Br
1-
reduction
Use these additional definitions of oxidation and reduction to determine whether iron, Fe, is being
oxidized or reduced in each of the following processes.
23-10 1997, A.J. Girondi
Problem 9. Determine the oxidation number of iron in each case. Write the oxidation number of iron
above each Fe shown, whether it is alone or combined with another element.
Process Ox or Red
a. Fe2O3 becomes Fe __________________
b. FeO becomes Fe2O3 __________________
c. FeF2 becomes Fe __________________
d. FeO becomes FeCl3 __________________
SECTION 23.5 Oxidizing Agents And Reducing Agents
When discussing oxidation-reduction reactions, the terms oxidizing agent and reducing agent are
often used. The substance that undergoes a decrease in its oxidation number is called the oxidizing
agent. The substance whose oxidation number increases is called the reducing agent. The oxidizing
agent does the oxidizing, and, as a result, gets reduced. The reducing agent does the reducing, and, as
a result, gets oxidized. This can be a little confusing at first, so let's organize the data in another way.
Oxidizing Agent Reducing Agent
1. its oxidation number decreases 1. its oxidation number increases
2. it does the oxidizing 2. it does the reducing
3. it gets reduced (gains e
-
) 3. it gets oxidized (loses e
-
)
It makes sense if you think about it. The oxidizing agent does the oxidizing, meaning that it causes
something else to lose electrons. In the process the oxidizing agent gains those electrons; thus, the
oxidizing agent gets reduced. On the other hand, the reducing agent has to give away electrons in order
to do the reducing. Therefore, the reducing agent ends up losing electrons and being oxidized.
Complete problem 10 by identifying the reducing agent and oxidizing agent in each equation. As you
complete the table, be sure to indicate whether you are answering with the atom of an element or the ion
(the first two are done for you). Be sure to include the charge when answering with ions.
Problem 10. Identifying Oxidizing and Reducing Agents
Reducing Agent Oxidizing Agent
a. 2 Na + Ni
2+
----> 2 Na
1+
+ Ni Na Ni
2+
b. Hg
2+
+ 2 Fe
2+
----> Hg + 2 Fe
3+
Fe
2+
Hg
2+
c. 2 Al + 3 Pb
2+
----> 2 Al
3+
+ 3 Pb ______________ _______________
d. Mg
2+
+ 2 Li ----> Mg + 2 Li
1+
______________ _______________
e. O2 + 4 K ----> 2 K2O ______________ _______________
f. Fe + Ni
2+
----> Fe
2+
+ Ni ______________ _______________
g. Cu + 2 Ag
1+
----> Cu
2+
+ 2 Ag ______________ _______________
h. Cd + 2 H
1+
----> Cd
2+
+ H2 ______________ _______________
i. 3 Co
2+
+ 2 Al ----> 3 Co + 2 Al
3+
______________ _______________
23-11 1997, A.J. Girondi
ACTIVITY 23.6 Observing Redox Reactions
So far you have worked with redox equations. Now it is time to actually carry out several redox
reactions in the laboratory. You will be able to see changes in substances being oxidized and reduced,
and you will be attempting to identify the substances being oxidized and reduced. Be sure to wear safety
glasses and an apron.
Procedure - Part A:
1. Place 20 mL of 0.2 M CuSO4 solution into a clean 125 mL Erlenmeyer flask. This solution contains
Cu
2+
ions. We can ignore the SO4
2-
ions, because they do not get involved in the reaction.
2. Put a small amount of powdered zinc metal into the Cu
2+
solution. Allow the reaction to proceed for at
least five minutes before recording any observations. Swirl the mixture in the flask every minute or so.
What happens to the zinc metal after 5 minutes? {23}________________________________________
______________________________________________________________________________
What happens to the solution's color?{24}________________________________________________
______________________________________________________________________________
3. Atoms of zinc metal, Zn, have been converted into colorless Zn
2+
ions which go into solution. The blue
Cu
2+
ions present in the CuSO4 solution have been converted into solid copper atoms, Cu, which appear
on the bottom of the flask. Write a redox equation that describes the reaction between Zn and Cu
2+
:
{25}____________________________________________________________________________
4. Complete the items below. Be sure to indicate whether your answer refers to an atom or an ion of an
element.
substance oxidized:{26}______________ oxidizing agent: {27}______________
substance reduced: {28}______________ reducing agent: {29}______________
Procedure - Part B:
1. Obtain a solution of 3.0 M HCl. Place 20 mL of the HCl into a 125 mL Erlenmeyer flask. This solution
contains H
1+
ions. Place the beaker under the fume hood and add a small (2 cm) piece of magnesium
metal to the solution. Observe what happens. What evidence was there that a chemical reaction
occurred? {30}_____________________________________________________________________
2. Magnesium atoms, Mg(s), react with the hydrogen ions, H
1+
, in the HCl solution to form hydrogen gas,
H2(g), and magnesium ions, Mg
2+
(aq), which go into solution. Write a redox equation for the reaction that
occurred. {31}_____________________________________________________________________
3. Complete the items below. Be sure to indicate whether your answer refers to an atom or an ion of an
element.
substance oxidized: {32}______________ oxidizing agent: {33}______________
substance reduced: {34}______________ reducing agent: {35}______________
23-12 1997, A.J. Girondi
Procedure - Part C:
1. Add a small piece of copper metal, Cu, to 20 mL of 0.1 M HCl. Do you observe any reaction?_______
2. Based on your observation, is the following statement true or false {36}_____________?
"H
1+
ions will oxidize Mg metal much more readily than they oxidize Cu metal."
From these results you see that oxidizing and reducing agents are not always strong enough for a redox
reaction to occur spontaneously. H
1+
was able to oxidize Mg, but it was not strong enough to oxidize the
copper.
Cu + HCl ----> no reaction OR Cu + H
1+
----> no reaction
If this reaction had occurred, it would have fallen into the category of single replacement. Single
replacement reactions are also redox reactions. Remember when you used the activity series in chapter
6? (A copy of the activity series can also be found in your reference notebook.) If you check it, you will
find that copper is below hydrogen on the activity series, meaning no reaction will occur. You will also note
in the series that Mg is located above both copper and hydrogen, which explains why the reactions in
parts A and B of this activity did occur.
SECTION 23.7 Balancing Redox Equations
In Chapters 6 and 7 you learned how to balance chemical equations. The equations you worked
with were classified into four groups - combination, decomposition, single replacement, and double
replacement. You learned how to balance them by inspection. This means that you looked from side to
side in each equation changing the coefficients, in your attempt to make the number of atoms of each
element on the left side equal to the number of atoms of each element on the right side.
Many redox equations are difficult to balance by inspection. For example:
?? H2S + ?? HNO3 ----> ?? S + ?? NO + ?? H2O
Balancing such equations can be made easier by using oxidation numbers. This fact is the basis for a
method of balancing redox equations known as the electron-transfer method. It is a much more
systematic method of balancing equations than is balancing by inspection. The steps involved in the
electron-transfer method will be illustrated using the equation above. (For simplicity's sake, sulfur is
represented as S in this example, not S8)
Step 1: Assign oxidation numbers to each element in the equation. (Follow the rules in section 23.1)
+1 -2 +1 -2 0 +2 -2 +1 -2
\ / \ / | \ / \ /
H
2
S + HNO
3
----> S + NO + H
2
O
|
+5
23-13 1997, A.J. Girondi
Step 2: Identify the elements that have been oxidized and reduced, and then write the half-equations
(balanced according to mass and charge).
Sulfur's oxidation number increases from -2 to 0, so it has been oxidized. Nitrogen's oxidation
number decreases from +5 to +2, so it has been reduced. Make sure both half-equations are balanced
according to mass and according to charge.
oxidation: S
2-
----> S + 2e
-
reduction: N
5+
+ 3e
-
----> N
2+
Step 3: Conserve electrons by multiplying each half-equation by a coefficient that makes the number of
electrons lost in the oxidation equal to the number of electrons gained in the reduction.
3 (S
2-
----> S + 2e
-
) = 3 S
2-
----> 3 S + 6e
-
2 (N
5+
+ 3e
-
----> N
2+
) = 2 N
5+
+ 6e
-
----> 2 N
2+
Step 4: Add the two half-reactions. (The electrons should cancel out.)
oxidation: 3 S
2-
----> 3 S + 6e
-
reduction: 2 N
5+
+ 6e
-
----> 2 N
2+
overall: 3 S
2-
+ 2 N
5+
----> 3 S + 2 N
2+
Step 5: Place the coefficients in front the proper substances in the original equation.
3 H2S + 2 HNO3 ----> 3 S + 2 NO + ?? H2O
Step 6: Add any other coefficients or make any changes needed to balance the equation. (In our
example, you need a coefficient in front of the H2O. A 4 will balance it.)
3 H2S + 2 HNO3 ----> 3 S + 2 NO + 4 H2O DONE!!
Here's another example. Let's follow the six steps to balance this equation:
I2 + HNO3 ----> HIO3 + NO2 + H2O
Step 1: 0 +1 -2 +1 -2 +4 -2 +1 -2
| \ / \ / \ / \ /
I
2
+ HNO
3
----> HIO
3
+ NO
2
+ H
2
O
| |
+5 +5
23-14 1997, A.J. Girondi
Step 2: oxidation: I2 ----> 2 I
5+
+ 10e
-
reduction: N
5+
+ e
-
----> N
4+
Notice that if gases are diatomic in the equation to be balanced, they are also written in diatomic form in the
half-reactions. This is why the oxidation half-reaction above is I2 ---> 2 I
5+
+ 10e
-
rather than
I ---> I
5+
+ 5e
-
. A coefficient 2 is needed in front of I
5+
to balance mass, and then 10e
-
are needed to
balance charge.
Step 3: 1 (I2 ----> 2 I
5+
+ 10e
-
) = I2 ----> 2 I
5+
+ 10e
-
10 (N
5+
+ e
-
----> N
4+
) = 10 N
5+
+ 10e
-
----> 10 N
4+
Step 4: oxidation: I2 ----> 2 I
5+
+ 10e
-
reduction: 10 N
5+
+ 10e
-
----> 10 N
4+
overall: I2 + 10 N
5+
----> 2 I
5+
+ 10 N
4+
Step 5: I2 + 10 HNO3 ----> 2 HIO3 + 10 NO2 + ?? H2O
Step 6: I2 + 10 HNO3 ----> 2 HIO3 + 10 NO2 + 4 H2O DONE!!
Problem 11. Use the six steps of the electron-transfer method to balance the redox equations below.
Again, for simplicity, sulfur is represented as S instead of S8. (Some elements in these equations may
have oxidation numbers that do not appear on your list of common oxidation numbers.)
a. HNO3 + H2S -----> H2O + NO + S
b. S + HNO3 -----> SO2 + NO + H2O
c. HIO3 + NO2 + H2O ----> HNO3 + I2
23-15 1997, A.J. Girondi
d. Al + H
1+
+ SO4
2-
----> Al
3+
+ SO2 + H2O
(In order to balance more complex equations, you may need to change one or more coefficients even
after you have completed the 6 steps. This will be necessary in equation e below.
e. HCl + KMnO4 ----> KCl + MnCl2 + Cl2 + H2O
The equations below are optional. You may balance them on a separate page if you feel that you need
more practice.
f. HNO3 + KI ----> KNO3 + I2 + NO + H2O
g. Fe
2+
+ MnO4
1-
+ H
1+
----> Mn
2+
+ Fe
3+
+ H2O
h. Sn
2+
+ Ce
4+
----> Sn
4+
+ Ce
3+
j. Sn + H
1+
+ NO3
1-
----> SnO2 + NO2 + H2O
j. NaI + H2SO4 ----> H2S + I2 + Na2SO4 + H2O (This one can be fun!)
23-16 1997, A.J. Girondi
SECTION 23.8 Learning Outcomes
This is the end of Chapter 23. The subject of oxidation-reduction is continued in Chapter 24.
Review the learning outcomes below. Arrange to take any quizzes or exams on Chapter 23, and then
move on to Chapter 24.
_____1. Distinguish between oxidation and reduction.
_____2. Identify the oxidizing and reducing agents in a redox equation.
_____3. Assign oxidation numbers to all elements in any compound or polyatomic ion in a redox
equation using the rules for assigning oxidation numbers.
_____4. Determine the number of electrons transferred in redox half- equations and overall equations.
_____5. Write balanced net redox equations given two half-equations.
_____6. Balance redox equations by the electron-transfer method.
23-17 1997, A.J. Girondi
SECTION 23.9 Answers to Questions and Problems
Questions:
{1} +1; {2} -1; {3} 2; {4} 4; {5} 2; {6} +2; {7} -2; {8} +3; {9} +4; {10} mass; {11} charge; {12} one; {13} 2;
{14} no; {15} charge; {16} three; {17} six;
{18} It has the same number of atoms of each element on both sides of the equation;
{19} six; {20} six; {21} +6; {22} reduction; {23} It gets oxidized (Zn(s) ---> Zn
2+
(aq) + 2e
-
;
{24} It fades as the blue Cu
2+
ions are reduced to Cu atoms; {25} Zn(s) + Cu
2+
(aq) ---> Zn
2+
(aq) + Cu(s)
{26} Zn; {27} Cu
2+
; {28} Cu
2+
; {29} Zn; {30} A gas is evolved (given off);
{31} Mg(s) + 2 H
1+
(aq) ---> Mg
2+
(aq) + H2(g); {32} Mg; {33} H
1+
; {34} H
1+
; {35} Mg; {36} true
Problems:
1. a. red; b. red; c. ox; d. ox; e. red; f. ox
2. a. Na ---> Na
1+
+ __1___e
-
ox
b. Cl2 + ___2__e
-
---> 2 Cl
1-
red
c. 2 H
1+
+ __2___e
-
---> H2 red
d. 2 Al ---> 2 Al
3+
+ __6___e
-
ox
e. 3 F2 + __6___e
-
---> 6 F
1-
red
f. Fe
2+
---> Fe
3+
+ ___1__e
-
ox
g. Mn
7+
+ __5___e
-
---> Mn
2+
red
h. 6 Cl
1-
---> 3 Cl2 + __6___e
-
ox
i. Cr
6+
+ __3___e
-
---> Cr
3+
red
j. Cl
1-
---> Cl
5+
+ ___6__e
-
ox
3. a. Cu
2+
---> Cu
1+
Cu
2+
+ 1e
-
---> Cu
1+
red
b. I
7+
---> I
1+
I
7+
+ 6e
-
---> I
1+
red
c. 3 Br2 ---> 6 Br
1-
3 Br2 + 6e
-
---> 6 Br
1-
red
d. Sn
2+
---> Sn
4+
Sn
2+
---> Sn
4+
+ 2e
-
ox
e. P
5+
---> P
3+
P
5+
+ 2e
-
---> P
3+
red
f. Cu
2+
---> Cu Cu
2+
+ 2e
-
---> Cu red
g. 2 Br2 ---> 4 Br
1-
2 Br2 + 4e
-
---> 4 Br
1-
red
h. 6 N
3-
---> 3 N2 6 N
3-
---> 3 N2 + 18 e
-
ox
4. ox: 4(Li ---> Li
1+
+ e
-
) 5. ox: Fe ---> Fe
2+
+ 2e
-
red: O2 + 4e
-
---> 2 O
2-
red: Hg
2+
+ 2e
-
---> Hg
overall: 4 Li + O2 ---> 4 Li
1+
+ 2 O
2-
overall: Fe + Hg
2+
---> Fe
2+
+ Hg
6. ox: Al ---> Al
3+
+ 3e
-
7. ox: Zn ---> Zn
2+
+ 2e
-
red: 3(Cr
3+
+ e
-
---> Cr
2+
) red: F2 + 2e
-
---> 2 F
1-
overall: 3 Cr
3+
+ Al ---> 3 Cr
2+
+ Al
3+
overall: F2 + Zn ---> 2 F
1-
+ Zn
2+
8. a. 3+; b. 1-; c. 1-; d. 4+; e. 7+; f. 5+; g. 4+; h. 4+; i. 7+; j. 3+; k. 6+; l. 6+
9. a. red; b. ox; c. red; d. ox
10. c. Al, Pb
2+
;
d. Li, Mg
2+
; e. K, O2; f. Fe, Ni
2+
; g. Cu, Ag
1+
; h. Cd, H
1+
; i. Al, Co
2+
23-18 1997, A.J. Girondi
11. a.
ox: 3 (S
2-
---> S + 2e
-
)
red: 2 (3e
-
+ N
5+
---> N
2+
)
overall: 3 S
2-
+ 2 N
5+
---> 3 S + 2 N
2+
final: 2 HNO3 + 3 H2S ---> 4 H2O + 2 NO + 3 S
11. b.
ox: 3 (S ---> S
4+
+ 4e
-
)
red: 4(3e
-
+ N
5+
---> N
2+
)
overall: 3 S + 4 N
5+
---> 3 S
4+
+ 4 N
2+
final: 3 S + 4 HNO3 ---> 3 SO2 + 4 NO + 2 H2O
11. c.
ox: 10(N
4+
---> N
5+
+ e
-
)
red: 1(10e
-
+ 2 I
5+
---> I2)
overall: 10 N
4+
+ 2 I
5+
---> 10 N
5+
+ I2
final: 2 HIO3 + 10 NO2 + 4 H2O ---> 10 HNO3 + I2
11. d.
ox: 2(Al ---> Al
3+
+ 3e
-
)
red: 3(2e
-
+ S
6+
---> S
4+)
overall: 2 Al + 3 S
6+
---> 2 Al
3+
+ 3 S
4+
final: 2 Al + 12 H
1+
+ 3 SO4
2-
---> 2 Al
3+
+ 3 SO2 + 6 H2O
11. e.
ox: 5(2 Cl
1-
---> Cl2 + 2e-)
red: 2(5e
-
+ Mn
7+
---> Mn
2+
)
overall: 10 Cl
1-
+ 2 Mn
7+
---> 5 Cl2 + 2 Mn
2+
final: 16 HCl + 2 KMnO4 ---> 2 KCl + 2 MnCl2 + 5 Cl2 + 8 H2O
11. "f" through "j" - answers not given to the optional ones. You figure them out!
23-19 1997, A.J. Girondi
SECTION 23.10 Student Notes
23-20 1997, A.J. Girondi
NAME PER DATE DUE_________________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
CHAPTER 24
OXIDATION
AND
REDUCTION
(Part 2)
Corrosion
Elect rochemical Cells
24-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
24-2 1997, A.J. Girondi
ACTIVITY 24.1 Redox Reactions in a Petri Dish
Corrosion is a type of oxidation in which an uncombined metal reacts with an oxidizing agent to
form compounds. Corrosion involves an oxidationreduction reaction.
Rusting is a very common type of corrosion. In rusting, iron atoms lose electrons (usually 3) to
become Fe
3+
ions. These iron (ferric) ions then react with oxygen and water to form iron (III) hydroxide,
Fe(OH)3, which eventually reacts with more oxygen in the air to form the reddishbrown compound we
call rust (Fe2O3). Oxygen molecules are reduced (gain electrons). The halfequations for these reactions
are written below.
oxidation: Fe ---> Fe
3+
+ 3e
-
reduction: O2 + 2 H2O + 4e
-
---> 4 OH
1-
You can see, then, that for iron to corrode, both water and an oxidizing agent like oxygen are needed.
Theoretically, you could prevent this kind of corrosion of iron or steel objects by keeping them in an
environment free of water or oxidizing agents. In this activity you will observe the corrosion (oxidation) of
some metals. The metals will be placed into a "gel" made by mixing agar with water. The oxidizing agent
will be the dissolved oxygen (O2) contained in the water in the gel.
Procedure: (Watch your time. About 40 minutes may be needed.)
1. Get 2 petri dishes and 4 iron nails. Obtain a strip of bare zinc wire or ribbon 4 to 5 cm in length, and a 5
cm piece of bare copper wire.
2. Prepare 100 mL of agar-agar solution by obtaining 1.0 g of powdered agar-agar. Heat 100 mL of
distilled water to a boiling in a 250 mL beaker. Stop heating, and then slowly add the agar-agar to the hot
water with constant stirring. Next, add 10 drops of 0.1 M K3Fe(CN)6 and 10 drops of phenolphthalein
solution to the agar solution and stir again.
3. While the agar solution is cooling, set aside the nails for dish 1 which include straight nail "A" and a nail
"B" bent to a very sharp 90 degree angle. Use pliers to bend nail B, sharply.
4. Next, prepare the nails for dish 2. Wrap nail "C" with the zinc metal wire and nail "D" with the copper wire
as shown in Figure 24.1. The wire coils should not touch each other, and should extend the entire length
of the nails.
Agar
nail wrapped with copper wire
nail wrapped with zinc wire
Figure 24.1 Redox in Petri Dishes
plain nails
24-3 1997, A.J. Girondi
5. Using forceps or tongs, dip the 4 nails in a beaker of 1,1,1- trichloroethane (or another degreasing
agent) to remove any oil or grease. Dry the nails with a towel and try not to touch them more than
necessary after the degreasing.
6. Place nails A and B in dish 1, and nails C and D in dish 2. Do not allow the nails to touch each other or
the edge of the dishes.
7. While keeping the nails well separated, slowly pour the agar-agar solution into the dishes to cover the
nails. Do not cover or disturb the dishes until the solution forms a solid gel.
8. After the agar has solidified, cover the dishes and turn them upside down. If time allows, you can watch
for any changes which may be occurring in the dishes. The results will be observed after 24 hours have
passed. Before leaving class, place the dishes (upside down) in your lab drawer.
9. After the 24 hours have passed, observe the dishes and answer the questions below. Empty the
contents of the dishes into a paper towel, and clean and dry the dishes. Return them to the materials
shelf.
Discussion: The chemicals you added to the gel will cause the color pink to appear wherever reduction
has occurred and blue or green to appear wherever oxidation (corrosion) of iron has occurred. White
areas indicate sites when zinc has been oxidized. Metals will be oxidized, while the dissolved oxygen, O2,
in the water in the agar solution will be reduced.
Questions:
1. List the locations on the nails where oxidation occurred.
When nails are produced, the metal is drawn out into a wire. The wire is coated with a substance which
inhibits oxidation. The wire is then cut into nails.
Why do you think the oxidation occurred at the ends of the nails?
2. List the locations in the dishes where reduction occurred.
Why do you think it occurred in those areas?
3. Any white areas around the zinc wire represent substances formed by the oxidation of zinc. Explain
why there was no oxidation of the iron in the nail which was wrapped with zinc, while there was oxidation of
the iron nail which was wrapped with copper wire.
24-4 1997, A.J. Girondi
4. Why do you think that zinc blocks are attached to the iron hulls of naval vessels?
5. Steel which is given a coating of zinc is said to be galvanized. List 3 or more possible uses for
galvanized steel, since it does not corrode.
SECTION 24.2 Introduction to Electrochemistry
In the remainder of this chapter, we will be studying the role of oxidizing and reducing agents in a
field of study known as electrochemistry. Electrochemistry is the study of chemical reactions that involve
electric currents. Some redox reactions can be made to produce an electric current. Other redox
reactions will not occur unless an electric current is passed through the reactants. When a chemical
reaction occurs, there is usually a net increase or decrease in potential energy. In most cases, this energy
takes the form of heat given off or absorbed from the surroundings. Occasionally, however, the change in
potential energy appears as electrical energy. It is possible to produce an electric current from an
oxidation-reduction reaction if it occurs spontaneously.
In the previous chapter, you carried out an experiment with copper and zinc. This redox reaction
involved energy changes; but, the experiment did not require that you measure or use any of this energy.
By changing the set-up of the experiment, we can use the energy difference between the reactants and
the products to produce an electric current. The secret is to allow the oxidation and reduction half-
reactions to occur in containers that are connected in such a way as to complete an electrical circuit. This
can be done by organizing your equipment into an arrangement called a voltaic cell. A spontaneous redox
reaction produces an electric current when it occurs in a voltaic cell.
Now let's take a detailed look at a typical voltaic cell. Just as redox reactions have two parts (two
halfreactions), a voltaic cell is also made of two parts (two halfcells). Oxidation occurs in one halfcell,
and reduction occurs in the other half-cell. Look at the diagram of the voltaic cell in Figure 24.2 below.
Cu
Cu
Zn
VOLTMETER
CuSO4(aq)
ZnSO4(aq)
Cathode Anode
Figure 24.2 A Voltaic Cell
Porous Cup
24-5 1997, A.J. Girondi
At first glance, a voltaic cell it may seem complicated; but, if you study it carefully, you will see that it is not.
There are several ways to organize a voltaic cell. The one pictured above is only one example.
First, look at the basic parts of the cell. Every voltaic cell must have two electrodes. An electrode
is a surface, usually (but not always) made of a metal where oxidation or reduction occurs. The electrode
where oxidation takes place is called the anode. The electrode where reduction takes place is called the
cathode. In Figure 24.2, a piece of zinc metal serves as the anode, while the cathode is a copper strip.
Notice the use of the word "where" in this paragraph. Sometimes it is useful to think of the anode and
cathode as places rather than as things. For example, the surface of the anode is the place where
oxidation occurs. Depending on the reaction, the anode material itself may or may not be involved in the
reaction. In the cell pictured in Figure 24.2, the zinc anode actually is a reactant in the reaction, while the
copper cathode is just the place where reduction of Cu
2+
ions in the solution will occur. The two half
reactions in this cell are:
Zn ---> Zn
2+
+ 2e
-
oxidation
Cu
2+
+ 2e
-
---> Cu reduction
Notice that the beaker contains a solution of ZnSO4 which would be in the form of dissociated Zn
2+
and
SO4
2-
ions. The porous cup contains a solution of CuSO4 in the form of dissociated Cu
2+
and SO4
2-
ions.
The electrodes are attached to a voltmeter which measures the force with which electrons are
moved through a circuit. They could just as well have been attached to a motor, a light bulb, or some other
device that makes use of electricity. In a setup like this one, we are not really putting the electricity that is
produced to a useful purpose. We are simply measuring the voltage produced.
Everything in the cell has now been located except the electrons. The wires connected to the
electrodes allow the electrons to move around the system, so we will have to follow them. Follow the path
of the electrons through the voltaic cell as you read.
Pathway of electrons:
1. Begin on the surface of the zinc electrode. The oxidation-reaction, Zn ---> Zn
2+
+ 2e
-
, occurs here. A
solid zinc atom loses two electrons and becomes a Zn
2+
ion which becomes part of the solution in the
beaker. If you allow this oxidation to continue for a time, what would happen to the mass of the zinc
electrode? {1} ________________________________
2. The electrons move up the wire and pass through the voltmeter. You know that electrons are passing
through the voltmeter if some voltage registers on the meter.
3. The electrons leave the voltmeter and continue through the wire and into the copper electrode. They
move to the surface of the copper electrode where they meet the Cu2+ ions in the solution in the cup. A
Cu
2+
ion will pick up two electrons to become a copper atom (the reduction reaction): Cu
2+
+ 2e
-
---> Cu.
The copper atom that forms stays on the surface of the copper electrode as a "plating."
This process happens every time a zinc atom loses electrons which pass through the circuit. If this
reaction continues for a time, what will happen to the mass of the copper electrode?
{2}____________________________________________________________________________
Theoretically, the oxidation and reduction reactions should continue for as long as the zinc keeps
giving up its electrons to the Cu
2+
ions. The reaction would stop when the half-cells have consumed
either all of the zinc electrode or all of the Cu
2+
ions.
24-6 1997, A.J. Girondi
You may be wondering why the porous cup is needed. Porous means that certain things can
pass through the walls of the cup. In this case, the SO4
2-
ions can seep through its walls. If this did not
happen in the cell, there would be an accumulation of positive charges in the zinc halfcell as a result of
zinc ions being produced and added to the solution in the beaker:
Zn ---> Zn
2+
+ 2e
-
In addition, there would be an accumulation of negative charges in the copper halfcell as a result of Cu
2+
ions being reduced and removed from the copper solution in the porous cup:
Cu
2+
+ 2e
-
---> Cu
The movement of the SO4
2-
ions from the copper solution to the zinc solution through the walls of the cup
manages to keep both solutions electrically neutral.
Electricity is nothing more than the movement of charge through a conductor such as a wire or a
solution. In a wire the charge is carried by a flow of electrons, while charge is carried by moving ions in
solutions. The redox reaction is producing electricity which we can measure and use. In physics we learn
that a force is needed to move something or to do work. The force behind the flow of the electrons (which
the voltmeter measures) can be used by us to do useful work. Actually this same redox reaction would
occur if you simply drop a piece of zinc metal into a solution of Cu
2+
ions. However, the electrons would
flow from the zinc to the Cu
2+
ions inside the solution. When that happens, we cannot "tap into the flow"
of the electrons so that we can make use of the force. A voltaic cell arrangement causes the electrons to
flow outside the cell where we can harness some of their energy.
ACTIVITY 24.3 Construction and Testing of Voltaic Cells
1. Look back at Figure 24.2 and assemble the materials needed to construct a voltaic cell.
2. Clean one metal strip of copper and one of zinc, if needed, with a piece of steel wool or fine sandpaper.
3. Place the Cu electrode in the porous cup which should be about 2 / 3 full of CuSO4 solution. The zinc
electrode should be placed in a 250 mL beaker which should be about 1 / 2 to 2 / 3 full of ZnSO4 solution.
4. Connect the electrodes to a voltmeter so that you get a positive voltage. If you are using a multimeter
which has numerous scales, check with your teacher for the correct setting. If the meter needle goes the
wrong way, or if you get a negative reading with a digital meter, reverse the wires. You should read the
voltage immediately after you connect the meter.
What reading do you get from the voltmeter? V
The halfreaction occurring at the anode is: Zn ----> Zn
2+
+ 2e
-
Is this an oxidation or a reduction? {3} .
The halfreaction occurring at the cathode is: Cu
2+
+ 2e
-
----> Cu
Is this an oxidation or a reduction? {4} .
24-7 1997, A.J. Girondi
The net reaction in this voltaic cell is: Zn + Cu
2+
----> Zn
2+
+ Cu
Are the electrons moving from the zinc metal to the copper ions or from the copper ions to the zinc metal?
{5} __ .
What is the reducing agent in your cell? {6} .
What is the oxidizing agent in your cell? {7} .
Does the number of SO4
2-
ions in the entire cell increase, decrease, or stay the same during the reaction?
{8} Why? {9} .
.
5. While you still have all of your materials, measure the voltage produced in a cell where a different redox
reaction is occurring. Pour the ZnSO4 solution out of the cell into the original container, because it can be
reused.
6. Rinse the cell with water, and replace the zinc solution with a solution of lead nitrate, Pb(NO3)2.
7. Replace the zinc electrode with a lead strip (clean it if needed).
8. Keep the Cu electrode and CuSO4 solution the same. Connect the voltmeter and read the voltage.
The measured voltage is: V
9. The Pb(NO3)2 solution can also be reused, so pour it back into the original container.
10. The solution in the porous cup can be discarded.
11. Rinse the porous cup with water, and return all materials to the materials shelf.
The half-equation for the reaction occurring at the anode is: Pb ----> Pb
2+
+ 2e
-
Is this an oxidation or a reduction? {10} .
The half-equation for the reaction occurring at the cathode is: Cu
2+
+ 2e
-
----> Cu
Is this an oxidation or a reduction? {11} .
The overall equation for the redox reaction in this voltaic cell is: Pb + Cu
2+
----> Pb
2+
+ Cu
Are the electrons moving from the lead metal to the copper ions or from the copper ions to the lead metal?
{12}___________________________________________________________________________.
What is the reducing agent in your cell? {13} .
What is the oxidizing agent in your cell? {14} .
24-8 1997, A.J. Girondi
SECTION 24.4 Predicting Voltages Of Voltaic Cells
It is possible to perform a large number of experiments in which many different electrodes and
solutions are used. Some combinations of electrodes and solutions produce large voltages, while other
combinations produce no voltage at all. Measurements such as these have already been done by
chemists. They have measured the contribution of each halfreaction to the voltage of the cell. An
arbitrary value of zero has been assigned to the hydrogen reduction halfreaction:
2 H
1+
+ 2e
-
---> H2 Half-Cell Voltage (E
o
) = 0.00
Scientists have combined many other half-reactions, one at a time, with hydrogen and measured the cell
voltage. These measured values are called halfcell potentials and are represented by the symbol E
o
.
The potential of a half-cell representing a reduction is called a reduction potential and is given the symbol,
E
o
red. The potential of a half-reaction representing an oxidation, is called an oxidation potential and is
given the symbol, E
o
ox.
The overall cell potential or cell voltage is equal to the sum of E
o
red and E
o
ox, and is given the
symbol E
o
cell or simply E
o
.
E
o
red + E
o
ox = E
o
A listing of many of these values is shown in Table 24.1. They are all listed as reduction potentials.
The greater the value of a reduction potential, the greater the ability of a substance to be reduced (gain
electrons).
Table 24.1 is extremely useful. It allows you to predict the amount of voltage which will be produced by
any combination of half-reactions.
Let's say you wish to determine the voltage produced by the combination of magnesium and
cesium in a voltaic cell. Begin by writing the two half-equations and their E
o
red values, taken from Table
24.1.
Cs
1+
+ 1e
-
----> Cs E
o
red = 2.92 volts
Mg
2+
+ 2e
-
----> Mg E
o
red = 2.37 volts
The half-equations are both written as reduction reactions. You must decide which reaction to write as an
oxidation. The substance with the smallest E
o
red value always undergoes oxidation. The substance with
the largest E
o
red value undergoes reduction.
To convert the Cs half-reaction into oxidation, you merely reverse the reaction and the sign in
front of the E
o
red value which converts it into an E
o
ox value. Obtain the net reaction in the same way you
did earlier in this chapter:
2 Cs ----> 2 Cs
1+
+ 2e
-
E
o
ox = +2.92 V oxidation
Mg
2+
+ 2e
-
----> Mg E
o
red = 2.37 V reduction
2 Cs + Mg
2+
---> 2 Cs
2+
+ Mg E
o
= +0.55 V overall reaction
Notice that the oxidation equation has been multiplied by two so that the number of electrons lost in the
oxidation halfequation equals the number of electrons gained in the reduction halfequation. However,
you see that the E
o
ox value for that reaction was NOT multiplied by two.
24-9 1997, A.J. Girondi
Table 24.1
Standard Half-Cell Reduction Potentials
Reduction---> <---Oxidation E
o
red (Volts)
Li
1+
+ e
-
<====> Li -3.00
Rb
1+
+ e
-
<====> Rb -2.92
K
1+
+ e
-
<====> K -2.92
Cs
1+
+ e
-
<====> Cs -2.92
Ba
2+
+ 2e
-
<====> Ba -2.90
Sr
2+
+ 2e
-
<====> Sr -2.89
Ca
2+
+ 2e
-
<====> Ca -2.87
Na
1+
+ e
-
<====> Na -2.71
Mg
2+
+ 2e
-
<====> Mg -2.37
Al
3+
+ 3e
-
<====> Al -1.66
Mn
2+
+ 2e
-
<====> Mn -1.18
Zn
2+
+ 2e
-
<====> Zn -0.76
Cr
3+
+ 3e
-
<====> Cr -0.74
Cd
2+
+ 2e
-
<====> Cd -0.40
Fe
2+
+ 2e
-
<====> Fe -0.44
Cr
3+
+ e
-
<====> Cr
2+
-0.41 Stronger
Co
2+
+ 2e
-
<====> Co -0.28 Reducing
Ni
2+
+ 2e
-
<====> Ni -0.25 Agents
Sn
2+
+ 2e
-
<====> Sn -0.14
Pb
2+
+ 2e
-
<====> Pb -0.13
------------- 2 H
1+
+ 2e
-
<====> H2(g) 0.00 -------------
Sn
4+
+ 2e
-
<====> Sn
2+
+0.15
Cu
2+
+ e
-
<====> Cu
1+
+0.15
Stronger Cu
2+
+ 2e
-
<====> Cu +0.34
Oxidizing Cu
1+
+ e
-
<====> Cu +0.52
Agents I2 + 2e- <====> 2 I
1-
+0.53
Fe
3+
+ e
-
<====> Fe
2+
+0.77
Hg
2+
+ 2e
-
<====> Hg(l) +0.78
Hg2
2+
+ 2e
-
<====> 2 Hg(l) +0.79
Ag
1+
+ e
-
<====> Ag +0.80
Br2(l) + 2e
-
<====> 2 Br
1-
+1.06
Cl2(g) + 2e
-
<====> 2 Cl
1-
+1.36
Au
3+
+ 3e
-
<====> Au +1.50
F2(g) + 2e
-
<====> 2 F
1-
+2.87
Oxidizing Reducing
Agents Agent
Use the same procedure to write the overall reaction, and calculate the cell voltages for the pairs of
elements listed in the problems which follow. Show the proper half-equations and E
o
values.
24-10 1997, A.J. Girondi
Problem 1. Ni and Al
oxidation: E
o
ox = V
reduction: E
o
red = V
overall: E
o
= V
Problem 2. Zn and Cl2
oxidation: E
o
ox = V
reduction: E
o
red = V
overall: E
o
= V
Problem 3. Co and K
oxidation: E
o
ox = V
reduction: E
o
red = V
overall: E
o
= V
Problem 4. Mn and Al
oxidation: E
o
ox = V
reduction: E
o
red = V
overall: E
o
= V
Problem 5. Li and Au
oxidation: E
o
ox = V
reduction: E
o
red = V
overall: E
o
= V
Problem 6. F2 and Ag
oxidation: E
o
ox = V
reduction: E
o
red = V
overall: E
o
= V
24-11 1997, A.J. Girondi
Problem 7. Mg and Au
oxidation: E
o
ox = V
reduction: E
o
red = V
overall: E
o
= V
ACTIVITY 24.5 BATTERIES
As was mentioned earlier, there are a number of types of voltaic cells. These include the
hydrogen/oxygen fuel cells used in space technology, and dry cells used in devices such as flashlights.
We often misuse the term battery. A battery is actually two or more voltaic cells joined together. For
example, the lead battery in your car most likely contains six cells linked together in an arrangement known
as a "series." Each cell produces two volts, giving the battery a total of twelve volts. A standard nine volt
battery such as you might use in a radio or a smoke detector is actually six 1.5 volt cells joined together (6 X
1.5 = 9). So, the nine volt battery really is a battery, but a 1.5 V dry cell is not. Dry cells get their name from
the fact that they do not contain solutions like the voltaic cell did that you put together. Instead, they
contain a moist paste. A typical carbonzinc dry cell contains a carbon rod in the center which is
surrounded by a dark paste. This whole arrangement is enclosed in a zinc metal case. The zinc metal is
the anode and the carbon rod is the cathode. The zinc gets oxidized, while manganese dioxide, MnO2, in
the paste get reduced at the surface of the carbon rod. The half- reactions are:
Zn(s) ----> Zn
2+
(aq) + 2e
-
E
o
ox = +0.76 V
2 MnO2(s) + 2 NH4
1+
(aq) + 2e
-
---> Mn2O3(s) + 2 NH3(aq) + H2O(l) E
o
red = ???
On the line below, write the overall redox equation that occurs in a dry cell:
{15} E
o
= +1.50 V
Problem 8. Since you know that a carbon-zinc dry cell produces 1.50 V, use the information given to
calculate the half-cell potential for the reduction half-reaction shown above. Show the calculation.
E
o
red = _________ V
Your teacher has some different types of dry cells which have been cut in half for you to examine.
In the space below, sketch crosssections of a 1.5 V carbon-zinc cell and a 9 V carbonzinc battery.
Label the anodes and cathodes.
1.5 V Cell 9 V Battery
24-12 1997, A.J. Girondi
SECTI ON 24. 6 Spontaneous and Nonspontaneous Redox Reactions
You have learned how to calculate the standard voltage (E
o
) of a number of redox reactions. By
"standard" we mean that any solutions in the cell are 1 M and any gases involved would be at 1 atm of
pressure. If you go on to study more advanced chemistry, you will learn that changes in these conditions
can change the voltage of a cell.
Most of the reactions we have worked with so far have resulted in positive cell voltages. In
general, when the standard voltage is calculated for a spontaneous redox reaction, the cell voltage will be
a positive value. A spontaneous reaction happens on its own without us having to do anything to make it
happen.
The opposite is also true. If we calculate a negative standard voltage, then the redox reaction will
be nonspontaneous. Reactions that are nonspontaneous require additional energy to proceed.
If E
o
is positive, the reaction is spontaneous. If E
o
is negative, the reaction is nonspontaneous.
You may recall an activity you performed in Chapter 23. You placed a piece of copper metal in an acid (H
1+
)
solution and nothing happened:
Cu(s) + H
1+
(aq) ----> NO REACTION
If something would have happened, it would have had to have been:
Cu(s) + 2 H
1+
(aq) ----> Cu
2+
(aq) + H2(g)
However, this reaction does not occur. Let's figure out why it doesn't.
Problem 9. The half-equations for this redox reaction are given below. Look up the halfcell reduction
potential for the first one using Table 24.1 or Reference Table 11, and enter the data in the blank to the
right. Since the halfreaction involving Cu is an oxidation, use the same table to find the oxidation
potential for this halfreaction. Enter the value in the blank to the right. Add the two halfcell potentials to
find E
o
for the reaction, and enter the result in the proper blank below.
2 H
1+
+ 2e
-
----> H2 E
o
red = __________ V
Cu ----> Cu
2+
+ 2e
-
E
o
ox = __________ V
Cu + 2 H
1+
----> Cu
2+
+ H2 E
o
= __________ V
What evidence exists to support the conclusion that the reaction represented by the equation above, is
nonspontaneous: {16} _____________________________________________________________
Probl em 10. Indicate whether the reactions below would be spontaneous or nonspontaneous.
a. Fe + 2 H
1+
----> Fe
2+
+ H2 spontaneous nonspontaneous
b. Ba + Pb
2+
----> Ba
2+
+ Pb spontaneous nonspontaneous
c. 2 Ag + Cu
2+
----> 2 Ag
1+
+ Cu spontaneous nonspontaneous
24-13 1997, A.J. Girondi
Problem 11. An interesting nonspontaneous reaction involves the decomposition of water into
hydrogen and oxygen gases. We can make this reaction happen by adding energy in the form of
electricity. The halfequations are listed on the next page. It is interesting because water is the reactant in
both of the halfreactions. In other words, some water molecules get oxidized and some get reduced as
the reaction proceeds. The halfcell potentials are given. Calculate the cell voltage, and enter the value
in the space provided.
oxidation: 2 H2O ----> O2 + 4 H
1+
+ 4 e
-
E
o
ox = 1.23 V
reduction: 2(2 H2O + 2 e
-
----> H2 + 2 OH
1-
) E
o
red = 0.83 V
sum: 6 H2O + 4e
-
----> O2 + 2 H2 + 4 H2O + 4e
-
If we subtract some H2O and some electrons from both sides we get:
net: 2 H2O ----> O2 + 2 H2 E
o
= __________ V
Referring to the E
o
value for the reaction, explain why energy is needed to decompose water:
{17}___________________________________________________________________________
ACTIVITY 24.7 The Electrolysis of Water
The teacher will have set up equipment to demonstrate the decomposition of water using
electricity. Fill in the blanks below as the teacher operates the equipment for you.
1. Turn on the power supply and slowly increase the voltage until you see gases being given off at the
electrodes. Note the voltage as soon as evidence of a reaction is seen. Repeat this procedure several
times, by turning the power down so that the voltage returns to zero, and then turning it back up again.
When electricity is used to decompose molecules in this way, the process is known as electrolysis.
Although your result will be just a rough estimate, you should note a relationship between the cell voltage
you calculated in Problem 11 above, and the amount of voltage needed to cause this reaction to occur. In
order to make this reaction happen, electricity must be supplied in excess of how many volts?{18}______V
The equipment pictured In Figure 24.3 is an example of an electrolytic cell. The reaction in an
electrolytic cell is nonspontaneous, so we must add energy to make the cell function. Electrolytic cells
have (positive/negative) {19}_________________________ cell voltages (potentials).
2. Increase the voltage just high enough to allow the reaction to proceed at a good rate. Allow it to run
long enough to permit you to determine the ratio of the volumes of the two gases being produced.
What does the ratio appear to be? ______to ______. Based on the balanced equation for this reaction,
does the observed ratio appear to be in agreement with the balanced equation for this reaction? .
Explain: {20}_____________________________________________________________________
.
24-14 1997, A.J. Girondi
VOLTMETER
POWER SUPPLY
gas
gas
water + acid
Figure 24.3 Electrolysis Apparatus
ACTIVITY 24.8 Electroplating
Electrolytic cells are used to electroplate metals. For example, copper plating is done using a
solution which contains Cu
2+
ions. By running a current through the solution the Cu
2+
ions are reduced
to Cu and the Cu metal "sticks" to the object being plated which is one of the electrodes in the cell.
Should the object being plated be the anode in the cell or the cathode? {21}_________________________________
In this activity you will be electroplating a coin with a layer of copper metal. Nickels, dimes or quarters seem
to produce the best results.
Copper anode
Solution of Cu
2+
ions
Object to be plated
Cu
2+
Power Supply
Figure 24.4 Copper Plating
Procedure:
1. Have your teacher advise and assist you as you
complete this activity. Obtain a coin and clean it well by
washing it with soap and water. Place a few mL of 1 M
HCl into a small beaker or flask and rinse the coin in it for
a few minutes.
2. Decant the HCl into the sink without dumping the
coin. Rinse the coin with water. Decant the water.
3. Obtain a battery or power supply and two wire leads
with alligator clips. Attach one clip to a strip of copper
metal and the other clip to your coin. Try to cover as
little of the coin as possible when you attach the clip.
24-15 1997, A.J. Girondi
4. Place the copper strip and the coin into a small (100 or 150 mL beaker) as shown in figure 24.4 which
illustrates silver plating.
5. Obtain the bottle of copper sulfate electroplating solution from the materials shelf, and pour enough of
the solution into the beaker to completely submerse the coin. Handle the solution which also contains
sulfuric acid with care.
6. Connect the battery or power supply to the wire leads making sure that the coin is connected to the
cathode (the negative terminal). If you are using a power supply, connect the leads in the same manner
and adjust the voltage to between 1 and 3 V. There may be a mark on the dial to help you with this. If not,
use a voltmeter. Your instructor will assist you. DO NOT allow the copper strip to touch the coin. This will
cause a short circuit.
7. Allow the current to flow for a few minutes. Pull the coin out of the solution every minute or so to check
on the progress of the plating. Change the position of the clip and immerse the coin again. After a few
minutes, the coin should be covered with a thin layer of copper.
8. Remove the coin and rinse with water. If polishing compound is available, put some on the coin and rub
it between your fingers or with a soft moist cloth. Buff the coin to a nice shine with a dry rag.
9. Pour the plating solution back into the bottle from which it came. It can be reused many times. Rinse
the copper strip and the beaker with water. Return all equipment to the materials shelf.
The electrons gained by the copper ions in the solution turned them into copper atoms. This reaction
occurred at the surface of the coin. These electrons came from the copper metal in the copper strip.
Reaction at the coin (reduction): Cu
2+
(aq) + 2e
-
----> Cu(s)
Reaction at the copper strip (oxidation): Cu(s) ----> Cu
2+
(aq) + 2e
-
Even though the plating process removes Cu
2+
ions from the solution, the concentration of Cu
2+
ions in
the plating solution remains constant.
How is this possible? {22}___________________________________________________________
What do you think is happening to the mass of the coin as it is being plated? {23}___________________
What do you think is happening to the mass of the copper strip as the plating of the coin goes on?
{24} Why? {25} __________________________________________________
.
SECTION 24.9 Learning Outcomes
This concludes the discussion of redox processes. As you have seen, redox reactions are very
important, indeed. Review the learning outcomes below. When you feel you have mastered them,
arrange to take any quizzes or exams on Chapter 24, and move on to Chapter 25.
1. Explain how redox reactions and "cells" can be used to produce electrical currents.
2. Trace the pathway of electrons through a voltaic cell.
3. Explain the difference between voltaic and electrolytic cells.
4. Use a table of oxidation potentials to determine the overall voltage of a redox reaction.
24-16 1997, A.J. Girondi
SECTION 24.10 Answers to Questions and Problems
Questions:
{1} It would decrease; {2} It will increase; {3} oxidation; {4} reduction; {5} from zinc metal to copper ions;
{6} zinc metal; {7} copper ions, Cu
2+
; {8} Stays the same; {9} they are not involved in the reaction;
{10} oxidation; {11} reduction; {12} from lead metal to copper ions; {13} lead metal; {14} copper ions;
{15} Zn(s) + 2 MnO2(s) + 2 NH4
1+
(aq) ----> Zn
2+
(aq) + Mn2O3(s) + 2 NH3(aq) + H2O(l)
{16} The cell voltage has a negative value; {17} Energy is needed because the reaction is
nonspontaneous (has a negative cell voltage); {18} +2.06 V; {19} negative; {20} The ratio of H2 to O2 in
the equation is 2:1, the same as the volume ratio of H2 to O2 when water is decomposed; {21} cathode;
{22} The piece of Cu metal oxidizes to form Cu
2+
ions to replace those Cu
2+
ions which are plated out of
the solution; {23} It is increasing in mass; {24} It is decreasing in mass; {25} Because it is being oxidized.
Problems:
1. ox: 2(Al ----> Al
3+
+ 3e
-
) E
o
ox = +1.66 V
red: 3(Ni
2+
+ 2e
-
----> Ni) E
o
red = 0.25 V
overall: 3 Ni
2+
+ 2 Al ----> 3 Ni + 2 Al
3+
E
o
= +1.41 V
2. ox: Zn ----> Zn
2+
+ 2e
-
E
o
ox = +0.76 V
red: Cl2 + 2e
-
----> 2 Cl
1-
E
o
red = +1.36 V
overall: Cl2 + Zn ----> 2 Cl
1-
+ Zn
2+
E
o
= +2.12 V
3. ox: 2(K ----> K
1+
+ e
-
) E
o
ox = +2.92 V
red: Co
2+
+ 2e
-
----> Co E
o
red = 0.28 V
overall: Co
2+
+ 2 K ----> Co + 2 K
1+
E
o
= +2.64 V
4. ox: 2(Al ----> Al
3+
+ 3e
-
) E
o
ox = +1.66 V
red: 3(Mn
2+
+ 2e
-
----> Mn) E
o
red = 1.18 V
overall: 2 Al + 3 Mn
2+
----> 2 Al
3+
+ 3 Mn E
o
= +0.48 V
5. ox: 3(Li ----> Li
1+
+ e
-
) E
o
ox = +3.00 V
red: Au
3+
+ 3e
-
----> Au E
o
red = +1.50 V
overall: 3 Li + Au
3+
----> 3 Li
1+
+ Au E
o
= +4.50 V
6. ox: 2(Ag ----> Ag
1+
+ e
-
) E
o
ox = 0.80 V
red: F2 + 2e
-
----> 2 F
1-
E
o
red = +2.87 V
overall: 2 Ag + F2 ----> 2 Ag
1+
+ 2 F
1-
E
o
= +2.07 V
7. ox: 3 (Mg ----> Mg
2+
+ 2e
-
) E
o
ox = +2.37 V
red: 2(Au
3+
+ 3e
-
----> Au) E
o
red = +1.50 V
overall: 3 Mg + 2 Au
3+
----> 3 Mg
2+
+ 2 Au E
o
= +3.87 V
24-17 1997, A.J. Girondi
8. 0.74 V
carbon
cathodes Zn anode
carbon
cathode
zinc anodes
1.5 V Cell
9 V Battery
9. E
o
ox = 0.34 V
E
o
red = 0 V
E
o
= 0.34 V
10. a. spontaneous; b. spontaneous; c. nonspontaneous
11. 2.06 V
24-18 1997, A.J. Girondi
NAME________________________________ PER ________ DATE DUE ___________________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
CHAPTER 25
INTRODUCTION
TO ORGANIC
COMPOUNDS
(Part 1)
25-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
25-2 1997, A.J. Girondi
SECTION 25.1 Introduction to Carbon Compounds
All substances can be classified as being either organic or inorganic. So far, our study of
chemistry has dealt mainly with inorganic compounds. Originally, organic substances were considered to
be those carbon compounds that were extracted from living things, while inorganic ones were
compounds that did not originate in living systems. An organic compound is defined as a substance that
contains the element carbon. However, some compounds that contain carbon are considered to be
inorganic. A better definition may be that organic compounds have a carbon base, that carbon is the
"backbone" of the compounds.
Organic chemistry plays a very important role in our daily lives. Many of the clothes we wear are
made of rayon, dacron, nylon and orlon. These are all synthetic (man-made) organic compounds. Plastics
of all sorts are synthetic organic compounds, too. Petroleum is a naturally occurring organic substance,
but synthetic rubber and plastics are two of the by-products of petroleum.
A large number of modern chemical materials have been developed from by-products of
petroleum. In addition to these items, other materials such as sulfa drugs, penicillin, cortisone, perfumes,
detergents, vitamins, pesticides, anesthetics, and many of the more modern antibiotics are among the
contributions made to society through a study of organic chemistry.
Throughout the 18th century, early chemists unsuccessfully tried to synthesize organic
substances, starting with inorganic materials in their laboratories. Their failures gave rise to the "vital force
theory" which stated that organic compounds could only be produced by a "vital force" which was
responsible for life itself. This conclusion was closely tied to religious beliefs at the time. However, in
1828, the German chemist, Friedrich Wohler, succeeded in synthesizing an organic compound known as
urea, starting with two inorganic compounds. Thereafter, many other organic compounds were
synthesized in the same way in laboratories around the world. By 1850, the "vital force theory" was
discredited. From that time on, organic and inorganic chemistry were recognized as two major fields of the
science. There are over 90,000 known inorganic compounds. However, there are well over one million
known organic compounds, and many more are being synthesized by chemists every year!
Why are there so many organic compounds? Well, carbon atoms can attach themselves to each
other in wide variety of ways. They can join together to form short or long chains, and they can form rings
of many kinds, as well:
C CCC CC
C
C
CCCCC
C
C C C
C
C C
C
C C
C C C C
C
C
C
Carbon Chains Carbon Rings
The chains and rings can have branches and cross-links with atoms of other elements (mainly hydrogen)
attached to the carbon atoms. Different arrangements of carbon atoms correspond to different
compounds, and each compound has its own characteristic properties.
We are going to approach the subject of organic chemistry in terms of organic nomenclature.
Nomenclature involves the naming of compounds. We will restrict ourselves to the simpler organic
compounds, because the more complex ones can get really complicated. You will be given a set of rules
to follow as you name compounds. These rules must be followed very carefully. Success in learning
organic nomenclature will involve some memorization on your part, but it will rely mainly on a logical
approach to the problems presented.
The second most abundant element found in organic compounds is hydrogen. This chapter will
deal exclusively with compounds composed of only carbon and hydrogen. These are called
25-3 1997, A.J. Girondi
hydrocarbons. These two elements can combine in countless ways. The structures of some
hydrocarbons are shown below. The lines between the atomic symbols represent bonds. There are
three types of carbon to carbon bonds:
C H C H
H H
H H
C C
H
H
C C H H
single bond double bond triple bond
In each case you will note that carbon has a total of four bonds. This is because carbon
has four valence electrons. There are only a few carbon compounds in which carbon
does not have four bonds. One example is carbon monoxide. In this chapter,
however, we will deal only with organic compounds in which the carbon atoms have
four bonds. After we have studied the hydrocarbons, Chapters 26 and 27 will
introduce you to the names and structures of organic compounds which contain other
elements in addition to carbon and hydrogen.
C O
carbon
monoxide
Section 25.2 The Alkanes
The alkane family represents the simplest of the hydrocarbons. The general formula for the
compounds in this family is CnH2n+2, where "n" equals the number of carbon atoms in the molecule. For
example, if you substitute a 1 into this formula you will get CH4. Substitute a 2 and you will get C2H6.
These are the first two members of the family. The compounds in the alkane family are often called
saturated compounds, which means that the molecules contain only single bonds between the carbon
atoms.
Naming alkanes is fairly simple. The prefix in the name of each compound indicates the number of
carbon atoms present. All alkanes have a suffix of -ane. A list of alkane prefixes is shown in Problem 1
which has been partially completed for you. To make writing formulas or drawing structures easier, the
hydrogens on the carbons are not always shown (note the structures on page 25-3); however, you should
assume that enough hydrogen atoms are present to give each carbon atom 4 bonds.
Problem 1. Give the name and molecular formula for each compound below. Use the formula CnH2n+2
to determine the formula, and add the suffix "ane" to the prefixes to obtain the names.
Prefix No. of Carbons Name Molecular Formula
a. meth- 1 ___methane__ ____CH4___
b. eth- 2 ____________ __________
c. prop- 3 ____________ ____C3H8___
d. but- 4 ____________ __________
e. pent- 5 ___pentane___ __________
f. hex- 6 ____________ __________
g. hept- 7 ____________ __________
25-4 1997, A.J. Girondi
h. oct- 8 ____________ __________
i. non- 9 ____________ __________
j. dec- 10 ____________ ___C10H22__
In problem 1, you were writing molecular formulas. The kinds of formulas seen at the top of page
25-4 are known as structural formulas. Writing structural formulas for organic compounds can become very
cumbersome when all of the chemical bonds are included in the drawings. To remedy this problem,
chemists have developed a shorthand method of writing structural formulas that involves condensing the
structures. In this shorthand method, the carbon atoms are still written separately (separated by hyphens),
but the hydrogens which are bound to carbons are not. Instead, the hydrogens are written to the right of
the carbon atoms to which they are bonded. This method of representing organic compounds is known
as the condensed structural formula. Study the examples of condensed structural formulas below.
CCCC H
H H H H
H H H H
H
C H
H
H
H
Compound
Structural Formula Condensed Structural Formula
methane
butane
CH4
CH3-CH2-CH2-CH3
Molecular Formula
CH4
C4H10
Problem 2. Complete the exercise below.
Compound Name Molecular Formula Condensed Structural Formula
a. methane ______CH4______ _____________CH4_____________
b. ethane _______________ _____________________________
c. propane _______________ _____________________________
d. butane _____C4H10______ ________CH3-CH2-CH2-CH3________
e. pentane _______________ _____________________________
f. hexane _______________ _____________________________
g. heptane _______________ _____________________________
h. octane _______________ _____________________________
i. nonane _______________ _____________________________
j. decane _______________ _____________________________
25-5 1997, A.J. Girondi
Section 25.3 Alkyl Groups
Carbon chains are not rigid structures. They can bend and flex freely. When we say that an alkane
has a "straight" chain, we don't really mean straight. We mean that it is a continuous chain, rather than a
branched chain. The two structures below both contain six carbon atoms. The one on the left is
"straight," while the one on the right is branched.
CH3
CH2 CH2 CH2
CH2 CH3
CH3 CH2 CH2 CH CH3
CH3
This is one continuous
chain of carbon atoms.
This is a branched
chain of carbon atoms.
Now that you have mastered the straight-chain (or should we say "continuous" chain) alkanes, it is
time to try something more challenging. Most alkanes exist as "branched" molecules such as the one
shown below. The longest continuous chain of carbon atoms in the molecule below is 7 (enclosed by
box). Therefore, the parent compound here is heptane. (Remember, the longest continuous chain is not
necessarily straight!)
CH3 CH2 CH2 CH CH3
CH3
CH
CH2
CH3 CH2
The longest continuous chain contains 7 carbon's.
Having identified the parent compound, we must next identify the side chains. These side chains are
commonly called alkyl groups. Alkyl groups are attached to the longest continuous chain. When written
alone, they are usually shown with a free-bonding site represented by a dash (like this: CH3). This
bonding site represents a spot where a hydrogen atom has been removed. Thus, the general formula for
the alkyl groups is CnH2n+1. The free bonding site is what allows the alkyl group to bond to the parent
compound. Alkyl groups are named with the same prefixes as the alkanes themselves. The suffix is
changed from "ane" to "yl." Complete Problem 3 below by entering the formulas and condensed
structural formulas of the first six alkyl groups.
Problem 3. Complete the exercise below.
Name of Alkyl group Condensed Structural Formula
a. ___methyl _____________CH3____________
b. __________ _____________________________
c. __________ _____________________________
d. ___butyl ___ ________CH2CH2CH2CH3_____
e. __________ _____________________________
f. __________ _____________________________
25-6 1997, A.J. Girondi
Depending on where the hydrogen atom is removed, the bonding site on some alkyl groups can change
position. This would change the way in which the alkyl group bonds to the parent compound. For
example, note the two alkyl groups shown below. Both are composed of three-carbon chains, but the
bonding site differs:
CH2 CH2 CH3 CH3 CH CH3
propyl
isopropyl
The compound on the left below has a propyl group attached to the parent compound which is octane.
The compound on the right has an isopropyl group attached to the parent compound (heptane). Note
that all carbons in the molecules have four bonds.
CH3 CH2 CH2 CH CH2 CH3 CH2 CH2
CH2
CH2
CH3
CH3 CH2 CH2 CH CH2 CH3 CH2 CH2
CH CH3 CH3
Propyl group attached to an 8-carbon chain Isopropyl group attached to an 8-carbon chain
The carbon atoms on the end of the chain are called terminal carbons. When the bonding site of an alkyl
group occurs on a terminal carbon, the alkyl group is said to be "normal" and its name is sometimes
preceded by the letter n. Thus, the propyl group above could also be called n-propyl (pronounced
"normal propyl"). We will consider the use of this "n" prefix as optional. The other structure with the
bonding site on the center carbon is called isopropyl .
SECTION 25.4 IUPAC Rules for Naming Alkanes
A system for naming organic compounds has been developed by the International Union of Pure
and Applied Chemists (IUPAC). The system is accepted and used throughout the world. There is also a
method by which many organic compounds are given "common" names, but we will use only the IUPAC
system in this chapter. We will consider the rules one at a time and apply them to some practice problems.
RULE 1: Locate the longest continuous chain of carbon atoms. This will give you the name of the
"parent" compound.
For example, if the longest chain contains four carbons, the parent compound is butane. The longest
chains in the following two molecules are enclosed by a box:
CH3 CH2 CH2 CH CH2 CH3 CH2
CH2
CH2
CH3
CH
CH2 CH3 CH2 CH2
longest continuous chain = 11 carbons
CH3 CH2 CH CH2 CH3 CH2 CH
CH2 CH3
CH2 CH3
longest continuous chain = 8 carbons
25-7 1997, A.J. Girondi
Problem 4. Draw a box around the longest continuous chain of carbon atoms in the structures below,
and name the parent compound for each one.
CH3 CH2 CH CH2 CH3
CH3
a. CH3 CH
CH3
CH3
b. c.
CH3 CH2 CH CH2 CH3
CH2 CH2 CH3
d. CH3 CH CH2 CH3
CH2 CH3
CH
CH2 CH3
e. CH3 CH CH2 CH3
CH2 CH3
CH3 CH2 C CH3
CH3
f.
CH2
CH3
a. parent: __________________________ d. parent: __________________________
b. parent: __________________________ e. parent: __________________________
c. parent: __________________________ f. parent: __________________________
RULE 2: The name of the parent compound is modified by noting what alkyl groups are attached to the
chain. Number the longest chain so that the alkyl group(s) will be on the lowest numbered carbons.
Note in the molecules shown below, that the longest chain should be numbered from right to left
in order to give the carbon which is bonded to the methyl group the lowest possible number:
CH3 CH CH2 CH3
CH3
1 2 3 4
Incorrect Numbering
CH3 CH CH2 CH3
CH3
4 3 2 1
Correct Numbering
The correct name of this compound is 2-methylbutane. The "2-" indicates that the methyl group is
attached to the second carbon in the longest chain. Note that the name of the alkyl group is added to that
of the parent compound (butane) to form one word, and that hyphens are used to separate numbers from
alphabetical parts of the name.
Problem 5. For the following compounds, draw a box around the longest continuous carbon chain and
name each molecule. The name of the molecule in part "b" is given to help you.
CH2 CH3 CH CH2 CH3
CH3
a. Name: ___________________________________
CH2 CH3 CH CH2 CH3 b. Name: __3-ethylhexane______________________ CH2
CH3 CH2
25-8 1997, A.J. Girondi
CH2 CH3 CH CH2 c.
Name: ____________________________________
CH2 CH3 CH2 CH2
CH3 CH2 CH2
Name: ____________________________________
CH2 CH3 CH CH2 d. CH2 CH2
CH3 CH3 CH
CH3 CH2 CH2
RULE 3: When the same alkyl group occurs more than once in a molecule, the numbers of the carbons to
which they are attached are all included in the name. The number of the carbon is repeated as many times
as the group appears. The number of repeating alkyl groups is indicated in the name by the use of Greek
prefixes for 2, 3, 4, 5, etc. (di, tri, tetra, penta, etc.).
To better understand rule 3, study the following examples.
CH3 CH CH2 CH3 CH
CH3
CH3
is called 2,3-dimethylpentane
Note that numbers used in the name are separated from each other by commas, and note that the
numbers are separated from the rest of the name with a hyphen.
CH2 CH3 is called 3,3-diethylhexane CH2 C CH3 CH2
CH2 CH3
CH2 CH3
Problem 6. Name the four molecules whose structures are drawn below.
a. CH3 CH3 C
CH3
CH3
b. CH3 CH3 C
CH2 CH3
CH3 CH2
CH2 CH3 CH2 C CH3 CH2
CH2 CH3
CH2 CH3
CH2 CH2
c.
CH3 CH CH2 CH3 CH2
CH CH3
CH CH3 CH3
d.
a.
b.
c.
d.
25-9 1997, A.J. Girondi
RULE 4: If there are two or more different kinds of alkyl groups attached to the parent chain, name them in
alphabetical order.
CH3 CH CH CH3 CH2
CH3
CH3 CH2
For example:
is called 3-ethyl-2-methylpentane
It is NOT called 2-methyl-3-ethylpentane
However, when you are determining the alphabetical order, do not consider any Greek prefixes that are
being used. For example:
CH3 C CH2 CH CH2 CH2 CH3
CH3
CH3 CH2 CH3
is called 4-ethyl-2,2-dimethylheptane
It is NOT called 2,2-dimethyl-4-ethylheptane
Problem 7. Name the four molecules drawn below.
CH2 CH3
CH3 CH2 CH CH2 CH2 CH3 CH2 CH CH2
CH3 CH2 CH3
a.
CH3 CH2 CH2 CH2 CH3 CH2 CH CH2 b. C
CH3
CH3 CH2 CH3 CH2
CH3
c. CH3 CH2 CH CH CH2 CH CH3
CH CH3 CH3
CH2 CH3
d. CH3 CH CH2 CH CH2 CH2 CH CH3
CH3 CH3
RULE 5: To put the finishing touches on the name of an alkane, keep the following points in mind: (a)
hyphens are used to separate numbers from names of substituents; (b) numbers are separated from each
other by commas; (c) the last alkyl group to be named is prefixed to the name of the parent alkane, forming
one word; and (d) the suffix "-ane" indicates that the molecule is an alkane.
ACTIVITY 25.5 Using Molecular Models
The structure of alkanes is more understandable if you see them in three dimensions. We will use
molecular model kits for this purpose. Obtain a box containing a molecular model kit and determine which
parts represent carbon atoms, hydrogen atoms, carbon to carbon bonds, and carbon to hydrogen bonds.
When you have done this, assemble models of the six molecules drawn in Problem 4. Pick up one of your
25-10 1997, A.J. Girondi
models and rotate one section of the model while holding the other. Do you see how rotation is possible
around a single bond?_____________. Holding the model with both hands, bend and flex it a bit. Note
the bond angles between the carbons themselves and between the carbons and the hydrogens. Do you
see why these molecules are not really "straight" chains? ______________.
Because free rotation is possible around a single bond, what can you conclude about the 2 molecules
shown below?{1}____________________________ If you named these two molecules, what would
you discover?{2}________________________ What is the name?{3}___________________________
CH2 CH CH3 CH CH3
CH3 CH3
CH2 CH CH3 CH CH3
CH3
CH3
SECTION 25.6 Cyclic Alkanes
The compounds we have studied so far have been either "straight" or "branched" chains. Carbon
atoms can also form rings which result in the formation of cyclic alkane molecules with the general formula,
CnH2n. Naming the cyclic alkanes is not difficult, but the rules do differ a bit from those used to name the
straight and branched chained compounds.
The name of a cyclic molecule requires the addition of the prefix "cyclo" to the name of the
hydrocarbon. Note the two condensed structural formulas below.
CH2 CH2
CH2
CH2 CH2
CH2 CH2
cyclopropane cyclobutane
To make cyclic compounds easier to draw, a shorthand notation is used in which the hydrogens and
carbons which are part of the ring are not represented at all. The rings are represented by lines, and a
carbon atom is assumed to be present at each angle in the ring. The proper number of hydrogen atoms is
assumed to be attached to each carbon.
For example:
cyclopropane cyclobutane cyclopentane cyclohexane
C3H6 C4H8 C5H10 C6H12
{4}__________________________
Name this compound
25-11 1997, A.J. Girondi
Like the "straight-chained" compounds, cyclic molecules can also contain alkyl side chains. The
same general rules for alkane nomenclature apply to the cyclics, except that all positions in a ring are
equivalent, so a number is not needed to indicate the position of the alkyl group if there is only one alkyl
group on the ring. For example:
CH3 This is called methylcyclohexane
(It is NOT called 1-methylcyclohexane)
The carbon on which the alkyl group is located is automatically assumed to be number 1.
Problem 8. Name the cyclic molecules below.
CH2 CH3
CH2 CH3
CH2 CH3 CH2
a._____________________ b._____________________ c._____________________
If there are two or more substituents on a ring, numbers must be used to indicate their positions.
One of the substituents is always assigned position number 1, and starting at position 1, the chain is
numbered either clockwise or counterclockwise so as to give the other substituents on the ring the
smallest possible numbers. For example:
CH2 CH3
CH3
This is called 1-ethyl-2-methylcyclopentane
CH3
CH3
This is called 1,2-dimethylcyclopentane
(It is NOT called 1,5-dimethylcyclopentane)
CH3
CH2 CH3
This is called 1-ethyl-4-methylcyclohexane
(You may have wanted to call it 4-ethyl-1-methylcyclohexane,
but we chose to assign the number 1 position to ethyl since it
comes first, alphabetically, and since we get the same
numbers,1 and 4, either way.)
CH3
CH3
CH2 CH3 This is called 4-ethyl-1,2-dimethylcyclopentane
25-12 1997, A.J. Girondi
In the last example, we assign position 1 to the carbon in the lower right corner and number the ring
counterclockwise. This gives the lowest possible set of numbers for the three substitutents on the ring.
CH2 CH3 CH3
CH3
CH3
This is called 3-ethyl-1,1,2-trimethylcyclobutane
(We numbered clockwise this time)
In the molecule drawn above, if we assigned position #1 to the carbon which is bonded to the ethyl group,
we would have had to number counterclockwise and name the molecule: 1-ethyl-2,3,3-trimethylbutane.
This was avoided because it resulted in higher numbers.
The three structures drawn below are identical. Write the name: {5}_____________________________
CH3
CH3
CH3
CH3
CH3
CH3
CH3
CH3
CH3
Problem 9. Name the cyclic alkanes shown below:
CH2 CH3
CH2 CH3
CH3 a.
CH3
CH3
b.
c.
CH2 CH3
CH3 CH3
CH2 CH3
d.
CH2 CH3
e. CH3
CH3
CH3
CH
CH3
CH3
CH3
f. g.
CH2 CH2 CH3
CH3
a. __________________________________ e. __________________________________
b. __________________________________ f. __________________________________
c. __________________________________ g. __________________________________
d. __________________________________
25-13 1997, A.J. Girondi
ACTIVITY 25.7 Models of Cyclic Alkanes
Using a molecular model kit, construct the four cyclic molecules drawn below. The models give
you some idea of what these cyclic compounds look like in three dimensions. You will also see the effects
of the bond angles on the shapes of the molecules. Be sure to include all needed hydrogen atoms, even
if they are not shown on the drawings.
cyclopropane cyclobutane cyclopentane cyclohexane
C3H6 C4H8 C5H10 C6H12
Do any of these cyclic compounds have what you might consider to be flat rings? If so, which one(s)?
{6}____________________________________________________________________________
Here is a summary of the rules used to name alkanes:
RULE 1: Locate the longest continuous chain of carbon atoms. This will give you the name of the
"parent" compound.
RULE 2: The name of the parent compound is modified by noting what alkyl groups are attached to the
chain. Number the longest chain so that the alkyl group(s) will be on the lowest numbered carbons.
RULE 3: When the same alkyl group occurs more than once in a molecule, the numbers of the carbons to
which they are attached are all included in the name. The number of the carbon is repeated as many times
as the group appears. The number of repeating alkyl groups is indicated in the name by the use of Greek
prefixes for 2, 3, 4, 5, etc. (di, tri, tetra, penta, etc.).
RULE 4: If there are two or more different kinds of alkyl groups attached to the parent chain, name them in
alphabetical order.
RULE 5: The put the finishing touches on the name of an alkane, keep the following points in mind: (a)
hyphens are used to separate numbers from names of substitutents; (b) numbers are separated from
each other by commas; (c) the last alkyl group to be named is prefixed to the name of the parent alkane,
forming one word; and (d) the suffix "-ane" indicates that the molecule is an alkane.
SECTION 25.8 Naming Alkenes
Now that you are an expert on alkanes, let's take a look at the alkene functional group. A
functional group is a feature of a class of compounds that is responsible for its characteristic properties.
The functional group of the alkanes is the single bond. The functional group of the alkenes is the double
bond. Alkenes contain at least one double bond which exists between a pair of carbon atoms. The
general formula for the straight-chained alkenes is CnH2n. The suffix to be used in the names of alkenes is
"-ene." The rules for naming alkenes are the same as those for alkanes with a few additional restrictions.
25-14 1997, A.J. Girondi
Additional Rules for the Nomenclature of Alkenes:
RULE 1: The chain chosen as the parent chain must contain the carboncarbon double bond (C=C).
RULE 2: The parent chain must be numbered to give the carbon-carbon double bond the lowest possible
number.
RULE 3: The name of the alkene must contain a number to indicate the position of the double bond.
Note the example below. The longest carbon chain alkene is numbered correctly, giving the double bond
the lowest possible number.
CH2 CH3 CH CH C CH3
CH2 CH3
CH3
1 2
3
4 5 6 7 As we number the carbons, the first carbon involved in the
double bond is #3, so the parent chain is called 3-heptene.
Methyl groups are located on carbons #3 and #5.
3,5-dimethyl-3-heptene
A number is not used to locate the double bond in chains which are shorter than four carbons. Two
examples are below.
CH2 CH2 This is called ethene, not 1-ethene
CH CH2 CH3 This is called propene, not 1-propene
Why is it that these two molecules do not require the use of the number? {7}______________________
______________________________________________________________________________
Problem 10. Name the alkenes below. After you have located the longest chain containing the double
bond, be sure to number the chain so that the double bond gets the lowest possible number.
a. CH3 CH2 CH = CH2 ___________________________________________________________
b. CH3 CH = CH CH3 ___________________________________________________________
c. CH3 CH2 CH = CH CH3 ___________________________________________________________
d. CH3 CH2 CH = CH CH2 CH3 ___________________________________________________________
e. CH2 = CH2 ___________________________________________________________
f. CH3 CH = CH2 ___________________________________________________________
CH2 CH CH CH CH3
CH3
CH3
CH2
g.
25-15 1997, A.J. Girondi
CH CH3 CH3 C
CH2 CH3
h.
CH CH3 i. CH CH2
CH3
CH3 C CH CH3 j. CH CH2
CH2 CH3
CH2 CH3
SECTION 25.9 Naming Cycloalkenes
Cycloalkenes are named similarly to straight chained alkenes. The carbons in the ring that contain
the double bond are always assigned the #1 and #2 positions, so numbers are used only to locate the
positions of substitutents attached to the ring - not to locate the position of the double bond. The general
formula for cyclic alkenes in CnH2n-2. Study the examples below.
CH3
CH3
CH3
cyclobutene 3-methylcyclohexene 3,4-dimethylcyclopentene
Problem 11. Name the following cycloalkenes.
a.
CH2 CH3
b.
CH3
CH3
CH3 CH2
c.
CH3
CH3
25-16 1997, A.J. Girondi
d.
CH CH3 CH3
e.
CH2 CH2 CH3
CH3
CH3
f.
CH2 CH3
CH2 CH2 CH2 CH3
SECTION 25.10 Naming Alkynes
The functional group of the compounds known as the alkynes is a triple bond. The general
formula for straight-chained alkynes is CnH2n-2. Alkynes are named in much the same way as the alkenes,
except that their names end with the suffix "-yne", signifying the triple bond. Once again, the triple bond
must be located within the parent chain, and it should be assigned the lowest possible number.
Additional Rules for the Nomenclature of Alkynes:
RULE 1: The chain chosen as the parent chain must contain the carbon- carbon triple bond.
RULE 2: The parent chain must be numbered to give the carbon-carbon triple bond the lowest possible
number.
RULE 3: The name of the alkyne must contain a number to indicate the position of the triple bond.
As was the case with the alkenes, no number is used to locate the triple bond if the parent chain is shorter
than four carbons:
CH CH
ethyne
CH C CH3
propyne
CH C CH2 CH3
1-butyne
C CH3 CH3 C
2-butyne
C CH3 C CH2 C CH3
CH3
1 2 3 4 5 6
For the example at right, the correct name is 5-methyl-2-hexyne
25-17 1997, A.J. Girondi
Problem 12. Name the alkynes drawn below. Be sure to number the parent chain so as to give the
triple bond the lowest possible number.
a. CH C CH2 CH2 CH3 __________________________________________
b. CH3 CH2 CH2 C C CH3 __________________________________________
c. CH3 CH2 C C CH3 __________________________________________
d. CH3 CH2 CH2 C CH __________________________________________
e. CH3 C C CH2 CH2 CH2 CH3 _______________________________________________________________
f. CH3 CH C CH
CH3
g. CH3 C CH CH2 CH CH
CH3
CH2 CH3
CH2 CH3
h.
CH2
CH C C CH3
CH3
i. CH3 CH2 CH C CH3 C CH
CH3
CH2 CH3 CH2
Tabl e 25. 1
Summary of General Formulas for
Alkanes, Alkenes, and Alkynes
Class of Compound General Formula
Straight-chained alkanes CnH2n+2
Cycloalkanes CnH2n
Alkenes CnH2n
Cycloalkenes CnH2n-2
Alkynes CnH2n-2
25-18 1997, A.J. Girondi
SECTION 25.11 Review Problems
Problem 13. The names of the compounds listed below are NOT correct. Using the incorrect name,
draw the structural formula in the work area. Then write the correct name of each compound on the line
provided.
Incorrect Name Correct Name Work Area
a. 4,4-dimethylhexane ___________________________
b. 2-n-propylpentane ___________________________
c. 1,1-diethylbutane ___________________________
d. 1,4-dimethylcyclobutane ___________________________
e. 3-methyl-2-butene ___________________________
f. 5-ethylcyclopentene ___________________________
g. 2-n-propyl-1-propene ___________________________
h. 2-isopropyl-3-heptene ___________________________
i. 2,2-dimethyl-3-butyne ___________________________
j. 5-octyne ___________________________
25-19 1997, A.J. Girondi
Problem 14. Write condensed structural formulas for the following:
Name Condensed Structural Formula
a. 4-isopropyloctane
b. 3,4-dimethyl-4-n-propylheptane
c. 1,1-dimethylcyclobutane
d. 3-ethyl-3-heptene
e. 3-ethyl-2-methyl-1-hexene
f. 3-octene
g. 3,3-dimethyl-1-butyne
h. 4,4-dimethyl-2-pentyne
i. 3-n-butyl-2-ethylcyclohexene
j. 3,4-diethyl-4,6-dimethylnonane
25-20 1997, A.J. Girondi
SECTION 25.12 Learning Outcomes
Before leaving this chapter, read through the learning outcomes listed below. Place a check
before each outcome when you feel you have mastered it. When you have completed this task, arrange
to take any quizzes or exams on this chapter, and move on to Chapter 26.
_____1. Distinguish between organic and inorganic compounds.
_____2. Distinguish between alkanes, alkenes, and alkynes.
_____3. Determine the number of carbon atoms in the longest chain of any alkane, alkene, or alkyne.
_____4. Use the IUPAC system to name alkanes, alkenes, and alkynes, given their condensed structural
formulas.
_____5. Given the IUPAC names, be able to draw condensed structural formulas for alkanes, alkenes,
and alkynes.
25-21 1997, A.J. Girondi
SECTION 25.13 Answers to Questions and Problems
Questions:
{1} They are identical; {2} They would have the same name; {3} 2,4-dimethylpentane; {4} cyclooctane;
{5} 1,1,2-trimethylcyclobutane; {6} cyclopropane and cyclobutane;
{7} the double bond can only be in the #1 position
Problems:
1.
a. meth- 1 methane CH4
b. eth- 2 ethane C2H6
c. prop- 3 propane C3H8
d. but- 4 butane C4H10
e. pent- 5 pentane C5H12
f. hex- 6 hexane C6H14
g. hept- 7 heptane C7H16
h. oct- 8 octane C8H18
i. non- 9 nonane C9H20
j. dec- 10 decane C10H22
2.
a. methane CH4 CH4
b. ethane C2H6 CH3CH3
c. propane C3H8 CH3CH2CH3
d. butane C4H10 CH3CH2CH2CH3
e. pentane C5H12 CH3CH2CH2CH2CH3
f. hexane C6H14 CH3CH2CH2CH2CH2CH3
g. heptane C7H16 CH3CH2CH2CH2CH2CH2CH3
h. octane C8H18 CH3CH2CH2CH2CH2CH2CH2CH3
i. nonane C9H20 CH3CH2CH2CH2CH2CH2CH2CH2CH3
j. decane C10H22 CH3CH2CH2CH2CH2CH2CH2CH2CH2CH3
3.
a. methyl CH3
b. ethyl CH2CH3
c. propyl CH2CH2CH3
d. butyl CH2CH2CH2CH3
e. pentyl CH2CH2CH2CH2CH3
f. hexyl CH2CH2CH2CH2CH2CH3
4. a. pentane; b. propane; c. hexane; d. heptane; e. pentane; f. pentane
5. a. 2-methylpentane; b. 3-ethylhexane; c. 4-propyloctane; d. 4-isopropylnonane
6. a. 2,2-dimethylpropane; b. 2,2-dimethylpentane; c. 4,4-diethyloctane; d. 2,3,4-trimethylheptane
7. a. 4-ethyl-6-methylnonane; b. 6-propyl-3,3-dimethylnonane; c. 4-ethyl-5-isopropyl-2-methylheptane;
d. 4-ethyl-2,7-dimethyloctane
25-22 1997, A.J. Girondi
8. a. ethylcyclobutane; b. ethylcyclopropane; c. propylcyclopentane (or n-propylcyclopentane)
9. a. 1,3-diethyl-5-methylcyclohexane; b. 1,2-dimethylcyclopropane;
c. 1-ethyl-2,3-dimethylcyclopropane; d. 1,2-diethylcyclopentane; e. 1,3,5-trimethylcyclohexane;
f. 1-isopropyl-3-methylcyclobutane; g. 1-methyl-2-propylcyclooctane
10. a. 1-butene; b. 2-butene; c. 2-pentene; d. 3-hexene; e. ethene; f. propene;
g. 3,5-dimethyl-1-hexene; h. 3-methyl-2-pentene; i. 3-methyl-1-butene; j. 4,4-diethyl-2-hexene
11. a. 4-ethylcyclopentene; b. 6-ethyl-3,3-dimethylcyclohexene; c. 1,3-dimethylcyclobutene;
d. 3-isopropylcyclopropene; e. 3,5-dimethyl-6-propylcyclooctene; f. 2-butyl-3-ethylcyclobutene
12. a. 1-pentyne; b. 2-hexyne; c. 2-pentyne; d. 1-pentyne; e. 2-heptyne; f. 3-methyl-1-butyne;
g. 4-ethyl-3-methyl1-hexyne; h. 3,3-dimethyl-1-hexyne; i. 6-methyl-4-propyl-2-heptyne
13.
a. 3,3-dimethylhexane CH3 CH2 CH2 C CH2 CH3
CH3
CH3
b. 4-methylheptane CH3 CH2 CH2 CH2 CH3 CH CH2
CH3
c. 3-ethylhexane CH3 CH2 CH CH2 CH3 CH2
CH2 CH3
d. 1,2-dimethylcyclobutane
CH3
CH3
e. 2-methyl-2-butene CH3 CH3 CH C
CH3
f. 3-ethylcyclopentene
CH2 CH3
g. 2-methyl-1-pentene CH2 C CH2 CH3 CH2
CH3
h. 2,3-dimethyl-4-octene CH3 CH CH CH CH CH2 CH2 CH3
CH3
CH3
25-23 1997, A.J. Girondi
i. 3,3-dimethyl-1-butyne
CH3 C C CH
CH3
CH3
j. 3-octyne C C CH2 CH3 CH2 CH2 CH2 CH3
14.
CH CH3 CH2 CH2 CH2 CH2 CH3 CH2
CH CH3 CH3
a.
CH3 CH2 CH2 CH3 CH2 b.
CH2 CH2 CH3
CH C
CH3 CH3
c.
CH3
CH3
CH3 CH2 CH2 CH3 CH2 C CH
CH2 CH3
d.
CH3 CH2 CH2 CH e. C
CH3
CH2 CH3
CH2
CH3
f. CH2 CH CH CH2 CH2 CH2 CH3
g. C C CH3
CH3
CH3
CH
h. C C CH3
CH3
CH3
C CH3
25-24 1997, A.J. Girondi
i.
CH2 CH3
CH2 CH2 CH3 CH2
C j. CH3 CH2 CH CH2
CH2
CH CH2 CH3 CH2
CH3 CH3
CH2 CH3
CH3
25-25 1997, A.J. Girondi
SECTION 25.14 Student Notes
25-26 1997, A.J. Girondi
NAME________________________________ PER ________ DATE DUE ___________________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
CHAPTER 26
INTRODUCTION
TO ORGANIC
COMPOUNDS
(Part 2)
261 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
262 1997, A.J. Girondi
SECTION 26.1 Alcohols
Alcohols are molecules in which an alkyl group is attached to a hydroxy group (OH). The
hydroxy group is responsible for the characteristic properties of alcohols so we refer to it as the functional
group for alcohols. There are three different methods for naming alcohols, but we will use only the IUPAC
system. The rules that you used for naming alkanes and alkenes (in Chapter 25) are similar to those used
for the alcohols. The modified rules are listed below.
Additional Rules for the Nomenclature of Alcohols:
RULE 1: Locate the longest continuous chain of carbon atoms which contains the "hydroxy" (OH)
group. This chain will serve to identify the parent compound.
RULE 2: Number the chain so as to give the carbon atom which is bonded to the OH group the lowest
possible number.
RULE 3: A number is included before the name of the parent compound to indicate the position of the
OH group.
RULE 4: The suffix "ol" is added to the name to indicate that the molecule is an alcohol.
Study the examples below. Note that the number indicating the position of the OH group is not used if
the chain is shorter than 3 carbons. Why? {1}_____________________________________________
______________________________________________________________________________
CH3OH
CH3CH2OH
CH3CH2CH2OH
CH3CHOHCH3
OH
CH3 OH
CH2 OH CH3
CH2 OH CH2 CH3
CH
OH
CH3 CH3
C
C C
C C
OH
H H
H
H
H
H
H H H
methanol
ethanol
1propanol
2propanol
cyclopentanol
Name Formula Condensed Structural Formula
263 1997, A.J. Girondi
In addition, you see in the example above that the position of the OH ("hydroxy") group is not included in
the names of cyclic alcohols, either. Why not? (Remember that this is also the case for the double bond
in cyclic alkenes. {2}________________________________________________________________
(The hydroxy group,OH, should not be confused with the hydroxide ion, OH
1
. The hydroxy group has
the same formula, but it is not an ion.)
Problem 1. Name the alcohols given below.
a. CH3CH2CHCH2CH3
OH
b. CH3CHCH2CH3
OH
c. CH3CHCHCH3
OH
CH3
d. CH3CHCH2CHCHCH3
OH
CH3
CH3
e. CH3CH2CHCH2CH2CH2OH
CH2 CH3
f.
OH
g.
OH
CH3
CH3
h.
CH3 OH
i.
OH
CH2 CH3 CH3
264 1997, A.J. Girondi
j. CH3CHCH3
OH
This compound is commonly called "rubbing
alcohol." Give its IUPAC name.
Problem 2. Draw the condensed structural formulas for the following.
a. 4,4dimethyl2hexanol b. cyclopropanol
c. 2,3diethylcyclohexanol d. 3,4diethyl2heptanol
Section 26.2 Ethers
Ethers are compounds which contain an oxygen atom bonded to two carbon atoms within the
carbon chain. The functional group is the COC arrangement found within the chain. When you look at
an ether molecule, you will see an alkyl group on each side of the oxygen. For example,
CH3CH2OCH3 has an ethyl group on the left of the oxygen atom and a methyl group on the right. The
"common name" for this molecule is methyl ethyl ether. Although common names are still frequently used
for ethers, we will stick to our "game plan" and use the IUPAC system.
CH
3
CH
2
OCH
3
Parent compound is "ethyl"
Functional group is "methoxy"
In the IUPAC system, the larger of the two alkyl groups attached to the oxygen is considered to be
the parent compound. For the ether mentioned in the last paragraph above, the parent compound would
be ethane. The smaller alkyl group and the oxygen atom are considered to be a substituent group on the
parent compound. The OCH3 group is the substituent and it is called "methoxy." So the name of that
ether is methoxyethane. If the substituent had been CH3CH2O, it would have been called "ethoxy."
Collectively these functional groups of the ethers are known as alkoxy groups. Only one modified rule
needs to be mentioned here regarding the nomenclature of ethers.
265 1997, A.J. Girondi
Additional Rule for the Nomenclature of Ethers:
RULE: For ethers with parent chains that contain 3 or more carbon atoms, a number is included to
indicate the position of the alkoxy group.
Study the examples below.
CH3OCH3 CH3CH2OCH2CH3 CH3OCH2CH2CH3 CH3OCHCH3
CH3
methoxymethane ethoxyethane 1methoxypropane 2methoxypropane
Problem 3. Name the following ethers:
a. CH3OCH2CH2CH2CH3 ___________________________________
b. CH3CH2CH2OCH2CH2CH3 ___________________________________
c. CH3CH2OCHCH2CH2CH3 _____________________________________________________
CH3
Draw condensed structures for the following ethers:
d. methoxycyclohexane e. 3methoxycyclopentene
f. 4ethoxynonane g. 2isopropoxybutane
Section 26.3 Aldehydes and Ketones
The next two organic functional groups we will study are those of the aldehydes and ketones.
Aldehydes and ketones contain a carbonyl group, which consists of an oxygen atom which is
doublebonded to a carbon atom. There are two kinds of carbonyl groups involved here. In aldehydes, at
least one hydrogen is attached to the carbonyl carbon, while in ketones, two carbon atoms are always
attached to the carbonyl carbon.
C
O
C
O
H C
O
C C
carbonyl group aldehyde group ketone group
266 1997, A.J. Girondi
It is helpful to note that in an aldehyde the carbonyl carbon is always a terminal carbon, which means it
always occurs at one end of the carbon chain. In ketones, the carbonyl carbon is never a terminal carbon.
The nomenclature of aldehydes requires a few rule modifications:
Additional Rules for the Nomenclature of Aldehydes:
RULE 1: The longest continuous chain containing the aldehyde group is considered to be the parent
compound.
RULE 2: The carbonyl carbon is part of the parent chain and is always considered to be in the #1 position.
RULE 3: The suffix "al" is added to the name of the parent compound to indicate that the compound is an
aldehyde.
Note the examples of aldehydes shown below. You see that no number is needed to indicate the
position of the functional group since it is always at position #1.
CH3CH2 O
H
C CH3CHCH2CH2 O
H
C
CH3
CH2CH2CH2CHCH2CH2CHCH2CH3 C
O
H
CH2CH3 CH3
propanal 4methylpentanal
5ethyl8methyldecanal
The nomenclature of ketones also requires a few rule modifications.
Additional Rules for the Nomenclature of Ketones:
RULE 1: The longest continuous chain containing the ketone group is considered to be the parent
compound.
RULE 2: A number is included before the name of the parent compound to indicate the position of the
ketone group. The chain is always numbered so that the carbonyl carbon has the lowest
possible number.
RULE 3: The suffix "one" is added to the name of the parent compound to indicate that the compound is
a ketone.
For example:
C
O
CH3 CH3 C
O
CH2 CH2
CH3
CH3 CH3CHCH2CH2CH2C O
CH3 CH3
2propanone 3pentanone 6methyl2heptanone
267 1997, A.J. Girondi
Why would it be impossible for a ketone to have a name like 3methyl1hexanone? {3}_____________
_____________________________________________________________________________
Problem 4. Name the molecules shown below.
C
O
CH3 CH2 CH3 a.
C
O
H CH2 CH CH3
CH3
b.
CH3CH2CHCHCH3
CH3
O
H
C
c.
CH3CHCHCH2 O C
CH3
CH3
CH2CH3
d.
O C
CH3CH2CH2
CH2CH2CHCH3
CH3
e.
Section 26.4 Organic Acids
Organic acids are molecules that contain a carboxyl group (sometimes called a carboxylic acid
group). This functional group consists of a carbon which is doubled bonded to an oxygen atom, as was
the case with aldehydes and ketones. However, in an acid a hydroxy group (OH) is also bonded to that
same carbon. Be careful not to confuse organic acids with alcohols, aldehydes, or ketones. As was the
case with aldehydes, this functional group always occurs on a terminal carbon of the parent chain.
Therefore, a number is not used in the name to locate the carboxyl group.
Additional Rules for the Nomenclature of Carboxylic Acids:
RULE 1: The longest continuous chain containing the carboxyl group is considered to be the parent
compound.
RULE 2: The carboxyl carbon is part of the parent chain and is always considered to be in the #1 position.
RULE 3: The suffix "oic" is added to the name of the parent compound, and the word "acid" is added to
the name.
268 1997, A.J. Girondi
For example:
C
OH
H
O
C
OH
O
CH3 CH3CHCH2CH2 C
OH
O CH3
methanoic acid ethanoic acid 4methylpentanoic acid
Acids also have common names. For example, ethanoic acid is also called acetic acid or "vinegar." We will
work only with the IUPAC names.
As you attempt to name the carboxylic acids, note that the carboxyl group is written in shorthand as
COOH in the condensed structural formulas.
Problem 5. Name the organic acids below.
b. CH3CH2CH2CH2CH2COOH __________________________________
c.
__________________________________
d.
__________________________________
e. __________________________________
f. __________________________________
CH3CH2CH2
CH3CH2CHCH2COOH
CH3CHCH2CH2CHCH2CH2COOH
CH3 CH3
CHCH2COOH
CH3
CH3
CH3CCH2CH2COOH
CH2CH2CH2CH3
CH2CH2CH2CH3
a. CH3CH2CHCH2CH2COOH __________________________________
CH2 CH3
Section 26.5 Esters
C
O
O R
Esters are organic compounds which are very common in nature. For
example, fats and oils are esters. Esters are also responsible for many of the odors
and flavors of fruits. Oil of wintergreen and aspirin are esters. Esters can be
considered to be derivatives of carboxylic acids. The functional group of esters looks
similar to the carboxyl group of acids, except that the hydrogen atom on the hydroxy
group is replaced with an organic group such as an alkyl group. The letter "R" in the
structure at right represents some organic group (methyl, ethyl, etc.).
269 1997, A.J. Girondi
carboxyl group general ester group sample ester group
C
O
O R
C
O
O CH3
C
O
O H
Esters are named by first naming the "R" group followed by the name of the acid portion. The suffix of the
acid derivative is then changed from "ic" to "ate." For example, in the leftmost structure below, the
parent acid is ethanoic acid. The "R" group is methyl, so the name of the ester is methyl ethanoate. In the
center structure, the parent acid is butanoic, while the "R" group is ethyl, so the ester is named ethyl
butanoate. Notice that the names of esters consist of two words, while the names of most of the previous
types of compounds you have studied consisted of only one word.
C
O
O CH3
CH3 C
O
O CH2 CH3
CH3 CH2 CH2 C
O
O CH2 CH3
H
methyl ethanoate ethyl butanoate ethyl methanoate
(pineapples) (artificial rum flavor)
Artificial flavors of strawberry, apple, raspberry, cherry, etc., are made from esters.
Additional Rules for the Nomenclature of Esters:
RULE 1: Determine the name of the "R" group.
RULE 2: Place the name of the "R" group in front of the name of the parent acid, forming two words.
RULE 3: Determine the name of the parent acid, and change its suffix from "ic" to "ate." Drop the word
"acid."
Problem 6. Name the esters below.
C
O
O CH2 CH2 CH3
CH3 CH2 CH2 a.
C
O
O CH3
CH3 CH2 CH2 CH2 b.
C
O
O CH2 CH2 CH2 CH3
CH3 CH2 c.
C
O
O CH CH3
CH3
CH3
d.
2610 1997, A.J. Girondi
C
O
O CH2 CH2 CH3
CH3 CH2 CH2 CH2 e.
C
O
O CH2 CH2 CH2 CH2 CH3
H f.
Section 26.6 Amines
Amines are organic compounds which are related to ammonia (NH3). All amines have the element
nitrogen in them. There are three basic kinds of amines:
1. In primary amines one hydrogen atom in ammonia has been replaced by an alkyl group.
2. In secondary amines two hydrogen atoms in ammonia have been replaced by two alkyl groups.
3. In tertiary amines all three hydrogen atoms in ammonia have been replaced by three alkyl
groups. Examine the examples below:
CH3 N H
H
CH3 CH2 N
H
CH2 CH3 N CH2 CH3 CH3
CH CH3 CH3
A Primary Amine A Secondary Amine A Tertiary Amine
According to the IUPAC system, primary amines are named by treating the NH2 (amino) group in
the molecule as a substituent group on the longest (parent) chain of carbon atoms. For example, the
primary amine shown above is called aminomethane. Two more examples are shown below.
CH3 CH2 CH CH2 CH2 CH3
N H H CH3 CH CH2 CH CH2 CH2 CH3
CH3 NH2
3aminohexane 4amino2methylheptane
(a primary amine) (a primary amine)
Secondary and tertiary amines are named according to a "common" naming system. Primary
amines can have either IUPAC or common names. Amines are the only organic compounds for which we
will learn common names. In the common system, amines are named by adding the names of the alkyl
group(s) attached to the nitrogen atom to the word "amine." In the past, the alkyl groups were named in
order of size (smallest first) instead of in alphabetical order is normally done in the IUPAC system.
However, today we follow the IUPAC rules and name the alkyl groups in alphabetical order. For example,
the name of the secondary amine shown above is diethylamine. The name of the tertiary amine above is
ethylisopropylmethylamine. Study the examples below. Note that the primary amine can have two names.
2611 1997, A.J. Girondi
CH3 N CH3
CH3
N H
CH2
CH3
CH2 CH3
N H
CH3 CH2 CH2 CH2 CH2
H
trimethylamine methylpropylamine pentylamine (common)
1aminopentane (IUPAC)
a tertiary amine a secondary amine a primary amine
Additional Rules for the Nomenclature of Amines:
RULE 1: In primary amines only, the IUPAC system treats the NH2 (amino) group as a substituent group
on the parent chain.
RULE 2: When using the common naming system, the names of the alkyl groups which are attached to
the nitrogen atom are listed in alphabetical order and are attached to the suffix "amine" to
form one word. Greek prefixes are used if specific alkyl groups occur more than once in a
molecule. Name the amines below. Where two lines are present, give two names.
Problem 7. Name the amines below. Where two lines are present, give two names.
CH2 CH3 N CH3
CH3
a.
CH2 CH3 N CH3
H
b.
c.
CH3 CH2 CH2 CH CH2 CH CH3
CH3 NH2
CH2 CH3 CH2 CH2 CH2
N H CH3
d.
CH3 CH2 N CH2 CH3
CH2 CH3
e.
CH3 CH CH2 CH2 CH2 CH2 CH2 NH2
CH2 CH3
f.
g.
CH3 CH3
NH2
CH
2612 1997, A.J. Girondi
h.
NH2
Section 26.7 Amides
You are already familiar with the carboxyl group which is the functional group of a carboxylic acid. If
you replace the hydroxy group (OH) in the carboxyl group with an amino group (NH2), you get the
functional group of a class of organic compounds known as primary amides.
C
O
O H
C
O
NH2
carboxyl group amide group
There are three classes of amides just as there were for amines, but we will consider only primary
amides, and we will name them according to the IUPAC system. Amides are considered to be derivatives
of carboxylic acids, which means they are formed from acids. Thus, the amides are named as derivatives of
acids. To name an amide, simply identify the name of the organic acid from which the amide was derived,
and change the "oic" suffix in the acid's name to "amide." The examples of amides shown below were
derived from ethanoic, propanoic, and butanoic acids.
C
O
CH3
NH2
C
O
CH2
NH2
CH3
C
O
CH2
NH2
CH CH3
CH3
ethanamide propanamide 3methylbutanamide
Additional Rules for the Nomenclature of Amides:
RULE 1: Identify the carboxylic acid from which the amide was derived and change the suffix of the acid
name from "oic" to "amide," and drop the word acid.
RULE 2: Add the names of any alkyl groups to the name of the parent compound, forming one word.
Problem 8. Name the amides shown below. Note that the amide functional group is written in
shorthand as CONH2.
a. HCONH2 b. CH3CH2CH2CH2CONH2
__________________________________ ____________________________________
2613 1997, A.J. Girondi
CH3CH2CHCH2CH2COHN2
CH2CH3
CH3CCH2CONH2
CH3
CH3
__________________________________ ____________________________________
c.
d.
CH3CH2CHCH2CHCH2CONH2
CH2CH3
CH3
CH3CHCH2CCH2CONH2
CH3 CH3
CH3
e. f.
__________________________________ ____________________________________
Section 26.8 Halogenated Hydrocarbons
The last group of compounds we are going to discuss includes some that are of great importance
and interest today. Included are the chlorofluorocarbons that are used in refrigeration and air conditioning
systems and which are thought to be involved in the depletion of ozone in the upper atmosphere.
This class of organic compounds is known as the halogenated hydrocarbons. In addition to their
use in refrigerants they are used as solvents, aerosol sprays, antiseptics, dry cleaning fluids, insecticides,
herbicides, and anesthetics. Most of these compounds are synthetic (human made).
In these compounds, the functional group is a single atom of a halogen such as fluorine, chlorine,
bromine, or iodine. In the IUPAC system, the halogen atoms are considered to be substituents on the
parent chain. The "ine" suffix of the halogen's name is dropped and the letter "o" is added before being
added to the name of the parent compound. For example, fluorine becomes "fluoro," chlorine becomes
"chloro", bromine becomes "bromo," and iodine becomes "iodo." Note the examples below.
HCI
H
H
HCCCl
H H
H H
HCCCBr
H H
H H
H
H
HCCCCCCCCH
H F
H H
H
H
H I H H H
F H H H H
iodomethane chloromethane 1bromopropane 2,4difluoro5iodooctane
CH3I CH3CH2Cl CH3CH2CH2Br CH3CHFCH2CHFCHICH2CH2CH3
Numbers are not used to indicate the position of a single halogen atom substituent unless the parent
carbon chain is longer than 2 atoms; however, if more than one halogen atom substituent is present, then
numbers are needed on a twocarbon chain, too! Study the following examples.
HCCCl
H
H H
Cl
ClCCCl
H H
H H
HCH
Br
F
1,1dichloroethane 1,2dichloroethane bromofluoromethane
2614 1997, A.J. Girondi
Additional Rules for the Nomenclature of Halogenated Hydrocarbons:
RULE 1: Drop the "ine" suffix from the name of the halogen atom(s) and add a suffix consisting of the
letter "o".
RULE 2: Add the altered name(s) of the halogen atom(s) to that of the parent compound.
Problem 9. Name the halogenated compounds below.
a. CH3 CH2 CH CH CH3
Cl
Cl
b. F C F
H
H
c. CH3 CH CH CH CH2 CH3
I
F Br
d. CH3 CH CH = CH2
Br
e. CH2 CH2 CH2 Br
CH2 CH2 CH2 CH3
f. Cl C Cl
F
F
Probl em 10. Write condensed structural formulas (such as those shown above) for the following.
a. tetrafluoromethane
b. 1,1,1trichloroethane
2615 1997, A.J. Girondi
c. chlorocyclopentane
d. 1,3difluoro2iodocyclohexane
e. 3,4dibromo6methyl1heptyne
f. 3chlorocyclopentene
g. 2,3dichlorocyclobutene
Section 26.9 A Review of Organic Nomenclature
The remainder of this chapter consists of a review of nomenclature of the various classes of
organic compounds which you have studied.
Problem 11. Some of the names of the six compounds listed below are incorrect. If the name is
correct, respond with "O.K." If the name is incorrect, provide the correct name.
a. 3chloropentane ___________________________________
b. 1,1dimethyl1propanol ___________________________________
c. 2,2,3trimethyl4bromoheptane ___________________________________
d. 4methyl4hexanol ___________________________________
e. 2,2dimethyl3chloro3butanol ___________________________________
f. 1ethyl2ethanol ___________________________________
2616 1997, A.J. Girondi
Probl em 12. Draw condensed structural formulas for the compounds named below.
a. 1,3,5tribromocyclohexane b. 2,3dichlorobutane
c. 2ethyl3methyl1pentanol d. 1ethoxypropane
e. 2iodo3isopropylcyclohexanol f. 3,3dimethylbutanal
g. 2methoxy3heptanone h. 3pentanone
i. 3,4diethylhexanal j. 2,4difluorohexanoic acid
k. 2hydroxybutanoic acid l. ethyl ethanoate
m. npropyl octanoate n. 4bromo3chloroheptane
2617 1997, A.J. Girondi
o. ethylmethylamine p. isopropyldimethylamine
q. propanamide r. 3methylbutanamide
s. 4chloro2pentanone t. 2,3,4triiodopentanoic acid
Probl em 13. Give another name for each of the following:
a. ethylamine _____________________________________________
b. isopropylamine _____________________________________________
Section 26.11 Learning Outcomes
Before leaving this chapter, read through the learning outcomes listed below. Place a check
before each outcome when you feel you have mastered it. When you have completed this task, arrange
to take any quizzes or exams on this chapter.
_____1. Given their names or condensed structural formulas, distinguish between alcohols, ethers,
aldehydes, ketones, organic acids, esters, amines, amides, and halogenated compounds.
_____2. Given their names, draw condensed structural formulas for the classes of compounds given in
outcome 1 above.
_____3. Given their condensed structural formulas, give the IUPAC names of molecules belonging to
the classes of compounds listed in outcome 1 above.
_____4. Given their condensed structural formulas, give the common names of secondary and tertiary
amines.
2618 1997, A.J. Girondi
Section 26.12 Answers to Questions and Problems
Questions:
{1} Only one position is possible for the OH group; {2} Whatever position the OH group occupies is
automatically #1 if the compound is named as an alcohol; {3} Such a compound would be an aldehyde, not
a ketone
Problems:
1. a. 3-pentanol; b. 2-butanol; c. 3-methyl-2-butanol; d. 4,5-dimethyl-2-hexanol;
e. 4-ethyl-1-hexanol; f. cyclobutanol; g. 2-methylcyclohexanol; h. 3,4-dimethylcyclopentanol;
i. 2-ethyl-3-methylcyclopropanol; j. 2-propanol
CH3 CH CH2 C CH2 CH3
OH CH3
CH3
OH
CH2 CH3
CH2 CH3
OH
CH3 CH CH CH CH2 CH2 CH3
CH2 CH3
CH2 CH3
OH
2. a.
b.
c.
d.
3. a. 1-methoxybutane; b. 1-propoxypropane; c. 2-ethoxypentane
O CH3
O CH3
CH3 CH2 CH2 CH CH2 CH2 CH2 CH2 CH3
O
CH2 CH3 CH3 CH CH2 CH3
O
CH3 CH CH3
d. e.
f. g.
4. a. 2-butanone; b. 3-methylbutanal; c. 2,3-dimethylpentanal; d. 5,6-dimethyl-3-heptanone;
e. 7-methyl-4-octanone
5. a. 4-ethylhexanoic acid; b. hexanoic acid; c. 3-ethylhexanoic acid; d. 4,7-dimethyloctanoic acid;
e. 3-methylbutanoic acid; f. 4-n-butyl-4-methyloctanoic acid (The "-n-" is optional.)
6. a. n-propyl butanoate (the n is optional here and in parts c, e, and f); b. methyl pentanoate
c. n-butyl propanoate; d. isopropyl ethanoate; e. n-propyl pentanoate; f. n-pentyl methanoate
7. a. ethyldimethylamine; b. ethylmethylamine; c. 2-amino-4-methylheptane;
d. methylpentylamine; e. triethylamine; f. 1-amino-6-methyloctane;
g. isopropylamine (or 2-aminopropane); h. cyclobutylamine (or aminocylcobutane)
8. a. methanamide; b. pentanamide; c. 4-ethylhexanamide; d. 3,3-dimethylbutanamide
e. 5-ethyl-3-methylheptanamide; f. 3,3,5-trimethylhexanamide
2619 1997, A.J. Girondi
9. a. 2,3-dichloropentane; b. difluoromethane; c. 4-bromo-2-fluoro-3-iodohexane;
d. 3-bromo-1-butene; e. 1-bromoheptane; f. dichlorodifluoromethane
F C F
F
F
Cl C C H
Cl
Cl H
H
Cl
F
F
I
CH C CH CH CH2 CH CH3
Br
Br
CH3
Cl
Cl
Cl
10. a. b. c. d.
e. f. g.
11. a. OK; b. 2-methyl-2-butanol; c. 4-bromo-2,2,3-trimethylheptane; d. 3-methyl-3-hexanol;
e. 2-chloro-3,3-dimethyl-2-butanol; f. 1-butanol
Br Br
Br
CH3 CH CH CH3
Cl
Cl
CH3 CH2 CH CH CH2 OH
CH3
CH2 CH3
CH3 CH2 CH2 O CH2 CH3 C
O
H
CH3 C CH2
CH3
CH3
CH3 CH C CH2 CH2 CH2 CH3
O
O CH3
CH3 CH2 C CH2 CH3
O
C
O
H
CH3 CH2 CH CH CH2
CH2 CH3
CH2 CH3
C
O
H
CH3 CH2 CH CH2 CH
F
F
12. a. b. c.
d.
OH
I
CH CH3
CH3
e. f.
g. h.
i. j.
12. k. CH3CH2 CH C
OH
O OH
C
O CH2 CH3
O
CH3
C
O CH2 CH2 CH3
O
CH3 (CH2)6 CH3 CH2 CH CH CH2 CH2 CH3
Cl
Br
l.
m. n.
2620 1997, A.J. Girondi
C
NH2
O
CH3 CH2 H N CH3
CH2 CH3
H C N CH3
CH3
CH3
H3C
C
NH2
O
CH3 CH CH2
CH3
CH3 CH CH2 C CH3
Cl O
CH3 CH CH CH C
OH
O
I I
I
12. o. p. q.
r. s.
t.
13. a. aminoethane; b. 2-aminopropane
2621 1997, A.J. Girondi
Section 26.13 Student Notes
2622 1997, A.J. Girondi
NAME________________________________ PER ________ DATE DUE ___________________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
CHAPTER 27
INTRODUCTION
TO ORGANIC
COMPOUNDS
(Part 3)
27-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
27-2 1997, A.J. Girondi
SECTION 27.1 Aromatic Compounds
An important class of carbon compounds exists which was not discussed in Chapters 25 or 26.
This class of compounds was discovered during the early years of the study of organic chemistry.
Because these compounds had sweet smelling odors they came to be known as the aromatics, although
some of them have no such odor.
These compounds are still called aromatics, although the name no longer applies to any odor.
Instead, compounds are now classified as aromatic if they contain a particular structure.
The alkanes, alkenes, and alkynes discussed in Chapter 25 are categorized according to whether
they contained single, double, or triple bonds. Alcohols, ethers, aldehydes and the other classes of
compounds discussed in Chapter 26 are categorized according to the presence of a specific functional
group. The parent compound found in all aromatic molecules is benzene.
Benzene was discovered in 1825 by Michael Faraday who was at the time analyzing "illuminating
gas." Benzene, itself, is the simplest member of the aromatic family. About ten years after its discovery, its
formula was determined to be C6H6. However, the problem of determining the structure of benzene
persisted for several decades. The molecule contains only one hydrogen atom for each carbon atom.
Many different structures were proposed, some of which are shown below.
HC C C = C C = C H
H
H
H
H
H C = C C C C = C H
H
H H
H
H C C C C C C H
H H
H H
H C C C C C C H
H H
H H
HC C C = C = C C H
H H
H
H
H C C C C = C = C H
H
H H
H
Structure 1 Structure 2 Structure 3
Structure 4 Structure 5 Structure 6
Benzene was found to be a rather stable molecule. Eventually, chemical testing revealed that
none of these six "straight-chained" structures could explain the properties of benzene. Finally, in 1865,
the chemical structure of benzene was predicted by the German chemist, Kekule. As the story goes,
Kekule fell asleep one night sitting in front of a fire and had a dream about chains of carbon atoms
behaving like twisting snakes. Suddenly, one of the snakes bit its own tail forming a ring, giving Kekule
the inspiration to spend the rest of the night devising a ring structure for benzene. As a result, Kekule is
remembered by his famous quote, "Let us learn to dream gentlemen, and then perhaps we shall learn the
truth."
H
H
H
H
H
H
The structure which Kekule proposed was a ring consisting of six
carbon atoms joined by alternating single and double bonds. Each
carbon atom was also bonded to one hydrogen atom. The stability of the
molecule needed to be explained, as did the fact that when it reacts in a
one-to-one mole ratio with bromine, benzene forms only one di-substituted
product (containing two bromine atoms), when two different products
would be predicted as shown below.
Benzene
27-3 1997, A.J. Girondi
H
H
H
H
H
H
H
Br
H
H
H
H
H
H
H
+ Br2
OR
Br Br
Br
This evidence suggested that all of the bonds in benzene were equivalent. To solve this problem,
Kekule suggested that the double bonds and single bonds in the ring shifted back and forth, and this
shifting made all of the bonds sites equivalent:
H
H
H
H
H
H
However, benzene does not react like the alkenes which really do have double bonds. Today, we use the
theory of resonance to describe the structure of benzene. This theory suggests that benzene does not
contain single bonds or double bonds. Instead, the bonds between the carbon atoms are all identical.
They are called resonance hybrids meaning that they have properties which are between single and
double bonds, such as the length of the bonds. The length of carbon to carbon single bonds and carbon
to carbon double bonds are 1.54 Angstroms and 1.34 Angstroms, respectively. The length of the carbon
to carbon resonance hybrid bonds in the benzene ring is 1.39 Angstroms. According to this theory each
carbon on the molecule would be identical. Therefore, only one product would be expected when
benzene reacts with bromine. You may still see benzene represented with alternating single and double
bonds, but it is understood that they are actually identical resonance hybrids. Some chemists use other
symbols to represent benzene, including the structure shown below with the circle inside the ring. (The
hydrogen atoms present on the ring are usually not written. They are assumed to be there, unless they
are replaced by an atom of another element.)
OR
Benzene Benzene
Section 25.2 Naming Aromatic Compounds
Aromatic compounds have both common names and IUPAC names. In Chapters 25 and 26 we
did not include common names. However, because they are still widely used with aromatic compounds,
we will include them in this chapter. When a hydrogen atom on the benzene ring is replaced by some
other "substituent," the compound can be named as a derivative of benzene. In other words, benzene is
considered to be the parent compound. Common substituents include:
bromo Br nitro NO2
chloro Cl amino NH2
fluoro F hydroxy OH
iodo I methyl CH3
ethyl C2H5
27-4 1997, A.J. Girondi
Naming the compounds in this way, gives the IUPAC names:
methylbenzene ethylbenzene isopropylbenzene
CH3 CH2 CH3 CH3 CH CH3
Cl Br NO2
NH2
chlorobenzene bromobenzene nitrobenzene aminobenzene
Note how the IUPAC names always end with "benzene." When the ring contains only one substituent, it
is not necessary to include numbers in the name, because all of the carbons are equivalent.
When the ring contains more than one substituent, the names become more complex. When the
ring has two substituents, the prefixes ortho, meta, and para are used to describe the positions of the
substituents. Ortho refers to adjacent positions, while meta describes two positions separated by one
carbon atom. Para positions are located across from each other on the ring. The prefixes can be
abbreviated as o-, m-, and p- as in the examples below. The substituents appear in the names in
alphabetical order:
Br
Cl
OH
CH3
Cl
NO2
o-bromochlorobenzene m-hydroxymethylbenzene p-chloronitrobenzene
Prefixes are used when more than one identical substituent occurs on the ring. Note the use of the prefix
"di" in the name of the structure below.
Prefixes are used when more than one
identical substituent occurs on the ring. Note
the use of the prefix "di" in the name of the
structure shown at right.
The structure at left has only two
substituents. Note that in the IUPAC name
the substituents are in alphabetical order
(chloro before hydroxy).
Cl
Cl
p-dichlorobenzene
(paradichlorobenzene)
Cl
OH
m-chlorohydroxybenzene
27-5 1997, A.J. Girondi
Problem 1. Give IUPAC names for the structures shown below. Write your answers in the space
provided.
I
Cl
NH2
OH
Cl
F
F
a. b.
c.
d.
a.__________________________________
b.__________________________________
c.__________________________________
d.__________________________________
Structural isomers are compounds that have the same formula but different structures. Three
structural isomers of dibromobenzene are possible. They are shown below with their IUPAC names.
Br
Br
Br
Br
Br
Br
o-dibromobenzene
(orthodibromobenzene)
m-dibromobenzene
(metadibromobenzene)
p-dibromobenzene
(paradibromobenzene)
When the ring has three or more substituents, they are
located by numbering the ring. The carbons in the ring
are numbered so as to give the substituents the lowest
possible numbers (as was the case with the cyclic
compounds you studied in previously). The compound
shown at right is called 1,2,4trichlorobenzene.
Cl
Cl
Cl
Prefixes like di, tri, etc., are not considered when
putting names of substituents in alphabetical order.
Consider the name of the structure at right. It is called
1-fluoro-2,3-dimethylbenzene. Note that "fluoro" comes
before "methyl." The prefix "di" is ignored.
CH3
F
CH3
Note that the structure at right is 1-bromo-2-chloro-4-
hydroxybenzene. It is not called 1-hydroxy-3-chloro-4-
bromobenzene,because numbering the ring that way
would give put higher numbers in the name.
Br
Cl OH
27-6 1997, A.J. Girondi
When numbering a ring in either of two ways gives
the same set of numbers, then give the lowest number to
the substituent which appears first in the name (see
structure at right). It is called 1-bromo-2-chloro-3-
iodobenzene. It is not called 1-iodo-2-chloro-3-
bromobenzene.
I
Br
Cl
Problem 2. Name the compounds shown below using the IUPAC system:
Cl
CH3 CH2 CH3
Br
F
OH
a. b. c.
a.
b.
c.
d.
e. f.
Cl CH3
CH3
Cl
Br
Cl
NO2
NO2
F
F
d.
e.
f.
Problem 3. Draw structures which satisfy each of the following IUPAC names:
a. 1,2-dichloro-4-methylbenzene b. 1,3,5-trimethylbenzene
c. o-diiodobenzene d. m-hydroxyiodobenzene
27-7 1997, A.J. Girondi
e. p-diethylbenzene f. 1,3-dibromo-5-chlorobenzene
Problem 4. The following IUPAC names are incorrect. Draw the structure that satisfies the name, and
then write the correct name:
a. 2,3-dichlorobenzene b. 1-chloro-5,6-dibromobenzene
_____________________________ _____________________________
c. 2-hydroxy-4,6-difluorobenzene d. 1-chloro-2-amino-5-chlorobenzene
_____________________________ _____________________________
Section 27.3 The Common Names of Aromatic (Benzene) Compounds
Remember, in the IUPAC system compounds are named as derivatives of benzene and,
therefore, IUPAC names end with "benzene." Note the common names of the compounds shown below.
The IUPAC names are also given.
CH3 OH NH2
Common Name:
IUPAC Name:
toluene
methylbenzene
phenol
hydroxybenzene
aniline
aminobenzene
27-8 1997, A.J. Girondi
We will now consider the common names of some benzene compounds that have two
substituents on them. Note, however, that they are named as derivatives of toluene, phenol, or aniline,
rather than benzene.
CH3
Cl
OH
Br
NH2
NH2
o-chlorotoluene m-bromophenol p-aminoaniline
Problem 5. Give the IUPAC names of the three structures shown above.
a.______________________________________________
b.______________________________________________
c.______________________________________________
When the two substituents on the benzene ring are methyl groups, the compounds are known as
xylenes in the common naming system. There are three forms of xylene:
CH3
CH3
CH3
CH3
CH3
CH3
o-xylene m-xylene p-xylene
Since xylenes are a special case, they should not be named as derivatives of toluene. For example,
o-xylene should not be named o-methyltoluene. The common naming system, like the IUPAC system,
makes use of the numbering of the ring for structures with three or more substituents. Note the common
names of the structures below:
CH3
NH2
I
Cl
OH
Cl
NH2
Br
Common Names: 2-amino-4-iodotoluene 2,5-dichlorophenol m-bromoaniline
27-9 1997, A.J. Girondi
Problem 6. Give the IUPAC names of the three structures above.
a.___________________________________________
b.___________________________________________
c.___________________________________________
TNT is an abbreviation that comes from the common
name for an explosive. Its structure is shown at right.
Its common name is 2,4,6-trinitrotoluene. What is its
IUPAC name?
{1}_______________________________________________________
NO2 NO2
NO2
CH3
CH3
Br
Br
Examine the structure at right. Its common name is 2,3-
dibromotoluene. Note that "methyl" is not part of its common
name because the methyl group is part of the toluene structure.
Since it is part of the parent compound in the common name
(toluene), the methyl group is numbered as being on the number
1 carbon in the ring. That's why we do not call it 1,2-
dibromotoluene.
Problem 7. Name the following compounds twice, using the common and IUPAC systems.
F
OH
F
a.
CH2 CH3
NH2
b.
Common: _________________________________________
IUPAC:___________________________________________
Common: _________________________________________
IUPAC:___________________________________________
CH3
c.
CH3
Common: _________________________________________
IUPAC:___________________________________________
27-10 1997, A.J. Girondi
CH3
d.
Br
e.
Common: _________________________________________
IUPAC:___________________________________________
Common: _________________________________________
IUPAC:___________________________________________
f.
Common: _________________________________________
IUPAC:___________________________________________
Cl
Cl
OH
I
Cl
NH2
Problem 8. The following common names are incorrect. Draw the structure that satisfies the name
given, and then write the correct common name:
a. 4,5-dichlorophenol
_____________________________________
b. 3-bromotoluene
_____________________________________
c. 4,5-dibromoaniline
_____________________________________
d. 4-methyltoluene
_____________________________________
Section 27.4 Condensed Ring Structures
There are some common aromatic structures which are not composed of benzene rings with
substituents on them. These compounds are known as condensed ring structures. They look somewhat
like a number of benzene rings which have been bonded together. Three examples of condensed ring
structures which are extracted from coal tar include:
27-11 1997, A.J. Girondi
naphthalene anthracene phenanthrene
Like p-dichlorobenzene, naphthalene is often used to make moth balls. Anthracene is used in
the manufacture of dyes, and steroids are compounds which are based on the structure of phenanthrene.
Since aromatic chemistry developed in a rather haphazard way for many years, many of these compounds
were given common names (such as those above) which are still used today. These compounds do not
actually exist in coal tar; instead, they are formed when coal tar is heated (distilled). It is believed that some
condensed ring structures are formed whenever organic molecules are heated to a high temperature.
This includes the burning of tobacco in cigarettes. The bad news is that many of these compounds have
been shown to produce cancer. Workers at plants where coal tar is distilled have had higher than normal
rates of skin cancer. Needless to say, condensed ring structures are also suspect in the development of
lung cancer.
Section 27.5 Learning Outcomes
This is the end of your study of organic nomenclature in the ALICE program. You should know
that organic chemistry is a very large field of study. New organic compounds and products are being made
every year. Students of organic chemistry not only learn about the classification and nomenclature of
compounds. This is actually only a very small part of what they study. Some of the most important
research being done in science today, involves the study of reactions that organic compounds undergo.
This field is very important in agriculture, medicine, manufacturing, and many other fields of human
endeavor. Be sure that you have mastered each of the learning outcomes below.
_____1. Distinguish between organic structures which belong to the aromatic class of compounds and
those which do not.
_____2. Draw the structure of simple aromatic molecules given their IUPAC names.
_____3. Write the IUPAC names of simple aromatic molecules given their structures.
_____4. Draw the structures of simple aromatic molecules given their IUPAC names.
_____5. Draw the structures of simple aromatic molecules given their common names.
_____6. Recognize the structure of condensed ring structures.
27-12 1997, A.J. Girondi
Section 27.6 Answers to Questions and Problems
Questions:
{1} 1-methyl-2,4,6-trinitrobenzene
Problems:
1. a. iodobenzene; b. m-aminochlorobenzene; c. p-chlorohydroxybenzene; d. o-difluorobenzene
2. a. m-chloromethylbenzene; b. p-bromoethylbenzene; c. m-fluorohydroxybenzene;
d. 4-chloro-1,2-dimethylbenzene; e. 1-bromo-2,4-dichlorobenzene;
f. 1,2-difluoro-4,5-dinitrobenzene
a. b. c. Cl
Cl
CH3
CH3 CH3
CH3
I
I
I
OH
CH2 CH3
CH2 CH3
Cl
Br
Br
d. e.
f.
3.
a. Cl
Cl
d.
4.
1,2-dichlorobenzene
Cl
Br
Br
b.
1,2-dibromo-3-chlorobenzene
OH F
F
c.
1,3-difluoro-5-hydroxybenzene
NH2
Cl
Cl
1-amino-2,4-dichlorobenzene
5. a. o-chloromethylbenzene
b. m-bromohydroxybenzene
c. p-diaminobenzene
27-13 1997, A.J. Girondi
6. a. 2-amino-4-iodo-1-methylbenzene
b. 1,4-dichloro-2-hydroxybenzene
c. m-aminobromobenzene
7. a. 3,5-difluorophenol
1,3-difluoro-5-hydroxybenzene
b. m-ethyltoluene
1-amino-3-ethylbenzene
c. m-xylene
m-dimethylbenzene
d. 2,5-dichlorotoluene
1,4-dichloro-2-methylbenzene
e. p-bromophenol
p-bromohydroxybenzene
f. 2-chloro-4-iodoaniline
1-amino-2-chloro-4-iodobenzene
a. OH
Cl
d.
8.
3,4-dichlorophenol
CH3
Br
b.
o-bromotoluene
c.
2,3-dibromoaniline
Cl
CH3
p-xylene
CH3
Br
Br
NH2
27-14 1997, A.J. Girondi
NAME________________________________ PER ________ DATE DUE ___________________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
CHAPTER 28
NUCLEAR
CHEMISTRY
(Part 1)
28-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
28-2 1997, A.J. Girondi
SECTION 28.1 Nuclear Notation and Isotopes
Nuclear chemistry involves changes that occur in the nucleus of an atom. These changes in a
nucleus often result in the release of great amounts of energy much greater than the amount of energy
released in any chemical reactions. You will recall that chemical reactions involve the formation and
breaking of bonds between atoms. In addition to the release of energy, certain types of particles are
emitted from a nucleus during nuclear reactions. Before going on, there are a few basic facts which you
should know:
1. Most of the mass of an atom is found in the nucleus. This is a result of the relatively close
"packing" of the protons and neutrons in it.
2. All protons carry a positive charge.
3. Because they all carry a positive charge, the protons in a nucleus repel each other with a strong
force; yet, the nucleus of a stable atom does not fall apart.
You may recall that it is the number of protons in the nucleus of an atom (the atomic number) that
determines what element the nucleus represents. A nuclear change sometimes involves a change in the
number of protons in the nucleus. When this happens, a nucleus of one element is changed into a
nucleus of a different element. This is called a transmutation. In a previous chapter, you were
introduced to nuclear notation. Let's review it now to refresh your memory. The general form for nuclear
notation can be represented by the expression shown below:
X
A
Z
symbol of the element
mass number
(sum of protons
and neutrons)
atomic number
(number of protons)
What would the expression A minus Z, or A - Z, represent? {1}_________________________________
If the value of Z changes, will X change?{2}_______________ If Z changes by a value of 2, what will
happen to the value of A? {3}_________________________________________________________
You learned previously that atoms of an element can exist in different forms known as isotopes.
Isotopes are atoms of an element that contain different numbers of neutrons. Therefore, isotopes have
different masses and different mass numbers although they have the same atomic number. Some
elements have many isotopes, while others have only a few. In addition, some isotopes of elements are
naturally-occurring while others are man-made. Some isotopes are unstable, meaning that they
decompose or break apart on their own. Many elements possess both stable and unstable isotopes.
Unstable isotopes are said to be radioactive. They give off energy and/or nuclear particles when they
decompose. In Table 28.1, the mass numbers of isotopes of some selected elements are shown.
If ALL of the isotopes of an element happen to be radioactive, then the element itself is
categorized as being radioactive. With this in mind, which of the selected elements listed in Table 28.1
should be categorized as radioactive? {4}____________________________ How many radioactive isotopes does
carbon (C) have?{5}_________ How many nonradioactive isotopes does nitrogen (N) have?
{6}_________ How many man-made radioactive isotopes does helium (He) have?{7}_________ All
elements on the periodic table with an atomic number of 84 or greater are radioactive. These elements are
shown as they occur on the periodic table in Table 28.2.
28-3 1997, A.J. Girondi
Tabl e 28. 1
Isotopes of Some Selected Elements
In this table, mass numbers of naturally-occurring nonradioactive isotopes are given in plain type; mass
numbers of naturally-occurring radioactive isotopes are double-underlined; mass numbers of any other
isotopes are single-underlined. Naturally-occurring isotopes are listed in their order of abundance. All other
isotopes are listed in order of decreasing half-life which is discussed later in this chapter.
Element Mass numbers of isotopes
H 1, 2, 3
He 4, 3, 6, 8
Be 9, 10, 7, 11, 6
B 11, 10, 8
C 12, 13, 14, 11, 10, 15, 16, 9
S 32, 34, 33, 36, 35, 38, 37, 31, 30, 29
N 14, 15, 13, 16, 17, 18
Ca 40, 44, 42, 48, 43, 46, 41, 45, 47, 49, 50, 39, 38, 37
Sn 120, 118, 116, 119, 117, 124, 122, 112, 114, 115, 126, 123, 113,
125, 121, 110, 127, 128, 111, 109, 108, 129, 131, 130, 132
U 238, 235, 236, 234, 233, 232, 230, 237, 231, 240, 229, 239, 228, 227
Lr 260, 256, 255, 254, 257, 256, 252, 251, 258
The simplest element, hydrogen, has three isotopes. The most common form of
hydrogen (protium) has one proton and no neutrons in its nucleus. Its atomic number is 1,
and its mass number is 1. The nuclear notation for protium is shown at right. In nature
approximately 99.985% of all hydrogen atoms are protium.
H
1
1
The remaining 0.015% of hydrogen consists of deuterium atoms. Also known as heavy
hydrogen, deuterium differs from protium in that it has one neutron in the nucleus in addition to one
proton.Using the letter D instead of H as the symbol, write the nuclear notation for deuterium:
{8}_______________ Protium and deuterium are both stable, naturally-occurring isotopes. Water (H2O)
molecules which contain deuterium instead of protium are known as "heavy water" which is sometimes
represented as D2O. About two water molecules in every billion are "heavy." A third form of hydrogen is
man-made and is radioactive. It is known as tritium, and it is a common by-product of the nuclear reactions
that occur in a nuclear power plant. Tritium has two neutrons in its nucleus. Using the letter T instead of H
as the symbol, write the nuclear notation for tritium. {9}________________
28-4 1997, A.J. Girondi
1A
2A 3A 4A 5A 6A 7A
8A
84
Po
85
At
86
Rn
87
Fr
88
Ra
89
Ac
104
Unq
105
Unp
90
Th
91
Pa
92
U
93
Np
94
Pu
95
Am
96
Cm
97
Bk
98
Cf
99
Es
100
Fm
101
Md
102
No
103
Lr
106
Unh
107
Uns
108
Uno
109
Une
110
Uun
111
Uuu
Tabl e 28. 2
The Radioactive Elements
( All of their isotopes are radioactive)
43
Tc
61
Pm
It is common to identify which particular isotope of an element is being discussed by writing the
mass number after the name of the element with a dash in between. For example, protium is hydrogen-1,
while deuterium is hydrogen-2. Following this method, how would tritium be written?
{10}_______________ What is meant by mass number? {11}___________________________________________________
SECTION 28.2 Four Types of Nuclear Reactions
The equation at right represents a nuclear change. We will refer to
it as a nuclear equation. More specifically, it depicts the change of an atom
of carbon-14 into an atom of nitrogen-14:
C -----> N + e
14
6
14
7
0
-1
0
-1
e
p
1
+1
n
1
0
electron:
proton:
neutron:
Nuclear equations often include a special type of notation to represent subatomic
particles such as electrons, protons, and neutrons. This notation looks similar to
nuclear notation which represents a nucleus, but it is not the same. The
notations describing an electron, a proton, and a neutron are shown below. Note
that the superscripts represent the mass numbers of each particle. The mass
number of an electron is zero. However, the subscripts represent the charge on
the particle. Note that neutrons have no charge, so the subscript for them is zero.
Thus, the difference between nuclear notation and the notation for these
subatomic particles lies in the meaning of the subscript.
28-5 1997, A.J. Girondi
14
6
C p
1
+1
NUCLEAR NOTATION SUBATOMIC PARTICLE NOTATION
mass number
atomic number
mass number
charge
According to the data in Table 28.1, is carbon-14 a radioactive isotope?{12}_________ How about
nitrogen-14?{13}_________ Note that if the atomic number changes during a nuclear reaction, the
identity of the resulting element changes, too. In the equation shown below, a nucleus of carbon
becomes a nucleus of nitrogen as the atomic number changes from 6 to 7. An electron is also given off as
a product. But hey! If the atomic number changes from 6 to 7, this means that one addition proton is now
present. Where did it come from? Hmmmm.
C -----> N + e
14
6
14
7
0
-1
Electrons are sometimes called beta particles (pronounced "bay-ta"). So, the giving off of an
electron in a nuclear reaction is called a beta emission. In order for carbon-14 to change to nitrogen-14,
there was an increase in the number of {14}_________________ in the nucleus. When a neutron
decomposes, the products are a proton and an electron. The new proton causes the atomic number to
increase by one, and the electron is given off. When the decomposition of a neutron produces a proton,
the mass number remains unchanged. Since one element is changed into another in this reaction, this
particular type of nuclear reaction is called a {15}____________________________.
There are four types of nuclear reactions that release energy:
1. Natural Radioactive Decay
Natural radioactive decay refers to the ability of a nucleus to decompose (decay) and give off
energy spontaneously (without any external stimulation). As a result, the number of {16}______________
(atomic number) in the nucleus may increase or decrease, depending on the type of radioactive decay.
The equation below in which carbon-14 is converted to nitrogen-14 represents a natural radioactive
decay.
C -----> N + e
14
6
14
7
0
-1
2. Artificial Transmutation
During artificial transmutation, a nucleus changes its identity as a result of some external
stimulation created by man. For example, an external particle such as a neutron could be used to bombard
the nucleus, causing it to decompose. This kind of nuclear disintegration results in the formation of an
artificial (man-made) isotope of the element. The equation below shows the conversion of natural
nonradioactive cobalt-59 to radioactive cobalt-60 by a process known as slow neutron bombardment.
n
1
0
Co +
59
27
Co
60
27
---->
Notice that since a neutron is being added to the nucleus, the mass number of the nucleus increases by
one, from 59 to 60. The atomic number remains unchanged since the number of {17}______________________ is
unchanged. Since the atomic number remains unchanged, the identity of the nucleus (cobalt) remains
the same. What we have done here is to change one isotope of cobalt into a different isotope of cobalt.
28-6 1997, A.J. Girondi
3. Fission
In fission, a nucleus with a large mass splits into two nuclei with smaller masses. To cause fission,
man bombards certain nuclei with special particles. The fission process is used to generate heat in nuclear
power plants, and is the kind of reaction which occurs during the explosion of an atomic bomb. Let's see
where this energy comes from. Look at the equation below which represents the fission of uranium- 235.
Find the total of the mass numbers of the two particles on the left side of the equation: {18}__________.
n
1
0
n
1
0
U +
235
92
----> Ba +
138
56
Kr +
95
36
3 + energy
Next, find the total of the mass numbers of the five particles on the right side: {19}__________. How do
these totals compare? {20}______________________________ As a result, you would think that mass
the amount of matter) is conserved (neither created nor destroyed). However, this is a bit misleading.
Keep in mind that the mass number is the total number of the protons and neutrons in the nucleus, not
their exact total mass. Remember that masses of atoms and subatomic particles are expressed in very tiny
units called atomic mass units (amu). The mass of an atom of U-235 is actually a little greater than 235 amu,
and the masses of Ba-138 and Kr-95 are actually a little less than 138 and 95, respectively. Therefore, in
the equation above, there is a small loss of mass which appears as a great amount of energy. In other
words, some mass is converted into energy. An atomic bomb gives off a tremendous amount of heat
because some mass is converted into energy. A tiny amount of mass can produce a tremendous amount
of energy. When the uranium nucleus splits into smaller nuclei, the energy which was needed to hold the
whole thing together in the first place is no longer needed. This is the energy which is given off.
4. Fusion
When fusion occurs, the nuclei of two lower mass elements are combined to form a nucleus with a
greater mass representing a different element. Exceedingly high temperatures are needed to cause
fusion to occur, since the two nuclei repel each other due to their similar positive charges. Fusion
reactions are the source of the sun's energy where hydrogen nuclei combine to form helium nuclei. The
equation below shows the fusion of 2 deuterium nuclei to form one helium-4 nucleus (also called an alpha
particle).
H
2
1
H
2
1
+
------->
He
4
2
+ energy
Fusion reactions were used in weapons such as the hydrogen bomb. Scientists are experimenting with
fusion reactions in devices known as breeder reactors which may someday replace fission reactors in
nuclear power plants. Fusion, like fission, results in a loss of mass which is converted into a great amount
of energy. However, fusion releases much more energy per gram of fuel than fission does.
Problem 1. Let's practice writing nuclear notation. Keep in mind that the superscript is the mass
number (sum of protons and neutrons) and the subscript is the atomic number (number of protons) if the
particle is a nucleus. If the particle is a subatomic particle (proton, electron, or neutron,) then the subscript
is the charge on the particle. Write the nuclear notation for each of the following:
a. an isotope of carbon (C) which contains 6 protons and 8 neutrons
b. an isotope of helium (He) which contains 2 protons and 4 neutrons
c. an isotope of uranium (U) which contains 92 protons and has a mass number of 233
d. an isotope of tin (Sn) which contains 50 protons and 60 neutrons
a.____________ b.____________ c.____________ d.____________
28-7 1997, A.J. Girondi
Now, let's try working with some nuclear equations. Keep in mind that in a balanced nuclear
equation, the total of the superscripts of all particles must be equal on both sides of the equation. The
sum of the subscripts of all particles must also be equal on both sides. For example, consider the
equation below.
Ra
226
88
Rn
222
86
-----> +
He
4
2
In this example, an isotope of radium (Ra) decomposes into an isotope of radon (Rn), and this
decomposition is accompanied by the emission of a helium nucleus which is also called an alpha particle.
What is the sum of the superscripts on the right side of the equation?{21}_______________ How does this
compare with the superscript on the left side?{22}_____________________ What is the sum of the
subscripts on the right side?{23}__________________ How does this compare to the subscript on the left side?
{24}___________________________________ Is this nuclear equation balanced?{25}_________________
Problem 2. Complete the following transmutation reactions, indicating in each case, the nuclear
notation of the element formed. What element is formed in the first equation below? Well, if you check it
out, the atomic number of the missing particle will have to be 6. What element has an atomic number of 6?
{26}________________________ Therefore, what element symbol will the missing particle have?{27}________________
Be
9
4
He
4
2
+ -----> + n
1
0
a.
Si
28
4
D
2
1
+ -----> + n
1
0
b.
Al
27
13
+ -----> +
c. n
1
0
He
4
2
D
2
1
Mn
55
25
+ -----> +
d. n
1
0
2
Na
24
11
-----> +
e.
0
-1
e
Complete the following equations indicating in nuclear notation, in each case, what particle - if any - was
ejected. Answers may include:
electron:
0
-1
e proton: p
1
+1
neutron: n
1
0
alpha particle: He
4
2
N
14
7
+ -----> +
f. n
1
0
B
11
5
B
10
5
D
2
1
Be
9
4
+ -----> +
g.
28-8 1997, A.J. Girondi
He
4
2
+ -----> + h. Al
27
13
P
30
15
U
239
92
-----> Np +
239
93
i.
The radioactive elements with atomic numbers 84 through 92 (up to and including uranium) have
some naturally-occurring radioactive isotopes. The elements beyond uranium (with atomic numbers
greater than 92) do not have any naturally occurring isotopes. These elements beyond uranium are
known as the transuranium elements. They are all synthetic elements since all of their isotopes are man-
made. Most of the radioactive elements (with atomic numbers 84 and above) are too unstable to be
assigned an atomic mass (atomic weight). If you look at a periodic table, you will notice that the atomic
masses of these elements are given in parentheses. (Check this out on a periodic table now.) The
number in the parentheses represents the atomic mass of the single most stable isotope. You will recall
that atomic mass is defined as the average mass of the various naturally occurring isotopes of an element
in the proportions in which they occur in nature. The radioactive isotopes of elements with atomic
numbers 84 and above are constantly decomposing. These isotopes have different half-lives, which
means that they are decomposing at different rates. Use this information to explain why these elements
cannot have an atomic mass as defined above: {28}________________________________________
______________________________________________________________________________
Most elements with atomic numbers smaller than 84 are stable because NONE of their naturally-
occurring isotopes are radioactive. There are some exceptions to this rule. For example, K-40 and Ca-46
are radioactive. Most of the elements below atomic number 84 are stable enough to be assigned an
atomic mass. (Elements #43 and #61, Technetium and Promethium, are exceptions.) Man-made
radioactive isotopes have been synthesized for many of these elements, but synthetic isotopes are not
included in the calculation of atomic masses since they are not found in nature.
Section 28.3 Early Studies of Radioactivity
In1896, a French scientist by the name of Henri Becquerel accidentally discovered natural
radioactivity while conducting experiments with a uranium compound called potassium uranyl. In one of
his experiments, Becquerel wrapped a photographic plate in black, lightproof paper and placed some of
the uranium compound on top of the covered plate. He then placed this arrangement in the sunlight.
Although the sunlight could not pass through the lightproof paper, the plate became exposed in the area
of the uranium compound, as indicated by a dark area on the photograph. Becquerel thought that
perhaps energy from the sun had been changed into some more penetrating form which was able to pass
through the paper. He then attempted to repeat the experiment, but cloudy weather prevented him from
doing so at that time. He decided to store his second set-up in a closed drawer. Later, on a sunny day,
Becquerel repeated the experiment using a fresh photographic plate instead of the one he had stored in
the closed drawer. He then developed both of the photographic plates. Since the stored plate had not
been exposed to sunlight, Becquerel expected the developed photograph to be blank or almost blank.
Instead, he found that it had a dark area like that of the fresh plate which had been exposed to sunlight.
Becquerel reasoned that the uranium compound must have emitted some type of energy on its own
without the stimulation of sunlight. This ability of a nucleus to emit energy spontaneously (without
external stimulation) is called natural radioactivity. Uranium ore exhibits natural radioactivity with the
greatest amount of energy coming from its most abundant naturally-occurring isotope, U-238.
28-9 1997, A.J. Girondi
Becquerel also discovered that as the energy is emitted from a radioactive nucleus and passes
through molecules of oxygen and nitrogen in the air, it causes these molecules to lose electrons, forming
positively charged ions. As a result, the air becomes ionized. The fact that radioactive nuclei can ionize
gases is a principle used in the construction of equipment which can detect the presence of radioactivity.
You probably have a smoke detector in your home. The most common form of smoke detector contains a
small sample of a radioactive element (probably americium). The radiation emitted is capable of ionizing
small particles in the air. When enough particles are present (as during a fire), the ions which are produced
allow an electric current to form and the alarm goes off.
An electroscope is a device which can detect and store an electric charge. See Figure 28.1. A
simple electroscope can be constructed by attaching two pieces of thin metal foil to a metal rod. This
apparatus is then sealed inside a glass container such as a jar. When the electroscope is in its normal
"uncharged" state, the two pieces of metal foil will hang beside each other. To convert the electroscope
to its "charged" state, we have to supply it with an excess of electrons. How do you do this? Well, there
are many ways. Even by combing your hair and then touching the comb to the metal rod on the
electroscope will do it. The electrons on the comb (which came from your hair) will flow into the rod and
into the two pieces of metal foil. At that point, both pieces of foil would carry a negative charge and they
would repel each other. The greater the amount of charge they hold, the more they repel each other. So,
an electroscope is a crude device for detecting and measuring an electrical charge. The air around the foil
in the electroscope acts as an insulator, helping to prevent the electroscope from losing its stored charge
right away. It is much harder for electrons to flow through air than through metal. If you touch the metal rod
on the electroscope with any substance which is a good "acceptor" or conductor of electrons (such as a
piece of metal), the excess electrons will flow out of the electroscope which will then lose its charge.
discharged weakly charged highly charged
Fi gure 28. 1
An Electroscope
When nuclear radiation ionizes the air forming positively-charged particles, these positive particles
can draw negatively-charged electrons away from an electroscope in which they might be stored. It is
possible to measure the rate at which radioactive emissions occur by measuring the rate at which an
electroscope loses its charge. Marie Sklodowska, a student of Becquerel, used an electroscope to study
the radioactivity of uranium and its various ores. She found that one uranium ore, pitchblende, gave off
28-10 1997, A.J. Girondi
much more radioactivity than even pure uranium. After her marriage to the physicist Pierre Curie, they
both studied the radioactivity of pitchblende. The Curies discovered that the increased radioactivity of
pitchblende was due to the presence of two elements in the ore. Madame Curie called the first radioactive
element which they discovered in the ore "polonium" after her native land, Poland. Find polonium (Po) on
the periodic table. What is its atomic number?{29}_______________ On the periodic table, the mass number of
polonium is (210). What is so special about Po-210 and why is this mass number given in parentheses?
It took the Curies four years to complete the processing of the ore from which they extracted only 0.1 gram
of the second radioactive element, radium, in the form of radium chloride. Radium (Ra) has what atomic
number on the periodic table?{30}___________ Its mass number is given as (226). Both polonium and
radium were found to be more radioactive than uranium. Although the use of the electroscope allowed
the Curies to measure the rates at which radiation was emitted, it did not provide any indication as to the
nature of the radiation. In other words, it did not indicate whether the radiation consisted of energy, or
particles, or both.
In 1903, Ernest Rutherford performed an experiment which provided some new information
about the properties of radiation. He placed a piece of pitchblende into a hole drilled deep into a block of
lead. (See Figure 28.2) Most of the radiation emitted by the pitchblende was absorbed by the lead. Only
the radiation that was traveling in a straight line through the hole could escape. A photographic plate was
positioned in the path of the escaping radiation. When the plate was developed, a small single spot
appeared where it was struck by the radiation.
Next, Rutherford placed the poles of a U-shaped magnet at right angles to the stream of radiation.
This forced the radiation to pass through a magnetic field. Since a magnetic field deflects oppositely
charged particles in opposite directions, it was possible to determine the charge of any particles in the
radiation. Streams of radiation which do not contain particles would not be affected by the magnetic field.
When the magnetic field was used, three distinct spots were produced. (See figure 26.2.) The three
spots indicated that the magnet had separated the radiation into three distinct streams. Two streams were
deflected in opposite directions, whereas one stream was not deflected at all. How many of these three
streams contained particles?{31}__________ Why were the two affected streams deflected in opposite
directions?{32}___________________________________________________________________
The two deflected streams are called alpha () and beta () radiation in Figure 28.2. The unaffected
stream was called gamma () radiation. What must be true about the stream of gamma radiation that was
not deflected? {33}_________________________________________________________________________________________________
radiation
single
spot
formed
photographic plate
Lead
pitchblende
Fi gure 28. 2
Rutherford's Study of Radiation from Pitchblende
radiation
photographic plate
Lead
pitchblende
() (+)
magnet
3 spots
formed
28-11 1997, A.J. Girondi
He
4
2
Nuclear Notation for Helium-4
or for an Alpha Particle
The particles which were deflected only slightly in a
direction indicating a positive charge were called alpha particles.
The Greek symbol for alpha is: . The fact that they were only
slightly deflected indicated that they had a relatively large mass
compared to beta particles. In later experiments, it was shown
that alpha particles were actually bundles composed two protons
and two neutrons. They have the same structure as helium
nuclei. You can say that the term alpha particle is another name
for a helium nucleus. Alpha particles are, therefore, designated
by the same nuclear notation as is the most common isotope of
helium which is helium-4. Alpha particles travel at 10,000 to
20,000 miles per second, but can be stopped by a sheet of
paper. They have a great ability to cause ionization by knocking
electrons loose from atoms or molecules through which they
pass.
The very low mass particles were deflected much more than the alpha particles and in the
opposite direction. Apparently, they were negatively charged. Rutherford called them beta particles. The
Greek symbol for beta is: . They were later shown to be electrons which travel at a rate of up to 100,000
miles per second! Their ability to penetrate matter when they strike it is much greater than that of alpha
particles; nevertheless, they still cannot penetrate more than a few inches of solid material. Beta particles
cause much less ionization than alpha particles.
The radiation emitted between the alpha and beta streams was not deflected at all by the magnetic
field and, therefore, carries no electric charge. This stream was called gamma radiation. The Greek symbol
for gamma is: . Gamma rays are similar to x-rays, but are higher in energy. Their penetrating power is
much greater than either alpha or beta radiation, and they can penetrate almost one foot of solid lead!
Gamma rays travel at the speed of light (186,000 miles per second). They cause practically no ionization at
all when they interact with atoms or molecules. Table 28.3 summarizes some of the information
presented about the three forms of radioactivity. Complete the column headed "Penetrating Power" by
inserting the terms high, low, and moderate in the proper slots. Next, complete the column headed
"Ionizing Power" by inserting the terms high, moderate, and almost none in the proper slots.
Tabl e 28. 3
The Three Forms of Natural Radioactivity
Penetrating Ionizing
Decay Product Symbol Charge Power Power
alpha particle {34}_________ {37}_________
beta particle {35}_________ {38}_________
gamma rays none none {36}_________ {39}_________
He
4
2
0
-1
e
+2
1
In general, a radioactive isotope of an element emits alpha particles or beta particles, but not both. The
emission of gamma rays generally accompanies both alpha emissions and beta emissions. Which of the
three kinds of radioactive emissions is needed in order for a transmutation to occur? {40}______________
Explain: {41}_____________________________________________________________________
______________________________________________________________________________
28-12 1997, A.J. Girondi
Name three radioactive elements found in pitchblende: {42}___________________________________
SECTION 28.4 Methods of Detecting Radiation
Electroscopes
Radioactivity has an effect on matter as it passes through it. We can, therefore, study radioactivity
by recording and measuring these effects. You already know that nuclear emissions can expose
photographic plates and can ionize gases. Some measuring devices make use of the fact that gases will
conduct electricity when they become ionized as a result of exposure to radiation. For example, the
electrical charge stored in an electroscope can be lost when the air inside and around the electroscope
becomes ionized. See Figure 28.3 below.
incoming radiation
ionizes the air
charge
lost
ions of air
inside here
molecules
of air
charged
foil strips
Fi gure 28. 3
Effect of Radiation on Stored
Charge
Ionization chambers
In an ionization chamber, radiation passes through a gas. The radiation causes the gas particles to
be split into pairs of ions which are then collected on the surfaces of oppositely charged electrodes. The
number of pairs of ions produced can be measured. An example of a measuring instrument using this
principle is the self-reading dosimeter. With such a device, radiation can be measured in units called
Roentgens. This may sound a bit complicated, but a Roentgen is the amount of gamma radiation required
to produce 1.61 X 10
12
pairs of ions when it is absorbed by 1 gram of air.
Geiger Counter
A Geiger counter (more accurately known as a GeigerMueller counter) consists of a sealed tube
containing argon gas at a low pressure. One end of the tube contains a thin glass window. There are two
electrodes in the tube (see Figure 28.4). The negative electrode is a metal cylinder located just inside the
tube. The positive electrode is a wire which runs down the center of the cylindrical tube. A high voltage
exists between these electrodes, but electric current does not flow, since the uncharged (un-ionized)
argon gas atoms cannot carry the current from one electrode to the other. When radiation enters through
the thin window, it ionizes some of the argon atoms, forming argon ions and free electrons. The argon
ions become conductors of electric current between the electrodes. The electrical impulses are then sent
into an amplifier. From there they may be sent to a counter or to an amplifier to be converted into sounds
or flashes of light.
28-13 1997, A.J. Girondi
1000 Volts
To
amplifier or
counter
negative
electrode
positive
electrode
argon gas
thin glass
window
incoming
radiation
Fi gure 28. 4
Geiger Counter
Photographing Particle Trails
Fi gure 28. 5
Particle Trails in a Cloud Chamber
As you know, fast moving charged particles such
as those present in radioactive emissions can cause the
formation of ions when they collide with molecules through
which they pass. If this process occurs in a container which
is saturated with water vapor, the water molecules can
condense on ions forming tiny spots of fog. This fog forms
along the paths of the radioactive emissions since that is
where the ions form. These foggy paths are visible to the
eye. They are called trails. Photographs of these particle
trails enable scientists to study how certain decays occur.
The device in which all this takes place is called a cloud
chamber. In Figure 28.5, the curved vertical line
represents the path of a subatomic particle passing
through a thin sheet of lead. The path is curved due to the
presence of a strong magnetic field in the cloud chamber.
Scintillation Counter
When radiation strikes fluorescent substances (known as phosphors) it causes flashes of light to
be emitted. This is what happens in a fluorescent light bulb or on a television screen. There are
instruments which can count these small flashes of light, and in this way, measure radiation. The process
of producing light flashes is called scintillation. The devices are called scintillation counters.
28-14 1997, A.J. Girondi
Section 28.5 More Practice With Nuclear Equations
Problem 3. Complete the equations below, and make sure that they are balanced.
+
14
7
N a. He
4
2
----->
17
8
O +
+
9
4
Be b. He
4
2
----->
12
6
C +
c. H
3
1
----->
3
2
He +
+
23
11
Na d. He
3
2
----->
1
1
H +
13
7
N
+ e. He
3
2
----->
1
0
n +
Now, complete the equation below. Does anything appear strange? An electron with a positive charge!
f. P
30
15
----->
0
+1
e +
Yes, there is such a thing as an electron with a positive charge. It's call a positron. As you can imagine,
there's a lot more to know about nuclear chemistry!
SECTION 28.6 Learning Outcomes
This is the end of Chapter 28. The subject of nuclear chemistry is continued in Chapter 26.
Review the learning outcomes below. When you feel that you have mastered them, arrange to take the
exam on Chapter 26, and then move on to Chapter 27.
_____1. Define and /or describe nuclear terms including: isotope, transmutation, alpha particle, beta
particle, gamma rays, fission, fusion, radioactivity, Geiger counter, scintillation counter, and cloud
chamber.
_____2. Write the nuclear notation of nuclear particles and of the nuclei of atoms given mass numbers,
atomic numbers, or other relevant data.
_____3. Describe the historical contributions of Becquerel, Madame and Pierre Curie, and Rutherford.
_____4. Given sufficient information, complete and balance nuclear equations.
_____5. Be able to locate the radioactive elements on the periodic table.
28-15 1997, A.J. Girondi
SECTION 28.7 Answers to Questions and Problems
Questions:
{1} number of neutrons; {2} yes; {3} it will also change by a value of 2; {4} U and Lr; {5} six; {6} two;
{7} none; {8}
2
1D; {9}
3
1T; {10} hydrogen3; {11} sum of protons and neutrons in nucleus; {12} yes;
{13} no; {14} protons; {15} transmutation; {16} protons; {17} protons; {18} 236; {19} 236 (note that there
are three neutrons represented); {20} they are equal; {21} 226; {22} equal; {23} 88; {24} equal;
{25} yes; {26} carbon; {27} C; {28} since some isotopes are decomposing, the average mass of the
isotopes is changing; {29} 84; {30} 88; {31} two; {32} they contained particles with opposite charges;
{33} it contains no particles; {34} almost none; {35} moderate; {36} high; {37} high; {38} moderate;
{39} almost none; {40} alpha or beta; {41} alpha emission results in loss of 2 protons, while beta emission
results in formation of one proton; {42} polonium, radium, uranium
Problems:
14
6
C He
6
2
U
233
92
Sn
110
50
a. b. c. d. 1.
12
6
C a. 2. B
29
5
b. Na
24
11
c. Fe
55
26
d. Mg
24
12
e.
He
4
2
f. n
1
0
g. n
1
0
h i.
0
-1
e
1
+1
P a. 3.
b. c.
B
11
5
d. Mg
25
12
e. Si
30
14
f. n
1
0
0
-1
e
28-16 1997, A.J. Girondi
NAME________________________________ PER ________ DATE DUE ___________________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
CHAPTER 29
NUCLEAR
CHEMISTRY
(Part 2)
29-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
29-2 1997, A.J. Girondi
SECTION 29.1 The Zone of Stability
Transmutations occur naturally in radioactive elements, since the nuclei of the atoms are unstable.
As these nuclei "transmute," they form nuclei of elements which are more stable. Let's examine why this
is so. Various factors are responsible for the stability of a nucleus. For now, let's consider just two of them:
(1) the "zone of stability," and (2) the 1:1 neutron/proton ratio. These two factors are illustrated in Figure
29.1 below.
0
20
40
60
80
100
120
140
10 20 30 40 50 60 70 80
zone of stability
nuclei with equal number
of protons and neutrons
(1:1 ratio)
unstable
region
too many
neutrons
unstable
region
too many
protons
Number of Protons
Number
of
Neutrons
Fi gure 29. 1
The Zone of Stability of Stable Nuclei
The neutron/proton ratios of the first 83 elements are shown as the zone of stability in figure
29.1. Locate the shaded zone of stability now. The number of neutrons in a nucleus is plotted along the
vertical y axis, and the number of protons in the nucleus is plotted on the horizontal x axis. What is another
term which refers to the number of protons in a nucleus?{1}___________________________________
Find number 20 on the x axis and go straight up from there to the center of the zone of stability. From this
position, move over to the y axis and determine the number of neutrons. Calculate the neutron/proton
(N/P) ratio and enter it in Table 29.1. Repeat this procedure using 30, 40, 50, 60, and 70 protons on the x
axis. Record all N/P ratios in the table.
Data Table 29.1
Neutron/Proton Ratio of Selected Elements
No. of Protons No. of Neutrons N/P Ratio
20 ____________ _______
30 ____________ _______
40 ____________ _______
50 ____________ _______
60 ____________ _______
70 ____________ _______
29-3 1997, A.J. Girondi
Are the N/P ratios which you calculated greater than 1 in value?{2}_______________ What can you conclude
about the relative number of protons and neutrons in these nuclei {3}___________________________
Although your calculations stopped at 70 protons, this conclusion holds true for elements 20 through 83.
Based on your calculations, how would you say the N/P ratio changes as the atomic mass (atomic weight)
of elements 20 through 83 increases? {4}________________________________________________
______________________________________________________________________________
Note in Figure 29.1 that the zone of stability lies very close to the 1:1 N/P ratio line for nuclei which
contain 1 to 20 protons. These nuclei are not radioactive. What conclusion can you draw about the
stability of those nuclei which have N/P ratios that are equal to or close to 1:1? {5}___________________
______________________________________________________________________________
(Hydrogen-1 has no neutrons and ,therefore, no N/P ratio. However, it is stable.)
Nuclei which do not lie in the zone of stability will undergo transmutations that will result in the
formation of new nuclei (of different elements) that do lie in the zone of stability. The graph in Figure 29.1
ends with atomic number 83, indicating that no stable nuclei exist in atoms with more than 83 protons.
Find 50 protons on the x axis and go up from there to the center of the zone of stability. Next, look to the
left at the y axis and estimate the number of neutrons. About how many neutrons would a nucleus with 50
protons have to lose to achieve a stable 1:1 N/P ratio?{6}_____________________________________
SECTION 29.2 Types of Radioactive Decay
Naturally-occurring radioactive elements have isotopes which may undergo radioactive decay.
This decay can occur in one step or in a series of steps which end with the formation of a nucleus which
falls within the zone of stability. Let's consider two kinds of decay: alpha and beta.
Alpha Decay
He
4
2
As you may recall from Chapter 25, an alpha particle is identical to the nucleus of
the helium-4 atom. So, an alpha particle is actually a bundle of protons and neutrons.
How many of each compose an alpha particle? {7}________ protons, and {8}________
neutrons.
Many isotopes with an atomic number of 84 or higher undergo transmutation by emitting an alpha
particle and form products which are closer to the zone of stability . The emission of an alpha particle from
a nucleus is known as alpha decay. An atom which emits an alpha particle is called an alpha emitter.
Radium-226 with an atomic number of 88 will serve as an example of an alpha emitter. During its decay, an
alpha particle is ejected which means that the nucleus loses {9}______ protons and {10}______ neutrons.
After radium-226 undergoes an alpha decay, what will be the atomic number of the product? {11}________
If this is true, what is the identity of the new element formed after alpha emission? {12}_______________
(Check the periodic table.)
The equation for the alpha decay of radium-226 can be written:
Ra
226
88
Rn
222
86
-----> +
He
4
2
29-4 1997, A.J. Girondi
In an alpha decay, the atomic number is reduced by {13}________ and the mass number is reduced by
{14}________. An alpha decay results in the formation of a more stable product with {15}______________
mass and with {16}_______________ protons and neutrons.
more/less
more/fewer
Beta Decay
neutron
proton
electron
neutrino
Natural radioactive decay in which beta
particles (electrons) are given off from the nucleus is
called beta decay. An atom which emits a beta particle
is called a beta emitter. Because a beta particle is an
electron, it is natural to wonder how a nucleus can emit
an electron when the nucleus doesn't contain any
electrons! It so happens that a neutron in the nucleus
can be transformed into a proton, an electron, and a
neutrino.
The proton is a fundamental particle of the nucleus and remains in the nucleus after the neutron
transformation. So, a neutron transformation reduces the number of neutrons in the nucleus by 1, but
increases the number of protons by 1. Thus, the atomic number increases by 1, but the mass number
remains the same.
Why is it that when a neutron is lost and a proton is formed in a nucleus that the mass number does not
change? {17}_____________________________________________________________________
Since the electron is not a fundamental nuclear particle, it is emitted from the nucleus with a great amount
of energy when a neutron is transformed.
The beta decay of thorium-234, which has an atomic number of 90, is shown in the following
equation:
Th
234
90
Pa
234
91
-----> +
e
0
-1
thorium protactinium
beta particle
(electron)
Since the atomic number is increased by 1, the element formed as the product of the transmutation is one
position "higher" than thorium on the periodic table. In any transmutation by beta decay, the new element
formed as the product will be one position "higher" in the periodic table than the beta emitter. Note that
the equation above is balanced. This means that the sum of the mass numbers of the products (0 + 234 =
234) equals the mass number of the reactant (234). Note, too, that the sum of the subscripts of the
products (-1 + 91 = 90) is equal to that of the reactant (90).
Calculate the number of neutrons present in a thorium-234 nucleus:{18}___________
Calculate the number of neutrons in a protactinium-234 nucleus: {19}____________
Calculate the N/P ratio for thorium-234: {20}___________
Calculate the N/P ratio for protactinium-234: {21}___________
Based on your calculations above, in beta decay does the N/P ratio move closer to or farther from a 1:1
ratio?{22}_____________________________________ If this is true, then does a beta decay form
products with more stability or less? {23}_____________
29-5 1997, A.J. Girondi
SECTI ON 29. 3 Decay Series
A series of elements from the periodic table which are related by a series of alpha and beta decays
is called a decay series. Several such decay series are known among the naturally-occurring radioactive
elements. The uranium-238 decay series shown in Figure 29.2 is a good example.
Note that this series of transformations begins in the upper left corner with U-
238 and continues down to an isotope of lead in the lower right corner. Lead-206
(Pb-206) with atomic number 82 is stable it lies within the zone of stability. You see
that a beta decay results in a vertical rise in Figure 29.2; this is because a beta decay
results in an increase in atomic number (y axis) and an unchanged mass number (x
axis). An alpha decay results in a diagonal lowering because of decreases in both
atomic number (y axis) and mass number (x axis). Note that on the x axis, the mass
numbers are decreasing from left to right. If you carefully check Figure 29.2, you will
see that two elements in the series are missing! The first missing element is the one
that results from an alpha () emission from radium-226 (Ra-226). Write the nuclear
notation of this missing element in the slot at right. Now fill in the space in Figure
29.2 with this nuclear notation.
{24}
{25}
The second missing element is found after a beta () emission from
bismuth-210 (Bi-210). Write the nuclear notation for this missing element in the
space at right. Now fill in the space in Figure 29.2 with this nuclear notation.
SECTI ON 29. 4 The Half-Life of a Radioactive Element
At the present time, it is impossible to predict exactly when a particular radioactive nucleus will
decay. The uranium-238 nucleus that breaks down today is exactly like the one that will do so a billion
years from now. However, we can predict what fraction of a sample of nuclei will break down in a given
amount of time. For example, one-half of the nuclei in a given sample of carbon-14 will decay in 5570
years. One-half of the remaining half (or one fourth of the original sample) will decay in another 5570
years. One-half of what is left (or one eighth of the original sample) will decay in another 5570 years, etc.
Thus, carbon-14 is said to have a half-life of 5570 years.
The half-life of a radioisotope is the time that is required for
half of any given sample of its nuclei to decay.
As shown in Figure 29.3, the amount of radioactivity emitted is directly proportional to the number
of nuclei in any given sample of an isotope. In the case of the hypothetical radioisotope illustrated by the
graph in Figure 29.3, the amount of radioactivity emitted from any given sample decreases with time. This
is because the number of nuclei in the sample decreases with time as a result of decay.
According to Figure 29.3, what percent of radioactivity is emitted at zero minutes? {26}_________
How much time has passed when the amount of radioactivity emitted drops to 50%? {27}___________ So
how much time was required for half of the nuclei to decay? {28}_________ What is the half-life (in
minutes) of this radioisotope?{29}__________ If this is true, then how many total minutes should it take for
the number of nuclei to decrease by one-half again (1/4 of the original sample)? {30}__________ What
should the percent of radioactivity emitted be at this point?{31}__________ The graph in Figure 29.3
should verify your prediction. Does it?{32}_________ What fraction of the original number of nuclei will be
left in this sample after twelve minutes have passed? {33}______________________________ What
percent of the original amount of radioactivity is still present after twelve minutes?{34}___________
29-6 1997, A.J. Girondi
Figure 29.2 The decay series for uranium-238 goes on this page. This page can be found on your ALICE
disk listed as a separate file (ALICE CHP 29 pg 29-7).
29-7 1997, A.J. Girondi
50%
25%
12.5%
6.25%
100%
Radioactivity
Emitted
0 2 4 6 8 10
Minutes
Fi gure 29. 3
Emitted Radioactivity as a Measure of Half-Life
The rate at which unstable atoms decay is constant and is not influenced by external forces such
as temperature and pressure. At present, there is no method which can be used to alter the half-life of a
radioisotope. The half-lives of different radioisotopes vary from a small fraction of a second to billions of
years. Polonium-215 has a half-life of only 0.0018 second. Uranium-238, on the other hand, has one of
the longest known half-lives, about 4.5 billion years (which is approximately the same as the age of the
earth). Therefore, what fraction of uranium-238 remains on the earth today compared to when this planet
was formed? {35}____________________
Since the human lifespan is so short, you may wonder how we are able to determine a half-life of
4.5 billion years. Various indirect methods are used, including chemical ones. The main problems when
trying to determine the length of a half-life are to identify the source of the radioactivity coming from a
sample of a radioisotope and to determine its rate of decay. It is, of course, possible that some isotopes
that we currently think are stable and do not decay actually have half-lives that are so long that we have not
been observing them long enough to detect their radioactivity!
Let's take another look at the decay series for uranium-238 shown in Figure 29.2. Any rock
containing U-238 will also contain all of the "daughter" elements of the series. (The daughter elements
are those that are formed as a result of decay process.) The relative amounts of each daughter element
present will depend on the age of the rock. Therefore, if we can measure the amounts of certain daughter
elements in the rock, we can determine its age. The half-lives of the elements in the U-238 decay series
are presented in Table 29.2.
Let's review now by answering the following questions and problems. Why is the atomic number
of the transmuted element from an alpha decay always two less than the atomic number of the alpha
emitter from which it came? {36}_______________________________________________________
Why is the atomic number of the transmuted element from a beta decay always one greater than the
atomic number of the beta emitter from which it came? {37}____________________________________
___________________________ Since the nucleus does not contain any electrons, how is it possible
for a nucleus to emit an electron in beta decay? {38}_________________________________________
29-8 1997, A.J. Girondi
Tabl e 29. 2
Half-Lives of Isotopes in the U-238 Decay Series
Symbol Half-Life Symbol Half-Life
U-238 4.51 X 10
9
yrs Po-218 3.05 minutes
Th-234 24.1 days Pb-214 26.8 minutes
Pa-234 1.18 minutes Bi-214 19.7 minutes
U-234 2.48 X 10
6
yrs Po-214 0.00016 sec
Th-230 8.0 X 10
4
yrs Pb-210 19.4 yrs
Ra-226 1.62 X 10
3
yrs Bi-210 5.0 days
Rn-222 3.82 days Po-210 138.4 days
Pb-206 stable
What is the half-life of a radioisotope? {39}________________________________________________
How could a Geiger counter be used to measure the half-life of a given sample of a radioisotope? (Hint:
see Figure 27.3) {40}_______________________________________________________________
______________________________________________________________________________
Problem 1. Write a balanced nuclear equation for each of the following:
a) emission of a beta particle by protactinium -234 (Pa-234)
b) emission of an alpha particle by thorium-230 (Th-230)
c) emission of a beta particle by lead-214 (Pb-214)
Problem 2. If the half-life of a radioisotope is 120 days, how much of an 8.00 gram sample will be left
after 360 days?
Problem 3. The bromine-35 nucleus has a half-life of 18 minutes. How many minutes are required for
seven-eighths (7/8) of a sample to decay?
__________ min.
29-9 1997, A.J. Girondi
SECTION 29.5 The Mass Defect
The mass number of a proton or a neutron is taken to be 1, but their actual masses in atomic mass
units (amu) are fractional values: proton = 1.00783 amu; neutron = 1.00867 amu. When writing nuclear
equations we use mass numbers and the sum of the values of the mass numbers on both sides of the
equation must be the same. However, if all calculations are performed using atomic mass units, then
discrepancies occur. For example, when the mass of the protons and neutrons of a helium nucleus are
examined separately, they are found to have more mass than when they are combined together forming a
nucleus. The amu of the two protons and two neutrons in a helium nucleus, when not combined, can be
calculated by simple multiplication as follows:
Particles mass in amu
2 protons 1.00783 X 2 = 2.01566 amu
2 neutrons 1.00867 X 2 = 2.01734 amu
Sum of the masses = 4.03300 amu
So, the masses of 2 protons + 2 neutrons when not combined = 4.03300 amu. A helium-4 nucleus
contains 2 protons and 2 neutrons. If the total mass of a helium-4 nucleus is determined, it is found to
have less mass than the sum of the amu's of its protons and neutrons when they are not combined. (See
Table 29.3 below.)
Tabl e 29. 3
Mass of Particles in Helium Nucleus Separately and Combined
Helium nucleus Mass
Particles separate 4.03300 amu
Particles combined 4.00260 amu
Difference 0.0304 amu
Mass defect 0.0304 amu
This difference between the sum of the separate masses of the nuclear particles and the mass resulting
from their merging is called the mass defect. A mass defect exists for every atom; that is, the sum of the
masses of the individual protons and neutrons of any atom is greater than the mass of these particles
when they have merged in any given nucleus. As shown in Table 29.3, the helium nucleus has a mass
defect of 0.0304 amu. What has happened to this mass? Where does the 0.0304 amu of mass go when
the particles join together?
You may recall Albert Einstein's famous equation E = mc
2
states that matter and energy are really
different forms of the same thing. The missing matter of the helium nucleus has not been lost or
destroyed, but converted into a large amount of energy when the nuclear parts are joined to form the
helium nucleus. We know a relationship which allows us to convert units of mass (amu) into units of
energy: 1 amu = 931 Mev. Mev stands for million electron volts. Since you are already familiar with joules
as units of energy, it may help to express the relationship as 1 Mev = 1.59 X 10
-7
joules. Let's summarize
all this below:
1 amu = 931 Mev
1 Mev = 1.59 X 10
-7
joules
29-10 1997, A.J. Girondi
So, to convert the mass defect in helium into the energy equivalent:
0. 0304 amu X
931 Mev
1 amu
= 28.3 Mev of energy
OR
0. 0304 amu X
931 Mev
1 amu
X
1.59 X 10
-7
J
1 Mev
= 4.50 X 10
-6
Joule
Note that when a very tiny mass like 0.0304 amu is converted into energy, the energy equivalent
expressed in joules is very small. That's why a smaller unit of energy such as Mev is more suitable for
these kinds of calculations. Thus, when 2 protons and 2 neutrons combine to form a helium nucleus,
28.8 Mev of energy (or 4.50 X 10
-6
Joule) of energy are released. The protons and neutrons are found
inside the nucleus which occupies only a tiny fraction of the volume of the atom. The protons each have a
positive charge and repel each other with a large amount of force, since they occupy the nucleus at close
distances. In order for the protons and neutrons to be held together in the nucleus, an even larger force
must be present to overcome the repulsive forces. The amount of energy needed to hold the nuclear
particles together in the nucleus is called the nuclear binding energy.
(Binding energy can also be defined as the energy needed to separate a nucleus into its individual particles.)
We have seen that when the protons and neutrons of helium combine to form the helium
nucleus, there is a mass defect of 0.03040 amu. If you multiply this value by 931 Mev you obtain a binding
energy of 28.3 Mev for the helium nucleus. The binding energy per individual proton or per individual
neutron in the nucleus can be determined by dividing the bonding energy for the nucleus by the total
number of particles in the nucleus. Since the helium nucleus contains 2 protons and 2 neutrons, the
binding energy per particle is:
28.3 Mev
4 particles
= 7.08 Mev/particle
The greater the binding energy per particle, the more stable the nucleus. Helium has a relatively high
binding energy per particle, as you might have guessed since it is a stable noble gas atom.
Problem 4. Suppose the nucleus of hypothetical element "X" has a mass defect of 0.0484 amu. The
mass number of this element is 8. Determine the binding energy per particle in Mev for element X:
__________ Mev / particle
Is the nucleus of element X more or less stable than the helium nucleus? {41}______________________
Explain:{42}______________________________________________________________________
______________________________________________________________________________
29-11 1997, A.J. Girondi
SECTION 29.6 Man-Made Isotopes - Stable and Radioactive
In the remainder of this chapter you will be reading about artificial (man-made) transmutations,
nuclear fission, and nuclear fusion. Before that, however, let's review and extend our knowledge of how
to write nuclear equations. It is not difficult to determine what new element is formed in a transmutation if
the "secondary" particle which is formed can be identified. Secondary particles include neutrons,
protons, alpha particles, beta particles, and positrons which are positively charged electrons (they were
mentioned at the end of Chapter 25, remember?).
Problem 5. As a review, write the nuclear notation for each of the particles listed below.
a. neutron ________; b. proton ________; c. alpha particle ________; d. beta particle ________;
e. positron ________
We know that in nuclear reactions the total mass of the reactants only approximates the total mass
of the products because of the mass defect. However, because the mass defect is so small, it is does not
show up in the mass numbers (which are always whole numbers). Therefore, any nuclear equation,
written as it is with mass numbers and atomic numbers both in whole numbers, must be in balance. That is,
the total of the mass numbers (superscripts) must be equal on both sides of the equation, and the same is
true for the total of the subscripts on both sides.
Let's consider an example of "alpha capture." Some of this will be a review of what you have
already learned in Chapter 25. Examine the equation below. If a beryllium (Be) nucleus is bombarded
with an alpha particle, the beryllium nucleus will capture it, making the nucleus unstable. The unstable
nucleus disintegrates, releasing a {43}_______________ and forming a new element. In the equation
below, the symbol of the new element is shown as "X." "A" is the mass number, and "Z" is the atomic
number.
+
9
4
Be He
4
2
----->
A
Z
X +
1
0
n
What is the sum of the mass numbers on the left side of the equation?{44}______ So, what must the sum
of the mass numbers be on the right side?{45}______ What mass number must the newly formed element
have?{46}______ What is the sum of the atomic numbers on the left side of the equation?{47}______ So,
what must the sum of the atomic numbers be on the right side?{48}______ Based on this atomic number,
what is the symbol for the newly formed element?{49}______ Now rewrite this equation below,
substituting the correct nuclear notation for the newly formed element:
{50}___________________________________________________
The nuclear equation you wrote above is an example of an artificial transmutation. Scientists produce this
type of nuclear reaction by bombarding a nucleus with particles (nuclear projectiles) so as to cause nuclear
disintegration and the formation of a new element. Artificial isotopes, produced by this method, may be
stable or they may be radioactive.
Artificial Stable Isotopes
In 1919, Rutherford bombarded nitrogen gas with alpha particles which he obtained from a
radioactive source. The reaction can be pictured as the capture of an alpha particle by the nitrogen
nucleus to form an isotope of fluorine.
14
7
N He
4
2
+ ----->
F
18
9
Step 1:
29-12 1997, A.J. Girondi
This isotope of fluorine is unstable and emits a proton, leaving a stable isotope of oxygen-17:
-----> F
18
9
Step 2: O
17
8
+
1
1
H
Steps 1 and 2 may be combined and written as an overall reaction:
14
7
N He
4
2
+ ----->
O
17
8
+
1
1
H
Since this first artificial transmutation, many different isotopes have been produced, not only by using
radioactive sources, but also by using particles given very high velocities in special accelerators such as a
linear accelerator and a cyclotron. When particles collide at very high velocities, transmutations can occur.
Artificial Radioactive Isotopes
In the 1930's the daughter of Madame Curie, Irene Joliot-Curie and her husband, Frederic Joliot,
bombarded a stable aluminum nucleus (mass no. 27, atomic. no. 13) with an alpha particle emitted by a
radioactive source. The products were a phosphorus nucleus (mass no. 30, atomic no. 15) and a neutron.
Write this nuclear equation in the space below:
{51}________________________________________________
Note that this phosphorus-30 was produced by artificial transmutation. The Joliot-Curies expected that
upon removal of the alpha source, the radioactivity would soon stop. However, unlike the oxygen-17
produced by Rutherford in the previous example above, the phosphorus produced by this reaction was
not stable. Long after the removal of the radioactive source of bombarding particles, the sample of
phosphorus continued to exhibit radioactivity. The primary product of this reaction was an artificially
produced radioactive isotope (radioisotope). The ability to make a stable nucleus unstable (radioactive) by
bombarding it with a high-energy projectile is known as induced radioactivity. A radioactive isotope may be
the product of natural radioactive decay (alpha or beta), or it may be an artificial isotope (man-made). By far,
most of the known radioactive isotopes are man-made.
The value of radioisotopes can be appreciated when it is realized that these isotopes can be
detected wherever they are. Since a radioisotope reacts chemically in the same way as a stable isotope of
the same element, a radioisotope can be substituted for the stable isotope in a chemical reaction. Since
the radioisotope gives off radioactivity, its presence can always be detected no matter how it is chemically
combined. Because of this, radioisotopes are called tracers or tagged atoms. Tracers are very valuable in
helping scientists to study the sequence of chemical reactions in living things. For example, fertilizer
containing many stable phosphorus atoms and some atoms of the radioisotope phosphorus-32 can be
"fed" to plants. Radiation detection equipment can be used to determine where the greatest
concentrations of phosphorus occur in the plant. Experiments of this kind are simple to perform.
The radioisotope carbon-14 is useful in dating old objects containing carbon. It has a half-life of
5570 years. An archeologist can use a Geiger counter to measure the radiation coming from an ancient
wooden axe handle and thereby determine the amount of carbon-14 in a given sample (say one gram) of
the wood. If the sample has only one-fourth as much carbon-14 as one gram of present-day wood, how
many half-lives has the ancient wood experienced?{52}___________ About how old is the ancient wood?
{53}_______________ As the hunt for new isotopes continued, two German scientists, Otto Hahn and
Fritz Strassmann, made a startling discovery. When they bombarded uranium-235 (atomic number 92)
with neutrons, two elements and a great deal of energy were produced. Their chemical analysis indicated
that barium (atomic number 56) was and krypton (atomic number 36) were the elements that were
29-13 1997, A.J. Girondi
produced. It was difficult to believe these results. No transmutation had been previously observed in
which the atomic numbers of the products differed from the atomic number of the reactant as much as
they did in this case:
n
1
0
n
1
0
U +
235
92
----> Ba +
138
56
Kr +
95
36
3 + energy
big difference!
The German chemists Lise Meitner and Otto Frisch concluded that if a heavy element were
converted into two middleweight elements, large amounts of binding energy would be given off. The
amount of energy liberated is roughly the difference in the total binding energy per nucleon (proton or
neutron) of the elements in the reactants and the products. For example, suppose uranium-238 (with a
binding energy of 7.6 Mev per nucleon) could be converted directly to iron (which has a high binding
energy of about 8.8 Mev). This would result in 238 X (8.8 - 7.6)Mev = 286 Mev. It is not quite this simple in
practice because the neutron/proton ratio and other factors influence results. Nevertheless, a great deal
of energy is released during fission, the process by which a heavy nucleus is split into two lighter nuclei.
Now let's return to the reaction discovered by Hahn and Strassman. The fission of U-235 begins
with a neutron capture. Write the nuclear equation below which shows what happens when a U-235
nucleus absorbs a neutron. Hint: the only product is a uranium isotope.
{54}_______________________________________________
The product of the above reaction is unstable and exists for a very short period of time and then
undergoes spontaneous fission. The products of its fission are barium-141, krypton-92, 3 neutrons and
energy. Write this nuclear equation in the space below.
{55}_______________________________________________
Note that three neutrons are produced as a result of the fission of U-236. Perhaps some of these
neutrons could be used to continue the reaction. If the neutrons produced by this reaction are used to
begin other fissions, a chain reaction occurs. (See Figure 29.4.)
n
1
0
U
235
92
+
U
236
92
Ba
141
56
Kr
92
36
n
1
0
n
1
0
n
1
0
U
235
92
U
236
92
n
1
0
3
Ba
141
56
Kr
92
36
U
235
92
U
236
92
n
1
0
3
Kr
92
36
Ba
141
56
Fi gure 29. 4
Schematic Drawing of a Chain Reaction
29-14 1997, A.J. Girondi
A chain reaction is one in which a product of one reaction (for example, a neutron) is used to
cause the reaction to occur again. To keep a chain reaction going, we must be sure that at least one
neutron from each fission causes another nucleus to undergo fission. A chain reaction has an efficiency
of 1 if each fission causes 1 additional fission. If the efficiency can be maintained at about 1, a continuous
supply of energy can be produced. When each reaction produces more than 1 reaction, the efficiency is
greater than 1 and the amount of energy constantly increases.
An atomic bomb is a device with an efficiency of greater than 1; an atomic power plant must
maintain an efficiency of approximately 1. In either an atomic bomb or a nuclear power plant, a minimum
amount of nuclear fuel (uranium or plutonium) is needed to maintain the chain reaction. This minimum
amount of nuclear fuel is called the critical mass. It is not possible to continue the chain reaction unless at
least this amount of nuclear fuel is available to it.
A device capable of sustaining and regulating a chain reaction involving fission is an atomic pile, or
more correctly, a nuclear reactor. The efficiency of a chain reaction depends on the fate of the neutrons
produced by the fission reactions. The possible fates of these neutrons are:
1. They can escape from the sample of nuclear fuel.
2. They can be absorbed by nuclei of atoms other than those of the nuclear fuel.
3. They can be absorbed by the nuclear fuel and continue the chain reaction.
In nuclear reactors, moderators are used to assure a steady supply of neutrons, and control rods
are employed to control the rate of the chain reaction. (See Figure 29.5 below.)
pump
hot water flow
concrete
containment
building
steel
reactor
vessel
control rod
uranium
fuel rod
hot water and
moderator
heat exchanger
secondary water
system
water flow to
steam turbine
cool
water
return
Fi gure 29. 5
A Nuclear Reactor System
A moderator is a material which will not absorb neutrons but will slow their rate of speed. As the
neutrons produced by the fission of uranium collide with the moderator, they are slowed down and
prevented from making a rapid escape from the nuclear reactor. Thus, by slowing down the neutrons, a
moderator makes neutron capture more likely. Commonly used moderators are: carbon in the form of
graphite, and "heavy water." (The water molecules of heavy water contain two atoms of the hydrogen
isotope deuterium, hydrogen-2, instead of two atoms of ordinary hydrogen.)
We have noted that moderators do not absorb neutrons. Control rods, however, do absorb
neutrons. For example, cadmium and boron effectively absorb neutrons. Rods of these materials (control
rods) can be inserted into, maintained in, or removed from rows of uranium. When control rods are
inserted, neutrons are absorbed by them and, consequently, the neutrons are no longer available to the
29-15 1997, A.J. Girondi
reaction. Accordingly, the insertion of control rods can be used to slow the reaction to an efficiency of 1.
This efficiency can be maintained by simply keeping these control rods in position. The efficiency of a
reaction can be increased by the removal of control rods.
Problem 6. The amount of energy released from the conversion of matter into energy in a nuclear
reactor can be appreciated when it is considered that the conversion of only 1 gram of matter into energy
releases the same amount of energy as the burning of over 2000 tons of coal! Calculate in the space
below how many grams of coal this would be! (Useful information: 1 ton = 2000 lbs; 454 grams = 1 1b)
Answer = ____________________ grams
SECTION 29.7 Fusion Reactions
Fusion is the combination of the nuclei of light elements to make a heavier nucleus. Because the
two light nuclei are positively charged and, therefore repel each other, it is difficult to bring them close
enough together to make them fuse. An atomic bomb (fission bomb) can heat atoms so that they have
enough energy to overcome the repulsive forces and combine. This heat from fission reactions is used to
achieve fusion in weapons such as the hydrogen bomb. In essence, an atomic bomb is the "fuse" for a
hydrogen bomb. Because extremely high temperatures are required to achieve fusion, the fusion
reaction is known as a thermonuclear reaction.
Scientists are trying to heat gases of light elements with electricity or lasers and keep them close
together for a thermonuclear reaction by enclosing them in a magnetic field. Such a controlled fusion
reaction, if achieved, would be of great value. It would have advantages over fission reactions, which
employ uranium in nuclear reactors. Few radioactive waste products are produced by fusion reactions.
The radiation hazard would not be as great, and the radioactive wastes are much less dangerous than
those produced in fission reactors. Furthermore, since hydrogen-2 is much more abundant than uranium,
the world would be assured of a continuous supply of fuel.
The sun and other stars show large amounts of hydrogen and helium in their spectra, indicating
that they may produce their energy as a result of fusion reactions. There are two proposed mechanisms
for these fusion reactions - the carbon cycle and the proton-proton chain. Let's briefly study both of them.
In the carbon cycle, carbon-12 acts as a catalyst and is regenerated in the final step enabling it to
catalyze additional reactions. Parts of the six steps of the carbon cycle are shown in Problem 7 below.
Problem 7. Use your knowledge of nuclear reactions to predict the product of reaction "a" and put its
nuclear notation in the blank. Put this same nuclear notation in the blank on the left side of reaction "b,"
and predict the notation of the product of reaction "b." Put this same notation in the blank on the left side
of reaction "c", and predict the notation of the product of that reaction. Continue this process until you
have completed all six reactions. If your work is correct, equation "f" will be properly balanced.
12
6
C
1
1
H + -----> +
energy a.
0
+1
e -----> +
b.
29-16 1997, A.J. Girondi
----->
c.
1
1
H + + energy
----->
d.
1
1
H + + energy
0
+1
e -----> +
e.
He
4
2
12
6
C ----->
f.
1
1
H + +
Note in the carbon cycle shown in Problem 7, that carbon-12 is used in reaction "a" and reproduced in reaction "f" as it
should be since it is a catalyst.
Is equation "f" in Problem 7 balanced according to mass numbers and atomic numbers? _____________
The protonproton chain pictures the fusion reaction as a continued combination of hydrogen
nuclei (protons) until helium is formed:
a.
-----> +
2
1
H
1
1
H
1
1
H +
0
-1
e + energy
b.
2
1
H
1
1
H + -----> He
3
2
+ energy
+
1
1
H c. He
3
2
He
3
2
+ -----> He
4
2
2 + energy
Note that both the carbon cycle and the proton-proton chain use hydrogen-1 as a fuel and produce
helium-4 as a product. Note also that the hydrogen we started with in reaction "a" ultimately is turned into
helium in reaction "f." Fusion involves the conversion of hydrogen into helium.
The heaviest naturally-occurring nucleus is the isotope U-238, the most abundant isotope of
uranium. As previously noted, the artificial radioactive elements (those above uranium on the periodic
table) are the transuranium elements. All of the isotopes of the transuranium elements are radioactive.
Some of them are very unstable having half-lives of only a tiny fraction of a second! The transuranium
isotope, plutonium-239, is relatively stable having a half-life of 214,000 years. Uranium-238 can be used
as a target for projectiles or "atomic bullets." These projectiles may be positively-charged particles which
have been speeded up in particle accelerators by passing them through charged fields toward their
targets. In all of the equations presented in this section, a high speed positively-charged ion is the atomic
bullet. Some transuranium elements with atomic numbers above 93 can be synthesized by using U-238
as a target.
29-17 1997, A.J. Girondi
Problem 8. In the equations below, predict the products and enter the correct nuclear notations in the
blanks. (Pay attention to the number of neutrons produced in each case.)
H
2
1
U +
238
92
----> n
1
0
2 a. +
Name the element formed in equation "a" above: ____________________
He
4
2
U +
238
92
----> n
1
0
2 b. +
Name the element formed in equation "b" above: ____________________
C
12
6
U +
238
92
----> n
1
0
5 c. +
Name the element formed in equation "c" above: ____________________
O
16
8
U +
238
92
----> n
1
0
4 d. +
Name the element formed in equation "d" above: ____________________
Some of these new elements are themselves used as targets for other bombardments. Thus, an isotope
of plutonium has been used as a target in the production of other elements. Complete the equations
below.
He
4
2
Pu +
238
94
----> n
1
0
3 e. +
Name the element formed in equation "e" above: ____________________
The element formed in equation "e" above can then be used to produce still another new element. Use
the element formed in equation 5 as the reactant in the equation below, and then complete the equation:
----->
+ +
f. He
4
2
1
1
H n
1
0
2 +
Name the element formed in equation "f" above: ____________________
SECTION 29.8 Assorted Problems
Study the next two sample problems, and then solve those which remain.
29-18 1997, A.J. Girondi
Sample Problem: Polonium-210 undergoes alpha decay to form lead-206:
He
4
2
Po
210
84
----> +
Pb
206
82
The half-life of Po-210 is 138.4 days. How many moles of alpha particles will be emitted if a 105 gram
sample of Po-210 decays over a period of 138.4 days? Hint: since this problem deals with a specific isotope
(Po- 210) you should not use the atomic mass of polonium from the periodic table. In this case, it will be more
accurate to use the mass number (or atomic mass, if known) of this specific isotope.
105 g Po -210 X
1 mole Po -210
210 g Po -210
X
0.50 mole Po -210 decayed
1 mole Po -210 in sample
X
1 mole
2
4
He produced
1 mole Po -210 decayed
= 0.25 mole
2
4
He produced
Note in the problem above (as well as the one below) that 0.50 mole of the isotope has decomposed for
each 1 mole present in the original sample. This is because one half-life had elapsed.
Sample Problem: How many moles of Po-210 are needed in a sample so that its decomposition will
produce 4.2 moles of lead-206 in 138.4 days? Refer to the equation in the problem above.
4.2 moles Pb -206 formed X
1 mole Po -210 decayed
1 mole Pb -206 formed
X
1 mole Po -210 in sample
0.50 mole Po -210 decayed
= 8.4 moles Po -210 in sample (needed)
Problem 9.
a) Write the nuclear equation which shows the beta decay of bismuth-210 (Bi-210) to form a new element.
(A beta particle (electron) is emitted.)
b) Using the equation above, calculate how many moles of electrons will be produced as a 166 gram
sample of Bi-210 decays over a period of 10 days. (Check Table 29.2 for the half-life of Bi-210.)
Probl em 10.
a) C-14 undergoes beta decay to N-14. Express this as a nuclear equation.
29-19 1997, A.J. Girondi
b) How many moles of C-14 will produce 3.0 moles of N-14 in 11,000 years? (The half-life of C-14 is 5570
years.)
Probl em 11. Write the following nuclear equations:
a) an alpha capture in which C-12 and a neutron are the products.
b) a neutron capture in which U-236 is the only product.
SECTION 29.9 LEARNING OUTCOMES
This is the end of Chapter 29. Check the learning outcomes below when you are sure you have
mastered them. Then arrange to take the exam on Chapter 29.
_____1. Define and/or describe nuclear terms including: zone of stability, half-life, mass defect, binding
energy, chain reaction, decay series, induced radioactivity, critical mass, moderators, control
rods, alpha decay, and beta decay.
_____2. Predict the products formed when a nucleus undergoes alpha or beta decay.
_____3. Solve problems involving mass defect and binding energy.
_____4. Solve problems involving the use of the half-life of an isotope.
_____5. Explain how alpha and beta decays affect the neutron/proton ratio, and explain the significance
of a 1:1 N/P ratio.
_____6. Given sufficient information, predict the nuclear notation of a missing element in a decay series.
_____7. Describe the historical contributions of Hahn and Strassman, Meitner and Frisch, and Irene and
Frederic Joliot.
29-20 1997, A.J. Girondi
SECTION 29.10 Answers to Questions and Problems
Questions:
{1} atomic number; {2} yes (the first ratio = 1.0); {3} more neutrons than protons; {4} The N/P ratio gets
larger; {5} They are stable; {6} about 25; {7} 2; {8} 2; {9} 2; {10} 2; {11} 86; {12} Radon (Rn); {13} 2;
{14} 4; {15} less; {16} fewer; {17} the SUM of protons and neutrons does not change; {18} 144;
{19} 143; {20} 1.6; {21} 1.57; {22} closer to; {23} more; {24}
222
86Rn; {25}
210
84Po; {26} 100%;
{27} 2 min; {28} 2 min; {29} 2 min; {30} 4 min; {31} 25%; {32} yes; {33} 1/64; {34} 1.56%; {35} one-half;
{36} Because of the loss of an alpha particle which contains 2 protons; {37} Because the loss of a beta
particle is accompanied by the formation of a proton (when a neutron decays); {38} Neutron decay forms
an electron (beta particle) and a proton; {39} The time required for 1/2 of the atoms to decay; {40} Use it to
determine the time required for the measured radiation to drop by 50%; {41} less stable; {42} Less
energy is required to break it apart; {43} neutron; {44} 13; {45} 13; {46} 12; {47} 6; {48} 6; {49} C;
+
9
4
Be {50.} He
4
2
----->
12
6
C + n
1
0
+
27
13
Al {51.} He
4
2
----->
30
15
P + n
1
0
{52} two; {53} about 1393 yrs;
{54.} n
1
0
U +
235
92
---->
236
92
U
{55.} n
1
0
U
235
92
----> Ba +
141
56
Kr +
92
36
3 + energy
Problems:
1. a. Pa
234
91
---->
234
92
U
+
e
0
-1
1. b. Th
230
90
---->
226
88
Ra +
He
4
2
e
0
-1
1. c. Pb
214
82
---->
214
83
Bi +
2. 1.00 gram
3. 54 minutes
4. 5.63 Mev/particle
5. n
1
0
p
1
1
He
4
2
e
0
-1
e
0
+1
6. 18.16 grams
29-21 1997, A.J. Girondi
7. a.
12
6
C
+
H
1
1
----->
13
7
N + energy
13
7
N + 7. b. ----->
13
6
C e
0
-1
H
1
1
+ 7. c. ----->
13
6
C
14
7
N + energy
H
1
1
+ 7. d. ----->
15
8
O
14
7
N + energy
+ 7. e. ----->
15
8
O
15
7
N e
0
+1
+
H
1
1
+ 7. f. ----->
15
7
N
12
6
C He
4
2
H
2
1
U +
238
92
----> n
1
0
2 8. a. +
Np
238
93
He
4
2
U +
238
92
----> n
1
0
2 8. b. + Pu
240
94
C
12
6
U +
238
92
----> n
1
0
5
8. c. + Cf
245
98
O
16
8
U +
238
92
----> n
1
0
4 8. d. + Fm
250
100
He
4
2
Pu +
238
94
----> n
1
0
3 8. e. +
Cm
239
96
-----> +
+
8. f. He
4
2
1
1
H n
1
0
2 + Cm
239
96
Bk
240
97
-----> +
0
-1
e Bi
210
83
Po
210
84
9. a.
9. b. 0.59 mole
----> +
0
-1
e C
14
6
N
14
7
10. a.
10. b. 4 moles C-14
29-22 1997, A.J. Girondi
----> n
1
0
+ + Be
9
4
He
4
2
C
12
6
11. a.
----> + U
235
92
11. b. n
1
0
U
236
92
29-23 1997, A.J. Girondi
SECTION 29.11 Student Notes
29-24 1997, A.J. Girondi
92
91
90
89
88
87
86
85
84
83
82
238 234 230 226 222 218 214 210 206
MASS NUMBER
A
T
O
M
I
C
N
U
M
B
E
R
U
238
92
Th
234
90
U
234
92
Pa
234
91
Th
230
90
Ra
226
88
Po
218
84
Pb
214
82
Bi
214
83
Po
214
84
Pb
210
82
Bi
210
83
Pb
206
82
what goes
here?
what goes
here?
Fi gure 29. 2
Decay Series of U-238
NAME_________________________________________________________ PERIOD_________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
"ALICE"
APPENDICES
A-1 1997, A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
A-2 1997, A.J. Girondi
APPENDIX A
SECTION A-1. Uncertainty in measurement
Measurement is the foundation of all experimental science. Accordingly, the degree of certainty
about conclusions drawn from experiments depends upon the accuracy and precision of the
measurements made while conducting the experiments. The accuracy of a measurement indicates the
amount by which it differs from a known, true value; the precision of a measurement is a measure of the
"reproducibility" of the measurement. Let's use an analogy to make this more clear. Suppose we
consider two archers who are shooting arrows at the targets below. The small circles in the centers of the
targets are the bull's eyes, and the x's mark the points where the archers' arrows have struck the targets.
Note that archer A shot arrows all over the place. Archer B shot arrows which landed very close together,
but not near the bull's eye. Archer C shot arrows very close together too, and they also hit the desired
spot! Archer B is precise, but not accurate. Archer C is both precise and accurate. Archer A should sell
his bow before he hurts somebody!
x
x
x
x
x
x
x
x
x x
x
x
x
x x
Archer A Archer B Archer C
Figure A-1
Archer B is precise because he can reproduce his results. You can also think of precision as a
reflection of uncertainty. If precision is high, uncertainty is low. Since archer B is precise, the uncertainty
about where his arrows will hit is small. Time after time, he gets the same result. (Even though he may
never hit the bull's eye.) Archer C always gets the desired result. Therefore, he is accurate. Since his
accuracy is consistent, he is also precise. Archer A is not precise or accurate, poor guy.
The scientific investigator tries to be both accurate and precise. However, regardless of the
exactness of the measurements, there is a degree of uncertainty. This uncertainty may be caused by the
use of inadequate instruments, by inexactness in the readings made by the investigator, or by a
combination of these factors. It is customary in reporting scientific measurements to include all of the
figures known with certainty and one doubtful or estimated figure. For example, the metric ruler shown
below in Figure A-2 can be read as 3.5 cm.
Since the 3 can be read directly from the ruler, it is known with certainty. The 0.5 cm reading is an
estimate made by the observer and is only the estimate of the person reading the scale. Although
estimated and therefore doubtful, the 0.5 cm is reported as part of the measurement . The digits known
with certainty in any measurement and the first estimated digit are all part of the measurement and are
called significant figures.
0 2 4 6 8 10
Figure A-2
A-3 1997, A.J. Girondi
It is important that a person does not report a figure such as 3.58 cm as having been read on the
ruler shown above. Since the 0.5 figure is only an estimate, the next figure (0.08) cannot even be
estimated and, therefore, a measurement of 3.58 indicates more information than is really known.
Similarly, a reported reading of 3 cm would convey too little information, because the reader would assume
that the 3 was an estimate, when in fact it is known with certainty.
A scientific measurement should include all of the information possible, but not more than can
truthfully be recorded. Generally speaking, most measurements can be read to one decimal place beyond
the smallest divisions on the scale being read. Thus, if an instrument is calibrated so that the closest
marked divisions are at intervals of 1 cm (the ones column), readings can usually be made to the tenths
column with the last digit being an estimate. Thus, we read 3.5 cm from the scale in Figure A-2.
There are two methods for expressing how much uncertainty there is in a measurement. In the
first method, the uncertainty is specifically expressed. For example, the reading from the scale in Figure
A-2 above was 3.5 cm. We are unsure of the 5. All we can say is that the real value is somewhere between
3 and 4. Thus the "real" value could actually fall into a range which is 0.5 cm above or below the 3.5 cm
reading. We would, therefore, say that the uncertainty in the measurement is 0.5 cm. The
measurement would be expressed as 3.5 cm 0.5.
The second method of expressing uncertainty involves the use of the proper number of
significant figures when expressing the measurement. In this method, the amount of uncertainty is not
expressed. Instead, the column in which the uncertainty exists is implied. For example, when we write the
measurement as 3.5 cm, the reader will assume that the last significant figure (the 5) is an estimate. The
reader then understands that the uncertainty is in the tenths column. The reader understands that the
amount of uncertainty is at least 0.1, but it could be more (such as 0.2 or 0.3, etc.). This method of
expressing uncertainty is not as specific, but it is a lot more convenient.
In measurements that have been reported correctly, all nonzero numbers are always significant
figures. A zero may or may not be a significant figure. Why is that, and how can we tell whether a zero is
significant or not? First, we should try to establish if the zero in question is serving merely to determine or
locate a decimal point. When a zero serves as a determiner or indicator of a decimal point (that is, if it
serves as a "place holder"), it is NOT considered to be a significant figure. For example, consider the
figures shown below. In Figure A-3, note that the arrow is located between 10,000 and 20,000. As we
read the scale we are , therefore, sure that the first digit in the measurement should be a 1. This is not an
estimate, and it is not, therefore, the final sig fig. Now, we estimate that the second digit might be a 2. So
we read 12,000 as the location of the arrow. Since the 2 is an estimate, it is the final significant digit in the
measurement. We can read no more digits from the scale. However, in order to put the decimal in the
proper location we need some place holders. Zeros are used for that purpose; but, these zeros will not be
read or estimated from the scale. They are NOT significant. They serve merely as place holders. Look at
Figure A-4. Note that we can be sure that the arrow is located between 10,000 and 10,001 on the scale.
Thus, we are sure that the first digit should be a 1, and we are sure that the next four digits should be
zeros. (We read them from the scale.) Since the arrow appears to be about half way between the two
values, we estimate that the measurement should be read as 10,000.5. The 5, however, is an estimate
and is, therefore, the final sig fig. The zeros in this case, are not merely place holders. They are
significant!
10,000 20,000 30,000 40,000
Figure A-3
A-4 1997, A.J. Girondi
Figure A-4
10,000 10,001
The following 4 rules should be observed in determining whether a digit is a significant figure. You will be
expected to know these rules!
1. Nonzero digits are always significant.
2. "Leading zeros" (zeros which appear in the front portion of a number) are never significant. For
example, the number 0.0039 has two "sig figs." The zeros are used to locate the decimal point. We often
put a zero to the left of the decimal in numbers which have a value less than one. It is not significant.
3. "Trapped zeros" (zeros which appear between significant digits in a number) are always significant. For
example, the numbers 0.0304 and 203 both have three sig figs., while the number 800006 has six sig
figs.
4. "Trailing zeros" (zeros at the end of a number) may or may not be significant. They are significant only if
the decimal point is expressed. If the decimal is understood (not showing), the trailing zeros are not
significant. Thus, the numbers 1900. and 16.00 both contain four sig figs since the decimal point is
expressed (showing) in both cases. However, in a number with an understood decimal point, the final
zeros are just used to locate the decimal point and are NOT significant. Thus, the number 16,000 has two
sig figs (the 6 is uncertain). If we express the decimal, 16000., the final zero is the uncertain digit and the
number now has five sig figs. (Sometimes when a number ends with several zeros, the last significant one
has a bar over it. For example, if the second zero in 16,000 had a bar over it, the number would then
contain 4 sig figs.)
When performing arithmetic calculations involving measured values, we must express our results
so that they contain only the number of significant figures justified by the uncertainty of the original
measurements. Thus, it is frequently necessary to round off numbers so that a result does not appear to
be more certain than the original measurements.
The following rules should be carefully observed when rounding off a measurement:
a. When the digit dropped is less than 5, the preceding digit remains unchanged; for example, 8.3734
when expressed to three sig figs becomes 8.37.
b. When the digit dropped is 5 or more, the preceding digit is increased by 1; for example, 3.6287
expressed to three sig figs becomes 3.63.
When measurements are added or subtracted, the results of the calculations should be rounded off to the
column containing the leftmost uncertain digit. For example,
ADD SUBTRACT
28.6 cm 287.56 g
327.33 cm 76.4 g
5891.212 cm 211.16 g ---> (211.2 g)
6247.142 cm ---> (6247.1 cm)
In the addition problem, since 28.6 contains the leftmost uncertain digit (the 6 in the tenths column),
6247.142 is rounded off to 6247.1. In the subtraction problem, since the 76.4 contains the leftmost
A-5 1997, A.J. Girondi
uncertain digit (the 4 in the tenths column), 211.16 is rounded off to 211.2.
When measured values are multiplied or divided, count the number of sig figs in each measurement. The
one which has the least number of sig figs determines how many sig figs will appear in the answer.
Example: 28 cm X 4728 cm = 132,384 cm
2
= 130,000 cm
2
(rounded)
Since 28 contains two sig figs and 4728 contains 4 sig figs, the answer must be rounded to two sig figs
which would be 130,000. Since the zeros in 130,000 only indicate the position of the decimal point, they
are not sig figs. 130,000 cm
2
contains only two sig figs.
Here are a couple of rules to remember:
1. When experimental quantities (measurements) are multiplied or divided, the result is rounded to the
same number of sig figs as the measurement which contains the least number of sig figs.
2. When experimental quantities (measurements) are added or subtracted, the uncertain digit in the result
must be in the same column as the leftmost uncertain digit in the original measurements.
This sounds confusing so look at the addition problem illustrated on page A-5. The 6 is the
uncertain digit in 28.6 and it is in the tenths column. The second 3 is the uncertain digit in 327.33 and it is
in the hundredths column. The second 2 is uncertain in 5891.212 and it is in the thousandth column. Of
the three uncertain digits, the leftmost one is the 6 in 28.6. So, the answer should be rounded to the
tenths column and becomes 6247.1. Do you now see why the answer to the subtraction problem is
rounded off to the tenths column?
When doing a problem which involves both multiplication (or division) AND addition (or
subtraction), you should round to the correct number of sig figs only when switching from multiplication (or
division) to addition (or subtraction). Thus, you should not round off any intermediate results while you are
just multiplying and/or dividing or when you are just adding and/or subtracting.
For example, try to solve the problem below with your calculator.
1.113 cm X 4.3 cm X 8.11 cm
2.00 cm X 1.00 cm
- 4.5 cm + 6.32 cm = ??? cm
The best way to handle this calculation is to do all the multiplication and division and then correctly round
the result using the proper rule. Then, do all the addition and subtraction and round that result to the
correct number of sig figs using the proper rule. Finally, the two calculations can be combined and
rounded to obtain the final result. The correct answer to the problem is 21 cm when rounded properly.
SECTION A-2. Problems
Problem 1. Underline any digits in the following measurements which are NOT significant.
a. 2.4421 cm h. 42.0040 m o. 7080.0940 mg
b. 200.41 m i. 3000 mm p. 0.8 mg
c. 3.00 L j. 5.300 g q. 674 L
d. 0.10004 cm
3
k. 00.0050050 mL r. 4000200.080 m
e. 0.0020 m
2
l. 240 kg s. 767003 cm
f. 00.0030030 m m. 23,000.010 cm t. 97600 g
g. 108,090 cm n. 0.0060 mL u. 8740. mg
A-6 1997, A.J. Girondi
Problem 2. Express answers to the following using the correct number of sig figs. Check your answers.
You may be surprised!
a. 3.14 m X 3m =
b. 4.688 m / 2.0 m =
c. 3.4 m + 2.11 m + 0.8001 m =
d. (4.811 m)(3.1 m)(5 m) =
e. (3.4 m)(9.22 m) / 3.2 m =
f. (6.68 m
2
/ 2.2 m) - 3.4 m + 7.88 m =
g. (3.42 m
2
/ 2.1 m)(2.442 m / 2.10 m)(8.866 m / 2.14 m) + 4.532 m =
h. 34.5772 cm + 0.43 cm =
i. (345.2 m)(2.01m) =
j. 457.8865 mL / 3 mL =
k. 889 g - 2.886 g =
l. (45 g + 124 g) / 20. g =
m. (23,800 m)(2 m) =
3. Indicate how many sig figs are present in each of the following.
a. 671 m _____ j. 40003 m _____
b. 360 m _____ k. 0.00100 m _____
c. 059 m _____ l. 408.0 m _____
d. 609 m _____ m. 20000 m _____
e. 3040 m _____ n. 200130 m _____
f. 6009 m _____ o. 20.000 m _____
g. 3564.20 m _____ p. 0.050440 m _____
h. 0.042 m _____ q. 5744 m _____
i. 55600 m _____ r. 99100 m _____
4. When a number is converted into exponential form, only significant figures (digits) are used. Keeping
this in mind, express the following in scientific notation.
a. 381 cm ______________________ e. 6040 L ______________________
b. 80462 kg ______________________ f. 0.003400 g ______________________
c. 0.0055 g ______________________ g. 300 mL ______________________
d. 101000 mm ______________________ h. 0.52 kg ______________________
It is important to emphasize that significant figures only exist in measurements. Therefore, the
rules regarding significant figures only apply when you are working with measurements. At this point you
need to learn that there are three particular cases in which the rules regarding significant figures do not
apply.
First, the rules do not apply when you are working with pure numbers. So, for example, if we were to
multiply 5 times 45, the answer would be: 5 X 45 = 225. These are pure numbers, they do not have units.
Since they are not measurements, we do not round the answer using the rules for significant figures.
A-7 1997, A.J. Girondi
However, if we multiply 5 cm X 45 cm then the rules for sig figs do apply and the answer would be:
5 cm X 45 cm = 225 cm
2
= 200 cm
2
(rounded)
Second, the rules do not apply when you are dealing with definitions that relate units of measure within
the same system - such as the metric system. For example, look at the problem below and calculate the
answer.
434.5mL X
1 L
1000 mL
= ??? L
This problem involves multiplication and division. Therefore, we count the number of sig figs in each of
the measurements. The only measurement in the problem is 434.5 mL. The ratio of 1L/1000mL is a
definition. Even though this ratio includes numbers with units, 1 liter is equal to 1000 mL by definition.
Therefore, we look only at 434.5 mL. Seeing that it contains 4 sig figs, we round the answer to four sig
figs. If a ratio is used which changes units in one system of measurement to an equivalent measure in
another system of measurement, then the rules do apply. For example, calculate the answer to the
problem below.
6764 g X
1.00 pound
454 grams
= ??? pounds
The ratio in the problem above converts pounds (English system) into grams (metric system).
Measurements actually had to be made to determine this relationship, so the rules apply here. You cannot
change pounds into grams by definition since they belong to different systems. Following the rule for
multiplication and division, the answer is rounded to 3 sig figs.
Third, the rules for significant figures do not apply to "counts," because "counts" are not measurements.
For example, in the problem below, calculate the number of dozens of eggs we can obtain from 155 eggs:
8064 eggs X
1 dozen
12 eggs
= ??? dozens
8064 eggs is a "count." There is no uncertainty. It means exactly 8064 eggs. Similarly, there are exactly
12 eggs in a dozen. No measuring instrument is needed here, thus these cannot be measurements. The
rules for sig figs do not apply. The answer is 672 dozens.
SECTION A-3. Answers to Problems
1. a. 2.4421 cm h. 42.0040 m o. 7080.0940 mg
b. 200.41 m i. 3000 mm p. 0.8 mg
c. 3.00 L j. 5.300 g q. 674 L
d. 0.10004 cm
3
k. 00.0050050 mL r. 4000200.080 m
e. 0.0020 m
2
l. 240 kg s. 767003 cm
f. 00.0030030 m m. 23,000.010 cm t. 97600 g
g. 108,090 cm n. 0.0060 mL u. 8740. mg
2. a. 9 m
2
; b. 2.3 m; c. 6.3 m; d. 70 m
3
; e. 9.8 m; f. 7.5 m; g. 12.3 m; h. 35.01 cm; i. 694 m
2
; j. 200;
k. 886 g; l. 8.5 g; m. 50,000 m
2
3. a. 3; b. 2; c. 2; d. 3; e. 3; f. 4; g. 6; h. 2; i. 3; j. 5; k. 3; l. 4; m. 1; n. 5; o. 5; p. 5; q. 4; r. 3
4. a. 3.81 X 10
2
cm; b. 8.0462 X 10
4
kg; c. 5.5 X 10
-3
g; d. 1.01 X 10
5
mm; e. 6.04 X 10
3
L
f. 3.400 X 10
-3
g; g. 3 X 10
2
mL; h. 5.2 X 10
-1
kg
A-8 1997, A.J. Girondi
APPENDIX B
Actual Electron Arrangement Of The Elements
Subl evel s ---> 1s 2s 2p 3s 3p 4s 3d 4p 5s 4d 5p 6s 4f 5d 6p 7s 5f 6d
1 hydrogen 1
2 helium 2
3 lithium 2 1
4 beryllium 2 2
5 boron 2 2 1
6 carbon 2 2 2
7 nitrogen 2 2 3
8 oxygen 2 2 4
9 fluorine 2 2 5
10 neon 2 2 6
11 sodium 2 2 6 1
12 magnesium 2 2 6 2
13 aluminum 2 2 6 2 1
14 silicon 2 2 6 2 2
15 phosphorus 2 2 6 2 3
16 sulfur 2 2 6 2 4
17 chlorine 2 2 6 2 5
18 argon 2 2 6 2 6
19 potassium 2 2 6 2 6 1
20 calcium 2 2 6 2 6 2
21 scandium 2 2 6 2 6 2 1
22 titanium 2 2 6 2 6 2 2
23 vanadium 2 2 6 2 6 2 3
24 chromium 2 2 6 2 6 1 5
25 manganese 2 2 6 2 6 2 5
26 iron 2 2 6 2 6 2 6
27 cobalt 2 2 6 2 6 2 7
28 nickel 2 2 6 2 6 2 8
29 copper 2 2 6 2 6 1 10
30 zinc 2 2 6 2 6 2 10
31 gallium 2 2 6 2 6 2 10 1
32 germanium 2 2 6 2 6 2 10 2
33 arsenic 2 2 6 2 6 2 10 3
34 selenium 2 2 6 2 6 2 10 4
35 bromine 2 2 6 2 6 2 10 5
36 krypton 2 2 6 2 6 2 10 6
37 rubidium 2 2 6 2 6 2 10 6 1
38 strontium 2 2 6 2 6 2 10 6 2
39 yttrium 2 2 6 2 6 2 10 6 2 1
40 zirconium 2 2 6 2 6 2 10 6 2 2
41 niobium 2 2 6 2 6 2 10 6 1 4
42 molybdenum 2 2 6 2 6 2 10 6 1 5
43 technetium 2 2 6 2 6 2 10 6 2 5
44 ruthenium 2 2 6 2 6 2 10 6 1 7
45 rhodium 2 2 6 2 6 2 10 6 1 8
46 palladium 2 2 6 2 6 2 10 6 10
47 silver 2 2 6 2 6 2 10 6 1 10
48 cadmium 2 2 6 2 6 2 10 6 2 10
49 indium 2 2 6 2 6 2 10 6 2 10 1
50 tin 2 2 6 2 6 2 10 6 2 10 2
51 antimony 2 2 6 2 6 2 10 6 2 10 3
52 tellurium 2 2 6 2 6 2 10 6 2 10 4
Subl evel s ---> 1s 2s 2p 3s 3p 4s 3d 4p 5s 4d 5p 6s 4f 5d 6p 7s 5f 6d
B-1 1997, A.J. Girondi
Subl evel s ---> 1s 2s 2p 3s 3p 4s 3d 4p 5s 4d 5p 6s 4f 5d 6p 7s 5f 6d
53 iodine 2 2 6 2 6 2 10 6 2 10 5
54 xenon 2 2 6 2 6 2 10 6 2 10 6
55 cesium 2 2 6 2 6 2 10 6 2 10 6 1
56 barium 2 2 6 2 6 2 10 6 2 10 6 2
57 lanthanum 2 2 6 2 6 2 10 6 2 10 6 2 1
58 cerium 2 2 6 2 6 2 10 6 2 10 6 2 1 1
59 praseodymium 2 2 6 2 6 2 10 6 2 10 6 2 3
60 neodymium 2 2 6 2 6 2 10 6 2 10 6 2 4
61 promethium 2 2 6 2 6 2 10 6 2 10 6 2 5
62 samarium 2 2 6 2 6 2 10 6 2 10 6 2 6
63 europium 2 2 6 2 6 2 10 6 2 10 6 2 7
64 gadolinium 2 2 6 2 6 2 10 6 2 10 6 2 7 1
65 terbium 2 2 6 2 6 2 10 6 2 10 6 2 9
66 dysprosium 2 2 6 2 6 2 10 6 2 10 6 2 10
67 holmium 2 2 6 2 6 2 10 6 2 10 6 2 11
68 erbium 2 2 6 2 6 2 10 6 2 10 6 2 12
69 thulium 2 2 6 2 6 2 10 6 2 10 6 2 13
70 ytterbium 2 2 6 2 6 2 10 6 2 10 6 2 14
71 lutetium 2 2 6 2 6 2 10 6 2 10 6 2 14 1
72 hafnium 2 2 6 2 6 2 10 6 2 10 6 2 14 2
73 tantalum 2 2 6 2 6 2 10 6 2 10 6 2 14 3
74 tungsten 2 2 6 2 6 2 10 6 2 10 6 2 14 4
75 rhenium 2 2 6 2 6 2 10 6 2 10 6 2 14 5
76 osmium 2 2 6 2 6 2 10 6 2 10 6 2 14 6
77 iridium 2 2 6 2 6 2 10 6 2 10 6 2 14 7
78 platinum 2 2 6 2 6 2 10 6 2 10 6 1 14 9
79 gold 2 2 6 2 6 2 10 6 2 10 6 1 14 10
80 mercury 2 2 6 2 6 2 10 6 2 10 6 2 14 10
81 thallium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 1
82 lead 2 2 6 2 6 2 10 6 2 10 6 2 14 10 2
83 bismuth 2 2 6 2 6 2 10 6 2 10 6 2 14 10 3
84 polonium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 4
85 astatine 2 2 6 2 6 2 10 6 2 10 6 2 14 10 5
86 radon 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6
87 francium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 1
88 radium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2
89 actinium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 1
90 thorium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 2
91 protactinium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 2 1
92 uranium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 3 1
93 neptunium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 4 1
94 plutonium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 6
95 americium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 7
96 curium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 7 1
97 berkelium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 8 1
98 californium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 10
99 einsteinium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 11
100 fermium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 12
101 mendelevium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 13
102 nobelium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 14
103 lawrencium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 14 1
104 unnilquadium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 14 2
105 unnilpentium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 14 3
106 unnilhexium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 14 4
107 unnilseptium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 14 5
108 unniloctium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 14 6
109 unnilennium 2 2 6 2 6 2 10 6 2 10 6 2 14 10 6 2 14 7
Subl evel s ---> 1s 2s 2p 3s 3p 4s 3d 4p 5s 4d 5p 6s 4f 5d 6p 7s 5f 6d
B-2 1997, A.J. Girondi
Appendix B. cont.-
"Core Notation" of 100 Elements According to the Diagonal Rule
1 H 1s1 51 Sb [Kr]5s
2
4d
10
5p
3
2 He 1s
2
52 Te [Kr]5s
2
4d
10
5p
4
3 Li [He]2s
1
53 I [Kr]5s
2
4d
10
5p
5
4 Be [He]2s
2
54 Xe [Kr]5s
2
4d
10
5p
6
5 B [He]2s
2
2p
1
55 Cs [Xe]6s
1
6 C [He]2s
2
2p
2
56 Ba [Xe]6s
2
7 N [He]2s
2
2p
3
57 La [Xe]6s
2
4f
1
8 O [He]2s
2
2p
4
58 Ce [Xe]6s
2
4f
2
9 F [He]2s
2
2p
5
59 Pr [Xe]6s
2
4f
3
10 Ne [He]2s
2
2p
6
60 Nd [Xe]6s
2
4f
4
11 Na [Ne]3s
1
61 Pm [Xe]6s
2
4f
5
12 Mg [Ne]3s
2
62 Sm [Xe]6s
2
4f
6
13 Al [Ne]3s
2
3p
1
63 Eu [Xe]6s
2
4f
7
14 Si [Ne]3s
2
3p
2
64 Gd [Xe]6s
2
4f
8
15 P [Ne]3s
2
3p
3
65 Tb [Xe]6s
2
4f
9
16 S [Ne]3s
2
3p
4
66 Dy [Xe]6s
2
4f
10
17 Cl [Ne]3s
2
3p
5
67 Ho [Xe]6s
2
4f
11
18 Ar [Ne]3s
2
3p
6
68 Er [Xe]6s
2
4f
12
19 K [Ar]4s
1
69 Tm [Xe]6s
2
4f
13
20 Ca [Ar]4s
2
70 Yb [Xe]6s
2
4f
14
21 Sc [Ar]4s
2
3d
1
71 Lu [Xe]6s
2
4f
14
5d
1
22 Ti [Ar]4s
2
3d
2
72 Hf [Xe]6s
2
4f
14
5d
2
23 V [Ar]4s
2
3d
3
73 Ta [Xe]6s
2
4f
14
5d
3
24 Cr [Ar]4s
2
3d
4
74 W [Xe]6s
2
4f
14
5d
4
25 Mn [Ar]4s
2
3d
5
75 Re [Xe]6s
2
4f
14
5d
5
26 Fe [Ar]4s
2
3d
6
76 Os [Xe]6s
2
4f
14
5d
6
27 Co [Ar]4s
2
3d
7
77 Ir [Xe]6s
2
4f
14
5d
7
28 Ni [Ar]4s
2
3d
8
78 Pt [Xe]6s
2
4f
14
5d
8
29 Cu [Ar]4s
2
3d
9
79 Au [Xe]6s
2
4f
14
5d
9
30 Zn [Ar]4s
2
3d
10
80 Hg [Xe]6s
2
4f
14
5d
10
31 Ga [Ar]4s
2
3d
10
4p
1
81 Tl [Xe]6s
2
4f
14
5d
10
6p
1
32 Ge [Ar]4s
2
3d
10
4p
2
82 Pb [Xe]6s
2
4f
14
5d
10
6p
2
33 As [Ar]4s
2
3d
10
4p
3
83 Bi [Xe]6s
2
4f
14
5d
10
6p
3
34 Se [Ar]4s
2
3d
10
4p
4
84 Po [Xe]6s
2
4f
14
5d
10
6p
4
35 Br [Ar]4s
2
3d
10
4p
5
85 At [Xe]6s
2
4f
14
5d
10
6p
5
36 Kr [Ar]4s
2
3d
10
4p
6
86 Rn [Xe]6s
2
4f
14
5d
10
6p
6
37 Rb [Kr]5s
1
87 Fr [Rn]7s
1
38 Sr [Kr]5s
2
88 Ra [Rn]7s
2
39 Y [Kr]5s
2
4d
1
89 Ac [Rn]7s
2
5f
1
40 Zr [Kr]5s
2
4d
2
91 Pa [Rn]7s
2
5f
3
42 Mo [Kr]5s
2
4d
4
92 U [Rn]7s
2
5f
4
43 Tc [Kr]5s
2
4d
5
93 Np [Rn]7s
2
5f
5
44 Ru [Kr]5s
2
4d
6
94 Pu [Rn]7s
2
5f
6
45 Rh [Kr]5s
2
4d
7
95 Am [Rn]7s
2
5f
7
46 Pd [Kr]5s
2
4d
8
96 Cm [Rn]7s
2
5f
8
47 Ag [Kr]5s
2
4d
9
97 Bk [Rn]7s
2
5f
9
48 Cd [Kr]5s
2
4d
10
98 Cf [Rn]7s
2
5f
10
49 In [Kr]5s
2
4d
10
5p
1
99 Es [Rn]7s
2
5f
11
50 Sn [Kr]5s
2
4d
10
5p
2
100 Fm [Rn]7s
2
5f
12
B-3 1997, A.J. Girondi
H Be B C N O F Ne
Group: 1A 2A 3A 4A 5A 6A 7A 8A
Dot Notations of Elements in Groups 1A - 8A
B-4 1997, A.J. Girondi
APPENDIX C
SECTION C.1 Freezing Point Depression And Boiling Point Elevation
As you should already know, the presence of a solute in a solution raises the boiling point. The
most scientific explanation for the increase in boiling point is that the solute tends to lower the vapor
pressure of the solvent. That seems kind of vague, right? Maybe the graphs shown below will help. The
solid lines represent the vapor pressure of pure water, while the dotted lines represent the vapor pressure
of water in a solution. Note that the vapor pressure at any given temperature is lower when water is
combined with a solute in a solution. Also note that in a concentrated solution, the vapor pressure is
depressed more than it is in a dilute solution.
You will recall that water will boil only when its vapor pressure equals the atmospheric pressure (760
mm Hg at sea level). Note that the vapor pressure of pure water equals atmospheric pressure at 100
o
C;
thus, 100
o
C is the boiling point of water at sea level. (See T1 on the graphs.) However, note that the
temperature of the water in a solution has to go higher before its vapor pressure will equal atmospheric
pressure. (See T2 on the graphs below.) Therefore, the boiling point of the water in the solution is above
100
o
C. Also note that the boiling point of the water in the concentrated solution will be higher than that of
the water in the dilute solution.
760 mm
T1 T2
Concentrated Solution
V.P.
Temperature
760 mm
T1 T2
Dilute Solution
V.P.
Temperature
A
B
A = vapor pressure of pure water at T1
B = vapor pressure of water in a solution at T1
vapor pressure
of pure water
vapor pressure of
water in a solution
A
B
A = vapor pressure of pure water at T1
B = vapor pressure of water in a solution at T1
C
C
A = boiling point of pure water
C = boiling point of water in a solution
A = boiling point of pure water
C = boiling point of water in a solution
C-1 1997, A.J. Girondi
Above 0
o
C water is a liquid rather than a solid because the molecules have enough kinetic energy
(energy of motion) to overcome the attractive forces between them that could "lock" them into a nearly
fixed position. At 0
o
C the molecules have lost enough energy so that the attractive forces between them
move the molecules into a solid crystalline arrangement. The presence of a solute in the water interferes
with this process, and the result is a lower freezing point. You should have already completed an activity in
which you determined the freezing point of a salt water solution. You should have noted that an ice bath
of salt water is colder than an ice bath of pure water. Now, why does the addition of salt make ice water
colder? It seems kind of mysterious, doesn't it?
In ice water (at 0
o
C) the ice is melting and the water is freezing. This is because 0
o
C is both the
freezing point of water and the melting point of ice. As the ice melts, it absorbs heat from the water (an
endothermic process). As the water freezes, the heat in it is released to the water (an exothermic
process). It all makes sense if you keep in mind that an ice water bath represents an equilibrium condition.
That's the secret to understanding this phenomenon. When we say that the system is at equilibrium, we
mean that the heat is being released to and removed from the water at equal rates; thus, the temperature
remains constant at 0
o
C. However, when you add salt the equilibrium is upset. The salt will not affect the
rate at which the ice melts, but it will slow down the rate at which the water freezes. The particles from the
salt (solute) get in between the water (solvent) molecules and weaken the attraction between the water
molecules. This causes the freezing rate of the water to slow down. Thus, the melting rate of the ice is
faster than the freezing rate of the water. The salt has allowed the endothermic process (melting) to go
faster than the exothermic process (freezing). That means that heat is being removed from the water
faster than it is being replaced. The result is that the temperature of the water goes down. When all of the
ice is consumed, the melting can no longer continue, and the temperature drop will cease.
water
freezing
exothermic
ice
i ce water
melting
endothermic
water
freezing (slower)
exothermic
ice
i ce water
melting (faster)
endothermic
Ice Water (equal rates) Salt Water (unequal rates)
Homemade ice cream requires that the cream be frozen in a mixture of rock salt and ice. Ice water
alone will not freeze the cream. If you know the concentration of a solution, you can actually calculate how
much the boiling point will go up of how much the freezing point will go down. However, you cannot use
concentrations expressed as molarity (M). Remember that molarity (M) tells you nothing about the amount
of solvent in a solution. The units for molarity are moles of solute per liter of solution. Solvent is not even
mentioned in the definition. Molarity is commonly used in chemistry because we usually don't care about
the amount of solvent in a solution. We are always concerned about the amount of solute. However,
freezing point depression and boiling point elevation are properties that depend on the ratio of solute
particles to solvent particles in a solution. Such properties are known as colligative properties. Osmotic
pressure, which you may have read about in biology class, is another example of a colligative property of
solutions. To calculate the change in the freezing point or boiling point of a solution, you will need to use
a unit of concentration that contains information about both the solute and the solvent. Molality (m)
contains this information. Molality (m) is defined as moles of solute per kilogram of solvent. A lowercase
"m" represents molality.
1 mole solute
1 kg solvent
1 m =
First, let's try some problems that involve only the concept of molality, and then we will look at problems
which reveal how molality is used to calculate changes in freezing and boiling points.
C-2 1997, A.J. Girondi
Sample Problem: What is the molal concentration of a solution which contains 45 grams of NaOH
dissolved in 400. mL of water?
First, note that the amount of water is given in the problem, whereas the amount of solution would have
been given if we were working with molarity. We want to end up with units of moles NaOH/Kg H2O. Since
we want to end with a ratio of information about solute divided by information about solvent, let's start with
the information about solute divided by the information about solvent: 45 g NaOH/400 mL H2O.
45 g NaOH
400. mL H
2
O
X
?
?
X
?
?
X
?
?
=
?? moles NaOH
kg H
2
O
Remember that 1 g H2O = 1 mL H2O, and that 1 Kg H2O = 1000 g H2O. Complete the problem in the
space below. The correct answer is 2.8 moles NaOH /1 Kg H2O,or 2.8 m. Solve the problem after you
complete the set-up and see if you can obtain this answer.
45 g NaOH
400. mL H
2
O
X
X
X
=
moles NaOH
kg H
2
O
Now try the problems below.
Problem 1. What is the molal concentration of a solution which contains 188 grams of BaCl2 and 250.
mL of water?
__________ m
Problem 2. What is the molality of a solution if 45.0 grams of HCl are dissolved in 500. mL of water?
__________ m
Problem 3. If 0.360 kilogram of C12H22O11 is dissolved in 788 grams of water, what is the molal
concentration?
__________ m
C-3 1997, A.J. Girondi
Problem 4. How many grams of KOH must be added to 0.45 kg of water to make a 0.33 m (molal)
solution of KOH?
__________ g KOH
Problem 5. How many grams of water are needed to make a 1.200 m solution of NaCl which contains
75.00 grams of NaCl?
__________ g H2O
There are formulas which can be used to determine the amount that a solute lowers a freezing point
or raises a boiling point:
T = (k ) (m) (i) and Tb = (kb) (m) (i)
T and Tb stand for the change in the freezing point and the change in the boiling point, respectively.
The symbols k and kb represent the molal freezing-point constant and the molal boiling-point constant,
respectively. These quantities are experimentally determined, and are found in reference books. Like all
scientific constants, they are present in the equations to "make them work." The lowercase "m"
represents molality, while the "i" is called the activity coefficient. In simple terms, "i" represents the
number of moles of particles which are formed when one mole of a particular solute dissolves.
Electrolytes are substances which conduct an electric current when dissolved in solvents, while
nonelectrolytes are substances which do not conduct an electric current when dissolved in solvents.
Many ionic and polar covalent compounds are electrolytes, while nonpolar covalent substances are
nonelectrolytes. For all nonelectrolytes, "i" always has a value of 1. For electrolytes, the value of "i"
depends on the number of particles the substance breaks into (dissociates into) when dissolved in
solution. (Remember that polyatomic ions do not break apart in solution.) For example, let's consider the
four examples below.
When one mole of table sugar molecules (a nonelectrolyte with formula C12H22O11) dissolves in
water, it forms only one mole of particles. This is true of all nonelectrolytes. One mole of any
nonelectrolyte forms one mole of particles, since nonelectrolytes do not split up into ions when they
dissolve.
nonelectrolyte: C12H22O11(s) -------> C12H22O11(aq) i = 1
When one mole of the electrolyte NaOH dissolves in water, it forms two moles of particles (1 mole of Na
1+
ions and one mole of OH
1-
ions).
electrolyte: NaOH(s) -------> Na
1+
(aq) + OH
1-
(aq) i = 2
C-4 1997, A.J. Girondi
One mole of the electrolyte Sr(NO3)2 will form three moles of particles when it dissolves in water:
electrolyte: Sr(NO3)2(s) -------> Sr
2+
(aq) + 2 NO3
1-
(aq) i = 3
The electrolyte AlCl3 will form four moles of particles per one mole of solute. Examine the equation below.
electrolyte: Al Cl 3(s) -------> Al
3+
(aq) + 3 Cl
1-
(aq) i = 4
This is important because it is the number of moles of solute particles in solution, rather than just the
number of moles of solute, which are important when you are studying colligative properties. If you are
working with a nonelectrolyte, "i" is always equal to one, because nonelectrolytes are composed of
molecules which do not break up into smaller parts in solution. However, if you are working with an
electrolyte, you must look at the formula to determine how many parts the substance breaks into and to
determine the value of "i." Therefore, you must either know or be told whether or not the substance you
are working with is an electrolyte. There are no units generally assigned to "i." In addition, "i" is not a
measurement, so its value will not affect the number of significant digits in the answers to problems.
Problem 6. For the electrolytes listed below, show how they break into particles, and determine the
value of "i" for each substance. Be sure to show the charges on ions which form.
a. Ca(OH)2(s) -----> ________________________________ i = ________
b. KMnO4(s) -----> ________________________________ i = ________
c. GaF3(s) -----> ________________________________ i = ________
d. MgBr2(s) -----> ________________________________ i = ________
e. LiCl(s) -----> ________________________________ i = ________
f. Na3PO4(s) -----> ________________________________ i = ________
g. (NH4)2SO4(s) -----> ________________________________ i = ________
As for the constants, for water K has a value of 1.86 and kb has a value of 0.52. Other solvents have
different values for these constants. These values may be used only for water solutions. Constants in
science can have strange units. The unit for these is (kg solute)(
o
C)/(moles solute). Why that, you ask?
Well, we want T and Tb to have values expressed in
o
C. Look at the formulas for T and Tb given
previously and figure it out for yourself.
For all water solutions: k = 1.86 and kb = 0.52
Sample Problem: What are the freezing and boiling temperatures of a 0.10 m solution of NaOH (an
electrolyte)?
We begin by calculating the change in the freezing point of water:
T = (k ) (m) (i) so, T = (1.86)(0.10)(2) = 0.37
o
C
Since the freezing point goes down, we subtract T from the normal freezing point of water:
0
o
C - 0.37
o
C = -0.37
o
C = T = freezing point of the solution
C-5 1997, A.J. Girondi
Next, we calculate the change in the boiling point of water:
Tb = (kb)(m)(i) so, Tb = (0.52)(0.10)(2) = 0.10
Since the boiling point goes up, we add Tb to the normal boiling point of water:
100
o
C + 0.10
o
C = 100.10
o
C = Tb = boiling point of solution
Problem 7. Now, determine the freezing and boiling points of the solutions in problems 1, 2, and 3
which you solved earlier in this appendix, keeping in mind that BaCl2 and HCl in problems 1 and 2 are
electrolytes, while C12H22O11 in problem 3 is a nonelectrolyte.
a.
T = __________
o
C; Tb = __________
o
C
b.
T = __________
o
C; Tb = __________
o
C
c.
T = __________
o
C; Tb = __________
o
C
Problem 8. The label fell off of a bottle of a 0.20 molal water solution in the laboratory, and an attempt is
being made to identify the solute. It is known to be either KBr, CaCl2, or GaI3. Tests reveal that the
solution is an electrolyte. Its freezing point is -1.1
o
C. What is the identity of the unknown solid? Show any
calculations, and explain your conclusion.
Calculations:
Explanation: ____________________________________________________________________
______________________________________________________________________________
Problem 9. A car owner puts 301 grams of ethylene glycol, C2H6O2, in his car's radiator for every 750.
grams of water in it. This is a commonly used antifreeze mixture. How cold will it have to get before this
guy will have to worry about a frozen cooling system? (Ethylene glycol is a nonelectrolyte.)
_________
o
C
C-6 1997, A.J. Girondi
SECTION C.2 Answers to Problems
1. 3.61 m
2. 2.47 m
3. 1.33 m
4. 8.3 g
5. 1069 g
6. a. Ca(OH)2(s) -----> Ca
2+
(aq) + 2 OH
1-
(aq); i = 3
b. KMnO4(s) -----> K
1+
(aq) + MnO4
1-
(aq); i = 2
c. GaF3(s) -----> Ga
3+
(aq) + 3 F
1-
(aq); i = 4
d. MgBr2(s) -----> Mg
2+
(aq) + 2 Br
1-
(aq); i = 3
e. LiCl(s) -----> Li
1+
(aq) + Cl
1-
(aq); i = 2
f. Na3PO4(s) -----> 3 Na
1+
(aq) + PO4
3-
(aq); i = 4
g. (NH4)2SO4(s) -----> 2 NH4
1+
(aq) + SO4
2-
(aq); i = 3
7. a. T = -20.1
o
C; Tb = 105.6
o
C
b. T = -9.19
o
C; Tb = 102.6
o
C
c. T = -2.47
o
C; Tb = 100.69
o
C
8. molality = 0.20m; i = 2.96 which rounds to 3 since "i" is a whole number;
Since i = 3, the solute must be CaCl2 : CaCl2(s) ----> Ca
2+
(aq) + 2 Cl
1-
(aq)
C-7 1997, A.J. Girondi
SECTION C.3 Student Notes
C-8 1997, A.J. Girondi
APPENDIX D
SPECIFIC HEAT, HEAT CAPACITY, AND TEMPERATURE
THE "SWIMMING POOL" ANALOGY
Let's begin with a few definitions. Temperature and heat are not the same. Temperature is a
measure of the average kinetic energy of the molecules of a system, while heat is a measure of the total
kinetic energy of a system. You can also think of temperature as a measure of the ability of a system to
transfer heat to another system. Heat flows from high temperature systems to low temperature systems.
Specific heat is defined as the number of calories or joules of heat required to raise the
temperature of 1 gram of substance by 1
o
C. Therefore, specific heat has units of cal/g.
o
C or J/g.
o
C.
Different substances have different specific heats. The larger the specific heat of a substance, the greater
the number of calories or joules required to raise the temperature of 1 gram of the substance by 1
o
C. So,
if a substance has a high specific heat, then a lot of heat is required to raise its temperature. The
temperatures of substances with smaller specific heats can be increased a great deal with smaller amounts
of heat.
As an analogy, let's consider two swimming pools - a large one and a small one. Think of the large
pool as a substance with a large specific heat value, and of the small pool as a substance with a small
specific heat value. Think of the water level in the pools as temperature and of the amount of water in the
pools as heat. Now add an equal amount of water (heat) to each pool. The water level (temperature) of the
small pool has gone up more than that of the large pool. Therefore, the temperatures of substances with
small specific heat values go up more than those of substances with large specific heat values when equal
amounts of heat are gained.
Large Pool
(large specific heat)
Small Pool
(small specific heat)
temp
temp
HEAT
HEAT
If a car is exposed to the sun on a frosty morning and begins to get warmer, the frost on the car will
melt off of the metal car body before it melts off of the glass windshield. Assume that both the metal and
the glass absorb equal amounts of heat, but that the temperature of the metal goes up more because
metal has a smaller specific heat than glass does. Since temperature is a measure of the ability to transfer
heat, the metal is more able to transfer heat to the frost than the glass is. That's why the frost lingers on
the windshield and frequently has to be scraped off.
Molar heat capacity is very similar to specific heat. The only difference is that molar heat capacity
refers to 1 mole of a substance, while specific heat refers to 1 gram of a substance. The unit for molar heat
capacity is cal/mole
o
C or J/mole
o
C. Since the glass on the car has a higher specific heat than the metal, it
also has a higher heat capacity than the metal does. Molar heat capacity can also be interpreted as the
amount of heat that 1 mole of a substance can hold for every degree of temperature. For example, 1 mole
of a substance with a molar heat capacity of 80 J/mole
o
C can hold 80 joules of heat for each 1
o
C. If its
temperature is 10
o
C, then 1 mole of the substance can hold 800 joules of heat. If 1 moles of another
substance has a molar heat capacity of 30 J/mole
o
C, then at 10
o
C it can hold only 300 joules of heat. In
other words, the higher the heat capacity of a substance, the more heat it can hold at a given temperature.
So, as the car sits out in the sun, the metal body will get hotter faster. But, if the temperatures of the metal
and glass eventually equalize, the glass will have more heat in it than the metal will. Glass has a greater
capacity to hold heat (heat capacity) than the metal does.
D-1 1997, A.J. Girondi
Summary:
1. With a small heat capacity, a substance warms quickly when heated, but can't hold much heat. Add
water to the small pool and the water level (temperature) goes up fast, but it can't hold much water (heat).
2. With a large heat capacity, a substance warms slowly when heated, but can hold a lot of heat. Add water
to the large pool and the water level (temperature) goes up slowly, but it can hold lots of water (heat).
Note: Good cookware is made of materials with high heat capacities or specific heats. They take a little
longer to get hot, but the large amount of heat that they hold tends to keep cooking temperatures more
even. (The water level in the large pool tends to fluctuate less than that of the small pool.)
- End of Appendix D
D-2 1997, A.J. Girondi
APPENDIX E
SECTION E.1 The Solubility Product Constant
You have probably already studied equilibrium systems that involve chemical changes. However,
equilibrium systems can also involve physical changes. For example, consider the system illustrated by
the equation below:
NaCl(s) <===> Na
1+
(aq) + Cl
1-
(aq)
This system involves the physical processes of dissolving and crystallization. A solution in which these
two processes are in equilibrium is said to be {1}_________________. Notice, too, that there is a solid
involved in this equilibrium. You will recall from your previous studies that solids and pure liquids are never
included in equilibrium expressions. With that in mind, examine the equilibrium expression for this
system:
equilibrium expression = [Na
1+
] [Cl
1-
]
Notice that the solid NaCl has not been included in the expression. When the equilibrium system involves
these physical processes of dissolving and crystallization, the constant is given a different name. Instead
of calling it the equilibrium constant, Keq, it is called the solubility product constant and is given the symbol,
Ksp. Because solids are not included, Ksp, expressions have no denominator! So,
Ksp = [Na
1+
] [Cl
1-
]
When an ionic solid is dissolved in water in sufficient quantity to saturate the solution, an
equilibrium is established between the ions in the saturated solution and the molecules of excess solid in
the container: NaCl(s) <===> Na
1+
(aq) + Cl
1-
(aq) Adding more solid to a solution which is already
saturated does not alter the amount of solid that is dissolved. Thus, adding more NaCl(s) to the system
above will not change the concentrations of Na
1+
or Cl
1-
ions in the solution. Since the amount of solid
NaCl does not affect the equilibrium, it is omitted from the equilibrium expression. This is often the case
when solids are involved in equilibrium systems.
Problem 1. Write the Ksp expressions for the systems defined by the four equations below. Remember
that coefficients in the equations become exponents in the equilibrium expressions.
a. AgCl(s) <===> Ag
1+
(aq) + Cl
1-
(aq) Ksp =
b. CdS(s) <===> Cd
2+
(aq) + S
2-
(aq) Ksp =
c. PbCl2(s) <===> Pb
2+
(aq) + 2 Cl
1-
(aq) Ksp =
d. Ag3PO4(s) <===> 3 Ag
1+
(aq) + PO4
3-
(aq) Ksp =
The size of the Ksp value indicates just how soluble a particular salt is in water. The larger the Ksp value, the
more soluble the salt. However, it is wise to compare only salts with "analogous" Ksp expressions. For
example, of the four salts listed in problem 1, the Ksp expressions of AgCl and CdS are analogous. In each
case, two different ion concentrations are involved and they have comparable exponents. The
expressions for PbCl 2 and Ag3PO4 are not analogous to any of the other expressions listed.
The Ksp values of some selected salts are listed in Table E.1. The Ksp expressions in Table E.1
are all analogous.
E-1 1997, A.J. Girondi
Tabl e E1
Ksp Values of Selected Salts
Salt Equilibrium Ksp Expression Ksp Value
AgCl(s) <===> Ag
1+
(aq) + Cl
1-
(aq) Ksp = [Ag
1+
] [Cl
1-
] 1.7 X 10
-10
CaCO3(s) <===> Ca
2+
(aq) + CO3
2-
(aq) Ksp = [Ca
2+
] [CO3
2-
] 8.8 X 10
-9
PbCrO4(s) <===> Pb
2+
(aq) + CrO4
2-
(aq) Ksp = [Pb
2+
] [CrO4
2-
] 2.0 X 10
-14
ZnS(s) <===> Zn
2+
(aq) + S
2-
(aq) Ksp = [Zn
2+
] [S
2-
] 1.0 X 10
-23
BaSO4(s) <===> Ba
2+
(aq) + SO4
2-
(aq) Ksp = [Ba
2+
] [SO4
2-
] 1.4 X 10
-9
Which salt listed in Table E.1 is most soluble in water? {2}______________________
Which salt listed in Table E.1 is least soluble in water? {3}______________________
The value of Ksp can be calculated from solubility data. In Chapter 16 you calculated the
solubilities of various substances. Now we will use those solubilities to calculate Ksp values. Study the
sample problem below. Use the procedure shown to solve the problems that follow.
Sample Problem: The solubility of AgCl in water at 25
o
C is 1.26 X 10
-5
mole / liter. Calculate Ksp.
Solution:
a. Write the equilibrium expression: AgCl(s) <===> Ag
1+
(aq) + Cl
1-
(aq)
b. Write the Ksp expression: Ksp = [Ag
1+
] [Cl
1-
]
c. Examine the mole ratio in the equation. In this case it is 1:1:1. So, if 1.26 X 10
-5
mole of AgCl dissolves
per liter of solution, then it would form 1.26 X 10
-5
moles per liter of Ag
1+
ions and the same number of Cl
1-
ions. Therefore, substituting into the Ksp expression:
Ksp = [1.26 X 10
-5
] [1.26 X 10
-5
] = 1.59 X 10
-10
Problem 2. Calculate Ksp for PbS given that the solubility of PbS is water at 25
o
C is 7.07 X 10
-5
M.
Problem 3. Calculate Ksp for PbCl2 given that the solubility of PbCl2 at 25
o
C is 1.59 X 10
-3
M. (Be
careful. The ratio here is not 1:1:1.)
E-2 1997, A.J. Girondi
The Ksp value of a substance can also be used to calculate the concentration of one ion if you
know the concentration of the other ion in a saturated solution. Study the next two sample problems.
Sample Problem: The Ksp value of CaCO3 is 5.00 X 10
-9
at 25
o
C. Calculate [Ca
2+
] in a saturated
solution in which [CO3
2-
] = 0.400 M.
Solution:
a. Write the equilibrium expression: CaCO3(s) <===> Ca
2+
(aq) + CO3
2-
(aq)
b. Write the Ksp expression: Ksp = [Ca
2+
] [CO3
2-
]
c. Substitute the known information into the Ksp expression: 5.00 X 10
-9
= [Ca
2+
] [CO3
2-
]
[Ca
2+
] =
5.00 X 10
-9
M
2
0.400 M
= 1.25 X 10
-8
M d. Solve for the unknown quantity:
Sample Problem: The Ksp value of BaF2 is 2.4 X 10
-5
at 25
o
C. Find [F
1-
] in a saturated solution of
BaF2 if [Ba
2+
] = 4.8 X 10
-2
M.
Solution:
a. Write the equilibrium expression: BaF2(s) <===> Ba
2+
(aq) + 2 F
1-
(aq)
b. Write the Ksp expression: Ksp = [Ba
2+
] [F
1-
]
2
c. Substitute the known information into the Ksp expression: 2.4 X 10
-5
= [4.8 X 10
-2
] [F
1-
]
2
d. Solve for the unknown quantity:
[F
1
]
2
=
2.4 X 10
-5
M
3
4.8 X 10
-2
M
= 5.0 X 10
-4
M
2
[F
1
] = 2.2 X 10
-2
M
Now try the problems below.
Problem 4. The Ksp of barium carbonate, BaCO3, at 16
o
C is 7.0 X 10
-9
. Calculate the concentration of
barium ions, given that the equilibrium mixture contains 0.040 M of carbonate ions, CO3
2-
.
Problem 5. The Ksp of silver sulfate, Ag2SO4 is 1.2 X 10
-5
at 25
o
C. Find the [Ag
1+
] in a solution in
which the [SO4
2-
] = 6.2 X 10
-4
.
E-3 1997, A.J. Girondi
Ksp values are useful in much the same way as Keq values are. NaCl has a much larger Ksp value
than AgCl. From this information we can conclude that NaCl is much {4}__________ soluble than AgCl.
ACTIVITY E.2 Qualitative Analysis of Solutions
When solutions containing two different soluble salts are mixed together, a chemical reaction may
occur. As you saw in a earlier chapter, a chemical reaction may be evidenced by a change in color,
evolution of a gas, a change in temperature, or by the formation of a precipitate. In cases where a
precipitate forms, the amount formed is directly related to the size of the Ksp value of the precipitating
solid. In this activity, you will be seeing a number of chemical reactions as you mix various solutions
together. Substances which have very small Ksp values are not very soluble. So, when you mix ions
together which result in the formation of such a substance, most of the substance will take the form of an
undissolved solid precipitate.
In this activity, you will be given six labeled solutions. You will mix all of the solutions (in pairs) with
each other, making careful observations of any chemical reactions that occur. You will then be given four
"unknown" solutions. Three of the unknowns will be identical to three of the original solutions. The fourth
unknown will contain a combination of two of the original solutions. Your task will be to establish the
identity of each unknown. When the purpose of an experiment is to identify the substance(s) present in
unknowns, the procedure is called qualitative analysis. By mixing a little of each of the unknowns with the
six known solutions, you should be able to determine their identities. You will also be testing each of the
known and unknown solutions with litmus paper to identify each solution as an acid or base. (You will be
studying acids and bases shortly, if you haven't already.)
(Note: some of the solutions are naturally blue, so blue food coloring was added to the others solutions
so that they all look the same.)
Obtain a dropping plate and the six known solutions. Before you do any mixing, test each
solution with litmus paper by adding a drop of each solution to a piece of red litmus paper and another
drop to a piece of blue litmus paper. If the red paper turns blue, the solution is a base. If the blue paper
turns red, the solution is an acid. If no change occurs with either paper, then the solution is neutral. Enter
the results in Table E.1. Mix the solutions in all possible combinations by adding about 5 drops of one
solution to a well of the dropping plate, and then adding 5 drops of another solution to the same well.
Observe the result and place your data in the proper place in Table E.1. Repeat this procedure until you
have completed all possible pair combinations of the six solutions.
Next, clean and dry your dropping plate. Obtain four small, clean test tubes and label them with
numbers 1 through 4. Place them in a beaker or test tube rack and give them to your instructor. He will fill
each tube with an unknown solution for you to identify. Tubes 1 through 3 will each contain one of the six
solutions which you studied previously. Tube four will contain a mixture of two of those six solutions. By
mixing and testing these four unknown solutions as you did with the known solutions previously, you
must identify the solution in each of the four tubes. Record your observations and results in Table E.2.
SECTION E.3 Answers To Questions and Problems
Questions: {1} saturated; {2} CaCO3; {3} ZnS; {4} more
Problems:
1. a. [Ag] [Cl
1-
]; b. [Cd
2+
] [S
2-
]; c. [Pb
2+
] [Cl
1-
]
2
; d. [Ag
1+
]
3
[PO4
3-
]
2. 5.00 X 10
-9
; 3. 1.6 X 10
-8
; 4. 1.75 X 10
-7
; 5. 1.4 X 10
-1
E-4 1997, A.J. Girondi
Tabl e E. 1
Qualitative Analysis of Six Known Solutions
NaHCO3 HCl BaCl2 CuSO4 KNO3 Cu(NO3)2 Acid or Base
NaHCO3
HCl
BaCl2
CuSO4
KNO3
Cu(NO3)2
E-5 1997, A.J. Girondi
Tabl e E. 2
Qualitative Analysis of Four Unknown Solutions
NaHCO3 HCl BaCl2 CuSO4 KNO3 Cu(NO3)2 Acid or Base
Unknown #1
Unknown #2
Unknown #3
Unknown #4
Identities of Unknowns: #1: ________________
#2: ________________
#3: ________________
#4: ________________ and ________________
End of Appendix E
E-6 1997, A.J. Girondi
APPENDIX F
SECTION F.1 Use of Inverse Logarithms in AcidBase Problems
Calculation of pH, given [H
1+
], is rather straightforward. However, doing the reverse (calculating
[H
1+
], given pH) is a bit trickier, because it involves the use of inverse logarithms which are also known as
antilogarithms. An in-depth discussion of "antilogs" is beyond the purpose of this discussion. Let's just
recognize that since an antilog is the inverse of a log, when you multiply a "log" by an "antilog," the result
in one: (antilog) X (log) = 1.
Antilogs are numbers, whereas logs are exponents. For example, consider the expression
below.
10
2
= 100
log
antilog
base
The 10 is called the base, the exponent 2 is the logarithm, and the number 100 is the antilogarithm or
"antilog." An antilog is the number you get when you raise ten to a certain power.
Inverse logs (antilogs) can be found quickly using a scientific calculator. If your calculator has an
[inverse] key, you may be able to get an inverse log by pressing the [inverse] key followed by the [log]
key. You can also find antilogs by using the [10
x
] key or the [y
x
] key.
Let's try to find an antilog on your calculator. We will try to find the antilog of 2. Another way of
saying this is, "what number do you get when 10 is raised to the 2nd power?" We already know that the
answer is 100, but let's try to find it using the calculator. If you have an [inverse] key, start by pressing the
number 2. Then press the [inverse] key followed by the [log] key. If you got an answer of 100, you have
succeeded. If you got something else, check the instruction manual for your calculator to determine the
correct procedure for finding antilogs.
To find the antilog of 2 using the [10
x
] key, first enter the number 2, then press the [10
x
] key. The
number 100 should appear in the display. (To use the [10
x
] key on some calculators, you may have to
press the [second function] key first, followed by the [10
x]
key.
To find the antilog of 2 using the [y
x
] key, first enter the number 10, which is the base. Next, press
the [y
x
] key followed by the number 2. Finally, press the [=] key. The display should read 100. You can
raise any base to any power using the [y
x
] key.
Problem 1. Find the antilogs of the following logs.
a. 4 ___________ e. 67 ___________
b. 3.540 ___________ f. 0.24 ___________
c. 0.83 ___________ g. 1.09 ___________
d. 2.13 ___________ h. 0.88 ___________
F-1 1997, A.J. Girondi
According to part "g" of problem 1, if you want to get 12.3, you must raise 10 to the 1.09 power.
Supposedly: 10
1.09
= 12.3 Let's see if that's correct. Enter the number 12.3 into your
calculator. Now if you press the [log] key, you will find the power to which 10 must be raised to give you
12.3. Try it. You should get 1.09 (rounded).
Now Let's try a problem involving pH. Suppose you know that the pH of a solution is 5.9, and you
want to find [H
1+
] for the solution. We know that: pH = - log [H
1+
], so let's substitute the 5.9 into the
equation: 5.9 = - log [H
1+
]. To solve for [H
1+
], we need to isolate it on one side of the equation. First,
multiply both sides by -1, which yields: -5.9 = log [H
1+
]. Next, multiply both sides by antilog:
antilog -5.9 = antilog (log [H
1+
])
All that is left to do is to find the antilog of -5.9. The answer you should get is 1.3 X 10
-6
(rounded to 2
significant figures). Now try the problems below.
Problem 2. What is the [H
1+
] of a solution that has a pH of 8.22?
Problem 3. What is the [H
1+
] of a solution that has a pH of 1.23?
Problem 4. What is the [OH
1-
] of a solution which has a pH of 4.2? (In solving this problem, use the
equation Kw = [H
1+
] [OH
1-
], and recall that Kw has a constant value of 1.0 X 10
-14
.)
Problem 5. What is the [OH
1-
] of a solution which has a pH of 9.11? (Again, use the Kw equation.)
SECTION F.2 Answers to Problems
1. a. 10,000; b. 3467; c. 6.8; d. 0.00741; e. 1 X 10
67
; f. 1.7; g. 12.3; h. 0.13
2. 6.03 X 10
-9
3. 5.89 X 10
-2
4. 1.6 X 10
-10
5. 1.29 X 10
-5
End of Appendix F
F-2 1997, A.J. Girondi
NAME________________________________________________________ PER_____________
ACTIVE LEARNING I N CHEMISTRY EDUCATION
"ALICE"
REFERENCE
NOTEBOOK
This document may be used (when directed) during
tests and quizzes, provided that you do not alter it in
any way. Do not add any information to it.
R-1 A.J. Girondi
NOTICE OF RIGHTS
All rights reserved. No part of this document may be reproduced or transmitted in any form by any means,
electronic, mechanical, photocopying, or otherwise, without the prior written permission of the author.
Copies of this document may be made free of charge for use in public or nonprofit private educational
institutions provided that permission is obtained from the author . Please indicate the name and address
of the institution where use is anticipated.
1997 A.J. Girondi, Ph.D.
505 Latshmere Drive
Harrisburg, PA 17109
alicechem@geocities.com
Website: www.geocities.com/Athens/Oracle/2041
R-2 A.J. Girondi
Reference Tabl e 1
Common Oxidation Numbers of Selected Elements
(Note: Sometimes these elements can assume oxidation numbers other than those listed.)
Aluminum Al +3 Lithium Li +1
Antimony Sb +3,+5 Magnesium Mg +2
Arsenic As +3,+5 Manganese Mn +2,+4,+7
Barium Ba +2 Mercury Hg +1,+2
Bismuth Bi +3 Nickel Ni +2
Boron B +3 Nitrogen N -3,+3,+5
Bromine Br -1,+5 Oxygen O -2
Calcium Ca +2 Phosphorus P +3,+5
Carbon C +2,+4 Platinum Pt +2,+4
Cesium Cs +1 Potassium K +1
Chlorine Cl -1,+5,+7 Silicon Si +4
Chromium Cr +2,+3,+6 Silver Ag +1
Cobalt Co +2,+3 Sodium Na +1
Copper Cu +1,+2 Strontium Sr +2
Fluorine F -1 Sulfur S -2,+4,+6
Gold Au +1,+3 Tin Sn +2,+4
Hydrogen H +1 Titanium Ti +3,+4
Iodine I -1,+5 Tungsten W +6
Iron Fe +2,+3 Zinc Zn +2
Lead Pb +2, +4
Reference Tabl e 2
Common Oxidation Numbers of Selected Polyatomic Ions
Name Formula Charge
Ammonium NH4
1+
+1
Acetate C2H3O2
1-
-1
Chlorate ClO3
1-
-1
Perchlorate ClO4
1-
-1
Cyanide CN
1-
-1
Hydrogen carbonate HCO3
1-
-1
(or bicarbonate)
Hydrogen sulfate HSO4
1-
-1
Hydroxide OH
1-
-1
Nitrate NO3
1-
-1
Nitrite NO2
1-
-1
Permanganate MnO4
1-
-1
Thiocyanate SCN
1-
-1
Carbonate CO3
2-
-2
Chromate CrO4
2-
-2
Dichromate Cr2O7
2-
-2
Sulfate SO4
2-
-2
Sulfite SO3
2-
-2
Phosphate PO4
3-
-3
R-3 A.J. Girondi
Reference Tabl e 3
Latin Names of Four Selected Elements
El ement Symbol Latin Name
copper (I) Cu
1+
cuprous
copper (II) Cu
2+
cupric
iron (II) Fe
2+
ferrous
iron (III) Fe
3+
ferric
mercury (I) Hg
1+
mercurous
mercury (II) Hg
2+
mercuric
tin (II) Sn
2+
stannous
tin (IV) Sn
4+
stannic
Reference Tabl e 4
Four Kinds of Decomposition Reactions
1. Metallic carbonates decompose into metallic oxides and carbon dioxide.
CaCO3 ----> CaO + CO2
K2CO3 ----> K2O + CO2
H2CO3 ----> H2O + CO2
2. Many metallic hydroxides decompose into metallic oxides and water.
2 KOH ----> K2O + H2O
Ca(OH)2 ----> CaO + H2O
2 Al(OH)3 ----> Al2O3 + 3 H2O
3. Metallic chlorates decompose into metallic chlorides and oxygen gas.
2 KClO3 ----> 2 KCl + 3 O2
Ba(ClO3)2 ----> BaCl2 + 3 O2
2 Al(ClO3)3 ----> 2 AlCl3 + 9 O2
4. Many binary (two-element) compounds decompose into pure elements.
2 HgO ----> 2 Hg + O2
2 H2O ----> 2 H2 + O2
2 NaCl ----> 2 Na + Cl2
Note: There are many other kinds of decomposition reactions in addition to those
shown above.
R-4 A.J. Girondi
Reference Tabl e 5
The Activity Series
Metals Nonmetals
lithium fluorine
potassium chlorine
calcium bromine
sodium iodine
magnesium
aluminum
zinc
chromium
iron
nickel
tin
lead
hydrogen Although hydrogen is
copper not a metal, it is
mercury compared to metals in
silver the activity series.
platinum
gold
Reference Tabl e 6
SOLUBILITY RULES
Type of Compound Precipitate?
1. Compounds of nitrates (NO3
1-
), acetates (C2H3O2
1-
),
and chlorates (ClO3
1-
) ARE soluble.- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - NO
2. All common compounds of Na, K, and NH4
1+
ARE soluble. - - - - - - - - - - - - - - - - - - - - NO
3. Most chlorides, Cl
1-
, bromides, Br
1-
, and fluorides, F
1-
, ARE soluble -- - - - - - - - - - - - NO
(But those of Ag, Hg, and Pb* are NOT soluble) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - YES
4. Most sulfate, SO4
2-
, compounds ARE soluble - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - NO
(But those of Pb, Ba, Sr, and Ca** are NOT soluble) - - - - - - - - - - - - - - - - - - - - - - - - - - - YES
5. Most carbonate (CO3
2-
), phosphate (PO4
3-
),
and sulfide (S
2-
) compounds are NOT soluble - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - YES
(But those of Na, K, and NH4
1+
ARE soluble) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - NO
6. Most hydroxides, OH
1-
, are NOTsoluble - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - YES
(But those of all Group1A metals, and Ca, Ba and Sr ARE soluble) - - - - - - - - - - - - - - NO
*Lead chloride, PbCl 2, is fairly soluble in hot water. Consider it a precipitate.
**Calcium sulfate, CaSO4, is slightly soluble. Consider it a precipitate.
R-5 A.J. Girondi
ReferenceTable 7
A SOLUBILITY TABLE
For our purposes, the combinations below designated with the letter P, are considered to be insoluble
enough to form precipitates. If a P is not listed for a substance, it is soluble in water (it dissolves). If you
cannot find the data you need in this table, check the solubility rules. P = PRECIPITATE
1 - acetate, C2H3O2
1-
6 - chromate, CrO4
2-
11 - phosphate, PO4
3-
2 - bromide, Br
1-
7 - hydroxide, OH
1-
12 - silicate, SiO4
2-
3 - carbonate, CO3
2-
8 - iodide, I
1-
13 - sulfate, SO4
2-
4 - chlorate, ClO3
1-
9 - nitrate, NO3
1-
14 - sulfide, S
2-
5 - chloride, Cl
1-
10 - oxide, O
2-
1 2 3 4 5 6 7 8 9 10 11 12 13 14
aluminum - - - - - - P - - P P P - P
ammonium - - - - - - - - - - - - - -
barium - - P - - P - - - P P P P P
bismuth - P P - - - P P - P P - P P
cadmium - - P - - - P - - P - - - P
calcium - - P - - - P - - P P P - P
copper(II) - - P - - - P - - P P P - P
hydrogen - - - - - - - - - - - P - -
iron(II) - - P - - - P - - P P P - P
iron(III) - - - - - P P - - P P P - P
lead(II) - P P - P P P P - P P P P P
magnesium - - P - - - P - - P P P - -
manganese(II) - - P - - - P - - P P P - P
mercury(I) P P P - P P - P - P P - P P
mercury(II) - P P - - P P P - P P - P P
nickel - - P - - - P - - P P - - P
potassium - - - - - - - - - - - - - -
silver P P P - P P - P - P P - P P
sodium - - - - - - - - - - - - - -
strontium - - P - - P - - - - P P P -
tin(II) - P - - - P P - - P P - - P
tin(IV) - - - - - - P - - P - - - P
zinc - - P - - P P - - P P P - P
(Note that sodium, potassium, and ammonium never form precipitates.)
R-6 A.J. Girondi
R-7 A.J. Girondi
1s
2s 2p
3s 3p 3d
4s 4p 4d 4f
5s 5p 5d 5f
6s 6p 6d
7s
Reference Tabl e 9
The Diagonal Rule
% Error =
O - A
A
X 100% O = observed value; A = accepted value
% Deviation =
O - M
M
X 100% O = observed value; M = mean (average) value
Reference Tabl e 10
Formulas for Percent Error and Percent Deviation
R-8 A.J. Girondi
Reference Table 11
Standard Half-Cell Reduction Potentials
Reduction---> <---Oxidation E
o
red (Volts)
Li
1+
+ e
-
<====> Li -3.00
Rb
1+
+ e
-
<====> Rb -2.92
K
1+
+ e
-
<====> K -2.92
Cs
1+
+ e
-
<====> Cs -2.92
Ba
2+
+ 2e
-
<====> Ba -2.90
Sr
2+
+ 2e
-
<====> Sr -2.89
Ca
2+
+ 2e
-
<====> Ca -2.87
Na
1+
+ e
-
<====> Na -2.71
Mg
2+
+ 2e
-
<====> Mg -2.37
Al
3+
+ 3e
-
<====> Al -1.66
Mn
2+
+ 2e
-
<====> Mn -1.18
Zn
2+
+ 2e
-
<====> Zn -0.76
Cr
3+
+ 3e
-
<====> Cr -0.74
Cd
2+
+ 2e
-
<====> Cd -0.40
Fe
2+
+ 2e
-
<====> Fe -0.44
Cr
3+
+ e
-
<====> Cr
2+
-0.41 Stronger
Co
2+
+ 2e
-
<====> Co -0.28 Reducing
Ni
2+
+ 2e
-
<====> Ni -0.25 Agents
Sn
2+
+ 2e
-
<====> Sn -0.14
Pb
2+
+ 2e
-
<====> Pb -0.13
------------- 2 H
1+
+ 2e
-
<====> H2(g) 0.00 -------------
Sn
4+
+ 2e
-
<====> Sn
2+
+0.15
Cu
2+
+ e
-
<====> Cu
1+
+0.15
Stronger Cu
2+
+ 2e
-
<====> Cu +0.34
Oxidizing Cu
1+
+ e
-
<====> Cu +0.52
Agents I2 + 2e
-
<====> 2 I
1-
+0.53
Fe
3+
+ e
-
<====> Fe
2+
+0.77
Hg
2+
+ 2e
-
<====> Hg(l) +0.78
Hg2
2+
+ 2e
-
<====> 2 Hg(l) +0.79
Ag
1+
+ e
-
<====> Ag +0.80
Br2(l) + 2e
-
<====> 2 Br
1-
+1.06
Cl2(g) + 2e
-
<====> 2 Cl
1-
+1.36
Au
3+
+ 3e
-
<====> Au +1.50
F2(g) + 2e
-
<====> 2 F
1-
+2.87
Oxidizing Reducing
Agents Agents
R-9 A.J. Girondi
Reference Tabl e 12
Vapor Pressure of Water
T (
o
C) P (mm) T (
o
C) P (mm)
0 4.6 26 25.2
5 6.5 27 26.7
10 9.2 28 28.4
12 10.5 29 30.0
14 12.0 30 31.8
16 13.6 35 42.2
17 14.5 40 55.3
18 15.5 45 71.9
19 16.5 50 92.5
20 17.5 55 118.0
21 18.6 60 149.4
22 19.8 65 187.5
23 21.2 70 233.7
24 22.4 80 355.1
25 23.8 90 525.8
100 760.0
Reference Tabl e 13
Selected Metric Equivalents
1 meter (m) = 100 centimeters (cm)
1 centimeter (cm) = 10 millimeters (mm)
1 liter (l) = 1000 milliliters (mL)
1 milliliter (mL) = 1 cubic centimeter (cm
3
)
1 kilogram (kg) = 1000 grams (g)
1 gram (g) = 1000 milligrams (mg)
1 g of H2O = 1 mL H2O
Reference Tabl e 14
Selected English-Metric Equivalents
1 meter (m) = 39.37 inches (in)
1 inch (in) = 2.54 centimeters (cm)
1 kilogram (kg) = 2.2 pounds (lbs)
1 pound (lb) = 453.6 grams (g)
1 ounce (oz) = 28.35 grams (g)
1 gram (g) = 15.43 grains (gr)
1 liter (l) = 1.06 quarts (qts)
1 cubic foot (cu. ft.) = 28.32 liters
R-10 A.J. Girondi
R-11
H
Li Be
Na Mg
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga
C B
Al Si
Ge
N
P
As
O
S
Se
He
F
Cl
Br
Ne
Ar
Kr
Xe
Rn
I Te Sb Sn In
Tl Pb Bi Po At
Rb
Cs
Fr
Sr
Ba
Ra
Y
La
Ac
Zr
Hf
Unq
Nb
Ta
Mo
W
Tc
Re
Ru
Os
Rh
Ir
Pd
Pt
Ag
Au
Cd
Hg
Unp Unh Uns Uno Une Uun Uuu
Reference Table R-15
The Periodic Table With Atomic Weights 1
1.01
3
11
19
37
55
87
6.94
22.99
39.10
85.47
132.90
223
4
12
20
38
56
88
24.31
9.01
40.08
87.62
137.34
(226)
21 22 23 24 25 26 27 28 29 30 31 32 33
44.96 47.90 50.94 52.00 54.94 55.85 58.93 58.71 63.54 65.37 69.72 72.59 74.92
39 40 41 42 43 44 45 46 47 48 49 50 51
88.91 91.22 92.91 95.94 (99) 101.07 102.91 106.40 107.87 112.40 114.82 118.69 121.75
57 72 73 74 75 76 77 78 79 80 81 82 83
138.91 178.49 180.95 183.85 186.21 190.20 192.20 195.09 196.97 200.59 204.37 207.19 208.98
5 6 7
13 14 15
10.81 12.01 14.01
26.98 28.09 30.97
89 104 105 106 107 108 109 110 111
227 261 262 263
8 9 10
2
16 17 18
4.00
16.00 19.00 20.18
32.06 35.45 39.95
78.96 79.91 83.80
127.60 126.90 131.30
34 35 36
52 53 54
84 85 86
(210) (210) (222)
Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
58 59 60 61 62 63 64 65 66 67 68 69 70 71
90 91 92 93 94 95 96 97 98 99 100
140.12 140.91 144.24 (147) 150.35 151.96 157.25 158.92 162.50 164.93 167.26 168.93 173.04 174.97
232.04 (231) 238.03 (237) (242) (243) (247) (249) (251) (254) (253) (256) (254) (260)
101 102 103
atomic weight (parentheses indicate atomic mass of most stable isotope)
E
??
261
atomic number
symbol
Reference Tabl e R-16
Common Oxidation Numbers of the Elements
1 H +1, (-1 in hydrides like NaH) 39. Y +3
2. He 0 40. Zr +4
3. Li +1 41. Nb +5, +4
4. Be +2 42. Mo +6, +4, +3
5. B +3 43. Tc +7, +6, +4
6. C +4, (less commonly +2, -4) 44. Ru +8, +6, +4, +3
7. N +5, +4, +3, +2, +1, -3 45. Rh +4, +3, +2
8. O -2 , (-1 in peroxides like H
2
O
2
) 46. Pd +4, +2
9. F -1 47. Ag +1
10. Ne 0 48. Cd +2
11. Na +1 49. In +3
12. Mg +2 50. Sn +4, +2
13. Al +3 51. Sb +5, +3, -3
14. Si +4, -4 52. Te +6, +4, -2
15. P +5, +3, -3 53. I -1, +7, +5, +3, +1
16. S +6, +4, +2, -2 54. Xe +6, +4, +2
17. Cl -1, +7, +5, +3, +1 55. Cs +1
18. Ar 0 56. Ba +2
19. K +1 57. La +3
20. Ca +2 58-71. Ce through Lu +3
21. Sc +3 72. Hf +4
22. Ti +4, +3, +2 73. Ta +5
23. V +5, +4, +3, +2 74. W +6, +4
24. Cr +6, +3, +2 75. Re +7, +6, +4
25. Mn +7, +6, +4, +3, +2 76. Os +8, +4
26. Fe +3, +2 77. Ir +4, +3
27. Co +3, +2 78. Pt +4, +2
28. Ni +2 80. Hg +2, +1
29. Cu +2, +1 81. Tl +3, +1
30. Zn +2 82. Pb +4, +2
31. Ga +3 83. Bi +5, +3
32. Ge +4, -4 84. Po +2
33. As +5, +3, -3 85. At -1
34. Se +6, +4, -2 86. Rn 0
35. Br -1, +7, +5, +3, +1
36. Kr +4, +2
37. Rb +1
38. Sr +2
R-12 A.J. Girondi