Teacher Friendly Chemistry Labs

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Title: Teacher Friendly Chemistry Labs and Activities

Presenter: Deanna York
Co-Presenter: Carey Munoz
Session Description: Want to provide bell to bell instruction using labs and
activities? Want to provide a hands-on learning environment but have few
resources and little preparation time? Teacher Friendly Chemistry allows the
busy chemistry teacher the opportunity to do many labs without sacrificing
valuable teacher time.
Day: Mon
Time: 1:00:00 PM - 1:45:00 PM
Room: Wood - 1728
Room Description: Small Lecture Hall, 55 Capacity, LCD Projector
Session Code: Mon-01:00-P-05
Title: Teacher Friendly Chemistry Labs and Activities

Presenter: Deanna York
Co-Presenter: Carey Munoz
Session Description: Want to provide bell to bell instruction using labs and
activities? Want to provide a hands-on learning environment but have few
resources and little preparation time? Teacher Friendly Chemistry allows the
busy chemistry teacher the opportunity to do many labs without sacrificing
valuable teacher time.
Day: Mon
Time: 2:00:00 PM - 2:45:00 PM
Room: Wood - 1728
Room Description: Small Lecture Hall, 55 Capacity, LCD Projector
Session Code: Mon-02:00-P-05
Presentation:
Introduction to Gas Laws – Demo to Lab
Avogadro and The Mole – Worksheet to Lab
Balloon Molecular Geometry – Worksheet to Lab
Metal-Nonmetals-Metalloids – Lecture to Lab; An example of a Complete TEACHER FRIENDLY CHEM LAB

Series of Labs to Teach Neutralization
Elements, Compound & Mixtures Foldable and Venn Diagram

Elements, Compounds & Mixtures Cut-Paste Activity
Elements, Compounds & Mixtures Investigation
©Teacher Friendly Chemistry

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Teacher Friendly Chemistry Labs & Activities
Turn a Demonstration into a Lab or Activity:
Sugar Denisty Column
Light, Energy and Electrons
Surface Tension of Water
Fun with Cornstarch
Dry Ice Investigations
Introduction to Gas Laws
If the teacher is doing the demonstration, then the students are “watching” and the teacher is “doing”. Safely scale down the
demonstration so that the students are “doing” and the teacher is “watching”.
Turn a Worksheet into a Lab or Activity:

Grocery Store Dimensional Analysis
Cut-Paste Dimensional Analysis
Cut-Paste Writing Ionic Formulas
Balloon Molecular Geometry
Elements and Periodicity
Types of Reactions
Element Investigation
Avogadro and The Mole
If students are up and walking around doing a station to station lab, then they will perceive that they are “doing” and not just
“sitting”. This engages students, especially students that are more visual, tactile and kinesthetic learners!
Turn a Textbook Assignment into a Lab or Activity:

Periodic Trends
States of Matter
Electron Configuration and Periodicity
Acrylic Block and Coloring Periodic Table
If there are terms in your book that students need to know write a lab that demonstrates the term. Create a station to model the
vocabulary word or concept. For electron configuration, get out a test tube of the element that students are writing the
configuration for so they have a better connection to the problem.
Turn a Lecture into a Lab or Activity:

Metals, Nonmetals and Metalloids
pH and Litmus Testing
Separation of a Mixture
Types of Solutions
Solution Formation
Use the background of the lab to pin point exactly what you want the students to know. Use the conclusion questions to make
sure students have read the background. Create the lab so the procedure, data, observations, calculations and conclusion will
cover what you would have done in the lecture!
Write a Lab to Teach Terms:

Precision vs. Accuracy
Peanut Identification
Use the background of the lab to introduce the terminology and the lab data, calculation and conclusion section to apply that
terminology.

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Use a Series of Labs as a Building Sequence to Learn Processes, Techniques
and Content:
Scientific Method
Penny Drop
Cooling Rate of Hot Water: Foam vs Glass
Cooling Rate: Crushed vs Whole Ice
Chalk and Vinegar
Acid Base
Introduction to Acid Base Titrations
Standardization of NaOH
Is it mono, di or triprotic?
Identification of an Organic Acid
Percent Acetic Acid in Vinegar
Stoichiometry
Observation of a Limiting Reagent
React in Excess
Percent Yield for Production of Chalk
Percent Yield of a Product
Teach Chemistry Using Labs & Activities!
Use a warm-up to engage and build or assess prior knowledge.
Use a mini-lecture for direct instruction.
Use the lab to explore, reinforce content, practice calculations and learn proper
procedures.
Use a cool-down to have group discussion, class explanations, problems, writing or

lead into a Problem Based Lab or Inquiry Lab
Use part of all of a lab quiz as a quick exit slip assessment.

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Introduction to Gas Laws Lab
NAME:_____________________________DATE:_____________PERIOD:_______
Background:
In a gas, particles are spread far apart; therefore a gas takes up more volume than a
solid or a liquid. For example, water in the form of steam takes up about 2000 times
the volume that the same amount of water does in liquid form.
There are many formulas to describe the behavior of a gas under certain conditions.
Boyle’s Law, PV=k, states that the pressure is inversely proportional to the volume.
Charles’s Law, V/T =k, states that volume is directly proportional to the temperature.
Gay-Lussac’s Law, P/T =k, states that pressure is directly proportional to the
temperature. Relationships that are directly proportional produce a straight line graph,
while inversely proportional relationships produce a curve. Applying these laws to
compare gases under two different sets of conditions gives formulas:
P1V1=P2V2 V1/T1=V2/T2 P1/T1 =P2/T2
These three laws together give the Combined Gas Law: P1V1/T1 =P2V2/T2
Procedure & Observations:

Part 1
1) Obtain a large beaker (600-1000 mL) and fill 3/4 full of tap water.
2) Obtain an aluminum can and add 7-10 milliliters of water.
3) Place the can on a heating set up (hotplate or wire gauze/ring stand) and heat
until a steady stream of steam flows out of the can.
4) Using beaker tongs, grab the aluminum can near the bottom of the can and
quickly turn it upside down into the beaker of water.
Observation:
When the can was heated, the water turned to ___________, which takes up
________ (more/less) volume than liquid water. When the can was inverted into the
water this created a closed system. The temperature inside the can ___________
(increased/decreased), causing the steam to change from gas state to
______________state. A partial vacuum was created causing the pressure inside the
can to be ______________ (greater/less) than the pressure outside the can.
Part 2
1) Obtain a small balloon filled with air. Submerge the balloon in a large beaker of ice
water and hold for 3 minutes. Use beaker tongs to keep the balloon submerged.
Observe.
2) Transfer balloon to large beaker of hot water and submerge for 3 minutes.
Observe.
Observation:
As the water temperature increased, the volume of the balloon ______________. This
is an example of _____________ Law.
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Part 3
1) Obtain a 250-mL Erlenmeyer flask and place 15-20 milliliters of water inside.
2) Place the flask onto a heating setup (hotplate or wire gauze/ring stand) and heat
until a steady stream of steam comes out. DO NOT let the water boil away.
3) Take the flask off of the gauze using flask tongs.
4) While holding onto the neck of the flask using flask tongs, have a lab partner
stretch the mouth of a large balloon over the mouth of the flask. Make sure the
balloon is centered on the opening of the flask. This creates a closed system.
5) Wait 2-3 minutes and observe. Then place the flask into a beaker of ice water.
Observation:
Placing the balloon over the mouth of the flask created a __________ system. As the
______________ in the flask dropped the steam turned to water. Since water in the
liquid state takes up less _____________ than water in the gas state, a partial
vacuum was created. The greater ____________ outside of the flask pushed the
balloon inside.
Part 4
1) Obtain a 1000 mL beaker / candle set-up.
2) Fill the beaker with water until the water level is halfway up the candle. Light the
candle.
3) Carefully invert a 1000 mL Erlenmeyer flask over the candle. Observe both candle
and the water level.
Observation:
Propose an explanation:
Conclusion:
1) Give the name of the law that relates pressure to volume. __________________
2) Give the name of the law that relates volume to temperature._______________
3) Graphing pressure vs. volume would produce a _______________.
4) Graphing volume vs. temperature would produce a _____________ line.
5) The condensing of steam in a closed system creates a partial ______________.
6) If the volume of a gas is cut by 1/2, the pressure will _____________________
(increase/decrease) by a factor of _________ (2, 1/2) times.
7) If the temperature of a gas is doubled, the volume of the gas will ____________
(increase/decrease) by a factor of ___________ (2, 1/2) times.
8) If the temperature of a gas is tripled, the pressure of the gas will ____________
(increase/decrease) by a factor of _________ (3, 1/3) times.

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Avogadro and the Mole Lab
NAME:________________________________DATE:_____________PERIOD:_______
Background:
A mole is Avogadro’s number of representative particles. Amedeo Avogadro
determined that 6.02 x 1023 particles of any substance would equal 1 mole of that
substance. The appropriate name for a representative particle is determined by the
identity of the substance. A substance that is ionic (metal-nonmetal) would be
appropriately named as formula units. A substance that is molecular (nonmetal-
nonmetal) would be termed molecules and a substance that is an element would be
labeled atoms. This number is too large to count so chemist use the concept of the
mole to calculate the number of particles by obtaining the mass of the substance.
This idea is referred to as “counting by weighing”.
Grams Moles Representative Particles
Procedure:
1) From the front board, write down the average mass of an empty sample bottle.
2) Go to each station and pick up the sample bottle with contents. Do not open the
bottle! Using a balance, obtain the mass of the sample bottle and contents.
3) Using information written on the container label, fill in the data table below.
Data:
Bag Chemical Chemical Name of Mass of Mass of
Number Formula Substance empty sample substance and
bottle bottle
1 Cu Copper Varies Varies
2 Sodium chloride Varies Varies
NaCl
3 CuSO4 •5H2O Copper sulfate Varies Varies
pentahydrate
4 NaHCO3 Sodium bicarbonate Varies Varies
5 C Carbon Varies Varies
6 C12H22O11 Sucrose Varies Varies
7 C6H8O6 Ascorbic acid Varies Varies
8 C9H8O4 Acetyl Salicylic acid Varies Varies
9 Fe Iron Varies Varies
10 CaSO4•½H2O Calcium sulfate Varies Varies
hemihydrate
11 Si Silicon Varies Varies
12 C6H4Cl2 p-dichlorobenzene Varies Varies
Give the number of the sample bottle that contains a substance that would be used in
each situation.
Plumbing___1___ Flavoring Food___2___ Crafts___10__ For a headache___8___
Computer chips__11___ Edible Cooking Ingredients__2____,___4___,___6___
Give the common name for the substances in the following numbered bottles.
Bottle #2_table salt____ Bottle # 4__baking soda___ Bottle # 10_plaster of Paris__
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Calculations:
Bottle Mass of Moles of Term for the Number of Number of
Number Substance Substance Representative Representative Oxygen
in Bottle (gmoles) Particle Particles. atoms.
1 10.00 0.1575 9.482 X 1022
Atom
2 20.00 0.3188 Formula unit 1.919 X 1023
3 20.00 0.8016 Formula unit 4.826 X 1023 4.343 x1024
4 25.00 0.2976 Formula unit 1.792 X 1023 5.376 x1023
5 10.00 0.8333 Atom 5.016 X 1023
6 25.00 0.07310 Molecule 4.401 X 1023 4.841 x1024
7 10.00 0.05682 Molecule 3.421 X 1023 2.053 x1024
8 10.00 0.5556 Molecule 3.345 X 1023 1.338 x1024
9 25.00 0.4476 Atom 2.695 X 1023
10 20.00 0.1377 Formula unit 8.290 X 1023 3.731 x1024
11 15.00 0.5338 Atom 3.213 X 1023
12 15.00 0.1020 Molecule 6.140 X 1022
Conclusion:
1) Give the name of the representative particle for each situation:
a. nonmetal with a nonmetal ____molecule_____________
b. metal with a nonmetal ____formula unit__________
c. element ____atom________________
2) A metal and a nonmetal form an __ionic_______ compound while two nonmetals

for a _molecular____ compound.
3) Give the number of representative particles in 1 mole of substance. _6.02 x1023
4) The mole concept allows chemist to _count_ small particles by weighing.

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Teacher Notes: Avogadro and the Mole Lab
At each lab station:

Sample bottles with compound or element inside
At a central location:
2 analytical balances
Set-up:
12 small sample bottles
The sample bottles used here were purchased from Flinn Scientific under the title
“Bottles, Jars, Polypropylene, 60mL” Catalog No. AP4790
Obtain 12 sticker labels and write the information that is in bold print on the stickers.
Then place stickers on sample bottles.
Fill each sample bottle with the appropriate substance and amount listed below.
Bottle #1 10 grams of Cu (pipes)

Bottle #2 20 grams of NaCl (table salt)
Bottle #3 20 grams of CuSO4 • 5H2O (root killer)
Bottle #4 25 grams of NaHCO3 (baking soda)
Bottle #5 10 grams of C (charcoal)
Bottle #6 25 grams of Sucrose (table sugar)
Bottle #7 10 grams of Ascorbic acid (Vitamin C)
Bottle #8 10 grams of Acetyl Salicylic Acid (aspirin)
Bottle #9 25 grams of Fe filings
Bottle #10 20 grams of CaSO4 • ½ H2O (Plaster of Paris)
Bottle #11 15 grams of Si lumps (computer chips)
Bottle #12 15 grams of p-dichlorobenze C6H4Cl2 (toilet bowl freshener)
Teaching Tips:
This lab activity was designed to replace a worksheet. The students move from
station to station and calculate the moles and representative particles for each
substance in the bottle. This is a fun way for students to do more problems without
sitting at their desk. Students also gain some practical use knowledge by the
information on the bottles. This activity will also refresh students on their
nomenclature. There is the assumption in this lab that all the sample bottles have the
same mass. The bottles can be stored from year to year in a small box labeled mole
lab.

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Balloon Molecular Geometry Lab
NAME:___________________________DATE:_____________PERIOD:_______
Background:
In molecules and ions electron pairs repel one another. This repulsion results in an
arrangement around the central atom that minimizes the electron repulsion and
produces a specific shape. The shape can be predicted using the Valence-Shell
Electron Pair Repulsion Model, or VSEPR.
Procedure & Data:
1) Complete Lewis Structures for the compounds on the back of this lab sheet.
2) Visit each balloon model. Record the number and color of balloons in model.
3) Use the VSEPR chart to complete the hybridization and shape.
4) Use the Lewis Structures to fill in the possible compound column.
Compounds: IF4-1, BrCl5, SnBr2, ClBr3, SF6, H2S, CCl4, PBr5, SeBr4, BCl3, CO2, AsH3
Station Balloon Number Number Hybrid- Basic Actual Possible
Inventory Bonded Lone ization Shape Shape Compound
e- pairs e- pairs
Example 4 R 2 Y 4 2 sp3d2 Octahedral Sq.Planar XeF4
A

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Draw the Lewis Dot Structure for each compound.
IF4-1 BrCl5 SnBr2 ClBr3
SF6 H2S CCl4 PBr5
SeBr4 BCl3 CO2 AsH3
Conclusion:
1) Electron pairs _________ one another which creates a specific shape.
2) The ___________ model is used in predicting shapes of molecules and ions.
3) The resulting shape is one that ________________ electron repulsion.
4) No lone pairs and four bonded pairs would create a ________________ shape.

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Teacher Notes: Balloon Molecular Geometry
Set-up:
9 inch round balloons
If you like a colorful lab set-up, use assorted colors.

Ex. 4 Red and 2 Yellow at one station, 3 Orange and 1 Blue at the other
If you like consistency, use only two colors. (Use school colors!)
Ex. 4 Purple and 2 White at one station, 3 Purple and 1 White at the other
The advantage of this is that one color can be designated to mean LP while the other color could
stand for BP.
Make sure that the balloons are blown up to the same size! If you do not have an air jet, a
student helper can do this or a modification is to write the need on the board (4 R, 2 Y) and have
a group of students build the shapes. If the students build the shapes make sure the color and
orientation is right before placing at the lab station. For example, if 4 R and 2 Y make sure the
yellow are linear (180 degrees apart) through the four red that are in the same plane making a
square. Use a permanent marker and label the models A-L. The marker could be used to mark LP
and BP on each balloon however this is not necessary if the students understand that two
different colors represent both LP and BP. (Only when a 3 LP/2 BP combination with a 2 LP/3BP
combination are both used then the LP and BP must be marked. This lab does not use both of
those choices as possible compounds.)
Compound One balloon color Another balloon color

A) Sulfur hexafluoride 6 0
B) Boron trichloride 3 0
C) Carbon dioxide 2 0
D) Arsenic trihydride 3 1
E) Hydrogen sulfide 2 2
F) Tin II bromide 2 1
G) Chlorine tribromide 3 2
H) Carbon tetrachloride 4 0
I) Phosphorus 5 0
Pentabromide
J) Selenium tetrabromide 4 1
K) Iodine tetrafluoride 4 2
Ion
L) Bromine pentachloride 5 1

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Metals, Nonmetals and Metalloids Lab
NAME:___________________________DATE:_____________PERIOD:_______
Background:
The periodic table can be classified into metals, nonmetals and metalloids. The characteristics of
these groups vary greatly. Metals tend to be ductile, malleable, have a metallic luster and are
conductors of heat and electricity. Nonmetals tend to be non-lustrous, brittle and poor
conductors of heat and electricity. Ductile means that an element has the ability to be drawn
into a wire. Copper is used in wiring because it is both ductile and conductive. Malleable means
that an element has the ability to be hammered into thin sheets while luster means the element
is shiny. Silver and gold are both malleable and lustrous, excellent properties for using these
elements in jewelry. Metalloids share some characteristics of both metals and nonmetals. For
example, silicon has luster and looks like a metal but does not conduct heat or electricity like a
metal. Silicon is classified as a semi-conductor since it will conduct electricity better than a
nonmetal. The properties of silicon make it an excellent choice for use in electronic devices.
Table 1: Lead, Tin, Carbon, Silicon
1) Take a magnet and pass over each element. Record results into table below.
2) Take a conductivity tester and test each element. Record results into table.
3) Take the strips of lead and tin. Gently bend each. Do not break them! Which is more
malleable: lead or tin? ________________________
Element Color State Metal, Metalloid Magnetic Conductive
(S,L,G) Nonmetal Yes or No Yes or No
Lead
Tin
Carbon
Silicon
Table 2: Iron, Zinc, Nickel, Copper
3) Take the strips of iron and zinc. Gently bend each. Do not break them! Which is more
malleable: iron or zinc? ________________________
Iron
Zinc
Nickel
Copper
4) What is meant by the word “ductile”? _______________________________
5) Which element appears to be very ductile? ___________________________
6) Are the elements in the same period or family? _______________________
7) Which element appears prone to rusting? ____________________________
Table 3: Sulfur, Aluminum, Silicon, Magnesium
1) What is meant by “luster”? ________________________________________
2) Which element has a high degree of luster? __________________________
3) Which element appears to be most nonmetallic? _______________________

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4) Carefully run a magnetic across the outside of the container. Check if the element follows
the magnet. Record results into table below. Do not open the containers. Observe and record
color and state of element. Classify.
Element Color State (S,L,G) Magnetic Metal,
Yes or No Nonmetal,
Metalloid?
Sulfur
Aluminum
Silicon
Magnesium
Table 4: Cadmium, Mercury, Zinc
1) Which element is liquid at room temperature? ________________________
2) Are these elements in the same period or same family? _________________
3) Would these elements be classified as metals or metalloids? _____________
4) Which element appears to be most lustrous? _________________________
Table 5: Helium, Nitrogen, Oxygen
1) Would these elements be classified as metals or nonmetals? _____________
2) Which of these elements are in the same period? ______________________
3) What state are these elements in at room temperature? ________________
Table 6: Hydrogen, Nickel, Argon, Gallium
1) Which elements appear to be metals? _______________________________
2) Which elements appear to be nonmetals? ____________________________
Conclusion:
1) An element is _______________________ if it can be drawn into a wire.
2) Elements that are __________________ can be hammered into thin sheets.
3) What two properties of copper make it desirable for use in wiring?
____________________________ and ______________________________

4) What two properties of Ag and Au are desirable for use in making jewelry?
____________________________ and ______________________________
5) What class of elements are brittle and poor conductors of heat? __________
6) All metals are magnetic. Circle your choice: True or False______________
7) Most metals are ___________ (solids, liquids or gases) at room temperature.
8) Most nonmetals are _______ (solids, liquids or gases) at room temperature.
9) Copper is sometimes coated on the bottom of cookware. What property of copper makes it
desirable for this use? ______________________________

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Teacher Notes: Metals, Nonmetals and Metalloids Lab
Teaching Notes:
This lab is used as an introduction to terminology and general differences between metals and
nonmetals. No lecture or discussion is needed before doing this activity. This lab is to replace a
note-taking lecture.
Lab Day: Approximately 30 minutes

Students read background then answer conclusion questions 1-5. Students are then dismissed to
lab. Students walk to each lab station and answer questions or complete chart for that table.
Students turn in paper before leaving class.
Table 1:
Magnet and Conductivity Tester
Testers used in this lab: Student conductivity testers from Flinn Scientific.
Test tube or sample bottle containing: Lead, Tin, Carbon, Silicon
Metal strips of: Lead and Tin
Petri dish of: Silicon pieces and carbon
Table 2:
Magnet and Conductivity Tester
Test tube or sample bottle containing: Iron, Zinc, Nickel, Copper
Metals strips of: Iron, Zinc, Nickel, Copper
If strips are not labeled, take a black permanent marker and write names on strips.
Table 3:
Magnet
Test tube or sample bottle containing: Sulfur, Aluminum, Silicon, Magnesium
The sulfur bottle should be tightly sealed. Be aware of any student with a sulfur allergy. If they
have a several sulfur allergy you may want to consider their absence from the room.
Table 4:
Test tube or sample bottle containing: Cadmium, Mercury, Zinc
The Mercury used here is one drop sealed in an acrylic block!
Table 5:
Test tube or sample bottle: Helium, Nitrogen, Oxygen
Confession: They are empty sample bottles labeled He, N2 and O2!
Table 6:
Test tube or sample bottle: Hydrogen, Nickel, Argon, Gallium
Confession: Ar and H2 are empty sample bottles labeled argon and hydrogen.
If a student asks if hydrogen and argon are actually in there I reply “If you can tell me a test to
identify which gas is hydrogen or argon then I will answer”. This gets them thinking and often to
a discussion about hydrogen and oxygen tests using wooden splints.

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Create a kit:
This is a great lab to create once and store as a kit to use for years to come! If using the test
tube use the screw top test tests. If using the sample bottles make sure they are the transparent
sample bottles.
Going Further:
Students could create a foldable, chart or write a paragraph on metallic and nonmetallic
properties and characteristics.
Metallic Properties Nonmetallic Properties
Students in a lab group or row of desks could be asked to create and assemble a book. Each
person would be assigned a specific element (make sure a metal, nonmetal and metalloid is
represented) and asked to create a page for the book. The group would be responsible for
creating a cover page and a back cover for the book. The group could be supplied pages of
general questions concerning metals, nonmetals and metalloids and those pages added to the
book. In my classroom I supply sources for research, pictures, scissors, glue, crayons and
markers. The question pages that I supply forces the students to work together to answer the
questions. This simple activity increases student engagement and student ownership.
Example:
Cover Page, 5-6 Element Pages, 2-3 Questions Pages, Back Cover Page
The pages should be creative, colorful and accurate.
Example of a book page:
Chemical Properties Physical Properties
Element
Picture
and
Name
Uses Abundance/How it is obtained

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Metals, Nonmetals and Metalloids Lab
NAME:___________________________DATE:_____________PERIOD:_______
Background:
malleable: lead or tin? _______Lead______________
Lead SilverGray S Metal No Yes
Tin ShinyGray S Metal No Yes
Carbon Black S Nonmetal No Yes
Silicon DarkGray S Metalloid No Yes
malleable: iron or zinc? ____Zinc________________
Iron GrayBlack S Metal Yes Yes
Zinc LightGray S Metal No Yes
Nickel Silver S Metal Yes Yes
Copper Copper S Metal No Yes
4) What is meant by the word “ductile”? ____drawn into a wire_____________
5) Which element appears to be very ductile? ______copper________________
6) Are the elements in the same period or family? ______period____________
7) Which element appears prone to rusting? ____iron_____________________
1) What is meant by “luster”? ____shiny________________________________
2) Which element has a high degree of luster? __aluminum________________
3) Which element appears to be most nonmetallic? __sulfur________________

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Yes or No Nonmetal,
Metalloid?
Sulfur Yellow S No Nonmetal
Aluminum Silver S No Metal
Silicon Silver Gray S No Metalloid
Magnesium Silver Gray S No Metal
1) Which element is liquid at room temperature? ___mercury_______________
2) Are these elements in the same period or same family? __family__________
3) Would these elements be classified as metals or metalloids? ___metals_____
4) Which element appears to be most lustrous? __mercury_________________
1) Would these elements be classified as metals or nonmetals? ___nonmetals__
2) Which of these elements are in the same period? __nitrogen , oxygen______
3) What state are these elements in at room temperature? _gas_____________
1) Which elements appear to be metals? ___nickel , gallium________________
2) Which elements appear to be nonmetals? __hydrogen , argon____________
Conclusion:
1) An element is __ductile_____________ if it can be drawn into a wire.
2) Elements that are ___malleable________ can be hammered into thin sheets.
_____conducts electricity_____ and _______ductile_____(any order)______

_____malleable ____________ and ________ lustrous___(any order)____

5) What class of elements are brittle and poor conductors of heat? _nonmetals_
6) All metals are magnetic. Circle your choice: True or______False________
7) Most metals are __solids____ (solids, liquids or gases) at room temperature.
8) Most nonmetals are __gases_ (solids, liquids or gases) at room temperature.
desirable for this use? ___conducts heat________________

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Metals, Nonmetals and Metalloids Lab Quiz
NAME:___________________________DATE:_____________PERIOD:_______
Fill in the blank.
1) _______________________ can be drawn into a wire.
2) _______________________ can be hammered into thin sheets.
_____________________________ and_____________________________
4) What two properties of silver and gold are desirable for use in making jewelry?
_____________________________ and _____________________________
5) ______________________ elements are typically malleable and lustrous.
6) _________________ elements are typically colorful and exists in various states.
7) Most metals are _____________ (solids, liquids or gases) at room temperature.
8) Most nonmetals are __________ (solids, liquids or gases) at room temperature.
Word Bank: May use word more than once or not at all!
malleable ductile conducts heat conducts electricity
brittle lustrous dull nonconductive
metallic nonmetallic metalloids magnetic

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Metals, Nonmetals and Metalloids Lab Quiz
Answer Key
NAME:___________________________DATE:_____________PERIOD:_______
Fill in the blank.
1) ___Ductile_____________ can be drawn into a wire.
2) ___Malleable___________ can be hammered into thin sheets.
____conducts electricity_______ and ________ductile____________
4) What two properties of silver and gold are desirable for use in making jewelry?
____lustrous_________________ and _______malleable__________
5) ___Metallic___________ elements are typically malleable and lustrous.
6) __Nonmetallic____ elements are typically colorful and exists in various states.
7) Most metals are ___solids____ (solids, liquids or gases) at room temperature.
8) Most nonmetals are __gases___ (solids, liquids or gases) at room temperature.
desirable for this use? ___conducts heat_______________
Word Bank: May use word more than once or not at all!
malleable ductile conducts heat conducts electricity
brittle lustrous dull nonconductive
metallic nonmetallic metalloids magnetic

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Metals, Nonmetals and Metalloids Lab Make-up
NAME:___________________________DATE:_____________PERIOD:_______
Background:
malleable: lead or tin? _______Lead______________
Lead SilverGray No Yes
Tin ShinyGray No Yes
Carbon Black No Yes
Silicon DarkGray No Yes
malleable: iron or zinc? ____Zinc________________
Iron GrayBlack Yes Yes
Zinc LightGray No Yes
Nickel Silver Yes Yes
Copper Copper No Yes
4) What is meant by the word “ductile”? _______________________________
5) Which element appears to be very ductile? ______copper_______________
6) Are the elements in the same period or family? ________________________
7) Which element appears prone to rusting? ____iron_____________________
1) What is meant by “luster”? ________________________________________
2) Which element has a high degree of luster? __aluminum________________
3) Which element appears to be most nonmetallic? _______________________

21
Yes or No Nonmetal,
Metalloid?
Sulfur Yellow No
Aluminum Silver No
Silicon Silver Gray No
Magnesium Silver Gray No
1) Which element is liquid at room temperature? ________________________
2) Are these elements in the same period or same family? _________________
3) Would these elements be classified as metals or metalloids? _____________
4) Which element appears to be most lustrous? __mercury_________________
1) Would these elements be classified as metals or nonmetals? _____________
2) Which of these elements are in the same period? ______________________
3) What state are these elements in at room temperature? ________________
1) Which elements appear to be metals? ___nickel , gallium________________
2) Which elements appear to be nonmetals? __hydrogen , argon____________
Conclusion:
1) An element is _______________________ if it can be drawn into a wire.
2) Elements that are __________________ can be hammered into thin sheets.
_____________________________ and _____________________________

_____________________________ and _____________________________
5) What class of elements are brittle and poor conductors of heat? __________
6) All metals are magnetic. Circle your choice: True or False
7) Most metals are ___________ (solids, liquids or gases) at room temperature.
8) Most nonmetals are _______ (solids, liquids or gases) at room temperature.

22
Metals, Nonmetals and Metalloids Problem Activity
NAME:___________________________DATE:_____________PERIOD:_______
Problem: You will be given six elements labeled A-F to classify as: metal, nonmetal or metalloid.
Materials: Conductivity tester, dropper bottle of 0.10 molar HCl solution, six elements
Thoughts: What are the chemical and physical properties of: metals, nonmetals and metalloids?
Procedure:
Data Table & Observations:

Include all observations and tests.
Conclusion/Explanation:
Research Questions: Can different allotropes of some elements exhibit both metallic and
nonmetallic characteristics?

23
First Year Chemistry Labs and Activities / Book: Modern Chemistry
Chapter Topics Literacy Activities Labs
Scientific Lab safety Visualization/ Sketch to • Penny Drop: Plain/Soapy Water
Lab equipment
Method
Common lab procedures
Stretch • Cooling Rate of Hot Water
Scientific method Sketching of laboratory • Cooling Rate: Foam/ Glass
Definition and branches of equipment • Cooling Rate: Crush/Whole Ice
chemistry Group Activity of use, • Chalk and Vinegar
picture and name of • Beaker and Flask Accuracy
equipment
Chapter 1 Properties (extensive/intensive) Quick Write • Phy/Chem Changes Peanut
States of matter
Matter & Chemical and Physical Brittle
Mixtures –
Change classifying/separating Changes and Properties • Qual. & Quantitative
Elements and compounds Observations
Physical and chemical changes Foldable of Def. and • Separation of a Mixture
Examples
Chapter 2 Accuracy and precision Visualization/Sketch to • Precision vs. Accuracy
Significant figures
Measurement Stretch • Peanut Identification
Scientific notation review
& Calculations SI units Density calculations • Density of Liquids
Dimensional analysis • Density of Solids
Density and temperature Relevancy • Measurement and Graphing
Grocery Store Dimensional • Cut-Paste Dimensional Analysis
Analysis
Chapter 3 History of atom – Democritus, Most Important • Number of Aluminum Atoms
Dalton, Thomson, Rutherford
Atoms: Information Atomic Model • Calculating Average Atomic Mass
Electrons, protons, neutrons,
The Building nucleus Group Book • Element Investigation
Blocks of Atomic number, mass #, • Acrylic Block Elements/Coloring
Matter isotopes
Chapter 4 Models of atom – Bohr, Visualization/Relevancy • Electron Dart Probability
quantum mechanics
Arrangement
Electron configurations, orbital
Gas Emission Tubes • Electromagnetic Waves
of Electrons in diagrams, exceptions EMS Group Activity • Light, Energy and Electrons
Atoms Light/frequency/wavelength • Flame Test for Metallic Ions
• Tie-Dye T-shirts (optional)
Chapter 5 Metals, nonmetals, metalloids Most important • Metals, Nonmetals, Metalloids

Groups/families
The Periodic
Periodic trends
information • Electron Config. and Periodicity
Law Periodicity Group Activity • Acrylic Block Periodic Trends
• Elements and Periodicity
Chapter 6 Molecular geometry – VSEPR Visualization/Sketch • Ionic/Cov. Household Comp.

Polarity
Chemical Drawing bond formations • Balloon Molecular Geometry
Ionic vs. covalent properties
Bonding Alloys • Hybridization and Model Building
• Penny Alloy
Chapter 7.1- Naming ions Monitor and Clarify • Writing Ionic Formulas
Names and formulas – ionic
7.2 Coloring Periodic Table with • Nomenclature Household Items
compounds, molecular
Formulas & compounds, acids and bases Multiple Choice Packet • Shampoo Analysis
Compounds
Chapter 7.3- The mole Foldable • Avogadro and The Mole
“Mole Road Map”
7.4 Equations foldable • % Water in a Hydrated Comp.
Percent composition
Formulas & Empirical and molecular • Formula of a Hydrated Comp.
Compounds formulas • % Comp. of Household Comp.
Chapter 8 Balancing equations Visualization/Key Ideas • Types of Chemical Reactions
Types of reactions
Chemical Eq.
Predicting products
Chemical Reactions Group • Production of Hydrogen Gas
& Reactions Net ionic equations Chart Activity

24
Chapter 9 Mole-moles, mass-mass, Foldable • Observation of a Limit. Reagent
volume-volume, molecules-
Stoichiometry
molecules
Stoichiometry pathways • Reactant in Excess
Limiting reagent and percent • Percent Yield for Prod. of Chalk
yield • Percent Yield of a Product
• Putting it all Together: Nomen.,
Rxns & Stoichiometry
Chapter 10 Kinetic theory and model of Visualization/Sketch • States of Matter
gases
State of Definitions sketches • Fun with Cornstarch
Boiling point, vapor pressure
Matter Changes of state States of Matter Group • Dry Ice Investigations
Activity • Surface Tension of Water
Quick Write
Water properties and states
Chapter 11 Compressibility Sketch to • Introduction to Gas Laws
Gas laws
Gases
Characteristics of Gases
Stretch/Visualization • Boyle’s Law
Gas P, T, V and density • Charles’s Law
Gas Law Group Activity • Finding Value of R Balloon Lab
• Molar volume of Hydrogen
• Make your own Air Bag
Chapter 12 Solubility Visualization/Sketch • Colloids, Solutions &

Molarity
Solutions
Dilutions
Solution formation Suspensions
Molality • Electrolytes & Nonelectrolytes
Percents • Types of Solutions
• Solution Formation
• Sugar Density Column
Chapter 13 Precipitation Reactions Group Activity • Precipitation Reactions

Total, Net Equations
Ions in Aq. Molecular, Total, Net Eq. • Colligative Prop. of Fudge
Solutions and • Colligative Prop. of Ice Cream
Collig. Prop.
Chapter 14 Characteristics of Acids and Relevancy • Litmus & pH paper Testing
Bases
Acids & Bases
Acid-base theories
Acid Base Household Group • Cabbage Juice
Activity
Chapter 15 Neutralization reactions 3-2-1 • Intro. to Acid Base Titration
Buffers
Acid-Base Titration procedures • Standardization of NaOH
Titrations • Is it mono, di or triprotic?
• Identification of an Organic Acid
• Percent Acetic acid in Vinegar
Chapter 16 Endothermic Connections/Relevancy • Specific Heat of a Metal

Exothermic
Reaction Heat transfer and Sp. Heat • Heat of Fusion of Ice
Heat of Reactions
Energy • Heat of Neutralization
Topic 1 Rates of Reactions • Factors of Kinetics
Rxn Rates
Equilibrium
Topic 2 Electron Transfer • Investigation of a Redox
Oxid-Red. Reaction
Reactions
Topic 3 Organic Compounds Visualization/Key Ideas • Fun with Polymers
Biochemical Molecules
Biochemistry
Polymers
Organic Nomenclature • Latex Rubber Balls
Group Chart Activity
Topic 4 Half Life Save the Last Word for • Half Life Activity
Nuclear Equations
Nuclear Me
Group Power Project

25
A Series of Labs to Teach Content and Practice Calculations
The following pages represent a 5-day lesson plan to teach a chapter titled Neutralization. The
lab papers are not complete, this lesson plan as presented in the following pages represent a
lesson plan sample that was submitted to the PAEMST committee.
Complete lab papers with teaching notes, student lab quizzes, student lab answer keys can be
purchased in Binder 2 of Teacher Friendly Chemistry Labs and Activities.
The daily format for the five days followed the following sequence:
Daily Format:
Warm-up (5-minutes)
Mini-Lecture (5-10 minutes)
Lab Ticket (5-minutes)
Lab (20-25 minutes)
Cool-down (5-minutes take home and finish)
Student desks were arranged into groups of four.
The lab Series went from basic introduction of titration terminology using a simple neutralization
equation (NV=NV) to more complicated calculations in finding the number of equivalents of an
organic acid or finding the percent acid content in vinegar.
In visiting each lab station during the lab activity, the students at each lab station were verbally
quizzed with basic content questions and “what if” questions.
Example:
What color is phenolphthalein in basic conditions?
How is molarity related to normality?
What if the acid were triprotic instead of monoprotic?
What if the acid did not completely dissolve in the water? Would it matter? Why/Why not?
Building understanding in small mathematical steps!
Lab Series Mathematical Steps

Introduction to Titration NV=NV
Standardization of NaOH GramsMolesMolarity
Is it mono, di or triprotic? GramsMolesMolarity then NV=NVM/N= Equiv.
ID of an Organic Acid using
Equivalents GramsMolesMolarityNormalityNV=NV Equiv.
Percent Acetic Acid in Vinegar NV=NVMolarityMolesGramsPercent

26
Five Day Acid Base Titration Lesson Plans
Warm-up: Make Connections

Mini-Lecture: Basics of Titrations, NV = NV
Lab Ticket: NV = NV Problems
Experiment: Introduction to Titrations
Cool-down: Problems using NV= NV and M x equiv/mole = N
Warm-up: Sketch to Stretch of Titration Set-up with labeled words
Mini-Lecture: Standardization using KHP, Indicators
Lab Ticket: Molarity Problems, Sample Lab Chart
Experiment: Standardization of NaOH
Cool-down: “3-2-1” of Titrations, Molarity Problems using 1:1 Acid Base Stoichiometry
Warm-up: Review of Molarity and Normality Definitions
Mini-Lecture: Volume Base vs. mono, di or triprotic acids.
Lab Ticket: Sample Lab Chart
Experiment: Is it mono, di or triprotic?
Cool-down: Design Lab Problem Activity-Finding # Hydrogen ions in Vitamin C
Warm-up: NV = NV and M x (equiv/mole) = N
Mini-Lecture: How equivalents can be used to identify a substance.
Lab Ticket: Group Review Quiz
Experiment: Identification of an Organic Acid by Equivalents
Cool-down: “Quick Write” How titrations can be used to find acid identity.
Warm-up: Balanced equation for acetic acid and sodium hydroxide
Mini-Lecture: Finding grams of acid dissolved in an acidic solution.
Lab Ticket: Sample Lab Chart
Experiment: Percent Acetic Acid in Vinegar
Cool-down: Design Lab Problem Activity

27
Warm-up: Introduction to Titrations Lab NAME:_______________
What do you think the following words mean?
Neutralization:
Endpoint:
Rolaids, Tums and Alka-seltzer are “antacids”. What do you think the word “antacid” means? Do
you think “antacids” are acids or bases? Why?
Mini-Lecture: The Basics of Titrations, NV=NV, Molarity to Normality

How do you know when to stop a titration? ___________________________________
The formula NaVa = NbVb can be used to solve for the Normality of an acid or base. Give the
meaning of the following letters:
Na = ____________ Va = _____________ Nb = _____________ Vb = ______________
A student needs to neutralize 20.0 mL of a 0.50 Molar HCl solution. If the student has a bottle of
0.25 Molar NaOH solution available, how many milliliters of the NaOH would be required to
neutralize the acid?
Lab Ticket:
1) Calculate the normality of base if 25.0 mL of base neutralized 50.0 mL of an acid with a
normality of 0.50 N.
2) Calculate the volume of acid in a flask if 100.0 mL of acid required 50.0 mL of 2.0 normal
base.
3) Calculate the normality of a base if 300.0 mL of base required 150.0 mL of a 2.0 normal acid.
4) Calculate the Na if 150.0 mL of acid required 450.0 mL of a 3.0 normal base.
5) Read Background: Introduction of Titration Lab; Complete Conclusion Questions

28
Cool-down: Introduction to Titration Lab
Flask # 1 Flask # 2 Flask # 3
Normality of Base
0.500 N 0.250 N 1.00 N
Volume of Based Used
out of buret 30.0 mL 20.0 mL 25.0 mL
Volume of Acid in flask
15.0 mL 10.0 mL 12.5 mL
Normality of Acid
Look closely at the chart. Think about the amounts of acid and based used and how it is related
to the normality. Do you see any patterns?
If an acid required twice the amount of base to neutralize, what could you say about the
normality of the acid if the normality of the base was 1.0 Normal?
Tricky! Must change Molarity into Normality before plugging into equation!
M x (equiv/mole) = N
Example: H3PO4 = 3 equivalents/mole Example: NaOH = 1 equivalent/mole
6) Calculate the normality of acid if 200.0 mL of acid required 200.0 mL of a 1 Molar NaOH
solution to neutralize.
7) Calculate the normality of a acid if 500.0 mL of acid required 250.0 mL of a 2 Molar Ba(OH)2
solution to neutralize.
8) Calculate the volume of a 1.0 Molar Ba(OH)2 base required to neutralize 125.0 mL of a 0.50
Molar H3PO4 acid solution.
9) Phenolphthalein is ______________ is basic and _______________ in acidic.
Homework: Vocabulary Box for Titration Terms

29
Introduction to Acid Base Titration Lab
NAME:______________________________DATE:_____________PERIOD:_______
Background:
A titration is a laboratory technique used to find the concentration of a substance. A buret is used
to deliver the solution of known concentration into a flask containing the solution of unknown
concentration. In an acid-base titration, a neutralization reaction occurs between the hydrogen
ions of the acid and the hydroxide ions of the base. The equivalence point is reached when the
number of hydrogen ions equals the number of hydroxide ions. The endpoint is reached
immediately after the equivalence point when an indicator molecule reacts to a rapid change in
pH and changes color. In this lab a solution of known concentration (primary standard) of sodium
hydroxide will be titrated into a solution of unknown concentration (secondary standard) of
hydrochloric acid. The endpoint will be detected by using the indicator phenolphthalein, which is
pink in basic conditions and colorless in acidic conditions.
Data:
Formula of Base ____________ Formula of Acid ____________
Write the balanced equation for the reaction between the acid and base.
FLASK #1 FLASK #2 FLASK #3

Normality of Base
Volume of Base
Volume of Acid
Calculations: Show all work and box answer!

Plug the data above into the following formula: NaVa = NbVb
(normality of acid x volume of acid = normality of base x volume of base)
Work for flask # 1
Work for flask # 2
Work for flask # 3
**The procedure and conclusion questions of this lab have been deleted to comply with the 15 page
PAEMST submission requirement. Complete lab can be found in Binder 2 of Teacher Friendly Chemistry
Labs and Activities.

30
Warm-up: Standardization of NaOH Lab NAME:_______________
“Sketch to Stretch”
Sketch the titration set-up in the front of the room. Label the following: buret, flask, primary
standard, secondary standard, magnetic bar, magnetic stirrer, indicator.
Mini-Lecture: KHP and Standardization, How indicators work.

Notes:
Lab Ticket:
1) Calculate the molarity of a solution made by dissolving 20.0 grams of NaOH in enough water
to make 1.0 L of solution.
2) Write the balanced equation for NaOH reacting with HCl.
3) Will 0.50 moles of NaOH neutralize 0.50 moles of HCl? Explain.
4) Read Background: Std. of NaOH LAB; Complete Conclusion Questions 1-5.
Flask # 1 Flask # 2 Flask # 3 Notes to self!

Grams KHP 1.50 g 1.50 g 1.50 g
Molar Mass of 204.2 g/mole 204.2 g/mole 204.2 g/mole

KHP
Moles of KHP
Moles of KOH
needed
Volume KOH
used
Molarity of Base

31
Cool-down: Standardization of NaOH Lab
“3-2-1” Give 3 types data that could be in a chart for a titration lab, give 2 types of solutions
needed, give 1 piece of glassware that is unique to titrations.
Why KHP is often used to standardize NaOH?
Study the reaction below. Why will 1 mole of NaOH neutralize 1 mole of KHP?
NaOH + KHPhthalate HOH + K+1+ Na+1 + Phthalate-1
Calculate the molarity of a NaOH solution if 9.8 mL of NaOH were used to neutralize 0.00245
moles of KHP.
Calculate the M of a NaOH solution if 15.0 mL of NaOH were used to neutralize 0.75 g of KHP.
The molar mass of the KHP is 204.2 grams per mole.
Calculate the M of a KOH solution if 25.0 mL of the base neutralized 0.500 g of KHP.
A student adds phenolphthalein to a flask containing HCl and then starts adding NaOH until the
endpoint. What will the student see happen in the flask?
What are the products of a neutralization reaction?
If the indicator phenolphthalein is represented as HIn, write the equation when NaOH is added to
the indicator.
Homework: NaVa = NbVb Worksheet

32
Standardization of Sodium Hydroxide Lab
NAME:______________________________DATE:_____________PERIOD:_______
Background:
Standardization is a process where the exact molarity of a solution is found by titrating using a
substance of high purity. Sodium hydroxide is a substance that easily absorbs water from the
atmosphere and often contains impurities. This hygroscopic behavior means that the exact mass
of sodium hydroxide present can not be found by weighing since sodium hydroxide is impure and
constantly absorbing water. Therefore a titration must be performed to find the exact mass of a
sodium hydroxide in a solution. This must be done by titrating against a substance of high purity
that does not absorb or release water. Potassium hydrogen phthalate, KHP, is a substance of
high purity that can be weighed to find the exact mass. This will be the primary standard.
Potassium hydrogen phthalate is an organic acid that readily loses a hydrogen ion in the
presence of a base. Sodium hydroxide is a strong base that ionizes into sodium and hydroxide
ions. The moles of hydrogen ion will equal the moles of hydroxide ions when the equivalence
point is reached.
NaOH + KHPhthalate H2O + K+1 + Na+1 + Phthalate ion
In this lab a solution KHP of known concentration (primary standard) will be used to find the
actual concentration of sodium hydroxide (secondary standard). The endpoint will be detected by
using the indicator phenolphthalein, which is pink in basic conditions and colorless in acidic
conditions.
Data:
Grams of KHP grams grams Grams

Molar mass of KHP 204.2g/mole 204.2g/mole 204.2g/mole
Moles of KHP moles moles Moles

Moles of NaOH
used based on KHP moles moles Moles
present
Volume of
NaOH used mL mL mL
Calculations: Show all work inside the boxes below.
Molarity of Base = moles of base/Liters of base

PAEMST submission requirement. Complete lab can be found in Binder 2 Teacher Friendly chemistry
Labs and Activities.

33
Warm-up: Is it mono, di or triprotic? Lab NAME:_______________
Give the formula to change molarity to normality. __________________
What are the units for molarity? ___________________
What are the units for normality? __________________
Mini-Lecture: Comparing volumes and normality.

Notes:
If a 1.0 Normal diprotic acid were titrated with a 1.0 Normal NaOH would can you say about the
volume of based needed as compared to the volume of acid used? Explain.
Lab Ticket:
Flask # 1 Flask # 2 Notes to self!
Grams of Acid 0.75 g 0.50 g
Molar Mass of Acid 204.2 g/mole 210.0 g/mole
Moles of Acid
Volume of Acid 20.0 mL 20.0 mL
Molarity of Acid
Normality of Base 0.50 N 0.25 N
Volume of Base 7.3 mL 28.6 mL
Normality of Acid
Equivalents of Acid
Is it mono, di or
triprotic?
Read Background: Is it mono, di or triprotic; Complete Conclusion Questions 1-6.
**The second page of this document containing the cool-down questions have been deleted to comply
with the 15 page PAEMST submission requirement. Complete lab can be found in Binder 2 Teacher
Friendly Chemistry Labs and Activities.

34
Is it mono, di or triprotic? Lab
NAME:______________________________DATE:_____________PERIOD:_____
Background:
The concentration of an acid or base is often in the terms molarity or normality. The
molarity of a solution equals the moles of solute per liter of solution. The normality of a
solution equals the equivalents of solute per liter of solution. The link between Molarity and
Normality is the number of equivalents per mole of solute.
mole...solute equivalents equivalents

x =
Liters..solution mole..solute Liters..solution
equivalents
M x = N
mole..solute
An equivalent is the amount of substance that releases a mole of electrical charge. One mole of
hydrochloric acid releases one mole of H+1 ions; one mole of sodium hydroxide releases one mole
of OH-1 ions.
HBr H+1 + Br-1 1 equivalent per mole
+1 -2
H2SO4 2H + SO4 2 equivalents per mole
+1 -3
H3PO4 3H + PO4 3 equivalents per mole
NaOH Na+1 + OH-1 1 equivalent per mole
+2 -1
Ca(OH)2 Ca + 2OH 2 equivalents per mole
+3 -1
Al(OH)3 Al + 3OH 3 equivalents per mole
In an acid base reaction one mole of hydrogen ions requires one mole of hydroxide ions for
complete neutralization. Example: HCl + NaOH HOH + NaCl
In this lab an unknown acid will be dissolved in water to make an acidic solution.
The solution will be titrated using sodium hydroxide and the normality calculated using the
equation: NaVa = NbVb.
The equivalents per mole of acid will then be found using the equation Ma x equiv/mole = Na.
Data & Calculations:
Flask #1 Flask #2 Flask #3
Grams of Acid
Molar mass of Acid
Moles of Acid
Volume of Acid
Molarity of Acid
Normality of Base
Volume of Base
Normality of Acid
Equivalents of Acid
PAEMST submission requirement. Complete lab can be found in Binder 2 Teacher Friendly Chemistry.
35
Is it mono, di or triprotic? Cool-down
Problem Activity
NAME:_____________________________DATE:_____________PERIOD:_______
Vitamin C, a water soluble compound and an essential nutrient for humans, is composed of
ascorbic acid.
Problem: Ascorbic acid is an organic compound that contains many hydrogen atoms. How many
hydrogen atoms are acidic? Is vitamin C a mono, di or triprotic acid?
Procedure:
Data Table & Calculations:
Conclusion/Explanation:

36
Group Warm-up Lab Ticket
Is it mono, di or triprotic? Lab Follow-up NAME:______________

EVERY ONE MUST TURN IN PAPER WITH ALL WORK ON IT!
Fill in the chart below:
Flask 1 Flask 2 Notes to Self on how
to find the answer!
Grams of Acid 0.250 g 0.250 g
Molar Mass of Acid 126.0 g/mole 126.0 g/mole
Moles of Acid
Grams divided by molar mass
Volume of Acid 20.0 mL 20.0 mL
Molarity of Acid (Ma)

Moles divided by liters
Normality of Base 0.250 N 0.250 N
Volume of Base 31.8 mL 32.4 mL
Normality of Acid (Na)

NaVa = NbVb
Equivalents of Acid
Ma x equiv = Na
1) Which is incorrect concerning acids?

a. Polyprotic acid: donates many hydrogen ions
b. Monoprotic acid: HCl is an example
c. Diprotic acid: H2SO4 is an example
d. Triprotic acid: H3PO4 is an example
e. None of the above, all are correct!
2) Which is incorrect concerning titrations?

a. Primary standard: solution of known concentration
b. Secondary standard: solution of unknown concentration
c. Buret: Long glass tube with graduations of milliliters on it
d. Indicator: A molecule that signals the equivalence point but not the endpoint
3) Which is incorrect concerning equivalents per mole?

a. HCl would have 1 equivalent per mole
b. H2SO4 would have 2 equivalents per mole
c. NaOH would have 1 equivalent per mole
d. H3PO4 would have 2 equivalents per mole
37
4) Which statement is incorrect?

a. Titration: used to find molarity and normality of acids and bases
b. Neutralization reactions: acid + base salt + water
c. MV=MV is used for neutralization reaction calculations
d. Molarity x equivalents = Normality
5) Indicators signal the ________________ of a titration which is just past the

__________________ the place where [H+1] = [OH-1].
a. endpoint, equivalence point
b. neutral point, endpoint
c. equivalence point, endpoint
d. color change, endpoint
6) What is not true concerning titrations?

a. The endpoint is when the indicator changes color
b. The equivalence point is reached right before the endpoint is reached
c. The equivalence point and the endpoint occur at the same time
7) The indicator phenolphthalein is ______________ in acidic and ______________ in basic.

a. pink, colorless b. blue, red c. colorless, pink
8) If a base has only 1 equivalent (NaOH) and the acid has 2 equivalents (H2SO4) then you
would need ______________ the amount of base to neutralize the acid. Assume Normality’s
are equal.
a. twice b. half as much c. equal
9) Calculate the normality of a base if 15.0 mL of the base neutralized 30.0 mL of a 0.85 molar
acetic acid solution. The base has one equivalent. Hint: Na Va = Nb Vb
a. 1.7 b. 0.425 c. 0.602 d. none of the above
10) If a student uses 200 mL of a 1 N NaOH solution to neutralized 50 mL of an acid solution,

calculate the moles of acid in the flask. The acid had 1 equivalent.
a. 2.0 b. 0.20 c. 4 d. 40 e. none of the above

38
Identification of an Organic Acid using Equivalents
Name: ________________________ Date: _______________Period:___________
Background:
Acids can be monoprotic, diprotic or triprotic depending on the number of hydrogen ions that
come off of the molecule.
A monoprotic acid is an acid with only 1 ionizable hydrogen ion. This means that only 1 mole of
H+1 ions come off for every 1 mole of compound. Hydrochloric acid (HCl) and acetic acid
(HC2H3O2) are examples of monoprotic acids.
A diprotic acid is an acid with 2 ionizable hydrogen ions. This means that 2 moles of H+1 ions
come off for every 1 mole of compound. Sulfuric acid (H2SO4) and chromic acid (H2CrO4) are
examples of diprotic acids.
A triprotic acid is an acid with 3 ionizable hydrogen ions. This means that 3 moles of H+1 ions
come off for every 1 mole of compound. Phosphoric acid (H3PO4) and arsenic acid (H3AsO4) are
examples of triprotic acids.
You will be given 3 samples of a solid acid. Your mission is to determine the identity of the acid
according to the number of ionizable hydrogen’s each compound exhibits. Your compounds will
be labeled A, B and C. The possible compounds are potassium hydrogen phthalate, citric acid and
oxalic acid. Potassium hydrogen phthalate is monoprotic, citric acid is triprotic, and oxalic acid is
a diprotic acid.
Procedure:
1) Obtain three 125 mL flasks and letter A, B, C. Add the following to each flask:
2 drops of phenolphthalein
0.500 grams of solid acid A, B, C respectively
20.0 mL of water
2) Obtain a ring stand with buret. Check to make sure the “stopcock” is closed.
3) Place a long stem funnel into the buret. Place a small beaker under the buret. Slowly fill buret
with NaOH to the zero mark. If you overfill the buret, drain until the meniscus is at the zero
mark.
4) Place a magnetic bar into the flask A and place the flask on the magnetic stirrer. Turn
magnetic stirrer knob to a setting of two or three.
5) Place the buret over the flask and turn the stopcock so that the sodium hydroxide is coming
out in drops at a fast pace.
6) Watch for the pink color to start appearing. Slow down the speed of the drops and continue
adding drops at a slow pace until a faint pink persist for thirty seconds. Faint pink not dark
pink!
7) Place a white sheet of paper behind buret and record exact volume of NaOH used. Repeat
until all three flasks are titrated.

39
Data:
Flask A Flask B Flask C
Grams of Acid
Molar Mass of Acid 126.1 g/mole 204.2 g/mole 210.1 g/mole
Moles of Acid
Volume of Acid
Molarity of Acid
Normality of Base
Volume of Base
Normality of Acid
Equivalents of Acid
Fill in the blanks below using the following information:

The possible compounds are potassium hydrogen phthalate, citric acid and oxalic acid. Potassium
hydrogen phthalate is a monoprotic acid, citric acid a triprotic acid and oxalic acid is a diprotic
acid.
Flask A contained: ________________________
Flask B contained: ________________________
Flask C contained: ________________________

Conclusion:
1) If 10.0 mL of a 0.25 M triprotic acid was titrated with 0.25 M NaOH, how many milliliters of
NaOH would be required? ____________
2) If 20.0 mL of NaOH neutralized 20.0 mL of a 0.20 Molar monoprotic acid, how many mL
would be required for 20.0 mL of a 0.20 Molar diprotic acid? ______
3) HCl is a ___________ acid with ________ equivalent while H2SO4 is a ______________
acid with ____________ equivalents.

40
Warm-up: Percent Acetic Acid in Vinegar Lab NAME:____________
Write the formula for acetic acid if the formula for the acetate ion is C2H3O21-.
Write the equation representing the neutralization of acetic acid with sodium hydroxide.
Mini-Lecture: Finding the grams of acid by titration.

A student uses 12.0 mL of a 0.50 Normal NaOH to neutralize an acidic solution. The acidic
solution was made by dissolving a solid monoprotic acid in 20.0 mL of water. How many grams of
acid were dissolved in the water if the molar mass of the acid was 204 grams per mole? Draw a
picture!
Lab Ticket:
Flask # 1 Flask # 2 Flask # 3
Normality of NaOH
0.25 N 0.25 N 025 N
Volume of NaOH
16.6 mL 16.4 mL 16.5 mL
Volume of Acetic
Acid 10.0 mL 10.0 mL 10.0 mL
Normality of Acetic
Acid
Molarity of Acetic
Acid
Moles of Acetic Acid
Grams of Acetic
Acid
Percent Acetic Acid
in Vinegar
Read Background: Percent of Acetic Acid LAB; Complete Conclusion Questions 1-7.
**The second page of this document containing the cool-down questions have been deleted to comply
with the 15 page PAEMST submission requirement. Complete lab can be found in Binder 2 Teacher
Friendly chemistry.

41
Percent Acetic Acid in Vinegar Lab
Name: ________________________ Date: _______________Period:___________
Background:
Vinegar is a solution that is between 4 to 5 % acetic acid (HC2H3O2) by weight. The percentage
of acetic acid in a solution of vinegar can be found by doing a titration. A titration is a method
used that compares a known concentration of one solution to determine the concentration of an
unknown solution. In this lab a solution of sodium hydroxide (NaOH) of known concentration
(primary standard) will be titrated into a solution of vinegar of unknown concentration
(secondary standard). The endpoint will be detected by using the indicator phenolphthalein,
which is pink in basic conditions and colorless in acidic conditions. The chemical phenolphthalein
has been used as an active ingredient in laxatives. In the lab, phenolphthalein is most commonly
used when titrating with a strong base.
Data:
Molarity of Base
Volume of Base
Volume of Acid
What is the formula of the base? __________Number of equivalents for base? _____
What is the formula of the acid? ___________Number of equivalents for acid? _____
Calculations:
Normality of Base
Volume of Base
Volume of Acid
Normality of Acid
Molarity of Acid
Moles of Acid
Grams of Acid
% Acidity
PAEMST submission requirement. Complete lab can be found in Binder 2 Teacher Friendly Chemistry.
42
Making the Most of Labs and Lab Days
Index Card Lab Questions:

A set of index cards with critical thinking lab questions. Visit each lab group asking the group to
select two or three of the index cards. The group must then provide an answer to the questions
on the index cards. This method helps me to visit each station and check for understanding.
Example for Hybridization and Model Building Lab

Using the models explain why there is carbon to carbon bond rotation for the molecule ethane
but not for the molecule ethyne.
Critical Thinking Lab Essay Questions:

A set of critical thinking questions that each individual student or lab group provides a short
essay response. Questions can be placed on back of the lab quiz and used as a cool-down.
Example for Ice Cream Lab

Question: If a student placed ¼ cup of rock salt into the ice bag instead of 1 cup of rock salt,
explain how this would have affected the solution freezing point?
Lab Quiz:
The lab quiz can be used as a cool-down activity or a next day warm-up activity. The back side of
a blank lab quiz paper can be used as an area to write or draw. I prefer to place both a writing
section and a drawing section on the back side of the lab quiz.
Example for Balloon Geometry Lab

Sketch 6 balloons arranged in an octahedral basic shape. Shade 4 of the 6 balloons and use the
sketch to explain why the molecule is non-polar.
A 9-week Lab Test:

A test that covers all of the information on the lab papers completed during that nine week
period. I have allowed students to use their notebook on the test which encourages them to keep
all of their lab papers in an organized manner.
Word Bank Quick Write:

A 5-10 minute writing response to critical thinking questions with a must use word bank. The
word bank helps to guide students while encouraging proper use of scientific terminology.
Example for Solution Formation Lab

Question: Discuss how particle size is related to solution formation.
Word Bank: Solute-solvent interaction, surface area

43
The Lab Ticket
The lab ticket is work that serves as “a ticket” to get into the lab! The standard lab “ticket” is the
reading of the lab background and the completion of the required conclusion questions for each
lab. Depending on the lab or the mini-lecture prior to going to lab, additional problems may be
required along with the standard conclusion questions.
Examples:
Ice Cream Lab:

I assign ten colligative properties the night before this lab. On lab day after the five minute
discussion about the lab procedure the students are instructed to read the background, answer
the conclusion questions #1-5 and place their ten colligative properties problems on their desk. I
walk around the room glancing to see the completion of their homework and conclusion
questions. If complete, I quietly dismiss them to the lab. If their “ticket” was not complete, they
sit quietly and complete it before entering the lab. This is a great way to achieve 100%
completion of homework!
Specific Heat of a Metal Lab:

Students pick up lab sheet and thermochemistry problem worksheet as they walk into the
classroom.
As bell rings, start class with “ever wonder why” questions to link specific heat of different
materials to students prior knowledge.
Follow with direct instruction of Q=mc∆T problems, working an example for each variable in
the equation. This is the first day my students have done these problems.
Assign two more worksheet problems, the reading of the lab background and conclusion
questions #1-4 as the “ticket” to be dismissed to start the lab. Quietly walk around the room
to check student completion and dismiss them.
As students are doing the lab, visit each station asking them critical thinking questions and
laboratory procedure questions.
Use the lab quiz as a next day warm-up activity. On the back side of the quiz paper ask
students to create their own procedure and data table on how to identify a piece of metal
using specific heat and density.
Balloon Molecular Geometry Lab:

The student must read the background, answer all of the conclusion questions and draw all of
the Lewis Structures on the back side of the lab sheet before entering the lab area to observe the
balloon models and complete the lab sheet.

44
Learn by Doing: A Fast Pace!
A Fast Pace:
Creating a classroom where students learn by doing can be a fast teacher pace. The key is using
content teaching labs, inquiry labs and problem based labs that are easily packaged as a kit and
written in a way students are not teacher dependent. This makes lab days easy and enjoyable for
both student and teacher. On the following page is a five day lesson plan that I have used for
teaching the chapter on neutralization. It truly is an easy and enjoyable five days in lab as the
titration set-up stays all week while only the chemicals change. Definitely teacher friendly!
Teacher pacing is essential as the classroom period is 54 minutes.
Making Lab Kits:

The secret to providing a hands-on learning classroom while juggling multiple preps and the daily
demands of teaching lies in the creation of lab kits. When I create a new lab, I immediately look
for ways to create and store the lab as a kit. I use all sizes of boxes and chemical plastic bottles.
I label items in the kit according to the lab. For example, in the solution formation lab the bottles
for different size copper II sulfate crystals are labeled with “step #5” and “medium size” above
the formula for the crystal. Creating easy to use kits is essential for low stress lab days. See the
kit making directions in the teacher notes.
Supplies for Lab Kits:

Most of the materials required for the labs in this book and my first book titled “Teacher Friendly
Chemistry Labs and Activities” require items readily found at a grocery store or dollar store. I
post an extra credit supply item list every 9-weeks and students can bring in one item per 9-
weeks for 25 points extra credit which goes into the homework category. The grade book is
grade-weighted with homework only at 10% so the extra credit does not significantly change the
grade. However, students love the words “extra credit” and I love all the free supplies that save
the science budget and allow the first year chemistry classes to enjoy over 100 lab days!
Make-up Lab Sheets for Absent Students:

There are four large 3-ring binders in my classroom to address make-up laboratory work. The
binders, labeled 1st -2nd-3rd-4th-9weeks, contain the make-up lab sheets for each lab completed
during that nine week period. The student is responsible for checking the two week daily
schedule and obtaining the make-up lab sheet for the lab they missed or will be going to miss. I
encourage the students to get the lab sheet in advance if they know of an upcoming absence.
I spent a few hours creating the binders copying twenty make-up lab sheets for each lab and the
binders have lasted for several years!

45
Do you want to do more labs and activities but have little time and resources? Are you
frustrated with traditional labs that are difficult for the average student to understand, time
consuming to grade and stressful to complete in fifty minutes or less?
Teacher Friendly Chemistry addresses the challenges of lab set-up time, lab equipment, teacher dependency during
a lab, student reading levels, materials, grading, standards, safety, chemical availability, class time and student
absences.
Teacher Friendly:
• Minimal safety concerns
• Minutes in preparation time
• Ready to use lab sheets
• Quick to copy, Easy to grade
• Less lecture and more student interaction
• Make-up lab sheets for absent students
• Low cost chemicals and materials
• Low chemical waste
• Teacher notes for before, during and after the lab
• Teacher follow-up ideas
• Step by step lab set-up notes
• Easily created as a kit and stored for years to come
Student Friendly:
• Easy to read and understand
• Background serves as lecture notes
• Directly related to class work
• Appearance promotes interest and confidence
General Format:
• Student lab sheet
• Student lab sheet with answers in italics
• Student lab quiz
• Student lab make-up sheet
The Benefits:
• Increases student engagement by providing a hands-on learning environment
• Allows teacher to build stronger student relationships during the lab
• Replaces a lecture with a lab
• Provides foundation for follow-up inquiry and problem based labs
Teacher Friendly Chemistry is a student friendly, teacher friendly resource that allows teachers to
provide many laboratory experiences while juggling various other teacher responsibilities.

46
DY Teacher Friendly Chemistry
Binder 1 Labs Binder 2 Labs
• Penny Drop • Penny Alloy
• Cooling Rate of Hot Water • Electron Dart Probability
• Rate of Cooling of Water in Foam vs. Glass • Light, Energy and Electrons
• Rate of Cooling of Water: Crushed Ice Whole Ice • Metals, Nonmetals and Metalloids
• Chalk and Vinegar • Electron Configuration and Periodicity
• Beaker and Flask Accuracy • Ionic and Covalent Household Compounds
• Physical and Chemical Changes of Peanut Brittle • Balloon Molecular Geometry
• Qualitative and Quantitative Observations • Hybridization and Model Building
• Separation of a Mixture • Sugar Density Column
• Precision vs. Accuracy • States of Matter: Fun with Cornstarch
• Peanut Identification • Litmus and pH Paper Testing
• Density of Liquids • Introduction to Acid Base Titration
• Density of Solids • Standardization of Sodium Hydroxide
• Measurement and Graphing • Percent Acetic Acid in Vinegar
• Cut-Paste Dimensional Analysis • Surface Tension of Water
• Number of Aluminum Atoms • Types of Chemical Reactions
• Calculating the Average Atomic Mass • Heat of Fusion of Ice
• Acrylic Block Elements • Specific Heat of a Metal
• Element Investigation • Heat of Neutralization
• Writing Ionic Formulas • Types of Solutions
• Nomenclature and Household Items • Solution Formation
• Avogadro and the Mole • Colligative Properties of Ice Cream
• Percent Water in a Hydrated Compound • Is it mono, di or triprotic?
• Formula of a Hydrated Compound • Boyle’s Law
• Types of Chemical Reactions • Fun with Polymers
• Precipitation Reactions
• Observation of a Limiting Reagent
• Percent Yield for the Production of Chalk
• Introduction to Gas Laws
• Flame Test for Metallic Ions
• Acrylic Block Periodic Trends
Quantity Charge
Binder 1 $40.00
CD of Binder 1 PDF/Word $75.00
Binder & CD Combo Binder 1 $100.00
Binder 2 $40.00
CD of Binder 2 PDF/Word $75.00
Binder & CD Combo Binder 2 $100.00
Shipping & Handling Binder: $8.00 per binder
CD: $5.00 per CD Binder/CD Combo: $8.00 per binder
Order TOTAL
Shipping charges are for continental US only. Additional shipping charges will be billed for orders outside continental US.
For questions concerning large orders, contact: DY Teacher Friendly Chemistry at dbyork@sbcglobal.net
To Order Send Check or Money Order to:

DY Teacher Friendly Chemistry
10708 Manor Drive
Brownsburg, Indiana 46112
Name: ________________________________ Phone:___________________________
Address: ______________________________ E-Mail: __________________________
______________________________ Date: ___________________________

Allow 1-2 weeks for order. Shipped orders will include a receipt of purchase for teacher reimbursement use. Visit www.thechemistryteacher.net
for new materials.

47

48

49
Elements
B, H
A, D
Mixtures
Compounds E, F
G, J
K, I C
Place the letter for each description in its location of the venn diagram.
A – Pure Substance G – Can be two or more phases
B – Only one type of atom H – There are about 100 different ones
C – Two or more types of atom I – Two elements joined by chemical

bonds
D – Always homogeneous
J – Can be separated by physical change
E – Can be homogeneous
K – Can be broken down by chemical
F – Matter change

50
-----------------------------------------------------------------------------------
Directions
1. Cut out pieces.
2. Separate them into two groups – Mixtures and Pure Substances. There are six of
each.
3. Paste them on the correct lists.
4. Complete the chart.

51
Paste the Mixtures here and complete the chart.
# of Is it Heterogeneous or What state(s) of matter do
Visual representation
phases Homogeneous? you see?
2 Heterogeneous Gas and Liquid
2 Heterogeneous Solid and Liquid
1 Homogeneous Gas
1 Homogeneous Liquid
2 Heterogeneous Solid and Gas
2 Heterogeneous Liquid and Liquid

52
Paste the Pure Substances here and complete the chart.
# of Is it an element or What state(s) of matter do
Visual representation
elements compound? you see?
1 Element Solid
2 Compound Liquid
1 Element Gas
2 Compound Gas
2 Compound Solid
1 Element Liquid

53
Background – Milk Kaleidoscope

Milk is a complex food made mostly of water. It also contains equal parts of fat,
protein and sugar. Milk is classified according to its fat content. In 250 mL of
milk, skim milk contains 0g fat, 2% milk contains 2g fat and whole milk contains
8g fat. If raw milk is left to stand, the fat will separate from the milk, rise and
form a cream layer. To prevent this from happening to milk you purchase at the
store, the milk is homogenized. Homogenization of milk breaks up the fat into
small fat globules and spreads them evenly throughout the milk. These globules
are too small to see and are suspended in the milk.
How does dish soap behave in milk?
Milk is a complicated substance. It is mostly water, but it also has tiny fat
globules dispersed evenly throughout. The dish soap tries to break up the fat in
milk just like it does to clean dishes. The detergent molecules try to surround the
fat, but the fat is so evenly dispersed that it simply turns over and over.
Materials
Whole milk, dish soap, Aluminum pie pan or Petri dish, toothpick or glass stirring
rod, food coloring
Procedure
1. Half fill a Petri dish or pie pan with whole milk
2. Add four drops of food coloring – They can be all the same color or different
colors.
3. Dip a toothpick or glass stirring rod into detergent.

4. Touch the toothpick with detergent into the middle of the milk. Leave the
toothpick or stirring rod in one place.
5. Try again with more detergent. Touch the milk in different areas.
Observations
What did you observe once the dish soap was added to the milk with the drops
of food coloring?
__________________________________________________________________
__________________________________________________________________

54
Questions
1. Make an argument for classifying whole milk as a homogeneous mixture.
The milk looks the same throughout so it can be classified as a homogeneous
mixture.
2. Make an argument for classifying whole milk as a heterogeneous mixture.
Even though the milk looks the same throughout, it has something inside of it
that causes the food coloring to swirl. Whole milk is a mixture of water and fat
– two substances that do not mix.
3. What is the purpose of homogenizing milk?

If milk were not homogenized, the fat would separate and form a cream layer at
the top when milk sits undisturbed.
4. Describe how you can prove whether whole milk is really classified as a homogeneous or
heterogeneous mixture and identify which one is the correct classification.
We observed the beam of light in the beaker with milk but not in the beaker of
just water. Therefore, we knew that there were particles in the milk that are
large enough to scatter the beam of light. The correct classification for milk is
heterogeneous mixture.
Making Predictions
5. Compared to whole milk, I think you would see ___________ swirling in high fat cream
and __________ swirling in skim or nonfat milk.
a. less, more
b. more, less

Send checks or money orders to: 55
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Indianapolis, IN 46237
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Teacher Friendly ICP – Volume Two: $35.00

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Title: Teacher Friendly Chemistry Labs and Activities

Title: Teacher Friendly Chemistry Labs and Activities

Metal-Nonmetals-Metalloids – Lecture to Lab; An example of a Complete TEACHER FRIENDLY CHEM LAB

Elements, Compound & Mixtures Foldable and Venn Diagram

©Teacher Friendly Chemistry

Turn a Worksheet into a Lab or Activity:

Turn a Textbook Assignment into a Lab or Activity:

Turn a Lecture into a Lab or Activity:

Write a Lab to Teach Terms:

©Teacher Friendly Chemistry

Cooling Rate of Hot Water: Foam vs Glass

Cooling Rate: Crushed vs Whole Ice

Chalk and Vinegar

Identification of an Organic Acid

Percent Acetic Acid in Vinegar

Percent Yield for Production of Chalk

Percent Yield of a Product

Teach Chemistry Using Labs & Activities!

Use a warm-up to engage and build or assess prior knowledge.

Use a mini-lecture for direct instruction.

Use a cool-down to have group discussion, class explanations, problems, writing or

Use part of all of a lab quiz as a quick exit slip assessment.

©Teacher Friendly Chemistry

Procedure & Observations:

©Teacher Friendly Chemistry

3 20.00 0.8016 Formula unit 4.826 X 1023 4.343 x1024

4 25.00 0.2976 Formula unit 1.792 X 1023 5.376 x1023

5 10.00 0.8333 Atom 5.016 X 1023

6 25.00 0.07310 Molecule 4.401 X 1023 4.841 x1024

7 10.00 0.05682 Molecule 3.421 X 1023 2.053 x1024

8 10.00 0.5556 Molecule 3.345 X 1023 1.338 x1024

9 25.00 0.4476 Atom 2.695 X 1023

10 20.00 0.1377 Formula unit 8.290 X 1023 3.731 x1024

11 15.00 0.5338 Atom 3.213 X 1023

12 15.00 0.1020 Molecule 6.140 X 1022

2) A metal and a nonmetal form an __ionic_______ compound while two nonmetals

3) Give the number of representative particles in 1 mole of substance. _6.02 x1023

4) The mole concept allows chemist to _count_ small particles by weighing.

©Teacher Friendly Chemistry

At each lab station:

Bottle #1 10 grams of Cu (pipes)

©Teacher Friendly Chemistry

©Teacher Friendly Chemistry

SF6 H2S CCl4 PBr5

SeBr4 BCl3 CO2 AsH3

©Teacher Friendly Chemistry

If you like a colorful lab set-up, use assorted colors.

Compound One balloon color Another balloon color

©Teacher Friendly Chemistry

©Teacher Friendly Chemistry

2) Elements that are __________________ can be hammered into thin sheets.

3) What two properties of copper make it desirable for use in wiring?

____________________________ and ______________________________

____________________________ and ______________________________

6) All metals are magnetic. Circle your choice: True or False______________

7) Most metals are ___________ (solids, liquids or gases) at room temperature.

8) Most nonmetals are _______ (solids, liquids or gases) at room temperature.

©Teacher Friendly Chemistry

Lab Day: Approximately 30 minutes

©Teacher Friendly Chemistry

Metallic Properties Nonmetallic Properties

The pages should be creative, colorful and accurate.

2) A metal and a nonmetal form an ionic_____ compound while two nonmetals

and __

and __

___conducts electricity_ and ___ductile_(any order)____

_malleable __ and lustrous_(any order)____

_ and _

1) _Ductile___________ can be drawn into a wire.

2) _Malleable_________ can be hammered into thin sheets.

conducts electricity_ and ductile______

lustrous_________ and _malleable________

5) _Metallic_________ elements are typically malleable and lustrous.

6) Nonmetallic__ elements are typically colorful and exists in various states.

7) Most metals are _solids__ (solids, liquids or gases) at room temperature.

8) Most nonmetals are gases_ (solids, liquids or gases) at room temperature.

_ and _

_ and _

Na = ______ Va = _ Nb = _ Vb = ________

9) Phenolphthalein is is basic and _ in acidic.