1

DISCUSSION ACTIVITY WEEK 14

Group Members _______________ ____________________

Manager Recorder

________________ _____________________
Spokesperson Reflector

THE PLAN: Our final overarching theme for the semester is going to be looking at different components
of vaccines and understanding how they work. Let’s move onto looking at the redox chemistry of some
other vaccine components.
The learning objectives and skills for today’s session are for you to:
Learning Objective Skill
Identify the oxidation state of the different atoms Determine the oxidation states for atoms in a
or ions that make up a substance molecule or ion by recognizing patterns for
elements, ions, and net charge
Identify REDOX reactions and the nature of the Use oxidation states to recognize oxidation-
electron transfer taking place in the process reduction reactions (and oxidizing/reducing
agents)
Predict and explain the effect of changing relevant Calculate cell voltage under non-standard
variables (temperature, pressure, concentrations, conditions using the Nernst Equation
electrodes, electrolytes) on the directionality, Interpret the variables of the Nernst Equation (Q
extent, and energy cost/output of REDOX and Ecell) when a reaction has reached
reactions equilibrium
Relate standard cell potential to the free energy
and equilibrium constant for a given redox
reaction at equilibrium
Infer the reaction mechanism for the process and Identify nucleophilic and electrophilic sites within
describe structural and energetic changes during molecules containing various functional groups
the process using different types of Use arrow-pushing to illustrate how interactions
representations (arrow-pushing diagrams, between nucleophiles and electrophiles lead to
mechanistic step lists, reaction coordinate bond breaking and formation
diagrams)
Each member of the team will be assigned to a specific role. The recorder should note who is performing
each role in a given week. It is the responsibility of all present group members to double check that
they are tagged on the Gradescope group submission and that all pages of the correct document were
uploaded to Gradescope before the deadline.
Recorder: Records answers for the team and submits the team report.

Reflector: Reads the questions and checks that the final conclusion makes sense and ensures that
all members have consistent answers.

Spokesperson: Presents answers (or questions) to the class, instructor, or other teams.

Manager: Keeps the team on task and on schedule. Considers how the team is working and how
it could improve in the future.
 2
REDOX CHEMISTRY

Before you come to class watch the video on formaldehyde and other vaccine ingredients
(https://www.youtube.com/watch?v=ztkNLWFgYH8). Take the first few minutes to talk about the major
points of the video as a group and then work together to answer the questions below. The recorder of the
group should write down the responses to these questions and submit to Gradescope after class – make
sure to record the names of team members present at the top of the page and select those team members
when you submit the assignment.

1. Discuss why formaldehyde can be found in vaccines even though it is a toxic chemical. Is this
something that should be of concern? Why or why not?

2. The structure of formaldehyde is given below.

Calculate the oxidation state of each atom and label it on the structure.
 3
3. Formaldehyde (CH2O) is converted to formate (HCOO-) in the body via the following reaction:

Formaldehyde + NAD+ + H2O  Formate + NADH + H3O+

a. Label the oxidation states of each atom in the formate ion.

Formate

b. Is the carbon atom in formaldehyde oxidized or reduced in the above reaction? Justify your
answer.

c. Identify the oxidizing agent and the reducing agent in the reaction above. Justify your
answer.

4. After formaldehyde is converted to formate via the reaction above, formate can then be converted
to CO2 and H2 by formate dehydrogenase enzymes.

HCOO- + H+  CO2 + H2

a. What is the oxidation state of the atoms in carbon dioxide?

b. How many electrons are transferred in the oxidation of formate to CO 2? Justify your
answer.

c. Isolate the half reaction for formate in this process.

(Note: Hydroxide will be a reactant and water will be one of the products to balance the
atoms and charge.)
 4
5. Now let’s consider the overall standard cell potential for the reaction in Question 4.
a. Write the half-reaction that occurs at the anode and the half reaction that occurs at the
cathode. Justify your choices.

b. The standard reduction potential of the CO2/HCOO- redox couple is -0.40 V. The standard
reduction potential of the H+/H2 redox couple is 0 V. Use the two reduction potentials to
calculate the value of the standard cell potential for this reaction.

6. However, reactions often take place under non-standard conditions. Recall that the standard
reduction potential of the CO2/HCOO- redox couple is -0.40V.
a. Tables typically provide standard reduction potentials. Rewrite the half-reaction for the
oxidation of formate to CO2 (from 4c) as a reduction process. (Hint: Reverse the reaction.)

b. Use the Nernst equation to calculate the reduction potential of CO 2 if the temperature is
310 K and the ratio of formate:CO2 is 1:2. The pH of body fluids is around 7.4, so you can
assume the [OH-] = 3.98×10-8 M. Note: Faraday’s constant, F = 9.649×104 C/mol
[ ]
𝐸 = 𝐸° − 𝑙𝑛
[ ]
 5
PAUSE TO REFLECT ON SKILLS AND HOW YOU CAN IMPROVE PERFORMANCE

An important part of developing skills that are important for supporting your learning (and that are highly
valued by employers) is to assess your progress and identify areas where you can improve.

Critical Forming an argument or reaching a conclusion supported with evidence and

Thinking reasoning by evaluating, analyzing, and/or synthesizing relevant information.

Category Ratings Observable Characteristics

Discussed data/information and
explored possible meanings
Interpreted information to determine meaning and to Identified general trends or
extract relevant evidence patterns in the
data/information that could be
used as evidence
Processed and/or transformed
data/information to put it in
0 1 2 3 4 5
forms that could be used as
evidence
Analyzing No Minimally Partially Effectively
evidence
Suggestions for Improvement:
a) Interpret and label key pieces of information in text, tables, graphs, diagrams.
b) State in your own words what information represents or means.
c) Identify general trends in information and note any information that doesn’t fit the
pattern.
d) Check your understanding of information with others and discuss any differences in
understanding.
e) State how each piece of information, pattern, or insight can be used to reach a conclusion

 As a team, choose a score that you think best characterizes your team’s level of performance for
today’s category.

 Explain why the team chose this rating. Provide specific evidence based on the observable
characteristics you discussed and at least one specific example team members discussed.

 Identify one way you can improve your performance next week. How do you plan to achieve this?

CONTINUING ON…
 6
7. Now let’s think about applying the Nernst equation to the cell potential (E cell).
[Products]
𝐸 =𝐸 − 𝑙𝑛 =𝐸 − 𝑙𝑛 𝑄
[Reactants]
a. Generally, what is true about the values of Ecell and Q at equilibrium?

b. Use the value of 𝐸 from Q5 and the Nernst equation to calculate the equilibrium constant
at 310 K.

8. Let’s think again about our original molecule, formaldehyde.

a. Indicate where the partial positive and partial negative charges are on this molecule.

b. Label where potential nucleophilic and electrophilic centers are on formaldehyde. Justify
your answer.