Name:___________________________
Hayfield Summer Institute
Chemistry
August 4, 2011
Howard Paul, Instructor
1
Chemistry Syllabus
August 2011
COURSE DESCRIPTION: Chemistry is an
exciting and challenging examination of matter
and interactions. Course is designed to help
students understand how chemical theory is
developed and how a chemist thinks and works.
It is a one-credit laboratory course that employs
scientific methodology in the study of the
composition, properties, and reactions of
matter.
The study of chemistry is required for students
in many fields because it is a major unifying
force among these other subjects. In other
disciplines, particular aspects of matter or its
applications are studied, but the basis for such
study rests in a firm foundation in chemistry.
COURSE OBJECTIVES: The major topics in
each unit are listed below.
1. Elements and the Periodic Table
2. Compounds and Bonding
3. Kinetic Theory
4. The Mole and Stoichiometry
5. Chemical Reactions
6. Solutions
7. Experimentation
Attendance & Punctuality - Come to class on
time. If late student must sign and complete
tardy log.
Homework - The mastery of chemistry
depends greatly upon solving problems on a
continuous basis. Homework is assigned daily.
Class work - this section is to assess
classroom performance, i.e., coming to class
prepared, participating by either answering or
asking questions, following class rules,
completing assigned work, etc. Students who
are actively engaged in class tend to learn the
material more thoroughly. The statement, “I do
not know” will not be accepted, you must share
your thoughts and ideas. Be engaged.
CLASSROOM EXPECTATIONS:
Appropriate behavior is expected at all times
and becomes critical during laboratory work,
see attached safety rules. Students without a
safety agreement signed by both parent and
student will not be allowed to participate in
labs.
BEHAVIOR/DISCIPLINE: A safe, vital
learning environment is essential to being
successful learners. Therefore, I expect students
to exhibit self-control and to interact in a
courteous manner. Disruption of the learning
process will not be tolerated.
Student Supplies -The following materials are
required daily for this course.
1. 2”– 3 Ring Binder w/ Loose Leaf Paper
and dividers
2. Pens – black or blue
3. # 2 pencils, colored pencils, &
highlighters
4. Scientific or graphing calculator
5. Index cards and post-its
Notebook – Your notebook will be your best
study guide and chief reference source, so you
need to keep it organized, neat, and up to date.
Notes must show the work that was covered
including key points discussed by classmates
and teachers. All papers are to be kept for the
entire year and must be on the rings. They will
be graded for completeness. .
2
Chemistry Institute
Useful Websites
1.
2.
3.
4.
5.
6.
7.
http://www.sparknotes.com/chemistry/
http://antoine.frostburg.edu/chem/senese/101/measurement/sigfig-quiz.shtml Significant Figures
http://microcosm.web.cern.ch/Microcosm/P10/english/P0.html Power of 10
http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/
http://www.sparknotes.com/chemistry/
http://antoine.frostburg.edu/chem/senese/101/measurement/sigfig-quiz.shtml Significant Figures
http://antoine.frostburg.edu/cgi-bin/senese/tutorials/sigfig/index.cgi Sig Fig and Uncertainty in
Measurement
8. http://www.sciencegeek.net/Activities/scientificnotation.html - Scientific Notation
9. http://www.mhhe.com/physsci/chemistry/chang7/esp/folder_structure/ch/m4/s1/ Dimensional Analysis
and Factor Label Method
10. http://chemsite.lsrhs.net/Intro/outlineIntro.html Chemistry
SOL Practice
11. http://education.jlab.org/solquiz/index.html Jefferson Labs
12. http://www.chemthink.com/chemthink.htm Chemthink Review Site
13. http://www.chemmybear.com/stdycrds.html#GenChem Study Cards printable
14. http://www.regentsprep.org/Regents/chem/chem.cfm SOL type questions
15. http://fcps.blackboard.com for your class notes and some assignments
Math sites
16. http://library.thinkquest.org/20991/home.html Math for _________ Like Us
17. http://www.sosmath.com/algebra/algebra.html
18. http://www.regentsprep.org/Regents/math/ALGEBRA/math-ALGEBRA.htm
19. http://www.regentsprep.org/Regents/math/geometry/math-GEOMETRY.htm
20. http://www.awesomelibrary.org/Classroom/Mathematics/Middle-High_School_Math/MiddleHigh_School_Math.html
21. http://cte.jhu.edu/techacademy/web/2000/heal/siteslist.htm
22. http://www.purplemath.com/stdysrvy.htm Study Skills Self Survey
23. http://www.purplemath.com/modules/index.htm Math help
24. http://www.freepuzzles.com/puzzles/PuzzlePage.asp?PuzzleNumber=Math085&CategoryID=3
25. http://www.padowan.dk/graph/ Downloadable open source program that allows user to graph various functions including piecewise, trigonometric, paremetric and
polar
3
Experimentation
You cannot have an independent variable without a dependent variable and vice versa. For
example, the amount of exercise a person gets (independent variable) may affect the weight of
that person (dependent variable).
Direct Relationship – a direct relationship is when the
and dependent variable are both increasing.
Indirect Relationship (also known as Inverse
– an indirect relationship is when the
variable is increasing while the dependent
decreasing, or vice versa.
independent
Relationship)
independent
variable is
Experimental Design
Qualitative observations – descriptive observations (i.e., the plant was greener after having been fed fertilizer)
Quantitative observations – numerical observations (i.e., the plant grew 2.2 cm after having been fed fertilizer)
Repeated trials – trying the experiment more than one time. If you get the same results time after time, you can be
pretty sure that the results are correct. Three trials are usually the minimum that are considered to be acceptable
Scientific Notation- Scientific notation is simply a method for expressing, and working with, very large or very
small numbers. It is a short hand method for writing numbers, and an easy method for calculations. Numbers in
scientific notation are made up of three parts: the coefficient, the base and the exponent.
5.67 x 105
coefficient
base exponent
In order for a number to be in correct scientific notation, the following conditions must be true:
1. The coefficient must be greater than or equal to 1 and less than 10.
2. The base must be 10.
3. The exponent must show the number of decimal places that the decimal needs to be moved to change the number
to standard notation. A negative exponent means that the decimal is moved to the left when changing to standard
notation.
Lab Techniques - Know the correct use, including the correct number of significant digits, for the following
equipment:
Volume
Graduated Cylinder (when reading the volume in a graduated
record the volume at the bottom of the meniscus)
cylinder,
4
Find the Median and Mean for each set of student data.
The following data was collected in an experiment to determine the molar volume of a gas.
Group Value (liters)
1. What is the median for these experimental values?
1
22.5
2
23.9
3
24.6
4
20.6
5
21.9
2. What is the mean for these values?
During a recent experiment, seven different lab groups performed an experiment to determine the density of 1-butanol.
The results of their experiment are given below. The accepted(true) value for this density is 0.80g/ml.
Lab Group Density (g/ml)
1
.91
3. What is the median for these values?
2
.86
3
.82
4
.81
5
.80
4. What is the mean for these values?
6
.75
7
.73
Scientific Notation
Express in standard form.
Express in scientific notation.
5. 5.2 x 103 =
7. 780000 =
6. 9.65 x 10-4 =
8. 0.00000422 =
7. 8.5 x 10-2 =
9. 10000000 =
Use the exponent function on your calculator to compute the following.
10. (4.1 x 1023) (8.0 x 103)=
13. (3.2 x 104) / (6.8 x 103)=
11. (4.7 x 10-4) (1.1 x 10-3)=
14. (6.3 x 10-6) / (4.4 x 10-3)=
12. (-3.2 x 10-7) (8.0 x 10-9)=
15. (-8.5 x 10-4) / (3.7 x 10-16)=
5
Why bother with significant digits?
Every measurement done in science has some amount of uncertainty. For instance, if you
measure your mass the scale may read 56.7 kg. The last digit is rounded off or estimated, so your
actual mass could be as low as 56.65 kg or as high as56.74 kg. A more sensitive scale could be
used to reduce the uncertainty, but there will always be some degree of error.
The limits of the measuring equipment are expressed in the number of significant digits that
are recorded; only the digits that contain meaningful information (the are significant) are recorded.
When a measurement is made during an experiment, it is never recorded with more precision than
the measuring instrument is capable of providing. Scientists never claim to know more about a
value measurement than the equipment that they are using allows them to. This is done by
recording the measurement to the most precise marking the instrument can provide, and then
estimating the value of the next more precise place value, if possible.
If a graduated cylinder measures to the nearest milliliter a scientist may measure the volume of
a liquid that lies half way between the 12 mL and 13 mL mark to be 12.5 mL. The scientist is
certain of the accuracy of the 1 and the 2, and makes a good estimate of the 5. The volume can’t be
measured more precisely than the nearest tenth, because the cylinder is not constructed to do that.
If the scientist recorded the measurement as 12.53 mL, he or she would be telling a lie, as they
would be claiming to know something about the volume to the nearest hundredth, something that is
impossible given the equipment that was used to make the measurement. Furthermore, in the first
value, the scientist is correctly admitting to a possible error of 0.1 mL in either direction. If the
scientist uses the second value, he or she incorrectly implies that the possible error in the
measurement is only 0.01 mL, a value ten times more precise than is correct.
Significant digits are used to ensure that the results that are reported don’t make claims that
are not true. In essence, significant digits are science’s way of making sure that experiments don’t
tell lies. As such they are extremely important and learning to handle them correctly will save you
many marks, both at the high school and later (if you continue your scientific education) at the
university level.
6
Significant
Figures
How many significant figures are there in each of the following measurements?
1.
a. .0335 cm
b. 76.414 kg
c. 1.498g
d. 0.05587 m
e. 248.3s
f. 107 mm
g. 9.855 mL
h. 0.1238km
2. Express the answer to each of the following calculations with the correct number of significant figures.
a. 17.8cm + 12.11cm
c. 3.42cm + 8.13cm
d. 4.894 cm — 2.33 cm
b. 3.882 g — 2.114
d. 4.939 g + 3.822 g
f. 15.6674m — 12.838m
Chemistry: Mathematics of Chemistry
Complete the following calculations. Include units on your answers.
3. (100 m)=
(24 s)
7.
(8.1 kg)
=
(0.45 cm x 0.55 cm)
4. (54 g)=
(4 L)
8.
(75 kg) (5.0 m) =
(2.5 s) (6.0 s)
5. (10 kg) (30 m)=
(5 s)
9.
12700 J
=
(116 g) (4.8oC)
6. (7.5 N) (0.25 m) =
(0.68 s)
10.
1.35 mol =
3.55 L
Simplify the following expressions.
11. 5 (5y – 4y) =
10
12.
14. 100 x 5 x 11 =
(18)(2)
6a x 5b2 =
3a3
15. 3d (4d) (0.25d) =
13. (2a – 3b)(3b) =
3c x c
16. (4f + 13g) (2w) =
Solve each of the following expressions for x. (x = ?)
17. 2x – 15 = 8
22.
x + 8 = 23FG
18.
4x = 3y + 8
(if y = 2)
23.
18KRx = E
F2
19.
8x + 5y – z = 0
(if y = 3 and z = -1)
24.
T = LxS
20. H = WQx
25.
15G – x = W
21.
26.
B2H5x = T3K
E4R
Y
Y = (T + 6)
x
7
8
QUICK LAB: Accuracy and Precision
PURPOSE
To measure the dimensions of an object as accurately and precisely as possible and to apply rules for rounding
answers calculated from the measurements.
MATERIALS
 3 inch x 5 inch index card
 metric ruler
PROCEDURE
1. Use a metric ruler to measure in centimeters the length and width of an index card as accurately and
precisely as you can. The hundredths place in your measurement should be estimated.
CALCULATIONS
2. Calculate the perimeter [2 (length + width)] and the area (length x width) of the index card. Write both
your unrounded answers and your correctly rounded answers on your paper.
ANALYSES AND CONCLUSIONS
1. How many significant figures are in your measurements of length and of width?
2. How do your measurements compare with those of your classmates?
3. How many significant figures are in your calculated value for the area?
4. In your calculated value for the perimeter? Do your rounded answers have as many significant figures as
your classmates’ measurements?
5. Assume that the correct (accurate) length and width of the card are 12.70 cm and 7.62 cm, respectively.
Calculate the percent error for each of your two measurements.
9
Hayfield Secondary School
Name ______________________
Chemistry – Mr. Paul
Date: _____________ Per: ____
Problem: What did we learn that affected our view of Dalton’s atom?
- - - - - - - - - - Dalton’s atom
J.J. Thomson’s atom
Rutherford’s
Plum pudding model
Blueberry muffin
Bohr’s atom
Modern Cloud model
Subatomic particle name
Particle
symbol
Charge
Mass
Location
1) From the information above what is the charge of the nucleus?
2) What is the charge of the electron cloud?
3) Where is the mass of the atom found?
10
Chemistry: Atomic Number and Mass Number
Complete the following chart and answer the questions below.
●
Atomic # = # of p+ (Atomic number is ALWAYS equal to the number of protons)
●
# of no = mass # - # of p+ (The number of neutrons is equal to the mass number minus the
number of protons)
●
Mass # = # of p+ + # of no (The mass number is equal to the number of protons plus the
number of neutrons)
Element
Name
1
Number of
Protons
6
Number of
Neutrons
8
8
hydrogen
1
6
14
hydrogen
2
nitrogen
14
7
1
8
Mass Number
12
4
5
Number of
Electrons
carbon
2
3
Atomic
Number
92
2
146
Chemistry: Ions and Subatomic Particles
electrons = protons – (charge)
Directions: Complete the following table.
Ion Symbol
9
S 2-
10
K 1+
11
Ba 2+
12
Fe 3+
13
Fe 2+
14
F 1-
15
O 2-
16
P 3-
Protons
Electrons
Charge
11
17) How are the atomic number and the number of protons related to each other?
18) How do the number of protons, number of neutrons, and the mass number relate to each other?
19) What is the one thing that determines the identity of an atom (that is, whether it is an oxygen atom or a carbon atom,
etc.)?
Isotope Tic-Tac-Toe
Atoms of the same element having same atomic number but different mass due to different number of neutrons.
a) proton = atomic number
b) neutron = mass number - protons
c) If neutral then electrons = protons
Carbon –12
Carbon-13
Helium-4
Helium-3
p+
p+
p+
p+
no
no
no
no
e-
e-
e-
e-
Beryllium-7
Carbon-14
Hydrogen-3
Nitrogen-13
p+
p+
p+
p+
no
no
no
no
e-
e-
e-
e-
Beryllium-9
Hydrogen-2
Oxygen-16
Nitrogen-14
p+
p+
p+
p+
no
no
no
no
e-
e-
e-
e-
12
Temperature Conversions
You are probably familiar with measuring temperature in °F (degrees Fahrenheit). Science, however, uses two other
measurements of temperature: Celsius and Kelvin. Please see the picture below to understand how all three relate to one
another.
SYMBOLS
Notice…
No degrees
sign
K = Kelvin = K
C = Celsius = °C
F = Fahrenheit =°F
Converting Between Temperature Scales
* To convert Celsius to Kelvin, simply take your Celsius temperature and add 273°
Example: 20°C = _______ K
 20 + 273 = ___________ K
* To convert Kelvin to Celsius, simply take you Kelvin temperature and subtract 273°
Example: 321 K = _______ °C
 321 - 273 = _________ °C
* To convert between Fahrenheit and Celsius use the following equation TC = (5/9)*(TF-32)
Example: 80°F = _______°C  TC = (5/9)*(80-32) = (5/9)*(48) = 26.6°C
* To convert between Fahrenheit and Celsius use the following equation TF = ((9/5)*TC)+32
Example: 20°C = _______°F  TF = ((9/5)*20) + 32 = (36)+32 = 68°F
13
QUESTIONS
1. When does water boiling in:
a. Celsius:
_______________
b. Kelvin:
_______________
2. When does water freezing in:
a. Celsius:
_______________
b. Kelvin:
_______________
3. What is room temperature in:
a. Celsius:
_______________
b. Kelvin:
_______________
Convert
4. It is a hot day in Franklin. The temperature is 104°F. How hot is it in Celsius?
5. How hot is it in Kelvin?
6. A scientist has a sample of liquid nitrogen. It is 77K. What is its temperature in °C?
7. Convert the following Celsius temperatures to Kelvin
a. 273 oC  _________
e. 1003 oC  ________
b. 0 oC  ___________
f. 546 oC  __________
c. 346oC  __________
g. 819 oC  _________
d. 1346oC  __________
h. 89 oC  _________
8. Convert the following Kelvin temperatures to Celsius
a. 273 K  __________
e. 546 K  __________
b. 0 K  ____________
f. 819 K  __________
c. 346 K  __________
g. 103 K  __________
d. 32 K  __________
h. 1212 K  __________
No page 15
14
Heating Curve of Water
1. At what temperature range is water a liquid? (Use Celsius, C)______________
2. At what temperature range is water a gas? ______________
3. At what temperature does water melt? ______________
4. At what temperature does water freeze? ______________
5. At what temperature does water boil? ______________
6. At what temperature does water condense? (change from gas to liquid) ______________
7. Use a chemistry book to look up the definition of temperature. What does temperature measure?
8. At what temperature is both the liquid and gas phase of water present inside a container?
9. At what temperature is both the solid and liquid phase of water present?
10. Label the following equations as melting, condensing, boiling or freezing:
a. H2O (s)  H2O (l) _______________________
b. H2O (l)  H2O (g) _______________________
c. H2O (l)  H2O (s) _______________________
d. H2O (g)  H2O (l) _______________________
e. Do these equations represent a chemical or physical change? _________________
16
South Pasadena • Chemistry
Name___________________________________
Period _____
Date ___/___/___
8  Why Do Hot Air Balloons Float?
PRESSURE
1 atm = 760 mmHg = 760 torr = 101.3 kPa = 14.7 psi
UNITS
Background:
Pressure is defined as Force / Area such as pounds per square inch (psi).
The weight of air pushing down per square inch is 14.7 pounds per square inch or 14.7 psi.
A barometer can be used to measure pressure. A column of mercury (Hg) that is 0.760 meter (760 mm) tall has the
same weight as a column of air from sea level to the edge of the stratosphere. The height of this column is a
good measure of air pressure… 760 mmHg.
Evangelista Torricelli did a lot of experiments with pressure and so 1 mmHg is also called 1 torr. So, air pressure
has a value of 760 torr. This amount of pressure is also called 1 atm (one atmosphere) because it IS the
atmosphere.
In metric units, pressure if Newtons (force) per square meter (area). One Newton is not very much pressure…
about the weight of a small apple (get it… apple… Newton)… and if that force is exerted over a square meter,
the amount of pressure is very small and called a pascal (Pa). It is more useful to talk of kilopascals (kPa)
which would be the weight of 1000 small apples exerted over a square meter. Air pressure is equal to 101.3
kPa.
Since each of these values (see the top of the page) represent the same amount of pressure, any two of them can be
used as a conversion factor. You can convert one pressure unit into another.
Example:
What is 515 mmHg in kPa?
515 mmHg x
101.3kPa
= 68.6440789 kPa = 68.4 kPa
760mmHg
Problems:
1. 745 mmHg into psi
745mmHg x
5. 522 torr into kPa
_psi =
760mmHg
2. 52.5 kPa into atm
6. 1.10 atm into psi
3. 727 mmHg into kPa
7. 800. mmHg into atm
4. 0.729 atm into mmHg
8.
125 kPa into torr
17
Affect of Pressure and Temperature on a Gas
1. What three factors affect the volume of a sample of gas?
2. As pressure increases, volume _______________, indirect relationship.
P1V1 = P2V2
Boyle’s Law
3.
4.
5.
6.
7.
8.
If pressure is doubled, volume is _________
If pressure is multiplied by 4, volume is ________.
If pressure is halved, volume is __________.
If volume is doubled, pressure is __________.
Pressure change from 6atm to 3atm, starting volume is 20L what is the new volume?
The product of the two quantities remains constant as their values change. The two quantities must
be:
a) equal to each other
c) directly proportional
b) inversely proportional
d) independent of each other
9. As temperature increases, volume _________________, direct relationship.
V1/ T1= V2 / T2
Charles Law
10. If Kelvin temperature is doubled, volume is ______________
11. If Kelvin temperature is halved, volume is _______________.
12. Volume is 30ml, what is the new volume if Kelvin temperature is doubled?
13. A gas occupies 13ml, if Kelvin temperature changes from 1000K to 500K, what is the new volume?
14. When pressure is held constant the volume of a gas and its Kelvin temperature are
a) equal to each other
c) directly proportional
b) inversely proportional
d) independent of each other
18
Temperature is always in Kelvin = oC + 273
Standard Pressure = 1 atm = 101.3kPa = 760mmHg = 760torr = 14.7 psi
Standard Temperature = 0oC = 273K
P1V1 = P2V2
T1
T2
Boyle’s Law
15. The volume of a sample of gas is 500L at 740mmHg. What is the new volume at 370mmHg and constant
temperature?
Charles Law
16. At a constant pressure, 1.20 L of exhaled gas undergoes a change in temperature from 0 oC to 273 oC. What is
the new volume of the gas?
Combined Gas Law
17. A sample of oxygen 11.0ml under a pressure of 740mmHg at a temperature of 30oC. What volume will it
occupy under standard conditions?
PV=nRT
18. How many moles of propane gas, C3H8, will be present in a 2.55 L cylinder if the temperature is 35 oC and the
pressure is 15.1 atm? How many grams of propane is this?
19
Le Chatelier’s Principle
Name: ___________________________
Le Chatelier’s Principle states that when a system at equilibrium is subject to a stress, the system will shift
its equilibrium point in order to relieve the stress.
Complete the following chart by writing left, right or none for equilibrium shift, and increases, decreases
or remains the same for the concentrations of reactants and products, and for the value of K.
A system that is stressed will act to relieve the stress.







Adding energy favors an endothermic reaction
Removing energy favors an exothermic reaction.
Increasing pressure favors the side with least number of moles of gas.
Decreasing pressure favors the side with the greatest number of moles.
Adding a substance pushed the reaction away from where the substance is added.
Removing a substance pulls the reaction towards what is removed.
Adding a catalyst makes absolutely no difference to the position of equilibrium, and Le Chatelier's
Principle doesn't apply to them.
N2(g) + 3H2(g)
Stress
↔
2NH3(g) + 22.0 kcal
Equilibrium
Shift
[N2]
[H2]
[NH3]
Keq
right
------
Decrease
Increases
Remains
the same
1
Add N2
2
Add H2
3
Add NH3
4
Remove N2
5
Remove H2
6
Remove NH3
7
Increase Temperature
8
Decrease Temperature
9
Increase Pressure
10
Decrease Pressure
11
Volume of the container is
↑
12
Volume of the container is
↓
13
Is forward reaction endothermic or exothermic?
----------------------
20
Molar Mass
Tic-Tac-Toe
There is at least one student in the class who has correctly demonstrated one of the following molar mass calculations to the
teacher. These students can sign-off for you in the appropriate box, certifying your ability to correctly calculate the
compound’s molar mass.
In each box, indicate the number of atoms and the atomic mass for each element. Then, multiply these together and add the
products in the final column to determine the molar mass of the compound.
Example: Ammonia, NH3, contains one nitrogen atom and three hydrogen atoms.
Atomic mass of nitrogen = 1 x 14.01 g/mole = 14.01 g/mol
Atomic mass of hydrogen= 3 x 1.01 g/mole = 3.03 g/mol
For a total mass of 17.04 g/mol
N2O3
CH3CH2CH3
AlPO4
#N __ _____g/mol= ____g/mol
#C __ _____g/mol= ____g/mol
#Al __ _____g/mol= ____g/mol
#O __ _____g/mol= ____g/mol
#H __ _____g/mol= ____g/mol
#P __ _____g/mol= ____g/mol
Molar mass = ______g/mol
Molar mass = ______g/mol
#O __ _____g/mol= ____g/mol
Molar mass = ______g/mol
NaNO3
P2O5
CoCO3
#Na __ _____g/mol= ____g/mol
#P __ _____g/mol= ____g/mol
#Co __ _____g/mol= ____g/mol
#N __ _____g/mol= ____g/mol
#O __ _____g/mol= ____g/mol
#C __ _____g/mol= ____g/mol
#O __ _____g/mol= ____g/mol
Molar mass = ______g/mol
#O __ _____g/mol= ____g/mol
Molar mass = ______g/mol
Molar mass = ______g/mol
C2H6
CH3COOH
NH4NO3
#C __ _____g/mol= ____g/mol
#C __ _____g/mol= ____g/mol
#N __ _____g/mol= ____g/mol
#H __ _____g/mol= ____g/mol
#H __ _____g/mol= ____g/mol
#H __ _____g/mol= ____g/mol
#O __ _____g/mol= ____g/mol
#O __ _____g/mol= ____g/mol
Molar mass = ______g/mol
Molar mass = ______g/mol
Molar mass = ______g/mol
NH3CH2COOH
K3PO4
SO3
#N __ _____g/mol= _______g/mol
#K __ _____g/mol= ____g/mol
#S __ _____g/mol= ____g/mol
#H __ _____g/mol= ______g/mol
#P __ _____g/mol= ____g/mol
#O __ _____g/mol= ____g/mol
#C __ _____g/mol= _______g/mol
#O __ _____g/mol= _______g/mol
#O __ _____g/mol= ____g/mol
Molar mass = ______g/mol
Molar mass = ______g/mol
Molar mass = _________g/mol
21
Summer 2011
Mr. Paul Chemistry
Name: _____________________
Date: ______________
Graphing MiniLab
Title: How does the atomic radius of atoms change within the Periodic Table?
Procedures:
1. Create a title for the graph and write it at the top of the graph.
2. Label the y-axis.
3. Using the appropriate scale to plot the data for the atomic radius and atomic number of elements
on the periodic table.
4. Write the element symbol next to each point.
5. After plotting the points connect the dots to create a graph of atomic number vs. atomic radius.
6. What trend or pattern do you see as you look left to right across the period? As the elements move
left to right across the period (e.g. Li  Be  B  C  N  O  F  Ne). Reason
7. What do you observe as you move down the group, family, column? (e.g. Li  Na  K) examine
the peeks. Reason.
8. Explain any other trends or patterns you observed about the atomic radius of the atom.
9. What group of elements are found in the valleys? Why do you think this happened?
Conclusion / Summary : What did you learn, noticed, or realized about the change in atomic radius as
you move across a period(row) and move down a group(column).
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Data Table
Atomic
number
Element
Atomic radii
(pm)
Atomic
number
Elements
Atomic radii
(pm)
Atomic
number
Elements
Atomic radii
(pm)
1
2
3
4
5
6
7
8
9
10
H
He
Li
Be
B
C
N
O
F
Ne
208
50
155
112
98
91
92
65
57
51
11
12
13
14
15
16
17
18
Na
Mg
Al
Si
P
S
Cl
Ar
190
160
143
132
128
127
97
88
19
20
31
32
33
34
35
36
37
38
K
Ca
Ga
Ge
As
Se
Br
Kr
Rb
Sr
235
197
141
137
139
140
112
103
248
215
Title:
Atomic number
TO BE CONTINUED September 6th, 2011
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