Solution Manual for Chemistry A Molecular Approach, 4th Edition

Name: Solution Manual for Chemistry A Molecular Approach, 4th Edition
Brand: Academic Documents Platform
Price: 14.99 USD
Availability: InStock
Author: Ava Martinez

Solution Manual for Chemistry A Molecular Approach, 4th Edition provides expert-verified solutions to help you study smarter.

Ava Martinez

Contributor

4.0

4 months ago

Preview (31 of 103)

INSTRUCTOR MANUAL
FOR
LABORATORY MANUAL
JOHN B. VINCENT
AND
ERICA LIVINGSTON
CHEMISTRY
A MOLECULAR APPROACH
Fourth Edition
NIVALDO J. TRO

ii
Table of Contents
Experiment 1 Laboratory Basics: Accuracy and Precision – Who’s the Shooting Champion? 1
Experiment 2 Components of a Mixture – What Is That Stuff in the Bottom of the Cereal Box? 3
Experiment 3 Cathode Ray Tubes, Millikan Oil Drop, and Avogadro’s Number 5
Experiment 4 Conservation of Mass and Reaction Types – Copper Recovery Cycle 8
Experiment 5 Equivalent Weights and the Periodic Table 10
Experiment 6 Hydrates 12
Experiment 7 Gas Laws 14
Experiment 8 Styrofoam Cup Calorimetry: Atomic Weights 16
Experiment 9 Chemiluminescence: Glow Stick in a Beaker 19
Experiment 10 Atomic Spectra 22
Experiment 11 Reactivity of Group 1 Metals – Yes, Mom, I Threw Sodium in Water in Class
Today 23
Experiment 12 Flame Tests – Flames and Smoke Bombs 26
Experiment 13 VSEPR and Molecular Models 29
Experiment 14 Simulating the Shroud of Turin: An Inquiry-based Experiment 31
Experiment 15 Taste Observe the rainbow: Paper Chromatography 34
Experiment 15B Chemical Oil Dispersant Experiment 36
Experiment 16 Sublimation 41
Experiment 17 Closest Packed Structures 43
Experiment 18 Colligative Properties – Freezing Point Depression 47
Experiment 19A Diet Coke and Mentos – An Inquiry-Based Experiment 49
Experiment 19B Kinetics: Testing for Semen – Acid Phosphatase 51
Experiment 19C Activation Energy Determination 54
Experiment 20 Equilibrium Constants and LeChatelier’s Principle – CoCl2 56
Experiment 21 Far from Equilibrium Systems: Creating Life in a Beaker 61
Experiment 22 Acid-base Titration 63
Experiment 23 Determining the Buffer Capacity of Antacids 65
Experiment 24 Entropy – The Chelate Effect 67
Experiment 25 Redox Reactions – Detecting Traces of Blood 69
Experiment 26 Radioactivity 72
Experiment 27A Group I Cations 75
Experiment 27B Group II Cations: “I love the smell of hydrogen sulfide – It smells like victory” 77
Experiment 27C Piltdown Man and Scientific Ethics 80
Experiment 27D Group IV Cations 83
Experiment 27E Anions 85
Experiment 28 Esters 87
Experiment 29 Which Compounds Are Genotoxic or Carcinogens?: Cleaving Plasmid DNA and
Gel Electrophoresis
89

iii
Preface for Instructors
When one of the authors was in high school deciding what major he would be in college, he
was leaning toward chemistry. He favored chemistry over physics and mathematics because of what
he had performed in chemistry lab with his own hands. Somehow there was something more to
mixing the chemicals together and getting precipitates, gas bubbles, or color changes than watching a
block slide down an inclined plane. Getting into the lab and making something happen (i.e., blowing
something up) or making something new is probably the inspiration for nearly all budding chemists.
Chemistry is a “hands-on” science. How often do we say this to our students or to
administrators to justify the expense of the lab? Chemists inherently understand this to be true. Seeing
something happen is more educational and powerful than only discussing the theory behind it. At a
fundamental level, chemistry occurs beyond the naked eye, beyond the grasp of most of our senses.
One of the authors was fortunate in having an excellent laboratory experience in high school; he even
got to throw tiny pieces of sodium metal into a beaker, rapidly cover the beaker with a watch glass,
and observe what happens, for example. When he talks to old high school companions who went into
other areas, they still remember this experiment.
This is the kind of excitement we are aiming for in this laboratory manual project. We want
students to see things for themselves and do things for themselves that will emphasize the concepts
from the lecture portion of general chemistry. Most laboratory manuals seem to be a tired rehashing
of the same material – all but interchangeable. The authors often seem to forget to ask whether the
experiment would have been fun or exciting if they were a student. Thus, one finds dry “cookbook”
laboratory manuals. The “cookbook” label is somewhat unfair as no matter what type of laboratory
experiment is being performed (even an inquiry-based experiment), the students must be guided
through the exercise. A novice observer cannot be expected to necessarily make the important
observations without training into what is important to look for.
With this in mind, we are attempting to devise a laboratory manual that is concept oriented,
has varying levels of student guidance ranging from what is now called “inquiry-based” to classical
“cookbook” and hands-on and exciting. Why should the professor in front of the class be the only one
to perform the exciting chemistry of the lecture demonstrations? Why not have students throw sodium
into water, make things glow in the dark, and mix chemicals together to get results they never could
anticipate (as in an oscillating reaction)? We also believe that some issues not normally treated in the
laboratory to an appreciable degree can be covered such as the scientific method and scientific ethics.
All this can be handled, we believe, without straying too far from familiar territory to those
individuals who must be in the trenches setting up experiments, teaching the lab, or directing graduate
assistants. Thus, a variety of techniques to approach “traditional” experiments will be presented to
students. Some are open ended. Some are inquiry driven. Some are driven by attempting to obtain an
answer close to an accepted standard. Some are based on current events, some on current
“sensational” entertainment, and some on history. Through it all, our aim is to present concrete and
graspable theories with experiment and example.
We are including qualitative analysis in this manual. We believe the logic structure of this
process, including using flow diagrams, is an important contribution to the course.

iv
When we set out to write this manual, our intention was to have detailed waste-disposal
procedures. As we looked into this issue, we found that local regulations and restrictions were so
varied as to make this impractical. We have made notes of when items require particular care,
regardless of location. Please work with your chemical hygiene officer to work out the proper
conditions for your location.
We hope you and your students can have fun and learn from what follows. In addition, please
feel free to send us your comments or those of your colleagues and students. We appreciate any input
so that we can continuously improve this manual.
John B. Vincent and Erica Livingston

v
General Laboratory and Safety Rules
For the Instructor
The general laboratory and safety rules are only intended to provide basics common to all general
chemistry laboratories; they are not meant to be comprehensive or to cover the specialized needs of
any particular laboratory situation and environment. Each instructor should provide details and edit
the rules as necessary to their own situation. Instructors should acquaint themselves with more
comprehensive laboratory safety publications such as Safety in Academic Chemistry Laboratories
published by the American Chemical Society.1
1. American Chemical Society Committee on Chemical Safety. Safety in Academic Chemistry
Laboratories, 7th ed. American Chemical Society: Washington, DC, 2003.

Loading page 6...

Loading page 7...

vii
Instructor’s Equipment List
Large Equipment
Cathode ray tube with power supply 1 per group
Capacitor setup (if not included with cathode ray tube) 1 per group
Commercial apparatus for Millikan oil drop 1 per group
Spectroscope 1 per group
Hydrogen lamp 1 per group
Mercury-vapor lamp 1 per group
Power supply for lamp 1 per group
Spectrometers 1 per group
Centrifuges (addition test tubes) 1 per group
Oven with insulated gloves 4-5 per room
Geiger counter 1 per group
Ring stands with ring and clamp 1 per student

Loading page 8...

Loading page 9...

ix
Rubber bands
Tooth picks (plastic, round)
Plastic wrap (parafilm or aluminum foil)
Tape or staples/stapler
Nichrome wire
Candy pieces
Chalk
Ink
Meat drippings
Diet Coke (2 L bottles)
Mentos
pUC19 plasmid DNA solution
1 mL or similar-size microcentrifuge tubes
Alka Seltzer tablets
Ice
Tap water
Instructor’s Chemical List (note for section of 24 students)
3,3’,5,5’-tetramethylbenzidine solution <100 mL
4-(2-pyridylazo)resorcinol, monosodium salt hydrate

Loading page 10...

Loading page 11...

Loading page 12...

Loading page 13...

1
Experiment 1
Laboratory Basics: Accuracy and Precision – Who’s the Shooting
Champion?
For the Instructor
This lab is designed to add fun and excitement to the traditional first experiment in the first-semester
general chemistry laboratory. For shooting at a target, we would recommend being open to
experimentation. A large catapult throwing water balloons at a large target such as a sheet painted
with a bull’s eye, a paint ball gun and target, blunt-tipped arrows shot into a target mounted on a thin
piece of styrofoam, throwing horseshoes, rolling balls into a bull’s eye, throwing small bean bags
(as in tail gate toss) at a target, chipping golf balls at a flag, or even just darts and a dart board can be
considered. A safe indoor alternative is foam dart guns; these darts can be fired at a target drawn on a
dry erase board or chalk board. Cost is only around $10, and they can be found at most toy stores.
Moistening the end of the suction cups helps the dart to adhere to the target.
In our experience, 10 mL disposable plastic centrifuge tubes are surprisingly accurate, just as accurate
within error as 10 mL graduated cylinders. However, because the tubes have fewer graduations,
estimating the last significant figure when adding a given mass of water is more difficult. We have
also found that the reproducibility of measuring 8 mL of water is greater with the plastic tubes
compared to the graduated cylinder as it is easier in the plastic to gently tape the container to remove

Loading page 14...

Experiment 1: Laboratory Basics: Accuracy and Precision – Who’s the Shooting Champion?
2
Answers to Pre-Laboratory Questions
1. William Tell had only one shot to shoot an apple from the top of his son’s head with his bow and
arrow. If you were William Tell and you loved your son, would you rather be accurate or precise?
Explain why.
Accurate – hit the apple. Precise refers to reproducibility, which is not applicable with one shot.
2. Assume that you found that the average volume of water required to fill the graduated cylinder to
the 8.00 mL mark was 7.95 mL. Calculate the % error.
(7.95 mL − 8.00 mL)/8.00 mL × 100% = 6%

Loading page 15...

Loading page 16...

Loading page 17...

Loading page 18...

Loading page 19...

Experiment 3: Cathode Ray Tubes, Millikan Oil Drop, and Avogadro’s Number
7
Answers to Pre-Laboratory Questions
1. Oleic acid is a fatty acid and is essentially immiscible (insoluble in water). Given this, why do you
think that the glass surfaces in this experiment must be cleaned so carefully?
Oleic acid may interact and stick to oil residue on glass surface rather than form layer on top of
water.
2. Find a material safety data sheet (MSDS) for benzene on the Internet. What are the hazards
associated with working with benzene? What precautions should be taken?
A Google search of “MSDS benzene” will provide many examples. Hazards include
carcinogenic, possibly mutagenic, and developmental toxins. Wear splash goggles, lab coat, and
gloves.

Loading page 20...

Loading page 21...

Loading page 22...

Loading page 23...

Loading page 24...

Loading page 25...

Loading page 26...

Loading page 27...

Loading page 28...

Loading page 29...

Loading page 30...

Loading page 31...

30 more pages available. Scroll down to load them.

Preview Mode

100%

Study Now!

XY-Copilot AI

Unlimited Access

Secure Payment

Instant Access

24/7 Support

Document Chat

Document Details

Subject

Chemistry

Solution Manual for Chemistry A Molecular Approach, 4th Edition

Study Now!

Document Details

Related Documents

CHEM2: Chemistry in Your World 2nd Edition Test Bank

General Chemistry, 11th Edition Test Bank

Test Bank for Organic Chemistry, 8th Edition

Test Bank For Organic Chemistry, 5th Edition

Test Bank For Organic Chemistry, 7th Edition

Chemistry: The Central Science , 12th Edition Test Bank

Test Bank for Chemistry: An Atoms-Focused Approach , 2nd Edition

Chemistry: Principles And Reactions, 7th Edition Test Bank

Chemistry: The Central Science, 13th Edition Test Bank

Test Bank for Essential Organic Chemistry Plus Mastering Chemistry , 3rd Edition

Company

Explore

Study Tools