Description Complete the virtual lab on determining the heat of reaction of aqueous solutions by clicking the link below http://chemcollective.org/vlab/90 Upon completion of lab, write a lab report in the simple outline of attached file including data from lab.
Description In this Unit, you learned about acids and bases. You will complete the activities below to demonstrate your understanding. First, procure the materials from the list below. These should be relatively easy to find at your local pharmacy or drugstore. Then, study the objectives and consider the essential questions to prepare yourself to begin. Follow the procedure closely. Take notes of your observations and questions as you move through the experiment. At the conclusion of your experiment, answer the Analysis questions. Be thorough as you respond to these important questions - your overall Analysis Portion should be three to four pages in length (750-1000 words). Remember that this is the cumulative project for the course, and should demonstrate everything you have learned. pH Scaling: Acids and Bases Lab Activity Objectives: Students will be able to: · Compare and contrast the hydrogen ion concentration for various acid and base solutions · Determine what happens when vinegar and baking soda are mixed · Use pH indicators to determine the acidity of a solution · Test various substances to determine if they are acidic or basic Part I: Essential Questions 1. What is the pH scale? 2. How are acids and bases measured by a pH indicator? 3. How are acids and bases different? 4. What types of substances are considered acids and bases? Materials: • Copies of Acid/base lab sheets • pH litmus paper (pH testing strips) • Variety of solutions (lemon juice, vinegar, water, tea, milk, soap, baking soda) • Goggles (Safety Precautions) **Students must wear goggles! • Do not taste or directly inhale any of the solutions. Procedure 1. Choose 5 different substances to test. 2. Hypothesize whether each substance is an acid or a base. Record on the table below. 3. Put each substance in a test well. If it is a liquid, test the liquid directly. If it is a solid, it needs to be mixed with water so the pH can be determined. 4. Dip a pH strip into each of the 5 substances and allow it to sit for 10-20 seconds. Using the pH scale on the pH strip container, measure the pH level and record it on the chart. Image: Part II: Data Table: Measurement of pH Name of Substance Hypothesis (is it an acid or a base?) pH Level Acid, base or neutral? Part III: Analysis questions: 1. What does the pH scale indicate? 2. What is an acid? Where are they found on the pH scale? What is a base? Where are they found on the pH scale? 3. Were any substances tested neutral? Why or why not? Explain your answer. 5. Were any of your results surprising? Why or why not? 6. Write five facts you learned about acids and bases. Project Rubrics Project Rubrics attached below "Make sure to show your work and use the correct amount of significant figures. "
Description After reading the disappearing spoon, please respond to one of the below questions in detail. These questions are taken from Sam Kean's "Questions and Topics for Discussion". Post your response in the appropriate sub-thread. Your response needs to be 1-2 pages long, or approximately 700-900 words. Consider the question and articulate your response thoroughly. What was the most surprising fact you learned from reading The Disappearing Spoon? Were there any elements or scientists you thought you knew a lot about, but then discovered you didn’t? American science was often viewed as second-rate compared to Europe in the 1800s. What enabled U.S. science to become so powerful in the twentieth century? Does Mendeleev deserve the credit he gets for “discovering” the periodic table, even though other scientists had the same idea before him? Sam Kean details numerous prizes awarded to scientists for their discoveries. What do you think are the benefits of awarding prizes for scientific breakthroughs? Can there be drawbacks? The Disappearing Spoon shines a light on many female scientists who have made significant contributions in scientific history. What role do you think their gender played in their work? Or do you think that these scientists’ gender was irrelevant? Why did it take scientists so long to discover what a chemical element really was? Why were scientists so surprised when they discovered they could make chemical compounds from noble gases? How did reading The Disappearing Spoon change your ideas about the day-to-day life of scientists and the work they do? Did you discover any new heroes while reading this book? Was there anyone you thought came across as a villain? Was there anyone whose motivations surprised you? Sam Kean makes connections to many areas of science, nature, and life that normally aren’t discussed in association of the periodic table. What connections most surprised you? Were you surprised at how dangerous some of the elements on the periodic table are, considering that they exist within nature? Now that you have read The Disappearing Spoon, what is your favorite element? Why? There are 50 points possible. 30 points max can be earned for posting your answer, with 10 points each for responding to the work of two of your peers. Your grade will be based on the quality of your work: how well you address the question, originality of thought, and creativity of response. Point out where you found the logic of your peers to be compelling and where you think you would have chosen a different answer.
Description You have been asked to help dietitians in a local community health center to better understand the importance of fat in the diet and particularly how no-fat diets affect the biochemical processes of the body. Requirements: A. Explain how lipids, in the form of triglycerides, are broken down to produce ATP, including each of the following: ? the pathways involved in the breakdown ? the substrate(s) and end product(s) of the pathways , B. Explain how no-fat diets can affect the body (e.g., nutrient absorption, essential fatty acids), including each of the following: ? the molecule, or class of molecules affected ? how the absence of fat influences the availability of the molecule, or class of molecules ? the consequence(s), at the biochemical level (i.e., not simply physiological changes), of the change in availability C. When you use sources, include all in-text citations and references in APA format. Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section. Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment.
Description Uranium (U), with a mass number of 230 and an atomic number of 92, decays by emission of an alpha particle. Identify the product of the nuclear reaction by providing its atomic symbol (2 points), mass number (2 points), and atomic number (2 point). (Points : 6)
