Alchemy Unit Investigation II: Basic Building Materials Lesson 1: A New Language Lesson 2: Now You...
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Transcript of Alchemy Unit Investigation II: Basic Building Materials Lesson 1: A New Language Lesson 2: Now You...
Alchemy Unit
Investigation II: Basic Building MaterialsLesson 1: A New Language Lesson 2: Now You See It . . . Lesson 3: What Goes AroundLesson 4: Create a TableLesson 5: Breaking the Code
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Alchemy Unit – Investigation II
Lesson 1:
A New Language
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Unit 1 • Investigation II
© 2004 Key Curriculum Press.
ChemCatalyst
There are two bottles on a shelf in a chemistry lab. Both contain a shiny metal substance that resembles gold. Bottle A is labeled Au(s). Bottle B is labeled FeS2(s).
• Do you think both bottles contain gold? Why or why not?
• What do you think the symbols on the bottles mean?
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
The Big Question
• What do the chemical symbols tells us about the substance inside the bottle?
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
You will be able to:
• Make sense of chemical names and symbols.
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
• An element is a unique form of matter that serves as a building material for more complex matter.
• Elements cannot be broken apart into two different substances.
Notes
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Activity
Purpose: The goal of this lesson is to give you practice making sense of some of the “language” of chemistry, and translating chemical names and formulas.
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Name Chemical formula
Description
Vial 1
Vial 2 copper nitrate
Vial 3 blue-green crystals
Vial 4
Vial 5 NaNO3(s)
Vial 6
Vial 7
Vial 8
Vial 9 nitric acid
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Name Chemical formula
Description
Vial 10 fine, brown powder
Vial 11 NaOH(aq)
Vial 12
Vial 13
Vial 14 clear liquid
Vial 15 zinc sulfate
Vial 16
Vial 17 Cu(NO3)2(aq)
Vial 18
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Making Sense
• When you turned the penny silver on the first day of class, you used zinc, Zn(s), and sodium hydroxide, NaOH(aq). Do you think the penny was coated with silver, Ag(s)? Explain your reasoning.
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
• A chemical formula is the set of symbols a chemist uses to represent a compound. Carbon dioxide is a compound. Its chemical formula is CO2.
• A compound is a substance that consists of two or more elements chemically combined together.
Notes
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
• A substance is aqueous if it is dissolved in water.
• The substance that is dissolved with water is called the solute.
• The water is referred to as the solvent.
Notes (cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Check-In
• Imagine you find a vial that is labeled Na2SO4(aq). What does the label tell you about what is in this flask?
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Wrap-Up
• Chemical symbols represent the elements that combine to form various substances. Each element has either a one or two letter symbol. The first letter is always capitalized, the second letter is always lower case.
• The chemical formula of a substance tells us what elements are in it as well as the relative amounts of each element in that substance.
Alchemy Unit – Investigation II
Lesson 2:
Now You See It . . .
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Unit 1 • Investigation II
© 2004 Key Curriculum Press.
ChemCatalyst
• What is the starting ingredient you will be using in this lab?
• Why must part of the lab be done in a fume hood?
• When you filter, will you keep the solid or the liquid?
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
The Big Question
• What happens to copper once it has been mixed with other substances?
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
You will be able to:
• Follow a procedure for a series of lab experiments and make observations.
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Activity
Purpose: In this lesson you will complete a formal laboratory procedure. You will begin with copper powder and take it through a series of chemical steps, carefully observing and recording what happens at each stage. The goal is to figure out what happened to the original copper.
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
• You will not be allowed to begin the experiment until you can answer the questions about the lab correctly.
(cont.)
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Setup and Safety Precautions:
This lab is safe, as long as each step is done carefully and correctly. Here are some safety guidelines.
• Everyone will wear safety goggles at all times.
• Be very careful handling the nitric acid, as it will burn any exposed skin. If some gets on your skin, wash the area immediately with water and inform your teacher.
(cont.)
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
• As you add the nitric acid to the copper, nitrogen dioxide, NO2(g), a poisonous gas, will be produced. Be careful not to breathe this gas. Use the fume hood when you add the nitric acid to the copper.
• Always be careful when heating chemicals—they will burn exposed skin more quickly when hot. When using the hot plate, make sure to set it at a medium setting (e.g. setting 4 out of 10). Be especially careful not to splash when stirring the chemicals.
(cont.)
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
• Sulfuric acid is an extremely strong acid, although you are using it here in a fairly dilute (unconcentrated) form. If you get it on your skin, wash it off with plenty of water, and inform your teacher.
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
What you added or did What you observed
Got copper powder from teacher
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Making SenseExperimental stage Observations
1. Copper at the start Brownish, copper-colored, fine solid.
2. After adding nitric acid (HNO3)
Turned sky blue – liquid. Brownish gas.
3. After adding water (H2O) Still a blue liquid.
4. After adding sodium hydroxide (NaOH)
Clumpy dark blue.
5. After heating Turned black. Black solid in clear liquid.*
6. After adding sulfuric acid (H2SO4)
Clear blue solution.
7. After adding zinc (Zn) Bubbled. Chunks of solid appeared.
8. Final Zinc turned black and disappeared.
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Check-In
• No Check-In
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Wrap-Up
• No Wrap-Up
Alchemy Unit – Investigation II
Lesson 3:
What Goes Around
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Unit 1 • Investigation II
© 2004 Key Curriculum Press.
ChemCatalyst
• What do you think happened to the copper powder in the copper cycle experiment when it was mixed with the nitric acid?
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
The Big Question
• What happened to the copper?
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
You will be able to:
• Use your observations to draw conclusions and summarize them in a lab report.
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
“Nitric acid is added to solid copper powder, resulting in a blue solution and a brown gas.”
HNO3(aq) is added to Cu(s), resulting in
and .
Notes
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
HNO3(aq) is added to Cu(s), resulting in
Cu(NO3)2(aq) and NO2(g).
“Nitric acid is added to solid copper powder, resulting in a solution of copper nitrate and the
release of nitrogen dioxide gas.”
Notes (cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Activity
Purpose: The goal of this activity is to use chemical symbols to keep track of an element when it goes through various chemical transformations.
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
removes H2O (water)
(cont.)
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
What you did
Chemical added
Write the chemical formula
What you saw
Your observations from the lab
Write the chemical formula and name
of the copper compound at each
stage
Where is the copper?
Got a sample of copper
Cu(s)
orangish-brown fine
powder
Cu(s)
solid copper powder
The copper is in the beaker because the teacher put it there.
Added nitric acid HNO3(aq)
Added sodium hydroxide
Added heat (removes H2O)
none
Added sulfuric acid
Added zinc Cu(s)
solid copper powder
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Making Sense
• How would you describe what happened to the copper throughout this experiment?
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
• An element is a unique form of matter
that serves as a building material for more complex matter.
• Elements cannot be broken apart into two different substances.
• When elements are combined under ordinary conditions, the elements are not destroyed.
Notes (cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Check-In
Sodium chloride, NaCl(aq), is added to silver nitrate, AgNO3(aq), resulting in NaNO3(aq) and a white solid. Identify the white solid from the list below.
A) AgCl(s)
B) AgCl(aq)
C) AgNO3(s)
D) NaCl(s)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Wrap-Up
• Elemental copper can be transformed through chemical reactions, and then recovered again.
• We can represent elements with symbols and keep track of them during chemical reactions.
• Elements combine and recombine but they are not destroyed in chemical reactions.
Alchemy Unit – Investigation II
Lesson 4:
Create a Table
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Unit 1 • Investigation II
© 2004 Key Curriculum Press.
ChemCatalyst
In 1889 a Russian chemistry teacher created an organized table of the elements. At the time only 63 different elements were known. Below is a reproduction of that table.
• What do you think the numbers represent?
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
The Big Question
• How did Mendeleyev organize the elements?
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
You will be able to:
• Explain how the periodic table of elements is organized.
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
• Dimitri Mendeleyev is credited with organizing the elements into the first periodic table.
• The main properties that Mendeleyev used to sort the elements were reactivity with one another and a number describing the atomic weight of each element.
Notes
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Activity
Purpose: The goal of this lesson is to acquaint you with Mendeleyev’s organization of the elements by allowing you to create your own table from the patterns you see in the elements.
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Making Sense
Below are five possible cards for the
element germanium. Where does
germanium belong in the table? Which
card seems most accurate to you? What
is your reasoning?
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Germanium
Ge62.7
Germanium
Ge62.7
Germanium
Ge66.0
Germanium
Ge72.6
A B C
D E
Germanium
Ge72.6
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
• What would you add to the three empty
corners to complete the card?
Germanium
Ge
(cont.)
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Completed Table(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Check-In
• Which of the following elements would you find in the same group on the periodic table? Explain your thinking.
CadmiumCd
Moderately soft, silvery solid, metal
React very slowly with water
Found inCdCl2 (s)
ZincZn
Moderately hard, silvery solid, metal
Reacts very slowly with water
Found in ZnCl2 (s)
IodineI
Purple solid, nonmetal
Reacts slowly with metals
Found inICl (s)
MercuryHg
Silvery liquid, metal
Does not react with water
Found inHgCl2 (s)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Wrap-Up
• Mendeleyev organized the periodic table based on the properties of the elements.
• Mendeleyev’s arrangement of the elements helped to predict the existence of undiscovered elements.
Alchemy Unit – Investigation II
Lesson 5:
Breaking the Code
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Unit 1 • Investigation II
© 2004 Key Curriculum Press.
ChemCatalyst
• Where did Mendeleyev place copper, Cu, on the periodic table he created? (Note: The atomic weight of copper is 63.)
• Where would you put copper, Cu, on your periodic table? Explain your thinking.
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
The Big Question
• How can you predict properties of elements using a periodic table?
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
You will be able to:
• Interpret some of the information given in the periodic table.
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Notes
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Notes (cont.)
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Notes (cont.)
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
• The elements in the middle of the table are referred to as the transition elements, or the transition metals.
Notes (cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Activity
Purpose: This lesson will help to identify many of the patterns that are contained in the periodic table of the elements.
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
(cont.)
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Making Sense
• The elements copper and gold are both relatively unreactive. It is easy to bend and shape both metals. Both are used to make coins and jewelry. Is the similarity in their properties consistent with their locations on the periodic table? Explain why or why not.
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Notes
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Check-In
• Use the cards for Cu, copper, and Au, gold, to describe all you can about the element silver, Ag.
shiny, yellowmetal
found inAuCl
notvery reactive
Copper shiny, reddishmetal
found inCuCl
reactsslowly in air
Gold
Cu63.5
Au197.0
Unit 1 • Investigation II
© 2004 Key Curriculum Press.
Wrap-Up
• Elements in each column of the periodic table have similar properties.
• We can predict the characteristics of a missing element based on the qualities of the elements found adjacent to it in a periodic table.