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2. ATOMIC STRUCTURE:
MODELING: DEMOCRITUS, DALTON, THOMPSON,
RUTHERFORD, BOHR AND QUANTUM THEORIES
Pg. 5 - 6
4. BOYLE’S LAW:
BALLOON IN BOTTLE
Pg. 9
7. SOLVATION/SOLUTIONS/IONIZATION/PPT REACTIONS:
KEEP YOUR “EYE” – ON THE IONS
Pg. 13
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1. Directions for Preparing Dimensional Analysis Exercise
Use the example set of cards that are attached to the poster board to help you as
you make your set of cards.
1. You will be constructing 5 different groups of cards; each group of cards will
have various labeled ratios written on them. Use the example as a guide to help
you complete your cards.
2. When you have completed your 5 sets, use the cards to complete the
worksheet “Dimensional Analysis Exercise.”
When you get back to your classroom you may want to construct similar sets of
cards. You may even want to make up your own labeled ratios and place them
on cards. This is an excellent activity to help students learn how to use
dimensional analysis when performing conversions!
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Dimensional Analysis Exercise
Part 1 Directions: Using the flashcards at each lab table, work the following
conversion problems using the dimensional analysis method. Show the entire
solution on this paper and include the correct answer. Be sure to include units.
Problem 3: Convert 12 A to F.
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Part 2 Directions: Solve the following problems using the dimensional analysis
method. Be sure to show all of your work.
1. If 1 cent weighs 3.16 grams, what would be the dollar value of 1 metric ton of
pennies? (1 metric ton = 2000 grams)
2. If the density of copper is 8.933 g/cm3, what is the volume of 1 penny? (Hint:
use information in question 2)
4. The density of a sodium hydroxide solution is 1.1589 g/mL. What is the mass
of 550 mL of this solution?
5. How large a container, in liters, would you need to hold 7.2 kg of gasoline?
(The density of gasoline is 0.68 g/cm3.)
6. Light travels at a speed of 3.00 X 1010 cm/s. What is the speed of light in
km/hr?
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2. ATOMIC STRUCTURE:
MODELING: DEMOCRITUS, DALTON, THOMPSON,
RUTHERFORD, BOHR AND QUANTUM THEORIES
THEORY:
In covering atomic structure one of the most prevalent methods is use a
historical approach. This model is used to show the historical development of the
atom. It is a representation of the oxygen atom. It begins with a solid sphere to
represent Democritus and Dalton’s model. Dalton’s model can include hooks to
simulate boding. The spheres are separated to show a dark blue face with
yellow negative charges embedded in a sea of white positive charges. Attaching
a slice to the first face we have a model that includes the nucleus. Flipping the
slice over we reveal two dark fuzzy blue circles- with electrons traveling in orbits.
Finally the quantum model is demonstrated with the inner face of the second
hemisphere.
This model is useful for demonstrating historical and current concepts of
atomic structure and facilitates comparison between them. It should be noted the
distortion in scale between the nucleus and atomic dimensions necessary for
visualization of any classroom model. In this case the enlargement of the orbits
is 1:356 Million, while the enlargement of the nucleus is 1:750 trillion, a difference
in magnitude of approximately 2,000 times.
MATERIALS:
6 in. Styrofoam ball 3 Styrofoam eggs ( 2 ¼ X 1 ¾ )
pipe cleaners white glue
paint – blue, yellow, green, pink sandpaper
paint pens –yellow, white, blue, black
DIRECTIONS:
1. Cut ½ in slice out of the middle of the 6 in ball, leaving 2 hemispheres
of approximately the same size and a ½ slice. (you will have 3 piece)
2. Paint both hemispheres, including the cut face and outer sphere a
deep blue. Then paint the edge and one side of the slice. Be sure to
keep the spray paint can 1-2 ft away to kept he Styrofoam from
dissolving.
3. Fashion two hooks out of pipe cleaners. Insert in opposite ends of
assembled sphere.
4. On the inside of one of the hemispheres paint 8 small yellow round
dots(1/2 in.). Mark these dots with black negative signs.
5. Scatter 8 white positive signs around the blue background.
6. Place small lengths of pipe cleaners in this face to hold the slice on.
7. On the painted face of the slice, paint 8 yellow negative signs – theses
need to be scattered about the center.
8. Attach this face to the center of the hemisphere used previously by a
black map pin.
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9. On the unpainted opposite face of the slice paint two thin blue circles
with diameters of ¾ and 3 in.
10. Add 2 yellow negative signs to the inner circle and 6 yellow negative
signs to the outer circle to represent the electrons in their orbits.
11. Attach this slice to the hemisphere using the same black map pin used
before.
12. Prepare to make the egg assembly by racing one of the circular faces
on a piece of cardboard.
13. Paint one egg pink, one yellow, and one green.
14. Cut 2 of the eggs lengthwise, shaping the narrow ends of these to
allow the four halves to be assembled in to a cloverleaf arrangement
on the cardboard tracing.
The outer edge of the cloverleaf should lie about ¼ in. within the
cardboard circle.
15. Fashion the narrow end of the third egg so as to allow it to rest upright
on the center of the cloverleaf. Glue together and set aside to dry.
The distance from the center of this arrangement to the far end of each
egg should be about 21/4 in.
16. On the inner face of the remaining hemisphere, scrape away most of
the blue paint leaving dark rings of about ¼ in. thickness and round
edges at a distance of ¾ and 3 in. from the center.
17. Insert the map pin used previously in the very center of the face.
18. Place small lengths of pipe cleaners in this face to hold the egg
assembly in place
PRESENTATION:
1. Fit the two-piece of the spheres together to illustrate Democritus’ and
Dalton’s model.
2. The hooks model Dalton’s concept of bonding –[additional idea:
fashion a second sphere with hooks – to hook the sphere’s together}]
3. Open up the spheres to display the yellow negative and white positive
face – this represents Thompson’s Plum Pudding Model.
4. Attach the slice to Thompson’s model. The slice represents
Rutherford’s cloud of electrons surrounding the nucleus.
5. The unpainted slice with the 2 blue circles represents the Bohr model.
6. Attach egg assemble to the inner faces to represent an atoms 2p
orbital. (Quantum model)
REFERENCE:
Richard Smith. “The Historic atom: From D to Q”. Journal of Chemical
Education. August 1989.
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3. PERIODIC TABLE:
Directions for Preparing Mini Mendeleev Activity
Here you will construct one set of cards. Depending on how many students you
have and how many students you want working together in each group (I
recommend two to three students per group) you will want to construct more sets
when you get back to your classroom!
I have attached an example set of cards to a poster board to help you as you
make your set.
1. Obtain a total of 16 index cards, four different colors and four cards of each
color. Using a marker write the letter A on the back of each card.
2. Split the 16 cards into four groups, each group needs to have one of each of
the different colored cards. On the table layout your cards in four rows and four
columns, if you look to the example I have four rows with each row containing a
hot pink, orange, pink, and white card.
3. Use the example as a guide to help you complete your cards. You can use
different stickers, just keep the same sequence/pattern that is shown.
4. When you have completed your set, shuffle the cards (face down) and
remove one of the cards. Do not look at the card you removed. Try to arrange
your cards and determine exactly what your missing card looks like! (This will be
a little bit more challenging for your students because they do not know anything
about the pattern or sequence of the cards.)
When you get back to your classroom construct similar sets of cards. On each
set write a different letter on the back of the cards. You have just constructed set
A, so begin with set B. When you have completed all sets remove one card from
each set and place those cards together and use them when you grade or check
to see if your students correctly drew their missing card.
When you make more sets I recommend using different colored cards in each set
and maybe even different stickers and numbers, that way each group of students
is looking at a different sequence. For example, instead of using 4.3 on the first
hot pink card use 67.5, then on the hot pink card below it use 71.5, then 75.5,
and on the final hot pink card use 79.5. The various combinations of numbers,
stickers, and colors are endless!
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Mini Mendeleev Activity
Purpose:
Students will demonstrate an understanding of periodicity.
Prelab Questions:
1. Why is the periodic table called the periodic table? (Why is the term periodic
used?)
2. How did Mendeleev put together the first periodic table?
Procedures:
1. Obtain a bag containing different colored cards. Record the letter of the bag
that you and your partner work with:____________
2. Using your intuition and the cards, work with your partner to arrange the cards
in a certain way and sequence so that all of the clues on the cards “match up”.
3. There is one card missing from your bag – you must figure out which card is
the missing card! When you have arranged the cards and have determined
exactly what the missing card looks like you must draw what the card looks like
under Data in your lab notebook. (Next to the card you draw write the letter of
the bag you and your partner were working with.)
Data:
Drawing of missing card.
Conclusion Questions:
1. How did you go about finding the sequence of your cards?
2. How did what you did in this lab mimic how Mendeleev put together the first
periodic table?
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4. BOYLE’S LAW:
BALLOON IN BOTTLE
THEORY:
A balloon is inserted into a 2 Liter bottle. When the cap is removed the
balloon can be blown up. Pressure inside and outside the bottle is equal. When
the cap is on the bottle the balloon cannot be blown up. Pressure outside the
bottle is greater than pressure inside.
When the balloon is blown up the cap can be replaced and the balloon
stays inflated – decrease pressure – increase volume. When the cap is opened
the balloon deflates- increase pressure – decrease volume.
MATERIALS:
2-liter bottle with cap
500 mL bottle
Balloon
Silicon
DIRECTIONS:
1. Cut the top of the 500 mL bottle off. Should be about 2 ½ - 3 in. tall.
2. Cut a hole in the side of the 2-L bottle – just a bit smaller than the
bottom of the top of the 500 mL bottle.
3. Fit the top of the 500 mL bottle into the hole. Pushing it down then
pulling it back up so it fits tightly in the hole.
4. Seal seam with silicone.
5. Place balloon around top of 500 mL bottle and push balloon into the 2-
L bottle.
PRESENTATION:
1. Remove the cap and blow up balloon.
2. Replace cap and show balloon still inflated.
3. Remove cap and balloon deflates.
4. Replace cap and attempt to blow up balloon
5. Repeat
REFERENCE:
Deese, William C., Professor of Chemistry, Louisiana Tech University
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5. MOLAR VOLUME:
MOLE BOX
THEORY:
One mole of any gas at STP will occupy a volume of 22.4L. By having a
mole box on hand the students have a better visualization of how much 22.4 L
really is. The construction is out of foam board – recycled from former projects.
If need be they can be covered with paper.
MATERIALS:
Foam board (or cardboard)
Utility knife
Ruler
Glue/tape
DIRECTIONS:
1. Cut 6 square 28.2 cm on a side.
2. Assemble cube – gluing/taping the side together
3. Label the sides of the cube: (suggestions listed)
a. 1 Mole
b. 22.4 L
c. STP: 0 oC 760 mm Hg 101.3 kPa
273 K 760 torr 1 atm
d. 4.00 g He 28.0 g N2 32.0 g O2 1.01 g H2
e. 44.0 g CO2 64.0 g SO2
16.0 g CH4 46.0 NO2
f. 22.4 dm3
PRESENTATION:
1. Have box sitting out in room.
2. When molar volume is introduced, bring box to front of room and use it
as prop in your discussion. Depending on what you label your sides
with - students should question and be able to explain the significance
of what is written
3. For example: 1 mole = 22.4 L
Standard temperature = 0oC = 273 K
Standard pressure = 760 mm Hg = 101.3 kPsa =
760 torr = 1 atm
1 mole of He = 4.00 g = 22.4 L at STp
1 mole of CO2 = 44.0 g = 22.4 L at STP
1 mole He = 1 mole CO2 = 22.4 L at STP
4. In the end that 1 mole of any gas at STP = 22.4 L at STP
REFERENCE:
Abernathy, Shelley and Garcia, Rosendo. “Mole Box”. The Reactant. Summer
2003
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6. SURFACE TENSION:
THREE BOTTLE MONTY
THEORY:
The surface tension of water is sufficient to prevent water from passing
through a nylon screen under certain circumstances. Each bottle has its bottom
cut away and replaced with a fine nylon screen. The screen is securely held in
place with adhesive. A pencil size hole is made into the neck of each bottle.
Enough water is placed into each cylinder to half fill a bottle when the bottle is
lowered into a cylinder.
If the bottle is simply lifted from the cylinder, air enters through the hole in
the bottleneck and water escapes through the screen, creating an empty bottle
when it is lifted out of the cylinder.
When a finger or thumb covers the bottleneck hole air cannot enter the
bottle and water’s surface tension prevents water from passing through the nylon
screen. As a result the bottle retains the water and the bottle is half full when the
bottle is lifted out of the cylinder.
MATERIALS:
3 water bottles – same type/size
3 opaque cylinders (empty coffee cans, soup cans, etc.)
Low temp, hot glue gun
Nylon window screening
Scissors
DIRECTIONS:
6. Cut the bottom off of the water bottles. The flatter the better.
7. Cut and glue the nylon screen in place.
8. The bottle should fit into the cylinder with only a small clearance on the
sides. About ¼ of the bottle should protrude above the cylinder.
9. Use the nose of the hot-glue gun to melt a hole in the neck of each
bottle.
PRESENTATION:
1. Place three opaque cylinders with a clear plastic bottle protruding from
the top of each cylinder on to a table. Water is in each cylinder
2. Lift each bottle, one at a time, to show the audience that 2 bottles are
‘empty’ [keeping finger off the hole in the neck of the bottle] and one is
about half-filled with water [keep finger over hole in the neck for water
to stay in the bottle].
3. Slowly move the bottles around bench and ask the audience to pick
the bottle of water from the 3 bottles. In the beginning the audience
selects the correct bottle, but after a few trials the audience not only
can’t select the correct bottle, but also learns that 2 bottles are half-
filled with water or all 3 are empty or all 3 are half-filled with water.
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4. Always perform the demo several feet from the audience and ABOVE
their eye level. Otherwise they can see and/or hear the water in each
bottle.
5. Remember to remove your finger from the neck-hole before returning
the bottle to the can of water. Otherwise, water will spill out of the can
onto the demo table.
6. PRACTICE
REFERENCE:
Spangler, Steve. Steve Spangler Science
www.SteveSpanglerScience.com
Lee, David. DTLeeMLHS@aol.com
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7. SOLVATION/SOLUTIONS/IONIZATION/PPT REACTIONS:
KEEP YOUR “EYE” – ON THE IONS
THEORY:
Water-soluble compounds will separate out into their ions when combined
with water to form aqueous solutions. Two aqueous solutions can combine to
form an insoluble solid called a ‘precipitate’.
This demo illustrates this process in macro. The wooden balls represent
the different ions. When combined with water they ‘ionize’ – break apart and go
into solution. When two compounds are then combined two of the ions are
attracted to form a precipitate, while the other two ions stay in solution.
MATERIALS:
Wooden balls (four different colors)
Cellulose paper
Magnetic washers or nuts
Ceramic magnets
Glue gun
3 beakers
Water
DIRECTIONS:
1. Glue ceramic magnets to a colored ball (Ball A)
2. Glue magnetic washers or nuts to a ball of a different color (Ball B)
3. Glue a strip of cellulose paper to ball A, connect to a ball of a third
color (BallC).
4. Glue a strip of cellulose paper to ball B, connect to a of a fourth color
(Ball D).
5. You have two compounds, AC and DB.
PRESENTATION:
1. Fill two beakers with water.
2. Submerse compound AC into one beaker, stir and allow the cellulose
to break up. This shows the breaking down of the compound into its
ions
3. Repeat for compound DB - using the second beaker of water.
4. Mix A+, C- with D+, B- into the third beaker. The magnets on A will
attach to the waster on B and form a ‘precipitation’ ( AB). The “ions”
that are not involved in the precipitation reaction will stay in “solution”..
REFERENCE:
Duncan, Patti. Somerville HS, Somerville, NJ.
theyoyosofrahway@netzero.net
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