by horse Comment Closed

LARN 160 C40D4

Start the following in class:

1.a.  For today’s first journal entry in your journal notebook, J160A, you are to construct a concept map.  Please turn to page 624 in your text and construct a concept map relating the following sixteen terms:

  1. acid-base indicator,
  2. diprotic acid,
  3. end point,
  4. equivalence point,
  5. hydronium ion,
  6. hydroxide ion,
  7. monoprotic acid,
  8. neutralization reaction,
  9. standard solution,
  10. strong acid,
  11. strong base,
  12. titration,
  13. triprotic acid,
  14. water,
  15. weak acid,
  16. weak base.

Copy the terms onto your page, draw ovals around each term, and connect the ovals surrounding related terms with arrows.  Draw the arrows such that the subject of each sentence explaining the relationship is at the tail of the arrow, the verb describing the relationship of the subject to the predicate is written beside the arrow, and the object or predicate nominative of the verb that you have chosen is being touched by the arrow head.

1.b.  For today’s journal entry in your journal notebook, J160B, you are to construct a concept map.   Please turn to page 624 in your text and construct a concept map relating the following fourteen terms:

  1. acid dissociation constant (Ka),
  2. base dissociation constant (Kb),
  3. diprotic acid,
  4. hydronium ion,
  5. hydroxide ion,
  6. ion-product constant for water (Kw),
  7. monoprotic acid,
  8. self-ionization,
  9. strong acid,
  10. strong base,
  11. triprotic acid,
  12. water,
  13. weak acid,
  14. weak base.

Copy the terms onto your page, draw ovals around each term, and connect the ovals surrounding related terms with arrows.  Draw the arrows such that the subject of each sentence explaining the relationship is at the tail of the arrow, the verb describing the relationship of the subject to the predicate is written beside the arrow, and the object or predicate nominative of the verb that you have chosen is being touched by the arrow head.

2.  Review the names and formulas of the seven (7) common strong acids:

  • nitric acid, HNO3(aq),
  • sulfuric acid, H2SO4(aq);
  • perchloric acid, HClO4(aq),
  • chloric acid, HClO3(aq),
  • hydrochloric acid, HCl(aq),
  • hydrobromic acid, HBr(aq),
  • hydroiodic acid, HI(aq).

3.  Do all the pages in the chapter 19 Test A on Solutions as a formative assessment to find out some of the things that you do and do not know, and not as a research project.

  • If you did not obtain a formative test packet for the chapter in class, go to MNSD Google Drive > Student Resources > Formative Tests and print off a copy of the test for the chapter you are studying.  Each chapter test is identified by a name whose last two digits is the chapter number.  For example, the chcta19.pdf designates the chemistry chapter 19 test “A”.  When the chapter formative test is opened, the first page will have the words “Chapter Test A” in the title.
  • For each question or problem challenge for which a work space is given, either answer the question to the best of your ability using one or more full sentences, or answer the problem to the best of your ability by recording the numbers and units of measure of what is sought for, of what was given, and of what, if any, conversion or comparison ratios could be used to obtain a correct solution.Circle or box your final result after expressing your result to the proper number of significant figures, followed by the proper unit of measure.
  • Each formative test is a real chapter test that some teachers in other schools might use as a chapter test, so after taking the test, make sure that you understand each unfamiliar word, idea, concept, and problem.  Be sure to finish this packet in its entirety.  After doing the formative assessment, but before you demonstrate your understanding on our class’ chapter summative assessment, you will check all your responses using green ink check marks (√) for each correct response, and by lining out (striking through) and inserting improved text in green ink when you think the suggested response expresses your present understanding in a better way.   While doing that, make sure that you understand each idea that you originally did not have a complete understanding of.  Then you will be able to study more efficiently by studying that which you corrected in green ink.

4. If you do not have your chapter 19 learning packet, print a copy from the MNSD Google Drive > Student Resources > Acids,pH,Bases_7pages .

a. For all the answer blanks on the page named The pH Scale in your chapter 19 learning packet, fill in the molar hydrogen ion concentration, [H+(aq)], the molar hydroxide ion concentrations, [OH–(aq)], and the pH, – log10[H+(aq)].

b. A conjugate acid-base pair is the combination of a species in the initial state and a species in the final state of a chemical reaction whose formulas differ only in that one has the equivalent of one more H+ (a extra hydrogen atom and an extra positive charge) than the other.  In your chapter 19 learning packet on the page that shows an example of a Bronsted-Lowry acid base reaction and has answer blanks to fill in (page 7), correctly label

    1. the initial state acid and base (the acid and base for the forward reaction)
    2. the final state acid and base (the acid and base for the reverse reaction), and
    3. the two conjugate acid-base pairs.

Recommended for those who have time left in their 45 minute study period, but not required of all:

  1. How do the properties of covalent molecular substances with hydrogen bonding typically differ from those covalent molecular substances that form molecules whose van der Waals attractive forces only weakly attract other molecules?
  2. Think about the sixteen properties of covalent molecular substances listed on the Properties to be understood worksheet describing differences in the properties of metals, ionic compounds, covalent network solids, and covalent molecular compounds.  Continue to study this handout for understanding and review how the typical properties of members of these classes of compounds depend on whether the compound has localized or delocalized electrons, and upon whether strong metallic, ionic, or covalent bonding or weak van der Waals forces of attraction are predominant between representative particles of the substances.  Try to understand how each property of a given covalent molecular substance is related to the groups of covalently bonded atoms that form molecules whose van der Waals attractive forces only weakly attract other molecules.