Solved: CHEM104 10-Minute Expert Project
- Decide if you will be alone or work with a partner. Groups of 2 students per project.
- Choose only ONE of two types of projects:
a. Create a Virtual Lab Activity (See page 2)
b. Do an in-home experiment (See page 6) - Pick among the available choices based on your choice from step 2.
a. Virtual Lab Activity: Choices are shown on page 2-5 (First Come, First Served ONLY)
b. In-home Experiment: Choices are shown on page 6-10 (First Come, First Served ONLY) - Email your instructor on your choice as soon as possible. You may want to include a second choice in case.
- Send a memo to your instructor with the required information. The due date is week 6. This is worth 2% of your final grade.
a. Virtual Lab Activity (see page 2).
b. In-home Experiment (see page 6). - Follow the directions given for each project. Written document and video are due week 10. This is worth a total of 10% of the final grade (5% for the written document and 5% for the video).
a. Virtual Lab Activity: see page 2-5.
b. In-home Experiment: see page 6-10. - The video presentation grade will be graded as follows:
a. Peer evaluation (2%):
i. Watch and evaluate 5 student video projects. Each student will ask 1 thoughtful question per video. Each student will complete this task alone. The evaluation will be in a forum style discussion. Due date is week 11.
b. Critical analysis (2.5% of the 5%) :
i. Each group will answer the questions asked by their peers and teachers in the forum. Due date is week 12.
Instructions for Creating a Virtual Lab Activity
- Choose a simulation from PhET – University of Colorado Boulder. (First Come, First Served ONLY)
a. You may use another virtual simulation from another site. Send it as soon as possible. - Send a memo mentioning the simulation you have chosen, the sources/sites/books you will use in order to create your analysis questions and answers. You should provide a draft of the 3 analysis questions.
- Write a Document. (Example provided in folder)
a. Create instructions with images for the reader. These instructions will guide the reader/student through the simulation. Should be at least 1 page.
b. Include fill-in the boxes in order to create a more interactive activity. Your activity should incorporate ALL the tools from the simulation in order to maximize the reader’s understanding of the topic. Should be at least 2 pages.
c. Write at least 3 analysis questions that go above the instructions provided by the simulation. This will allow the student to critically think and further understand the topic.
d. Provide a blank version and the answer key. - Make a tutorial video explaining the activity and explain the answers students should obtain. (5– 10 min).
Choices for the Virtual Lab Activity
Activity 1. Build an atom and an isotope
Simple instructions: Your activity should try to demonstrate how electrons, neutrons, and protons effect an atom. Student should calculate the atomic mass and the charges. Site to use: https://phet.colorado.edu/en/simulation/build-an-atom
Activity 2. Isotopes and the atomic mass
Simple instructions: Your activity should try to demonstrate how neutrons and protons effect and determine isotopes. Also, you should include an analysis question about abundance in nature using the “Mixtures” simulation.
Site to use: https://phet.colorado.edu/en/simulation/isotopes-and-atomic-mass
Activity 3. Comparing covalent vs ionic bonds
Simple instructions: Your activity should let students understand the different properties of ionic vs covalent bonds. You should also talk about dissociation equations. Use all simulations (i.e. macro, micro,
and water simulations).
Site to use: https://phet.colorado.edu/en/simulation/legacy/sugar-and-salt-solutions
Activity 4. Build simple molecules
Simple instructions: Your activity should let students build covalent molecular compounds and namethem. Use both single and multiple simulation.
Site to use: https://phet.colorado.edu/en/simulation/build-a-molecule
Activity 5. Balancing chemical equations
Simple instructions: Your activity should guide students on how to balance chemical equations. It should also discuss about the type of reaction. You should describe all the different tools.
Site to use: https://phet.colorado.edu/en/simulation/balancing-chemical-equations
Activity 6. Introduction to stoichiometry and limiting/excess reagent
Simple instructions: Your activity should guide students in understanding limiting/excess reagent.
Site to use: https://phet.colorado.edu/en/simulation/reactants-products-and-leftovers
Activity 7. Concentration (Use only Cobalt (II) nitrate, Cobalt (II) chloride, Potassium dichromate, Potassium chromate)
Simple instructions: Your activity should explain the molarity and dilutions of Cobalt (II) nitrate, Cobalt (II) chloride, Potassium dichromate, Potassium chromate solutions. Student should calculate the mass of the solute based on the volume and molarity. They should also calculate the concentration or volume based on the dilution (ex. c1v1 = c2v2).
Site to use: https://phet.colorado.edu/en/simulation/concentration
Activity 8. Concentration (Use only Nickel (II) chloride, Copper (II) sulfate, Potassium permanganate, Sodium chloride)
Simple instructions: Your activity should explain the molarity and dilutions of Nickel (II) chloride, Copper (II) sulfate, Potassium permanganate, and Sodium chloride solutions. Student should calculate the mass of the solute based on the volume and molarity. They should also calculate the concentration or volume based on the dilution (ex. c1v1 = c2v2).
Site to use: https://phet.colorado.edu/en/simulation/concentration
Activity 9. Concentration (Harder but more realistic simulation)
Simple instructions: Your activity should explain the molarity and dilutions. You should show how to prepare the equipment. Student should calculate the mass of the solute based on the volume and molarity. They should also calculate the concentration or volume based on the dilution (ex. c1v1 = c2v2).
Site to use: http://chemcollective.org/activities/autograded/107
Tutoring on how to use the tools:
http://www.chemcollective.org/chem/common/vlab_walkthrouh_html5.php
Activity 10. Molecule shapes
Simple instructions: Your activity should try to demonstrate the importance of the vsepr model. Use both model and real molecules simulation in your activity.
Site to use: https://phet.colorado.edu/en/simulation/molecule-shapes
Activity 11. Molecule shapes: Basics
Simple instructions: Your activity should try to demonstrate the importance of the vsepr model. Use both model and real molecules simulation in your activity. This simulation looks at single, double and triple bonds.
Site to use: https://phet.colorado.edu/en/simulation/molecule-shapes-basics
Activity 12. Salts and Solubility
Simple instructions: Your activity should try to explain solubility of ionic compounds (i.e. NaCl and sodium phosphate). Students should calculate the concentration of ions and write dissociation equations. Use all tabs in your activity.
Site to use: https://phet.colorado.edu/en/simulation/legacy/soluble-salts
Activity 13. Strong acid vs weak acid
Simple instructions: Your activity should explain the difference between strong acid and weak acid. Student should calculate the pH based on concentration. Find a way to associate the number calculated with the pH strip colour and conductivity. Also, write analysis questions with actual strong acids and weak acids.
Site to use: https://phet.colorado.edu/en/simulation/acid-base-solutions
Activity 14. Strong base vs weak base
Simple instructions: Your activity should explain the difference between strong base and weak base. Student should calculate the pH based on concentration. Find a way to associate the number calculated with the pH strip colour and conductivity. Also, write analysis questions with actual strong bases and weak bases.
Site to use: https://phet.colorado.edu/en/simulation/acid-base-solutions
Activity 15. pH of common substances (Use ONLY Blood, Soda Pop, Hand Soap).
Simple instructions: Your activity should let students calculate the molarity of hydronium and hydroxide ions and pH. Students should also calculate pOH. Analysis questions could revolve around a possible chemical equation of the solution and mention if it’s a weak or strong acid/base. Use both micro and macro simulation in your activity but only for blood, soda pop, hand soap.
Site to use: https://phet.colorado.edu/en/simulation/ph-scale
Activity 16. pH of common substances (Use ONLY Battery Acid, Drain Cleaner, Coffee).
Simple instructions: Your activity should let students calculate the molarity of hydronium and hydroxide ions and pH. Students should also calculate pOH. Analysis questions could revolve around a possible chemical equation of the solution and mention if it’s a weak or strong acid/base. Use both micro and macro simulation in your activity but only for battery acid, drain cleaner, coffee.
Site to use: https://phet.colorado.edu/en/simulation/ph-scale
Activity 17. pH of common substances (Use ONLY Spit, Milk, Orange Juice).
Simple instructions: Your activity should let students calculate the molarity of hydronium and hydroxide ions and pH. Students should also calculate pOH. Analysis questions could revolve around a possible chemical equation of the solution and mention if it’s a weak or strong acid/base. Use both micro and macro simulation in your activity.
Site to use: https://phet.colorado.edu/en/simulation/ph-scale
Activity 18. Titration of an unknown strong acid
Simple instructions: Your activity should show how to titrate with the software. You should show how to prepare the equipment. Students will then be required to determine the concentration of the monoprotic acid. Give also an example of what a monoprotic acid.
Site to use: http://chemcollective.org/activities/autograded/124
Tutoring on how to use the tools:
http://www.chemcollective.org/chem/common/vlab_walkthrouh_html5.php
Activity 19. Build organic compounds
Simple instructions: You must use “playground” simulation only. Your activity should let students build organic compounds and look at the 3D shape if possible.
Site to use: https://phet.colorado.edu/en/simulation/build-a-molecule
Activity 20. Stoichiometry (Very complex simulation)**ONLY simulation that can be completed in
group of 3.
Simple instructions: Your activity should guide students on how stoichiometry calculations help determine the concentration of an unknown reactant. You should show how to prepare the equipment.
Student should do a reaction with all known concentration of reactants and then determine the mass of the unknown solution.
Site to use: http://chemcollective.org/activities/autograded/110
Tutoring on how to use the tools:
http://www.chemcollective.org/chem/common/vlab_walkthrouh_html5.php
Instructions for Doing an In-Home Experiment
- Choose an experiment. (First Come, First Served ONLY)
a. You may do another experiment not mentioned. Send it as soon as possible. - Send a memo mentioning the experiment you have chosen, the sources/sites/books you will use in order to create your hypothesis and discussion. You should provide a draft of the hypothesis, and method.
- Write a Report.
a. Research background information and try to determine a hypothesis of what you think may happen during the experiment. The theory and hypothesis will be part of the introduction. Should be ½ to 1 page long.
b. Note all the materials and the method. Should be 1 page long.
c. Do the experiment and record your observations by taking measurements and pictures/video.
d. Explain the results. Should be ½ to 1 page long.
e. Discuss the outcome of the experiment by referring to the theory from your intro. Should be ½ to 1 page long.
f. Discuss any issues you may have encountered and any modifications you would do if you were to repeat the experiment. Should be ½ to 1 page long.
g. Conclusion. Was your initial hypothesis correct or not. Should be less than a paragraph. - Make a video that summarizes your project (5 – 10 min).
Choices for the In-Home Experiment
Determining the melting point of ice based on solute concentration. This can be done in different ways (ex. measuring the amount of time the ice cube melts. Your experiment should be repeated at least two times.
Material Needed: Thermometer, coloured dye for ice, clear container, solute, measuring tools, timer, etc.
Analysis: You must include the equation of freezing point depression from colligative properties in your analysis. Discuss if your experimental results are in agreement with the theoretical calculation.
Experiment 1-A. Compare 2 different sugar (sucrose) amounts to a control without any solute and determine their influence on the melting point of ice. Repeat this experiment at least 2-3 times.
Experiment 1-B. Compare 2 different table salt (sodium chloride) amounts to a control without any solute and determine their influence on the melting point of ice. Repeat this experiment at least 2-3 times.
Experiment 1-C. Compare 2 different Epsom salt (magnesium sulfate) amounts to a control without any solute and determine their influence on the melting point of ice. Repeat this experiment at least 2-3 times.
Experiment 1-D. Compare 2 different baking soda (sodium bicarbonate) amounts to a control without any solute and determine their influence on the melting point of ice. Repeat this experiment at least 2-3 times.
Experiment 1-E. Compare a similar amount of table salt (sodium chloride) vs baking soda (sodium bicarbonate) vs a control without any solute and determine their influence on the melting point of ice. Repeat this experiment at least 2-3 times.
Experiment 1-F. Compare a similar amount of table salt (sodium chloride) vs Epsom salt (magnesium sulfate) vs a control without any solute and determine their influence on the melting point of ice. Repeat this experiment at least 2-3 times.
Experiment 1-G. Compare a similar amount of table salt (sodium chloride) vs sugar (sucrose) vs a control without any solute and determine their influence on the melting point of ice. Repeat this experiment at least 2-3 times.
Experiment 1-H. Compare a similar amount of Epsom salt (magnesium sulfate) vs sugar (sucrose) vs a control without any solute and determine their influence on the melting point of ice. Repeat this experiment at least 2-3 times.
Experiment 1-I. Compare a similar amount of sugar (sucrose) vs baking soda (sodium bicarbonate) vs a control without any solute and determine their influence on the melting point of ice. Repeat this experiment at least 2-3 times.
- ** Titrate an acid and a base. Your experiment should be repeated at least two times. (**!!Only for students that live abroad since we do this experiment already in the lab!!)
Material Needed: Red cabbage or pH paper, acid, base, measuring tools, etc.
Analysis: You must include the equation of the reaction. Determine either the amount of base or acid that should be added based on your stoichiometry calculations. Discuss if your experimental results are
in agreement with the theoretical calculation. If you use red cabbage as a pH indicator, explain how you can predict the pH based on the colour of the solution.
Experiment 2-A. titrate a hydrochloric acid (also called muriatic acid) with a known concentration of sodium hydroxide (also called lye crystals or caustic soda) by using a pH indicator like red cabbage.
Determine the concentration of the hydrochloric acid by stoichiometry and through pH of the original solution. Please note these HCl and NaOH solutions are dangerous and should be handled with precaution. You can buy these products at your hardware store. Repeat this experiment at least 2-3 times. - Titrate an acid/base with an antacid. Your experiment should be repeated at least two times. (!!Only for students that live abroad since we do this experiment already in the lab!!)
Material Needed: Red cabbage or pH paper, acid, base, antacid, measuring tools, etc.
Analysis: You must include the equation of the reaction. Determine the amount of antacid that should be added based on your stoichiometry calculations. Discuss if your experimental results are in agreement with the theoretical calculation. If you use red cabbage as a pH indicator, explain how you can predict the pH based on the colour of the solution.
Experiment 3-A. Determine the concentration of the hydrochloric acid (also called muriatic acid) through pH of the original solution. Then, determine the mass of calcium carbonate antacid (ex.commercial name Tums) that should be added to a volume of hydrochloric acid (also called muriatic acid). Calculate the mass through stoichiometry. Also, verify the final pH of the mixture by using a pH indicator like red cabbage. If the mixture does not have a neutral pH, give an explanation. Please note
that the HCl solution is dangerous and should be handled with precaution. You can buy these products at your hardware store. Repeat this experiment at least 2-3 times.
Experiment 3-B. Determine the concentration of the sodium hydroxide solution (also called lye crystals or caustic soda) by molarity equation. Then, determine the mass of calcium carbonate antacid (ex.commercial name Tums) that should be added to a volume of sodium hydroxide. Calculate the mass through stoichiometry. Also, verify the final pH of the mixture by using a pH indicator like red cabbage. If the mixture does not have a neutral pH, give an explanation. Please note that the NaOH solution is dangerous and should be handled with precaution. You can buy these products at your hardware store. Repeat this experiment at least 2-3 times.
Experiment 3-C. Determine the concentration of the hydrochloric acid (also called muriatic acid) through pH of the original solution. Then, determine the mass of magnesium hydroxide antacid (ex. commercial name milk of magnesia) that should be added to a volume of hydrochloric acid (also called muriatic acid). Calculate the mass through stoichiometry. Also, verify the final pH of the mixture by using
a pH indicator like red cabbage. If the mixture does not have a neutral pH, give an explanation. Please note that the HCl solution is dangerous and should be handled with precaution. You can buy these
products at your hardware store. Repeat this experiment at least 2-3 times.
Experiment 3-D. Determine the concentration of the sodium hydroxide solution (also called lye crystals or caustic soda) by molarity equation. Then, determine the mass of magnesium hydroxide antacid (ex.
commercial name milk of magnesia) that should be added to a volume of sodium hydroxide. Calculate the mass through stoichiometry. Also, verify the final pH of the mixture by using a pH indicator like red cabbage. If the mixture does not have a neutral pH, give an explanation. Please note that the NaOH solution is dangerous and should be handled with precaution. You can buy these products at your hardware store. Repeat this experiment at least 2-3 times. - Solubility of different solutes. Your experiment should be repeated at least two times.
Material Needed: thermometer, solute, measuring tools, etc.
Analysis: You must include a solubility graph with at least 4 points for each solution, the dissociation equation and the concentration of ions. Discuss if your experimental results are in agreement with the
background literature.
Experiment 4-A. Compare the solubility of table salt (sodium chloride), Epsom salt (magnesium sulfate), sugar (sucrose). You will do this by determining the saturation point of one of the solute at 4 different
temperatures (ex. 0, 10, 20, 30oC) and then repeat for each solute. Repeat this experiment at least 2-3 times to confirm results.
Experiment 4-B. Compare the solubility of baking soda (sodium bicarbonate), sugar (sucrose), table salt (sodium chloride). You will do this by determining the saturation point of one of the solute at 4 different
temperatures (ex. 5, 15, 25, 35oC) and then repeat for each solute. Repeat this experiment at least 2-3 times to confirm results.
Experiment 4-C. Compare the solubility of Epsom salt (magnesium sulfate), sugar (sucrose), milk of magnesia (magnesium hydroxide). You will do this by determining the saturation point of one of the solute at 4 different temperatures (ex. -5, 0, 5, 10oC) and then repeat for each solute. Repeat this experiment at least 2-3 times to confirm results. - pH of household products. Your experiment should be repeated at least two times. (!!Only for students that live abroad since we do this experiment already in the lab!!)
Material Needed: red cabbage or pH strips, household products, measuring tools, etc.
Analysis: You must calculate the amount of hydronium ions and hydroxide ions based on the pH. Discuss if your experimental results are in agreement with the background literature. If you use red cabbage as a
pH indicator, explain how you can predict the pH based on the colour of the solution.
Experiment 5-A. Determine the pH of at least four household products (tap water, bottle water, juice, any cleaner that does not contain bleach, etc.). Repeat this experiment at least 2-3 times to confirm results.
Experiment 5-B. Determine the pH of at least four household products (type of milk, soda pop like 7up, soap, windshield fluid, etc.). Repeat this experiment at least 2-3 times to confirm results. - Natural pH indicators. Your experiment should be repeated at least two times.
Material Needed: natural pH indicators, acid, base, neutral solute, measuring tools, etc.
Analysis: You must include the equilibrium equation of the reaction (the component that is affected by pH) for each natural pH indicator and the colour associated with the reactant vs product. Discuss if your
experimental results are in agreement with the background literature. Determine which pH indicator would be best to use and why.
Experiment 6-A. Prepare and use the following 3 foods as pH indicators: red cabbage, fruit like blueberries or cherries, and black or hibiscus tea. Then, test each pH indicator by adding a sample to an acid, another sample to a base and another sample to a neutral substance. Repeat this experiment at least 2-3 times.
Experiment 6-B. Prepare and use the following 3 foods as pH indicators: red cabbage, vegetable skin like red onion or turnip skin, spices like turmeric. Then, test each pH indicator by adding a sample to an acid,
another sample to a base and another sample to a neutral substance. Repeat this experiment at least 2-3 times.