Mole Stations Pt 2

Moles Stations Part 2

Station #1: Water

Procedure:

Take the necessary measurements, and record them with units. Show all your calculations, rounding your answers to two decimals points and labeling units clearly.

1. Find the mass of 50.0 mL of water, using the graduated cylinder. Be sure to zero out the weight of the graduated cylinder before adding the water to the cylinder. Record the mass of the water.

2. Calculate and record the molar mass of water (H₂O).

3. Is 50.0 mL of water less than, equal to, or more than one mole of water?

4. How many moles of water are in 50.0 mL of water?

5. How many molecules of water are in 50.0 mL of water?

6. What is the density of your water sample? (reminder: density = mass/volume)

7. Calculate the percent by mass of each element (H and O) in water (H2O).

Check your answers with the student water experts, and ask them to initial your original data to certify that they are correct.

Moles Stations Part 2

Station #2: Salt

Procedure:

Take the necessary measurements, and record them with units. Show all your calculations, rounding your answers to two decimals points and labeling units clearly.

1. Use a weighing dish to determine the mass of the sodium chloride sample in the bowl. Remember to zero out the weighing dish.

2. Find and record the molar mass of sodium chloride (NaCl).

3. Is the amount in the salt sample less than, equal to, or more than one mole of sodium chloride?

4. How many moles of sodium chloride are in the sample?

5. How many molecules of sodium chloride are in the sample?

6. Calculate the percent by mass of each element (Na and Cl) in the salt sodium chloride (NaCl).

7. Calculate the percent by mass of each element (Ca and Cl₂) in the salt calcium chloride (CaCl₂).

Check your answers with the student sodium chloride experts, and ask them to initial your original data to certify that they are correct.

Moles Stations Part 2

Station #3: Chalk

Procedure:

Take the necessary measurements, and record them with units. Show all your calculations, rounding your answers to two decimals points and labeling units clearly.

1. Find the mass of a piece of sidewalk chalk.

2. Write your name on the chalkboard with the piece of chalk and make sure to erase chalkboard after.

3. Find the mass of your piece of chalk following your writing.

4. What is the molar mass of chalk (calcium carbonate [CaCO₃])?

5. How many grams of chalk did you leave on the chalkboard?

6. Is the amount left on the chalkboard more than, equal to, or less than one mole of chalk?

7. How many moles of chalk did you leave on the chalkboard?

8. How many molecules of chalk did you leave on the chalkboard?

9. Calculate the percent oxygen in the mass of chalk (calcium carbonate [CaCO₃]).

Check your answers with the student calcium carbonate experts, and ask them to initial your original data to certify that they are correct.

Moles Stations Part 2

Station #4: “Candium”, The Fictitious Compound

Procedure:

Take the necessary measurements, and record them with units. Show all your calculations, rounding your answers to two decimals points and labeling units clearly.

1. Assume that each kind of candy (“Mm” and “Sk”) in the sample of “candium” represents a different type of atom and that the sample is the compound. Write the formula in the format Mm_xSk_y for the compound “candium,”.

2. Find and record the mass of the Mm atom in your sample.

3. Find and record the mass of the Sk atom in your sample.

4. Calculate and record the molar mass of candium. (Assume your sample is one mole.)

5. What is the percent by mass of Mm in candium?

6. What is the percent by mass of Sk in candium?

Check your answers with your teacher, and ask him/her to initial your original data to certify that they are correct.

HW #7 for 2/1

1) HW #7: pg. 195 #5-6,  pg. 212 #28
2) Test next Friday, composition books & late HW due that day

Mole Stations Lab Part 1

Mole Station #1: Aluminum

Procedure

Take the necessary measurements, and record them with units. Show all your calculations, rounding your answers to two decimal places and labeling units clearly.

1. Find and write down the molar mass of one mole of aluminum.

2. Find and record the mass of the aluminum can.

3. Answer the following questions:

Does the aluminum sample contain more than, less than, or exactly one mole of aluminum?

4. How many moles of aluminum are in the aluminum can (Show your work)?

5. How many individual atoms of aluminum are in one aluminum can?

Check your answers with the student experts for aluminum, and ask them to initial your original data to certify that they are correct.

Moles Station #2: Carbon

Procedure

Take the necessary measurements, and record them with units. Show all your calculations, rounding your answers to two decimal places and labeling units clearly.

1. Find and record the molar mass of carbon.

2. Find and record the mass of the carbon sample.

3. Answer the following questions:

Does the carbon sample contain more than, less than, or exactly one mole of carbon?

4. How many moles of carbon atoms are in the carbon sample?

5. How many individual atoms of carbon are in the carbon sample?

Check your answers with the student experts for carbon, and ask them to initial your original data to certify that they are correct.

Moles Station #3: Copper

Procedure

Take the necessary measurements, and record them with units. Show all your calculations, rounding your answers to two decimal places and labeling units clearly.

1. Find and record the molar mass of copper.

2. Find and record the mass of the copper sample.

3. Does the copper sample contain more than, less than, or exactly one mole of copper?

4. How many moles of copper atoms are in the copper sample?

5. How many individual atoms of copper are in the copper sample?

Check your answers with the student copper experts, and ask them to initial your original data to certify that they are correct.

7. Determine the mass of a pre-1982 penny and write down.

8. How many moles of copper are in the penny?

9. How many atoms of copper are in the penny?

10. How many pennies are needed to make a mole of copper?

Moles Station #4: Iron

Procedure

Take the necessary measurements, and record them with units. Show all your calculations, rounding your answers to two decimal places and labeling units clearly.

1. Find and record the molar mass of iron.

2. Find and record the mass of 10 iron nails.

3. Do 10 nails contain more than, less than, or exactly one mole of iron?

4. How many moles of iron atoms are in the 10 nails?

5. How many individual atoms of iron are in the 10 nails?

Check your answers with the student iron experts, and ask them to initial your original data to certify that they are correct.

Moles Station #5: Silicon

Procedure

Take the necessary measurements, and record them with units. Show all your calculations, rounding your answers to two decimal places and labeling units clearly.

1. Find and record the molar mass of silicon.

2. Find and record the mass of the silicon sample.

3. Does the silicon sample contain more than, less than, or exactly one mole of silicon?

4. How many moles of silicon atoms are in the silicon sample?

5. How many individual atoms of silicon are in the silicon sample?

Check your answers with the student silicon experts, and ask them to initial your original data to certify that they are correct.

Silicon is to geologists what carbon is to biologists. It makes up 28% of Earth’s crust and is found in many minerals. Sand, quartz, and glass are all made up of silicon dioxide (SiO2).

6. Is silicon dioxide an element or a compound?

7. How many moles of silicon are in one mole of silicon dioxide?

8. How many moles of oxygen are in one mole of silicon dioxide?

Moles Station #6: Sodium

Procedure

Take the necessary measurements, and record them with units. Show all your calculations, rounding your answers to two decimal places and labeling units clearly.

1. Find and record the molar mass of sodium.

2. How many mg of sodium are in one serving of snack crackers?

3. How many g of sodium are in one serving of snack crackers? (remember king henry!)

4. How many moles of sodium are in one serving of snack crackers?

5. How many individual atoms of sodium are in one serving of snack crackers?

Check your answers with the student sodium experts, and ask them to initial your original data to certify that they are correct.

Healthy American adults should restrict their sodium intake to no more than 2,400 milligrams per day. This is about 1¼ teaspoons of table salt (sodium chloride [NaCl]).

6. What is the maximum number of moles of sodium recommended in your diet? How many sodium atoms would this be?

HW #6 for 1/28

1) HW #6 pg. 211 #17-19

HW #5 for 1/26

1) HW #5 pg. 188 ex 6.6 (yellow box), pg. 195 #1-3

HW #4 for 1/25

1) HW #4 pg. 184 ex. 6.4 (yellow box), pg. 213 #52, pg. 215 #1-2, 4
2) Turn in balancing equation sheet by Monday
3) Finish labs (candle & popcorn)

Creating a New Unit: PCU Lab

Creating a New Unit: PCU

Objective:

To devise a new counting unit, use it in calculations, and compare it to the use of a mole.

Part 1:

Procedure:

1. Weigh out 5.0 grams of popcorn kernels on the scale. (Remember to zero out the cup you are measuring them in!).  Count the number of kernels there are in 5.0 grams. This number will be called “1 PCU” (1 popcorn counting unit)

Data:

1. Complete the following equation in your data record:

 1 PCU = ____kernels = 5.0 g of kernels

2. Show how you would calculate the number of kernels in 3 PCUs:  (Remember to follow your steps, what you know, looking, rid of and the data above)

3. Show how you would calculate the number of kernels in 20.0 grams of popcorn:

4. Show how you would calculate the mass, in grams, of 100 popcorn kernels:

5. Complete the table:

Number of popcorn kernels	Number of PCUs	Mass of popcorn kernels (g)
	10
	500
		10.0
		650.0
498
7,000

Part 2:

Procedure:

1. Use the balance to find the mass, in grams, of the container of popcorn kernels.

Data:

1. What is the mass of the popcorn kernels in the container?

2. Use the mass of the popcorn bag and your PCU to determine how many kernels are in the bag. Show your work here, and record your answer on the class data table at the front of the room.  Label with your group number.

3. Based on the class data table, what is the average number of kernels in the popcorn bag?

4. How close to the class average number is the number you found?

5. Explain what could account for the different numbers of kernels calculated by each student.

Part 3:

Pre-Questions:

1. How many popcorn kernels have you determined to be equal to 1 PCU? If you were counting out 1 PCU of marbles, how many marbles would you count out? If you were counting out 1 PCU of each type of bean, how many of each would you count out?

Procedure:

1. Count out 1 PCU of pinto beans. This will be the number of pinto beans equal to the number of kernels in one PCU. Use a balance to determine the mass of 1 PCU of pinto beans and record in the table below.

2. Count out a PCU for yellow lentils, black beans, kidney beans, and peas. Record the data in the table below.

Data:

Type of particle	Number of particles in PCU	Mass of 1 PCU (g)
Pinto bean
Yellow lentil
Black bean
Kidney beans
Peas

1. Is the number of kidney beans in 1 PCU more than, less than, or equal to the number of black beans in 1 PCU?

2. How does the mass of 1 PCU of kidney beans compare to the mass of 1 PCU of black beans? Why is the mass different between the PCU of kidney and black beans?

3. Would 5.0 grams of kidney beans be more than, less than, or equal to the mass of 1 PCU of kidney beans? Would 10.5 grams of peas be more than, less than, or equal to the mass of 1 PCU of peas?

4. Why is a mole a better unit than a PCU for counting atoms?

5. How many particles are in a mole?