Chemistry Unit 1 Worksheet 4 Answer Key

[Francesca Cruiz]

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In the sciences, there are basically two different meanings for concentration; first, how close things are to each other, and second, the composition of substances within a mixture. In General Chemistry 1 we used concepts like density and molarity to describe the first concept, and mass percent and mole fraction to describe the second.

Molarity is useful because by measuring the volume of a solution you can determine the number of solute particles (n=MV, where n=moles solute). Since many reactions occur in solution phases and solutes are often reactants, we used molarity in stoichiometric calculations. We will also learn in the next chapter that the rate of reactions is also dependent on their concentration, and molarity can express that.

NOTE: This is a Part-to-Whole type of calculation, that is, a measurement of the volume (the whole: as the solution is the solvent plus all solutes allows you to determine the moles of a substance (the part). n = MV, where n=moles, M=Molarity and V=Volume. So for example, when making solutions of a specific molarity, you dilute the solute to a desired volume.

Molality is the ratio of moles of solute to the mass of solute in Kg. This is often used in calculating how a solute affects a physical property of a solvent, like the boiling or melting point of a solvent. For example, we could determine how much salt is required to lower the freezing point of a specific amount of water by 1 degree.

NOTE: This is a Part-to-Part type calculation, that is, moles solute per kilogram solvent (not solution). So for example, when making solutions of a desired molality, you add solute to a specific amount (mass) of solvent (you do not dilute to volume).

Percentage is related to fraction, it is simply the fraction times 100. Chemists usually use percentage to describe mass fractions. Note, the sum of the mass percents of all substances within a sample = 100%.

The ratio of two substances is the amount of one compared to the amount of another. If one of these is the solvent, then the ratio of solute to solvent becomes an indicator of how concentrated the solute is in the solvent. This is not normally used, but may help you understand grams solute per 100 g water (see below).

This is often given the symbol (S) and used in graphing properties of solvents, like how a solute concentration effects the boiling point (temperature) of water. It tells you how concentrated a solute is in terms of g solute per 100 g water. This is simply the ratio times 100, and has units g solute/100 g solvent. Note: a rule-of-thumb, is a soluble substance has a solubility greater than 0.1g/100 g solvent, and an insoluble substance is less, but of course, that is all relevant.

These are often called "pseudo-units" and are dimensionless quantities used to describe very dilute solute concentrations. The meaning can be ambiguous, but they are often used in engineering. In this section we will look at aqueous systems.

Often expressed as g solute/106g solvent or "medium", where the medium is a sample like dirt or body mass. Note, mass is not a measure of the parts like a number of entities, but this is the convention)

\[ppm=\fracg\; solute10^6g\; solvent=\fracg\; solute10^6g\; medium\]

for aqueous solutions we note that the density of water is 1g/ml, so the above equation can be converted to

\[ppm=\fracmg_soluteL_ water\]

\[ppb=\fracg\; solute10^9g\; solvent\]

for aqueous solutions we note that the density of water is 1g/ml, so the above equation can be converted to

\[ppb=\frac\mu g_soluteL_ water\]

\(\displaystyle ppb=\left (\fracg \; solute10 ^9 \; g \;H_2 O \right )\left ( \frac10^3 \;g \; H_2 OL \right )\left ( \frac10^6 \mu g \; soluteg \right )=\frac\mu g \; soluteL \; H_2 O\)

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I am excited to share our new chemistry unit with you! (It has been recently updated and now is around 150 pages!!) As you know, we love hands-on activities and I want to show you some of the fun ways we explored the periodic table and touched on topics like valence electrons, Bohr Diagrams, Lewis Diagrams (electron dot diagrams), ions, isotopes, and more!

We did this unit together when the kids were 10, 12 and 14. I think this unit is best for middle school and up (perhaps as a supplement to for high schoolers being introduced to chemistry for the first time).

She used a beautiful book about the elements by Theodore Gray Elements: A Visual Exploration of Every Known Atom in the Universe (affiliate link) as a reference. It has huge pictures of the elements as well as pictures of items that use this element.

This booklet had her find out: the atomic number, atomic weight, period and group numbers. Plus, there was some space for her to write some basic facts about each element.Building Molecules Activity

Next we went over the parts of the atom (nucleus, protons, electrons, nucleus, etc.). We did another hands-on activity to introduce the kids to valence electrons. I handed the kids Bohr Diagram cards that were the same size as the element cards from the activity above. I divided the cards among the kids and had them place the cards on top of the cards below.

The next day, the kids did a cut-and-paste activity with those same Bohr Diagrams. We used this chart a lot as we continued on with this unit because then they could easily see how many valence electrons were in the outer shell of the elements!

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