General Instructions

In this activity, you will describe the atomic theory of matter, atomic structure and symbolism, and the chemical and electronic structure of atoms. You will also use appropriate equations to calculate related light-wave properties such as period, frequency, wavelength, and energy. To achieve this, you must review all the study materials for module three on atomic theory and structure.

Step 1: Select and Reflect

Select one of the topics below and demonstrate your understanding of them in theoretical and practical settings.

• Atomic theory of matter
• Atomic structure and symbolism
• Chemical and electronic structures of atoms
• Chemical formulas
• Electromagnetic energy

Step 2: Respond

Using supporting data for your arguments, prepare a 300-350 words written piece which discusses any of the following: 

• Discuss the practical implications of the atomic theory of matter for everyday life.
• Describe the difference between the atomic number and mass number of an atom and how they correspond to the atom's symbol.
• Describe the effects that adding electrons to an atom will have on its chemical and electronic structure.
• Describe how to use chemical formulas to predict the properties of a given compound.
• Discuss equations used to calculate the period, frequency, wavelength, and energy of light waves and how these properties relate to each other.

Step 3: Share 

To share your work, click on the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B.: references are excluded from word counts).

Step 4: Interact 

To complete the activity, evaluate and categorize the work from one of your peers based on items A - E of the rubric below. Provide a rationale for the grade you have provided and comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback, and click “Post to forum.” You can use the list below as an example:

Item A is ____________ because ____________. My suggestions for improvement are ____________.
Item B is  ____________because ____________. My suggestions for improvement are____________.
 Item C is  ____________because ____________. My suggestions for improvement are ____________.
 Item D is ____________ because ____________. My suggestions for improvement are ____________.
 Item E is  ____________because ____________. My suggestions for improvement are ____________.

OPTIONAL Step 5: Interact (10 minutes)

If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

General Instructions

In this activity, you will link the types of intermolecular forces possible between atoms or molecules in condensed phases (dispersion forces, dipole-dipole attractions, and hydrogen bonding), correlate the types of intermolecular forces experienced by specific molecules with their structures, explain the relationship between the intermolecular forces present within a substance and the temperatures associated with changes in its physical state, and identify and contrast inter and intramolecular forces. To successfully achieve this, you will need to review module five's study materials (bonding and chemical interactions).

Step 1: Select and Reflect

Read the topic below and demonstrate your understanding of intermolecular forces in theoretical and practical settings.

• Intermolecular forces

Step 2: Respond

Using supporting data for your arguments, prepare a 300-350 words written piece that answers any of the following questions based on the scenario you selected. 

Case Scenario 1: 

The chemistry lab has two students tasked with understanding the different types of intermolecular forces possible between atoms and molecules in dispersed phases. The first student studies two gases, hydrogen and oxygen, and their interaction in a dispersed phase. The student observes the two gases undergoing hydrogen bonding. 

The second student studies two liquids, water and ethanol, and their interaction in a dispersed phase. The student observes the two liquids undergoing hydrophobic interactions and hydrogen bonding. 

Questions:

1. Describe the strongest type of intermolecular force that occurs between two molecules containing hydrogen atoms and other atoms, like oxygen.
2. Describe the interactions and bonding taking place as observed by the second student.

Case Scenario 2: 

You are a chemist in a laboratory tasked with determining the intermolecular forces experienced by two specific molecules: ethanol (C2H6O) and propane (C3H8). 

Questions: 

1. What type of intermolecular force is present in ethanol? 
2. What type of intermolecular force is present in propane? 
3. How does the structure of ethanol contribute to the intermolecular forces present? 
4. How does the structure of propane contribute to the intermolecular forces present? 
5. How would the intermolecular forces be affected if the temperature of the molecules was increased?

Case Scenario 3:

The intermolecular forces present in a substance can greatly influence the temperatures at which it changes its physical state. For example, when a substance with strong intermolecular forces is heated, it will require a higher temperature to transition from a solid to a liquid or from a liquid to a gas. On the other hand, a substance with weaker intermolecular forces will require less energy to transition between different physical states.

Questions:

1. What factors impact the strength of intermolecular forces in a substance?
2. How do intermolecular forces affect a substance's boiling and melting points?
3. What happens to intermolecular forces when a substance transitions from one physical state to another?
4. How does the strength of intermolecular forces influence the ease of changing a substance’s physical state?

Step 3: Share 

To share your work, click on the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B.: references are excluded from word counts).

Step 4: Interact 

To complete the activity, evaluate and categorize the work from one of your peers based on items A - E of the rubric below. Provide a rationale for the grade you have provided and comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback, and click “Post to forum.” You can use the list below as an example:

 Item A is  ____________ because ____________. My suggestions for improvement are ____________.
 Item B is  ____________ because ____________. My suggestions for improvement are ____________.
Item C is ____________  because ____________. My suggestions for improvement are ____________.
Item D is ____________  because ____________. My suggestions for improvement are ____________.
Item E is ____________  because ____________. My suggestions for improvement are ____________.

OPTIONAL Step 5: Interact (10 minutes)

If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

General Instructions

In this activity, you will calculate solution concentrations using molarity and perform dilution calculations using the dilution equation. To successfully achieve this, you will need to review all the study materials for module six (compounds and stoichiometry).

Step 1: Select and Reflect

Select lesson three (molarity) in module six and demonstrate your understanding of them in theoretical and practical settings.

Step 2: Respond

Using supporting data for your arguments, prepare a 300-350 word written piece which discusses any of the following: 

1. You are given a solution of a mysterious substance that you need to identify. You have been told that the solution has a molarity of 0.5 M. To identify the substance, you need to determine the concentration of the solution. 

Questions: 

1. How can you use the molarity of the solution to determine the concentration? 
2. What instruments can you use to measure the concentration of the solution? 
3. What is the difference between molarity and concentration? 
4. How do you calculate the molarity of a solution?

2. John is a scientist in a chemical lab. He needs to dilute a chemical solution currently at a concentration of 10M. He has a 1L volumetric flask filled with water at a concentration of 0.001M.

John needs to use the dilution equation to determine how much of the 10M solution he needs to add to the 1L volumetric flask to achieve a desired concentration of 0.01 M.

Questions:

1. How much of the 10M solution does John need to add to the 1L volumetric flask to achieve a concentration of 0.01M?
2. What is the final volume of the diluted solution?
3. What is the concentration of the diluted solution?

Step 3: Share 

To share your work, click on the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B.: references are excluded from word counts).

Step 4: Interact 

To complete the activity, evaluate and categorize the work from one of your peers based on items A - E of the rubric below. Provide a rationale for the grade you have provided and comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback, and click “Post to forum.” You can use the list below as an example:

Item A is  .…. because….  My suggestions for improvement are….
Item B is  .…. because….  My suggestions for improvement are….
Item C is  .…. because….  My suggestions for improvement are….
Item D is  .…. because….  My suggestions for improvement are….
Item E is  .…. because….  My suggestions for improvement are….

OPTIONAL Step 5: Interact (10 minutes)

If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

General Instructions

In this activity, you will read expository essays and explain the function of a catalyst in terms of reaction mechanisms and potential energy diagrams, list examples of catalysis in natural and industrial processes, and compare the functions of homogeneous and heterogeneous catalysts. You will also write a balanced chemical equation for a process given its reaction mechanism. To successfully achieve this, you will need to review all the study materials for module five on bonding and chemical interactions.

Step 1: Select and Reflect

Read the topic below and demonstrate your understanding of intermolecular forces in theoretical and practical settings.

• Intermolecular forces

Step 2: Respond

Using supporting data for your arguments, prepare a 300-350 word written piece that answers any of the following questions based on the scenario you selected. 

Case Scenario 1:

A catalyst is used to increase the rate of a chemical reaction. It does this by providing an alternative pathway for the reaction to take place with lower activation energy. In this experiment, two different catalysts are tested in the reaction of 2 molecules of A to form 1 molecule of B and 1 molecule of C. Catalyst 1 is a homogeneous catalyst, while catalyst 2 is a heterogeneous catalyst.

Experimental Numbers:

Catalyst 1:

Activation Energy: 10 kcal/mol

Reaction Rate: 0.2 mol/min

Catalyst 2:

Activation Energy: 7 kcal/mol

Reaction Rate: 0.3 mol/min

Questions:

1. How does the use of a catalyst affect the rate of a chemical reaction?
2. What is the difference between a homogeneous and heterogeneous catalyst?
3. How does the activation energy of a reaction influence the rate of the reaction?
4. How does the reaction rate of catalyst 1 compare to that of catalyst 2?
5. What factors might explain the difference in reaction rates between the two catalysts?

Case Scenario 2: 

Catalysis is an essential process in both natural and industrial processes. In nature, catalysts are used to speed up chemical reactions, allowing them to occur more quickly and efficiently. For example, enzymes such as cytochrome c are used in biological processes, such as the breakdown of glucose molecules into energy. In industry, catalysts are used to increase the efficiency and control of chemical reactions, resulting in products with fewer environmental impacts and lower costs. Catalysts are used to produce a wide variety of products, including fuels, drugs, detergents, plastics, and fertilizers.

Questions:

1. What are some natural processes that use catalysis?
2. How does using catalysts in industrial processes increase efficiency and reduce environmental impacts?
3. What types of products are produced by using catalysts in industrial processes?
4. How does the use of catalysts in industrial processes reduce costs?
5. What role does cytochrome c play in biological processes?

Case Scenario 3:

A chemist is conducting an experiment to compare the functions of homogeneous and heterogeneous catalysts. The chemist sets up two identical experiments, one with a homogeneous catalyst and one with a heterogeneous catalyst. In each reaction, the chemist adds the same amount of reactants and the same amount of catalyst. The chemist then measures the rate of reaction in both experiments and observes the differences between the two catalysts.

Questions:

1. What are the differences between homogeneous and heterogeneous catalysts?
2. How does the rate of reaction differ between the two catalysts?
3. What factors might affect the effectiveness of each catalyst?
4. What are the possible implications of using one type of catalyst over the other?
5. How could the experiment be improved to provide more accurate data?

Case Scenario 4:

A student is studying the reaction mechanism of a chemical reaction between two compounds, A and B. Compound A is a molecule with three carbon atoms and four oxygen atoms, while compound B is a molecule with four carbon atoms and three oxygen atoms. The student wants to determine the reaction rate between the two compounds and the products of the reaction.

To do this, the student first draws the Lewis structure of each compound. The Lewis structure of compound A shows two double bonds and two single bonds between the carbon and oxygen atoms. The Lewis structure of compound B shows three double bonds and one single bond between the carbon and oxygen atoms.

Next, the student draws a reaction mechanism diagram to illustrate the steps that occur in the reaction. According to this diagram, when compound A reacts with compound B, an intermediate compound C is formed. This intermediate compound C has two double bonds and two single bonds between the carbon and oxygen atoms.

The student then uses the reaction mechanism diagram to write a balanced chemical equation for the reaction. The equation shows that two molecules of compound A react with one molecule of compound B to form one molecule of intermediate compound C, and two molecules of product D.

Questions:

1. What is the Lewis structure of compound A?
2. What is the Lewis structure of compound B?
3. What is the intermediate compound formed when compound A reacts with compound B?
4. How many molecules of compound A and compound B are needed to form one molecule of intermediate compound C?
5. What are the products of the reaction between compound A and compound B?
6. Write a balanced chemical equation for the reaction between compound A and compound B.

Step 3: Share 

To share your work, click on the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B.: references are excluded from word counts).

Step 4: Interact 

To complete the activity, you will need to reply to at least two posts made by your peers respectfully and professionally. Be sure your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback, and click “Post to the forum.”

OPTIONAL Step 5: Interact (10 minutes)

If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

General Instructions

In this learning activity, you will reflect on all you have learned about chemical equilibrium and write equations representing changes in concentration and pressure for chemical species in equilibrium systems, calculate values of reaction quotients and equilibrium constants using concentration and pressure, use algebra to perform different equilibrium calculations, and determine the response of a stressed equilibrium using Le Chatelier’s principle. To successfully achieve this, you will need to review all the study materials for module three on atomic theory and structure.

Step 1: Select and Reflect

Select one of the topics below and demonstrate your understanding of them in theoretical and practical settings.

• Equilibrium calculations
• Equilibrium constants
• Shifting Equilibria: Le Châtelier’s Principle

Step 2: Respond

Using supporting data for your arguments, prepare a 300-350 word written piece which discusses any of the following: 

1. Given the reaction: A + B <-> C + D, what equations can be written to represent changes in the concentrations and pressures of species A, B, C, and D as the system approaches equilibrium?

2. Given a reaction with Kp = 2.3x10^4 atm at 298 K, calculate the reaction quotient, Q, and equilibrium constant, Kc, of the reaction when the reaction mixture has a concentration of [CO2] = 0.0032 M and [CO] = 0.0045 M and a pressure of 1.2 atm.

3. Scenario:

4. Case Scenario:

Step 3: Share 

To share your work, click on the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B.: references are excluded from word counts). 

Step 4: Interact 

To complete the activity, evaluate and categorize the work from one of your peers based on items A - E of the rubric below. Provide a rationale for the grade you have provided and comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback, and click “Post to forum.” You can use the list below as an example:

Item A is .…. because….. My suggestions for improvement are….
Item B is  .…. because…. My suggestions for improvement are….
Item C is  .…. because…. My suggestions for improvement are….
Item D is  .…. because…. My suggestions for improvement are….
Item E is  .…. because…. My suggestions for improvement are….

OPTIONAL Step 5: Interact (10 minutes)

If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”