flinn advanced inquiry laboratory kits for ap chemistry...

11193051513

Publication No. 11193

Flinn Advanced Inquiry Laboratory Kitsfor AP* Chemistry

Correlated to the College Board Investigative LabsIn 2012, the Advanced Placement chemistry curriculum was revised to integrate inquiry, content, and reasoning through an

updated set of learning objectives and science practice skills. In addition to traditional or classic lab experiments, the updated framework requires six guided-inquiry labs. Flinn has created 16 all new Advanced Inquiry Laboratory Kits that align with inquiry investigations published by the College Board. These advanced inquiry kits complement our existing student laboratory kits for AP Chemistry.

• EachAdvancedInquiryLabKitmeetsthenewAPChemistryguidelinespublishedbytheCollegeBoard.

• Eachexperimenthasbeenthoroughlytested,retested,andoptimizedtoguaranteesafetyandsuccess.

• OurtrademarkChemFaxkitinstructionsalwaysincluderealsampledata,nevermadeup!

• Eachwrite-upincludesAPChemistryReviewQuestionsthatseamlesslyintegrateinquiry,content,andreasoningtomatchthe "Big Ideas" in the new curriculum framework.

• Sciencepracticesareappliedtoconnectlabexperiencestotherealworld.

EachAdvancedInquiryLabwrite-upcontainsvaluablebackgroundinformation,instructions,procedures,andallthemateri-als needed for 12 groups of students. A new, signature section in each ChemFax, called “Guided Inquiry Design and Procedure,” asks leading questions to help students identify the variables for designing an effective laboratory experiment. The familiar Flinn “Teacher Notes” section wraps up the write-up with sample data, teaching tips, and summaries of possible results teachers may expect students to observe. In each Advanced Inquiry Lab, students begin with an introductory or baseline activity and then move on to the guided-inquiry portion of the lab. We provide extra materials where possible, with the understanding that students may choose to pursue a variety of different directions when exploring further opportunities for inquiry.

This publication will provide you with a short description of each Advanced Inquiry Lab kit, how the Advanced Inquiry Lab correlates to the College Board Investigative Labs, and also a list of additional required lab equipment and supplies such as bal-ances, spectrophotometers, and common laboratory glassware.

Asalways,pleasecalloremail([email protected])FlinnScientificifyouhaveanyquestions.Weareheretohelp!

* Advanced Placement and AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, these products.

CHEM-FAX . . .makes science teaching easier.

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©2013FlinnScientific,Inc.AllRightsReserved. 11193

The Big Ideas of AP* ChemistryThenewAPChemistrycurriculumframework isorganizedaroundsixBig Ideas.Thesebig ideasprovide the structure for

thecourseandexam.EachBigIdeaincludesasetofLearningObjectives.TheseLearningObjectivesarebasedontheEnduringUnderstandingandEssentialKnowledgestatements,whichbothservetoidentifycontentknowledgeandthinkingskillsthatstu-dentsshouldbeabletodemonstrate.ThereisalsoagreateremphasisonSciencePractices,suchasusingmathematicsskills,datacollection and analysis, inquiry investigations, and using models and representations to communicate and solve scientific problems.

Big Idea 1—Atoms and ElementsThe chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrange-

ments of atoms. These atoms retain their identity in chemical reactions.

• AP7642,AnalysisofFoodDyesinBeverages(Investigation1)

• AP7643,PercentCopperinBrass(Investigation2)

• AP7660,GravimetricAnalysisofCalciumandHardWater(Investigation3)

• AP7645,AcidityofBeverages(Investigation4)

Big Idea 2—Structure and Properties of MatterChemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or mol-

ecules and the forces between them.

• AP7661,SeparationofaDyeMixtureUsingChromatography(Investigation5)

• AP7664,QualitativeAnalysisandChemicalBonding(Investigation6)

Big Idea 3—Chemical ReactionsChangesinmatterinvolvetherearrangementand/orreorganizationofatomsand/orthetransferofelectrons.

• AP7653,GreenChemistryAnalysisofaMixture(Investigation7)

• AP7647,AnalysisofHydrogenPeroxide(Investigation8)

• AP7662,SeparatingaSyntheticPainReliefMixture(Investigation9)

Big Idea 4—KineticsRatesofchemicalreactionsaredeterminedbydetailsofthemolecularcollisions.

• AP7648,RateofDecompositionofCalciumCarbonate(Investigation10)

• AP7644,KineticsofCrystalVioletFading(Investigation11)

Big Idea 5—ThermodynamicsThe laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.

• AP7654,DesigningaHandWarmer(Investigation12)

Big Idea 6—EquilibriumAny bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition,

sensitive to initial conditions and external perturbations.

• AP7659,ApplicationsofLeChâtelier'sPrinciple(Investigation13)

• AP7656,Acid–BaseTitrations(Investigation14)

• AP7665,BuffersinHouseholdProducts(Investigation15)

• AP7663,PropertiesofBufferSolutions(Investigation16)

Save money by purchasing the Advanced Inquiry Kits for AP* Chemistry as a bundle rather than individually!

Catalog No. Description Price/Each

AP7655 Advanced Inquiry Labs for AP* Chemistry—16 Kit Bundle $734.91

* Advanced Placement and AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, these products.

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Analysis of Food Dyes in Beverages—Advanced Inquiry Laboratory Kit

Big Idea 1, Investigation 1Primary Learning Objective 1.15

Fooddyesareeverywhere—fromfoodtodrinktocosmetics!Howmuchfooddyeisactuallycontainedintheseproducts?Thisadvancedinquirylaballowsstudentstoutilizespectroscopyandgraphicalanalysistodeterminetheconcentrationofdyeinasports drink.

The lab begins with an introductory activity in which students prepare a series of standard dilutions of an FD&C Blue 1 stock solution.Studentsthenmeasurethepercenttransmittanceofeachandgraphtheresultstoidentifyanoptimumlinearrelationshipamong various functions (T, %T, log T and A)foraBeer'slawcalibrationcurve.ABeer’slawplotofabsorbanceasafunctionofconcentration may then be used to calculate the concentration of any “unknown” solution. Using this introductory procedure as a model, students design guided-inquiry experiments to determine the concentration of food dye(s) in sports drinks and other con-sumerbeverages.Additionaldyes(FD&CYellow5andRed40)andsamplesofsportsdrinksareincludedinthekitforoptionalextension or cooperative class inquiry studies.

This advanced inquiry lab reinforces content learning objectives for the principles of spectroscopy and to integrate mathemat-ical reasoning and graphing science practice skills. Use this investigation to develop—and test—skills in preparing accurate serial dilutions, understanding spectroscopic measurements, and extrapolating from graphical data.

Flinn Catalog Number:AP7642

Price: $28.95

Materials Included in Kit (for 24 students working in pairs)

FD&CBlue1StockSolution Blueandredsportsdrinks

FD&CRed40StockSolution Pipets,serological,10-mL,12

FD&CYellow5StockSolution

Additional Materials Required (for each lab group)

Water,distilledordeionized Spectrophotometerorcolorimeter

Consumer beverages, blue, red and yellow Test tubes or cuvets, 13 × 100 mm, 8

Beakers, 50-mL, 2–3 (dependent on dilutions per group) Test tube rack

Pipet bulb or pipet filler

Additional Materials Required (for Pre-Lab Preparation)

Graduatedcylinder,25-mL Volumetricflask,1000-mL

– 4 –


Percent Copper in Brass—Advanced Inquiry Laboratory Kit


Therelativeproportionsofcopper,zinc,andironinbrassinfluenceitspropertiesanduses.Howcanthepercentcompositionofbrassbedeterminedtoverifytheseproperties?

Thepurposeofthisadvancedinquirylabistodesignaproceduretoanalyzetheamountofcopperinbrassusingvisiblespec-troscopy. The lab begins with an introductory activity, in which students measure the absorbance of various metal ion solutions at regularwavelengthintervalsfrom400nmto700nmandinvestigatetheinfluenceoftheanionontheabsorptionspectra.Studentsidentify the correlation among wavelength, absorbance, and concentration for each of three possible ions that may be obtained frombrass:copper,zinc,andiron.

Oncetheintroductoryactivityiscompleted,studentsdesignandcarryoutanexperimenttoconstructacalibrationcurveanddeterminetheconcentrationofcopperionsinasolutionpreparedbydissolvingbrassinnitricacid.StudentsmustinvestigatetheconcentrationrangeoverwhichBeer'slawisvalidandidentifytheoptimumwavelengthforanalysis.Themasspercentofcopperin brass is determined from the results of the analysis. This experiment should be performed in a fume hood or well-ventilated lab.

Flinn Catalog Number: AP7643

Price: $52.91


Brasssample,75g Iron(III)nitratesolution,0.1M,75mL

Copper(II)nitratesolution,0.1M,75mL Nitricacid,concentrated,15.8M,75mL

Copper(II)nitratestocksolution,0.40M,200mL Zincnitratesolution,0.1M,75mL

Copper(II)sulfatesolution,0.1M,75mL Zincsulfatesolution,0.1M,75mL

Iron(III)chloridesolution,0.1M,75mL Pipets,serological,10-mL,12


Beaker, 50-mL, with watch glass Test tube rack

Graduated cylinder, 50-mL Test tubes, 13 × 100 mm

Pipetbulbfiller Volumetricflask,100-mL

Stirringrod Washbottleanddistilledwater

Shared Equipment

Balance,0.001-gprecision Spectrophotometerandcuvets

– 5 –


Gravimetric Analysis of Calcium and Hard Water— Advanced Inquiry Laboratory Kit


Aswaterflowsthroughrocksandsoil,itpicksupmineralsfromtheEarth’ssurface.Althoughmanymineralsareessentialforlife and health, high levels of calcium, magnesium, and iron ions in hard water may also be a nuisance. In this advanced inquiry lab, students investigate the concentration of calcium ions in hard water and consumer products using gravimetric analysis.

The purpose of this advanced inquiry lab is to investigate the suitability of gravimetric analysis for determining the amount ofwaterhardnessintheformofcalciumcarbonate,CaCO3,invariouswatersamples.Sixsamples,representingawiderangeofpotentialwaterhardness,from50ppmto500ppm,willbeanalyzedbyvariousstudentgroupsaspartofacooperativeclassinves-tigation to determine the accuracy and sensitivity of gravimetric analysis for water hardness testing.

The lab begins with an introductory activity to develop skill in the calculations and techniques of gravimetric analysis, in particular, quantitative transfer and vacuum or gravity filtration. The procedure provides a model for guided-inquiry design of the cooperative class investigation described above. Antacid tablets are also provided as an opportunity for further inquiry—the use of gravimetric analysis to determine the amount of calcium in an over-the-counter medication.


Price: $29.95


Calcium chloride solution, CaCl2,2M,500mL Sodiumcarbonate,anhydrous,Na2CO3, 30 g

Calcium chloride, anhydrous, CaCl2, 30 g Antacid tablets, bottle of 20

Sodiumcarbonatesolution,Na2CO3,0.5M,500mL


Water,deionizedordistilled,40mL Latexrubbertubing

Balance, electronic, 0.001-g accuracy (shared) Pinch clamp

Beakers,150-mL,3 Rubberstopper,2-hole

Dryingoven(shared) Spatula

Filterflasks,250-mL,2 Vacuumpumporaspirator

Filterpaper,3(tofitfunnels) Vacuumtubing,2

Funnel, Büchner and rubber adapter Wash bottle

Glass tubing, 2 Watch glasses, 100-mm, 2

Graduated cylinder, 50-mL Weighing dishes, 2


Water,deionizedordistilled,600mL Graduatedcylinder,25-or50-mL

Beakersorbottlestostorewatersamples,6 Volumetricflaskorgraduatedcylinder,100-mL

– 6 –


Acidity of Beverages—Advanced Inquiry Laboratory Kit


Howmuchacidisinfruitjuice?Fruitjuicesgettheirsweettastefromsugarsandtheirsourortarttastefromweakacidssuchas citric acid. If the juice contains too much sugar, it will taste bland, but too much acid and the juice will taste sour. The concen-tration of acids in various consumer beverages may be determined by titration with sodium hydroxide.

This advanced inquiry lab begins with an introductory activity for determining the proper indicator to use in the titration of acetic acid, a characteristic weak acid. The results provide a model for guided-inquiry design of a titration procedure to obtain titrationcurvedataandcalculatethemolarconcentrationofacidinabeverage.Experimentsmaybeperformedasacooperativeclass study or as open-inquiry activities. Three juice samples are provided, but students may also use any other light-colored soft drink or beverage.

A wonderful real-world example of everyday chemistry that fulfills key learning objectives such as designing experiments, interpretingdata,andusingstoichiometriccalculationstopredictreactionresults!


Price: $51.20


Aceticacidsolution,0.1M,100mL Thymolblue,0.04%,25-mL

Bromthymol blue, 0.04%, 25 mL Beral-type pipets, graduated, 40

Hydrochloricacidsolution,0.1M,75mL Orangejuice,400-mL

Phenolphthalein solution, 1%, 30 mL Pineapple juice, 350-mL

Potassiumhydrogenphthalate,KHC8H4O4, 25 g* White grape juice, 350-mL

Sodiumhydroxidesolution,0.1M,2.5L

*For standardizing the NaOH solution.


Water,distilledordeionized Magneticstirrerandstirbar,orstirringrod

Balance,0.01-gprecision*(shared) pHmeters(ifnoneavailable,pHpaper)

Beakers,50-mLand150-mL Supportstandandburetclamp

Buret, 50-mL Test tubes, 16 × 150 mm, 3

Drying oven* Test tube rack

Graduated cylinder, 100-mL

*For standardizing the NaOH solution.

–7–


Separation of a Dye Mixture Using Chromatography—

Advanced Inquiry Laboratory KitBig Idea 2, Investigation 5

Primary Learning Objective 2.10

The entire palette of artificial food colors is derived from just seven dyes certified by the FDA for use in food, drugs, and cosmetics.HowcantheseFD&Cdyesbeidentifiedinamixture?Howdothemolecularstructuresofthedyemoleculesinfluencetheirproperties,relativesolubilityoraffinityfordifferentsolvents?Thepurposeofthisadvancedinquirylabistoinvestigatethefactors that influence the separation of food dyes using paper chromatography.

The investigation begins with a baseline activity in which students compare the separation or resolution of three FD&C dyes usingtwosolvents.Reviewingtheevidenceprovidedbythecooperativeclassdataleadsstudentstoselectasolventforfurtherstudy. In the guided-inquiry section of the lab, students design an experiment to identify a solvent that will give maximum resolu-tion of a mixture of dyes. The results may be applied to study the connection between the structure and mobility of the food dyes. An investigation into the composition of colored candy shells may be incorporated into optional extension activities.

The primary learning objectives for this advanced inquiry lab focus on the effects of molecular structure on the nature and strengthofintermolecularforcesbetweenmoleculesorions.Thelabalsointegrateskeysciencepracticeskillsforanalyzingdatato identify trends.


Price: $55.95


Food Dye FD&C Blue No. 1, 2 g Food Dye FD&C Yellow No. 6, 2 g

FoodDyeFD&CBlueNo.2,2g Isopropylalcohol,CH3CHOHCH3,70%,250mL

FoodDyeFD&CGreenNo.3,1g Sodiumchloridesolution,20%,500mL

FoodDyeFD&CRedNo.3,2g Chromatographypaperstrips,200

FoodDyeFD&CRedNo.40,2g Toothpicks,150

Food Dye FD&C Yellow No. 5, 2 g


Water,distilledordeionized Graduatedcylinder,25-mL

Beaker, 50-mL Wash bottle

Beakers, 100-mL, 2 Watch glasses, 2

Erlenmeyerflasks,250-mL,2

Additional Material Required (for Pre-Lab Preparation)

Water,distilledordeionized Graduatedcylinders,10-mL,25-mL,100-mL

Balance,0.01-gaccuracy Spatulas,7

Beaker,100-mL Stirringrods,7

Beakers,250-mL,7 Volumetricflask,500-mL

– 8 –


Qualitative Analysis and Chemical Bonding—Advanced Inquiry Laboratory Kit


Looking for patterns in the properties of solids can help us understand how and why atoms join together to form compounds. Whatkindsofforcesholdatomstogether?Howdotheseforcesinfluencethepropertiesofmaterials?

The purpose of this advanced inquiry lab is to design a procedure to identify twelve unknown solids based on systematic testing of their physical and chemical properties. The lab begins with an introductory activity to select measurable properties that will help identify the type of bonding in a solid. Given four solids representing the four types of chemical bonds—ionic, polar covalent, nonpolar covalent, and metallic—students review the properties of each solid with a minimum of four tests. The results provide a basis for a guided-inquiry design of a flow chart procedure that uses physical and chemical property tests to separate and identify twelve unknown solids.


Price: $69.95

Materials Included in Kit (for 8 student groups )

Coppersulfatepentahydrate,CuSO4z5H2O,25g Dodecylalcohol,CH3(CH2)11OH,20g

Dextrose, C6H12O6,20g Glycine,NH2CH2CO2H,20g

Ethylalcohol,CH3CH2OH,250mL Graphite,C,20g

Hexane,C6H6, 250 mL Iron oxide, Fe2O3, 20 g

Hydrochloricacidsolution,HCl,0.1M,250mL Ironpowder,Fe,20g

Paraffinwax,20g Potassiumnitrate,KNO3, 20 g

Sodiumhydroxidesolution,NaOH,0.1M,250mL Salicylicacid,2-HOC6H4COOH,20g

Zinc,Zn,20g Siliconlumps,Si,20g

The“Unknowns” Sodiumcarbonate,Na2CO3, 20 g

Adipicacid,HO2C(CH2)4CO2H,20g Aluminumdishes,12

Aluminum granules, Al, 20 g Test tubes, 48

Calciumcarbonate,CaCO3, 25 g


Water,distilledordeionized,20mL Stirringrod

Beaker, 100-mL Test tube holder

Bunsen burner Test tube rack

Conductivity meter Thermometer

Hotplate Tongs

pHpaper


Bottles to store the unknowns or 48 capped vials

– 9 –


Green Chemistry Analysis of a Mixture—Advanced Inquiry Laboratory Kit

Big Idea 3, Investigation 7Primary Learning Objectives 3.5 and 3.3

Many stoichiometry experimentsusehazardouschemicals, generate toxicbyproducts, andwaste excess chemicals. In thislab activity, students design and carry out a green chemistry experiment that can quantitatively measure the weight percent of one compound in a mixture of two compounds.

The investigation begins with an introductory activity to verify the decomposition reaction of a solid bicarbonate, either potassiumorsodiumbicarbonate.Studentsreviewtheprinciplesofgreenchemistryandevaluateahighschoolstoichiometrylabprocedure in terms of prevention, atom economy, and use and production of nontoxic materials.

Oncetheintroductoryactivityiscompleted,studentsdesignandcarryoutanexperimenttoquantitativelymeasuretheweightpercent of solid mixtures containing either sodium carbonate and sodium bicarbonate or potassium carbonate and potassium bicarbonate.Studentsassesstheirproceduresintermsofthegreenchemistryprinciples.


Price: $23.50


Potassiumbicarbonate,KHCO3,50g Sodiumcarbonate,Na2CO3, 50 g

Potassium carbonate, K2CO3,50g StoichiometryLabProcedure

Sodiumbicarbonate,NaHCO3, 50 g


Balance,0.001-gprecision(shared) Spatula

Bunsenburner Supportingstand

Crucible and cover Tongs, crucible

Matchesorlighter Triangle,pipestem

Ringclamp Wiregauze


Markingpen Weighingdishes,4

Samplecontainers,8-oz,2

– 10 –


Analysis of Hydrogen Peroxide—Advanced Inquiry Laboratory Kit


Oldbottlesofhydrogenperoxidethatarepasttheirexpirationdatesareoftenfoundinmedicinecabinetsandchemicalstock-roomshelves.Doestheconcentrationofhydrogenperoxidedeteriorateasitages?Inthisadvancedinquirylab,studentsdesignan experiment to determine the percent composition of a common "drug store" bottle of hydrogen peroxide using an oxidation−reduction titration.

Studentsbeginbystandardizingasolutionofpotassiumpermanganateusingferrousammoniumsulfate.Thisprocedurepro-vides a model for a guided-inquiry activity, during which students design a titration experiment to determine the precise concen-tration of hydrogen peroxide in solution. Additional samples of hydrogen peroxide are available separately and may be used for further open-inquiry experiments. Fulfill key learning objectives relating to quantitative analysis, stoichiometry calculations, and balancingredoxreactionswiththisgreatreal-worldapplicationthatalsodevelopssciencepracticeskillsforcollectingandanalyz-ing data and refining measurements.


Price: $38.50


Ferrousammoniumsulfate,Fe(NH4)2(SO4)2z6H2O,50g Sulfuricacidsolution,H2SO4,3M,750mL

Hydrogenperoxidesolution,H2O2, 3%, 50 mL Pipet, serological, 1-mL, 12

Potassiumpermanganatesolution,KMnO4,0.10M,500mL Weighingdishes,25

Sodiumhydroxidesolution,NaOH,6M,500mL (included for disposal procedure)


Water,distilledordeionized Graduatedcylinders,10-mL,2

Balance, 0.001-g accuracy (shared) Pipet bulb

Beaker,100-mL Supportstandandburetclamp

Buret, 50-mL Wash bottle

Erlenmeyerflasks,250-mL,3 Waxpencil


Water,distilledordeionized Volumetricflask,1000-mL

Graduated cylinder, 250-mL

– 11 –


Separating a Synthetic Pain Relief Mixture—Advanced Inquiry Laboratory Kit


Most over-the-counter drugs consist ofmixtures, or physical blends, of active drug ingredient(s) and binders.Themaincharacteristic of a mixture is that it has a variable composition—the components of the mixture may be present or mixed in vary-ing proportions. The substances in a mixture retain their distinctive chemical identities, as well as some of their unique physical properties. The purpose of this investigation is to study the physical properties of ingredients in a synthetic pain relief mixture and determine its percent composition.

The lab begins with an introductory activity to test the solubility of each possible component in an organic solvent, ethyl ace-tate, and in a basic aqueous solution of sodium bicarbonate. The results provide a model for the guided-inquiry design of a flow chartthatwillmaptheprocedureusedtoseparatecomponentsinamixtureanddeterminepercentcomposition.Optionalexten-sionactivitiesincludevaryingtheamountsofindividualcomponentsinthesyntheticmixturesandanalyzingconsumersamples.Studentsmay alsomeasure themeltingpoints of the isolated components, acetylsalicylic acid and acetaminophen, to confirmtheir identity.

This advanced inquiry lab enforces understanding of solubility and chemical reactions as students carry out their own step-by-step experiments and work collaboratively with their peers. Perform this experiment in a fume hood or well-ventilated lab.


Price: $55.95


Acetaminophen, C8H9NO,15g Silicagel(binder),5g

Acetylsalicylic acid (aspirin), C9H8O3,15g Sodiumbicarbonatesolution,NaHCO3, 10%, 600 mL

Ethylacetate,CH3CO2CH2CH3,800mL pHteststrips,vialof100

Hydrochloricacid,HCl,6M,500mL


Balance, 0.001-g precision (shared) Ice bath

Beakers,150-mL,2 Magneticstirrerandstirbar,orstirringrod

Boilingstones,2 Meltingpointapparatus(optional)

Capillarytubes,2(optional) Separatoryfunnel,250-mL

Erlenmeyerflask,125-mL Spatula

Filterpaper Supportstandandringclamp

Funnel Test tubes, 5

Graduated cylinder, 50-mL Watch glasses, 2

Hotplate Weighingdishes


Beakers,50-mL,2(tostorepainreliefmixtures) Stirringrod

Parafilm Weighing dishes

– 12 –


Rate of Decomposition of Calcium Carbonate—Advanced Inquiry Laboratory Kit


Whatfactorsdeterminehowfastachemicalreactionwilloccur?Theanswerhasapplicationsnotjustinchemistry,butalsofoodscience,engineering,andevenartandarchitecture.Considertheweatheringofbeautifulmarblestatuesfromantiquity!Inthis advanced inquiry lab, students learn how reaction rates are measured and how concentration affects the rate of a reaction as they design kinetics experiments for the heterogeneous reaction of calcium carbonate with hydrochloric acid.

The investigation begins with an introductory activity in which students observe and measure the gradual evolution of carbon dioxidegasfromthedecompositionofcalciumcarbonatewithacid.Specialequipmentisprovidedforthispurpose.Theproce-dure provides a model for guided-inquiry design of kinetics experiments to determine the rate of reaction with different concentra-tions of acid. Using a cooperative classroom approach, students compare data obtained from measurements of both mass loss and volumeofgasgenerationversustime.Studentsalsoemploygraphicalanalysistodetermineinitialreactionrates.Otherfactors,suchastheeffectofparticlesizeinaheterogeneousreaction,provideopportunitiesforfurtherinquiry.

The lab fulfills key learning objectives relating to experimental measurements and interpretation of results for rate law deter-minations. Comparing results from two approaches reinforces science practice skills for evaluating sources of data.


Price:$97.25


Calciumcarbonate(marblechips),CaCO3,70g Syringes,disposable,withLuerlock,140-mL,6

Hydrochloricacidsolution,HCl,1M,500mL Stopcocks,plastic,withLuerlock,6

Hydrochloricacidsolution,HCl,2M,500mL Stoppers,one-hole,rubber,size5,6

Hydrochloricacidsolution,HCl,6M,500mL* Syringeextendersoradapters,6

*Dilute as needed for student investigations.


Water,distilled Mortarandpestle

Balance,0.001-gprecision(shared) Siliconegreaseorpetroleumjelly(optional)

Beakers,100-or150-mL,3 Supportstand

Clamp, single, buret Timer or stopwatch

Erlenmeyerflasks,125-mL,3 Washbottle

Graduated cylinders, 10- and 25-mL


Bottles to store solutions Graduated cylinder, 250-mL

Flask,volumetricorErlenmeyer,250-mL Magneticstirrerandstirbar

– 13 –


Kinetics of Crystal Violet Fading—Advanced Inquiry Laboratory Kit


Oneofthemostimportantconsiderationsina“greenchemistry”analysisishowfastachemicaldegrades.Crystalvioletisacommon, beautiful purple dye. In strongly basic solutions, the bright color of the dye slowly fades and the solution becomes col-orless.Thekineticsofthis“fading”reactioncanbeanalyzedbymeasuringthecolorintensityorabsorbanceofthesolutionversustime to determine the rate law. In this advanced inquiry lab, students use spectroscopy and graphical analysis to determine the rate law for the color-fading reaction of crystal violet with sodium hydroxide.

Studentsbeginbyconstructingacalibrationcurveofabsorbanceversusconcentrationforcrystalviolet.Aseriesofknownorstandard solutions is prepared from a stock solution of crystal violet and the absorbance of each solution is measured at an opti-mumwavelength.ABeer’slawplotofabsorbanceasafunctionofconcentrationmaybeusedtocalculatetheconcentrationofan“unknown” solution of the dye in a rate law experiment.

This procedure provides a model for the guided-inquiry portion of the lab, during which students design experi ments to deter-mine the order of reaction with respect to both crystal violet and sodium hydroxide. Two dyes with similar structures, malachite green and phenolphthalein, are provided for optional extension or cooperative class inquiry studies.


Price: $34.85

Materials Included in Kit (for 24 students working in pairs):

Crystalvioletsolution,1% Sodiumhydroxidesolution,0.02M

Malachitegreensolution,1% Serologicalpipets,10-mL,12

Phenolphthalein solution, 1%

Additional Materials Required (for each lab group):

Water,distilledordeionized Pipetbulbfiller

Beaker,50-mL Spectrophotometerorcolorimeter*

Computerinterfacesystem* Stirringrod

Computerorcalculatorfordatacollection* Stopwatch(ifnotusingdatacollectionsoftware)

Cuvets or test tubes Tissue or lens paper, lint-free

Data collection software (LoggerPro)

*For use with colorimeter option.

Additional Materials Required (for Pre-Lab Preparation):

Water,distilledordeionized Pipetbulbfiller

Pipet,serological,1-mL Volumetric,flask,borosilicate,1000-mL

– 14 –


Designing a Hand Warmer—Advanced Inquiry Laboratory Kit


From instant cold packs to flameless ration heaters and hand warmers, the energy changes accompanying physical and chemi-cal transformations have many consumer applications. The backbone of these applications is calorimetry—measuring heat transfer.

In this advanced inquiry lab, students investigate the energy changes accompanying the formations of solutions for common laboratory salts, and then apply the results to design a hand warmer that is reliable, safe, nontoxic, and inexpensive. The students beginbyfamiliarizingthemselveswiththeprinciplesofcalorimetryandheatofsolutioncalculations.Theresultsprovideamodelfortheguided-inquirychallenge.Studentsaregivenaseriesofsolids,alongwiththeircostsandindividualMaterialSafetyDataSheets(MSDS).Thechallengeistodeterminetheheatofsolutionforeachsolidandanalyzethecostandsafetyinformationtoproposeadesignforthebest,all-aroundhandwarmer.Studentsloveachallenge—thisdesignchallengewillsurelyinspirecre-ativity!


Price: $46.80


Ammoniumnitrate,NH4NO3,120g Sodiumacetate,NaCH3CO2, 120 g

Calcium chloride, anhydrous, CaCl2,120g Sodiumcarbonate,Na2CO3, 120 g

Lithiumchloride,LiCl,120g Sodiumchloride,NaCl,120g

Magnesiumsulfate,anhydrous,MgSO4,120g Cups,polystyrene,8oz.,24


Water,deionizedordistilled Magneticstirrerandstirbar,orstirringrod

Balance, 0.01-g precision (shared) Paper towels

Beaker,250-mL Ringclampandsupportstand

Graduated cylinder, 100-mL Thermometer, digital

Hotplate(shared) Timerorstopwatch

– 15 –


Applications of LeChâtelier’s Principle—Advanced Inquiry Laboratory Kit


Equilibriumisabalancingactbetweentheratesofforwardandreversereactionsinvolvingasystemofreactantsandprod-ucts.Whathappenswhentheequilibriumisdisturbed?Isthereawaytopredictandexplaintheeffectsofthedisturbances?Inthisadvancedinquirylab,studentsinvestigatesixchemicalequilibriumsystemstoanalyzepatternsandtrendsintheprinciples,con-cepts, and definitions of equilibrium.

Studentsbeginwith an activity that introduces thepropertiesof a systemat equilibrium: the reversible complex-ion reac-tion between iron(III) nitrate and potassium thiocyanate. Deliberate “stresses,” such as temperature changes and changes in the amountsofreactantsandproducts,areaddedtothesystemandstudentsanalyzetheresultingcolorchanges.Thisprocedurepro-vides a model for guided-inquiry analysis of five additional equilibrium systems. Inquiry activities include a reversible acid−base indicator reaction, copper and cobalt complex ions, gas−liquid solubility of carbon dioxide, and the solubility of magnesium hydroxide.Forconvenience,thesesystemsmaybesetupaslabstations.Studentsmayalsobetaskedtocreatearainbow-coloreddisplay using the equilibrium systems as an optional extension or cooperative class activity.

This advanced inquiry lab integrates essential science practice skills and analyzing evidence based on data to construct expla-nations of natural phenomena


Price: $69.95


Ammoniumhydroxidesolution,concentrated,NH3,14.8M Potassiumthiocyanate,KSCNBromcresolgreensolution,0.04% Potassiumthiocyanatesolution,KSCN,0.1MBromthymolbluesolution,0.04% SeltzerwaterCalcium chloride, CaCl2 Silvernitratesolution,AgNO3,0.1MCobalt chloride hexahydrate, CoCl2z6H2O,1%inalcohol Sodiumhydroxidesolution,NaOH,0.1MCopper(II)sulfatesolution,CuSO4,0.2M Sodiumphosphate,monohydrate,NaH2PO4 Hydrochloricacidsolution,HCl,0.1M UniversalindicatorsolutionHydrochloricacidsolution,HCl,1M Beral-typepipet,graduatedHydrochloricacidsolution,HCl,3M BromcresolgreencolorchartHydrochloricacidsolution,HCl,6M Petridish,disposableIron(III)nitratesolution,Fe(NO3)3,0.2M Syringe,30-mLMilkofmagnesiasolution Syringetipcap(septum)Potassiumnitrate,KNO3

Additional Materials Required

Water,distilledordeionized Magneticstirrerandstirbar(orstirringrod)Beaker, 250-mL Test tubeBeaker, 50-mL Test tube holderGraduated cylinder, 10-mL Test tube rackGraduated cylinder, 25- or 50-mL ThermometerHotplate Volumetricflask,500-mLIce Wash bottleLabeling or marking pen


Water,distilledordeionized Volumetricflask,500-mLGraduated cylinder, 10-mL Wash Bottle

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Acid–Base Titrations—Advanced Inquiry Laboratory Kit


Mostproductsweuseeveryday,includingfood,beverages,medicationandcleaningsolutions,haveacidicandbasicproper-ties!Acommonquestionchemistshavetoanswerishowmuchofaspecificacidorbaseispresentinaproduct.Theamountorconcentration of acid or base in a sample may be determined by acid–titration.

In this advanced inquiry lab, students conduct a series of acid–base titrations and determine the concentrations of two unknowns.ThelabbeginswithanintroductoryactivityinwhichstudentsqualitativelyanalyzeanacidandbaseusingpHpaper.This activity provides a model for a guided-inquiry experiment, during which students collect quantitative titration data using a buretandpHmeter.Eachgroupusestwoacidsandtwobases.Oneoftheacidswillhaveaknownmolarityandtheotherwillhaveanunknownmolarity.Thesameapplies to the twobases.Studentswillgraphtitrationcurvesfromthecollecteddataanddetermine the concentration of each unknown. A variety of acids and bases, strong and weak, are provided for the class to perform different combinations of titrations.


Price: $43.95


Aceticacidsolution,CH3CO2H,0.1M,500mL pHteststrips,vialof100

Ammoniawatersolution,NH3,0.2M,500mL Phenolphthaleinindicatorsolution,1%,30mL

Calciumhydroxide,Ca(OH)2,reagent,50g Sodiumhydroxidesolution,NaOH,0.1M,500mL

Hydrochloricacidsolution,HCl,0.2M,500mL Sulfuricacidsolution,H2SO4,0.1M,500mL

Methylredindicatorsolution,0.02%,50mL Thymolphthaleinindicatorsolution,0.04%,35mL

Nitricacidsolution,HNO3,0.05M,500mL


Water,distilledordeionized pHsensororpHmeter

Beakers,50-mL,150-mL,250-mL Supportstandandburetclamp

Beral-type pipets, granduated Test tubes, medium, 16 mm × 150 mm, 4

Buret, 50-mL Test tube rack

Graduated cylinders, 10-mL and 100-mL Wash bottle

Magneticstirrerandstirbar,orstirringrod

–17–


Buffers in Household Products—Advanced Inquiry Laboratory Kit


EverylivingcellcontainsnaturalbuffersystemstomaintaintheconstantpHneededforpropercellfunction.Consumerprod-uctsarealsooftenbufferedtosafeguardtheiractivity.Studentsdiscoverthewiderangeofbufferingactionincommonhouseholdproducts using this advanced inquiry lab activity.

Manyhousehold products contain buffering chemicals such as citric acid, sodiumcarbonate, sodiumbenzoate, andphos-phatesorphosphoricacid.Thelabbeginswithanintroductoryactivitytoidentifythebufferingregionsintheneutralizationofapolyprotic weak acid. The results provide a model for guided-inquiry design of a procedure to determine the buffering agents in eight different household products, including foods and beverages and over-the-counter drugs. Procedures may include creating titration curves, calculating pKavalues,andanalyzingthebuffercapacityandcomposition.Studentsmayrecommendadditionalconsumer products for further inquiry study.


Price:$47.95


Citric acid, C6H8O7, 3 g Lactaid® tablets, 4

Hydrochloricacidsolution,HCl,0.1M,2.0L Pineapplejuice,6-ouncecan,2

Sodiumhydroxidesolution,NaOH,0.1M,2.0L Starch,liquid,50mL

Alka-Seltzer® tablets, 6 Tomato paste, 6-ounce can

Gatorade®, G2 series, red, 12-ounce bottle Tonic water, 1-liter bottle

Lemon-lime Kool-Aid® packets, 3


Water,distilledordeionized Clamp,buret

Beakers,150-mL,2 Magneticstirrerandstirbar

Beakers,250-mL,2 pHsensororpHmeter

Buffer,pH7(tocalibratepHmeter) Supportstand

Buret, 50-mL Wash bottle


Balance, 0.01-g precision Flask, volumetric, 500-mL

– 18 –


Properties of Buffer Solutions—Advanced Inquiry Laboratory Kit


Abufferprotects against rapidchanges inpHwhenworkingwithacidsorbases.What arebuffersmadeof?Howdoesabufferwork?CanabufferbedesignedtobeeffectiveinagivenpHrange?Istheresuchathingasanidealbuffer?ThepurposeofthisadvancedinquirylabkitistodesignabuffersolutionthatwillbeeffectiveinaspecificpHrangeandtoverifyitsbuffercapacity.

StudentsbegintheinvestigationwithanintroductoryactivitytoexplorethecompositionandpHofidealbuffersandcomparetheirpHchangeswhenastrongacidandbaseareadded.Understandingthepropertiesofbufferspreparesstudentsfortheguided-inquiry challenge—todesign a buffer thatwill provide effectiveprotection at a specific pHand thatwill have the capacity tomaintainthepHwithinanarrowrangewhenprescribedamountsofacidandbaseareadded.

This lab provides a culminating activity that ties together essential learning objectives relating to strong and weak acids, con-jugate acid−base pairs, equilibrium constants and Ka values for acid−base reactions, and mole ratio and stoichiometry calculations.


Price: $44.95


Ammoniumhydroxidesolution,NH3,0.1M,500mL Sodiumacetatetrihydrate,NaCH3CO2z3H2O,30g

Ammoniumchloride,NH4Cl,10g Sodiumbicarbonate,NaHCO3, 10 g

Aceticacidsolution,CH3CO2H,0.1M,1L Sodiumdihydrogencitrate,NaH2C6H5O7, 12 g

Bufferenvelope,pH7 Sodiumhydrogenphosphate,heptahydrate,Na2HPO4z7H2O

Citricacidsolution,H3C6H5O7,0.1M,500mL Sodiumdihydrogenphosphatesolution,NaH2PO4,0.1M,500mL

Hydrochloricacidsolution,HCl,0.5M,500mL Sodiumhydroxidesolution,NaOH,0.5M,500mL

Seltzerwater,carbonicacid,8oz.


Water,distilled Spatula

Balance,electronic,0.01-gprecision(shared) Stirringrod

Beakers, 150-mL, 2 Test tubes, medium, 16 × 125 or 18 × 150 mm, 5

Buret, 25- or 50-mL, or disposable pipets Test tube rack

Graduated cylinders, 10- or 25-mL, 2 Wash bottle

Graduated cylinders, 100-mL, 2 Weighing dishes

pHmeterorpaper(indicators,optional)


Bottles to store solutions, 5 Graduated cylinders, 100- and 250-mL

Erlenmeyerflasks,500-mL,5 Magneticstirrerandstirbar

flinn advanced inquiry laboratory kits for ap chemistry...

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