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Penn State Chem 111 – SP22 Review Packet Experiment 1 After completing the experiment and post-lab, students should be able to… • Identify and locate all common lab supplies in the lab room. • Identify and locate all lab safety equipment in the lab room. • Use an analytical balance to weigh directly and by difference. • Understand the difference between accuracy and precision and describe how the balance experiments illustrate these concepts. • Understand lab notebook guidelines and apply the guidelines to their own notebooks. Experiment 3 Before attending lab, students should be able to… • Define key terms. • Explain what determines the color of light a sample will absorb.Penn State Chem 111 – SP22 Review Packet • Explain how the Beer-Lambert Law relates to colorimetry. After completing the experiment and post-lab, students should be able to… • Describe how to determine the concentration of an unknown solution using colorimetry. • Explain the complementary nature of absorbed/observed colors and be able to use a simple color wheel to determine the color of light absorbed/observed for a given sample. • Calculate the concentration of solutions prepared by serial dilution. • Describe how and why pipet calibration was performed, including performing all relevant calculations. • Apply knowledge about colorimetry experiments to other situations using Beer-Lambert Law.Penn State Chem 111 – SP22 Review Packet Experiment 2 Before attending lab, students should be able to… • Define key terms. • Explain the difference between an absorption and emission spectrum. • Rank the different types of electromagnetic radiation according to energy, frequency, and wavelength. • Explain what is meant by “white light.” Include the approximate wavelength range associated with “white light.” • Outline in a few sentences how you will calibrate your spectroscope. After completing the experiment and post-lab, students should be able to… • Be able to explain the differences between a line and continuous spectrum and be able to identify examples of each.Penn State Chem 111 – SP22 Review Packet • If you are given the wavelengths of light observed by a particular student for the hydrogen emission spectrum you should be able to: o know and be able to use the appropriate equations to determine the frequencies and the energies associated with these wavelengths. o use the Bohr equation to calculate the wavelengths expected for the Balmer series of the hydrogen atom o quantitatively compare the results of (a) and (b)—i.e., know how to calculate the % error between a student’s results and Bohr’s. (You will be given the Bohr equation, the Rydberg constant, Planck’s constant, and the speed of light.) • Use a calibration graph to determine the wavelength of emission lines observed through your spectroscope. Experiment 18 Before attending lab, students should be able to… • Define key terms. • Explain what factor(s) must be minimized and what factor(s) must be maximized in order to obtain good chromatographic separations. • Explain why the stationary phase in paper chromatography is water, not paper.Penn State Chem 111 – SP22 Review Packet • Explain what is meant by “reversed phase” chromatographic systems. After completing the experiment and post-lab, students should be able to… • Calculate Rf value for compounds on a developed chromatogram. • For liquid chromatography, given the VR values for each component of a mixture, explain which component in liquid chromatography interacts most strongly with the mobile phase and which component interacts most strongly with the stationary phase. • Determine relative polarity of components in a mixture, given the results of a chromatographic separation. Experiment 7 Part 1 (Sections A-C) Before attending lab, students should be able to… • Define key terms. • Give the name of any compound used in this experiment if given the formula (or vice versa) • Define the terms polar molecule and nonpolar molecule. Be able to look at some simple molecules and identify which of these two general classes they would fall into.Penn State Chem 111 – SP22 Review Packet • Differentiate between ionic and covalent compounds given chemical formula. • Define “acidic cation” and “basic anion” After completing the experiment and post-lab, students should be able to… • Be able to explain the “like dissolves like” principle and provide specific examples that document your explanation. • Use the “like dissolves like” principle to explain the solubility experiments performed with ethanol, pentanol, kerosene, and water in Section B. You may be given data for a similar experiment to analyze. • Write out chemical equations to explain why: aqueous sodium carbonate is basic, aqueous aluminum chloride is acidic, and aqueous potassium iodide is neutral. Experiment 7 Part 2 (Sections D-E) Before attending lab, students should be able to… • Define key terms. • Give the name of any compound used in this experiment if given the formula (or vice versa)Penn State Chem 111 – SP22 Review Packet • Define “acidic cation” and “basic anion” • Write a chemical reaction that explains why an aqueous ionic compound produces an acidic, basic, or neutral solution. • Understand how to use the solubility rules given on page 7-5. • Understand the differences between molecular, full ionic, and net ionic equations. • Write the chemical formula for an ionic compound. • Balance chemical reactions. After completing the experiment and post-lab, students should be able to… • Be familiar with the experimental steps, and what was observed in the experiment in which crystals of silver nitrate and potassium chloride were pushed into a puddle (Section D.) • Use the solubility rules to determine whether the product of a reaction is soluble or insoluble.Penn State Chem 111 – SP22 Review Packet • Write and balance molecular, full ionic, and net ionic equations for precipitation and acid-base reactions. Experiment 7 Part 3 (Sections F-G) Before attending lab, students should be able to… • Define key terms. • Write molecular, full ionic, and net ionic equations for reaction types: precipitation, acid-base, and


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PSU CHEM 111 - Experiment 1

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