Cap 3 Chem 112 Spring 2023

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Purdue University *

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112

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Chemistry

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Jan 9, 2024

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Capstone #3 For CHM 11200, 20 points Eggs to dye for and things that go boom! Due April 9 at 11:59 PM Instructions: Complete your work on this page by typing or writing your responses. Save as a pdf file with your first and last name in the title and upload that pdf file to Brightspace. Learning Objectives (from Mod 1, 2, 3, 4)  Define and identify Brønsted-Lowery acids/bases  Understand stepwise disassociation of H + ion and associated K a values.  Understand how surface area influences rate. Directions: This capstone requires that you read websites, watch demonstrations, and answer questions about them. Eggs to Dye For One of the traditions around Easter in the US is boiling eggs and then dying them (you might have done this as a child). There is a LOT of science in the dying of easter eggs and we can use this example to help you understand how to apply the science you’ve learned in CHM112! Also, the article has structures for organic molecules in it that is a bit of a preview for the last module of the course on organic chemistry. If you take organic chemistry, then you’ll become an expert at reading these structures! Please read this website and answer the following questions. https://www.sciencefriday.com/educational-resources/eggs-to-dye-for/ 1. (1 pt.) The article describes how light is absorbed and reflected. If a dye on an easter egg absorbed green light what color would the egg appear to be? The egg will be red because it is the opposite side of the spectrum. 2. (1 pts.) The article talks about vinegar reacting with the surface of the egg. This is an acid base reaction where vinegar is the acid. What compound is the base? The calcium carbonate is the base. 3. (1 pts.) In your own words – how do the dye molecules become attached or stuck to the surface of the egg? The eggs have bumpy outer shells and the dye molecules can fall and stick into those groves through hydrogen bonding.

4. (1 pts) Order the acids given in the table in the article from strongest to weakest . Higher ka= stronger acid; so….(list top to bottom) 5. (2 pt.) Now read through the experimental procedure. You are going to write out what the 3 x 4 grid would look like in the table below. You need to pick 3 of the acids, have a control, and then three colors. This means that you are identifying what acid and what colors you’d use in this experiment (and thus could do it at home if you wanted to). Essentially, you are giving more details to an experimental procedure. Write/type the acids you’ll use in the cell that has Acid #1, #2, #3, then what colors you would use for Color #1, #2, and #3 to compare during the experiment. Colors/solutions Color #1: purple Color #2: light blue Color #3: green Acid #1: vinegar Cup 1 Dark purple Cup 2 Dark blue Cup 3 Dark green Acid #2: Orange juice Cup 4 Light pink Cup 5 Striped blue Cup 6 Light spotted striped green Acid #3: asprin Cup 7 Light pink Cup 8 Lightly striped blue Cup 9 Grained green Control: water Cup 10 Light pink Cup 11 Very light blue Cup 12 Super white with green undertone 6. (1 pt.) Why does the experiment have a “control”? (What purpose does it serve?) We need a control for the purpose of being a baseline; something to refer to. If we don’t have anything to refer to the experiment would be useless. 7. (2 pt.) Look at the table of results shown in the article. In particular, look at the light blue eggs (fifth column of eggs). Order the egg color from most intense to least intense. Note which acid gave the most intense color to the weakest. How does this ordering relate to the Ka values? (Hint: look at your answer to #4) Vitamin c is the lightest and the weakest acid, the asprin is the darkest and a stronger weak acid than vitamin c, therefore we can say that the weak acids are better at ridding the dye solution. When looking at the control of water it looked more washed away, and was able to wash away the water good. These weaker acids are closer to water and might do a better job at washing away the water. 8. (0 pt.) The end of the article notes that you could use natural dyes. Beyond those listed, blueberries should give a nice color as well. If you try this experiment at home, send the pictures to Dr. Towns at mtowns@purdue.edu . Tell me what you learned about acids and dying eggs! Or about making colorful deviled eggs. (The Boiler Market in the student union sells hard boiled eggs dyed with beet juice!)

If you are creative adventurous artist and are looking for tips on dying eggs read https://www.nytimes.com/wirecutter/guides/how-to-dye-easter-eggs/ and then here (36 ideas) https://www.housebeautiful.com/entertaining/holidays-celebrations/g4267/dying- easter-eggs/?slide=10 If you want colorfully naturally-dyed deviled eggs, then read this https://www.foodnetwork.com/recipes/food-network-kitchen/colorful-naturally- dyed-deviled-eggs-5522870 Things that go boom First, read this website that discusses “Factors that affect the rate of reaction: Effect of surface area” (this is page 3 of the set). After reading you’ll answer a few questions. https://www.bbc.co.uk/bitesize/guides/zjs9dxs/revision/3 9. (1 pt.) You will complete two calculations to show how the surface area changes. First look at the “large particle cube”. A cube has the same length measurement on each side and imagine that this is 3 inches. The surface area is six times the length squared (since there’s six sides to a cube you find the area of one side and multiply by 6), or in an equation, Surface area = 6 x Length 2 Calculate the surface area of this cube. Show your work! Answer= 54 10. Now look at the “smaller particle” (it’s the second picture from the left). Imagine that we take our same 3-inch cube and cut it into one-inch cubes (meaning one inch on each side). a. (1 pt.) How many cubes have we created from the larger cube? You can use the diagram to help you figure this out, but some of the cubes are hidden – you’ll have to use some reasoning to get to the answer. 9 cubes, 3 dimensions, 9x3= 27 So there will be 27 smaller cubes b. (1 pt.) Each of these smaller cubes is one-inch on each edge. Calculate the surface area of one cube, then multiply it by the number of cubes (your answer to part a) to find the total surface area. Show your work! 1 cube= 1x1x1

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Surface area= 6; 6 x 27 cubes; therefore 162 surface area c. (1 pt.) How many times larger is the surface area of the smaller particle than the larger particle? In other words, you multiply the large particle cube surface area by what number to get the smaller particle cube’s surface area? Show your work! 162 vs. 54 162/54= 3 times bigger 11. (1 pt.) Look at the graphs and the comparisons of the smaller and larger (greater) surface area. Which reaction reaches completion first (is faster)? How do you determine that from the graph? The larger surface area completes the reaction faster and reaches the maximum height first which proves that the larger the surface area, the faster the reaction. 12. (1 pt.) Watch the following video which shows a demonstration of the impact of surface area on the rate of Alka-Seltzer reacting with water. Pay attention to which reacts the fastest and which reacts the slowest. How do the rates correspond to the surface area? The powder reacts the fastest, so the smaller surface area would react the fastest. https://www.youtube.com/watch?v=nzUEZk3D4bY 13. There are real-world applications related to rates and surface area. For example, in Indiana there are grain silos that explode due to dust in the silos – it’s a surface area effect that speeds the reaction. Dust in the silos creates a massive amount of surface area and if the dust begins to burn (a combustion reaction) the reaction proceeds so fast that it is an explosion. Factories that create products that produce a lot of dust have safety concerns around explosions and fires. For example, on February 7, 2008, there was an explosion in Georgia at sugar refining factory. There was an investigation of the disaster, and you can read an abbreviated account disaster, the investigation, and the aftermath via the link below. After reading this account, answer the following questions. https://en.wikipedia.org/wiki/2008_Georgia_sugar_refinery_explosion a. (1 pt.) In terms of the human toll, what was the impact of the disaster (read the first paragraph)? 14 people were killed and 36 non-fatal injuries b. (1 pt.) Read the section “Investigation”. What was identified as the explosive substance?

the refined sugar c. (1 pt.) What other substances contributed to the explosion and ensuing fire (see the “Investigation” section)? Creosote, which is the buildup of the refined sugar substance d. (2 pts.) Read the “aftermath” section, especially the paragraph which notes the findings in a report by the Chemical Safety Board. What could Imperial Sugar have done to improve worker safety? The could have cleaned the sugar off the floor, employed better worker safety protocols, cleaned the creosote off of the wall, and followed OSHA protocols and demands.