Question 6 (Mandatory) (1 point)

What will happen to the following equilibrium if an inert gas is added while the volume remains constant?
2IBr_(g) Û I_2(g) + Br_2(g)

Question 7 (Mandatory) (1 point)

Which process is reversible?

Question 9 (Mandatory) (1 point)

Which statement does not describe a characteristic of basic solutions?

Question 10 (Mandatory) (1 point)

What is the Brønstead-Lowry definition of a base?

Question 13 (Mandatory) (1 point)

What is the conjugate base of HSO₄^-_(aq)?

Question 14 (Mandatory) (1 point)

Which term describes a substance that acts as a proton donor and a proton acceptor?

Question 15 (Mandatory) (1 point)

Based on your knowledge of the relative strength of oxoacids, which acid is the strongest acid?

Question 16 (Mandatory) (1 point)

What is the concentration of hydroxide ions in a solution of 0.350 mol/L HI_(aq)?

Question 17 (Mandatory) (1 point)

A solution contains 6.3 ´ 10^-5 hydronium ions. What is the pH of the solution?

Question 18 (Mandatory) (1 point)

A solution has a pOH of 5.23. What is the concentration of hydroxide ions in the solution?

Chapter 2 – Study Guide

What is the law of conservation of mass? On your own words, describe the law of conservation of mass.

What is the law of definite proportion? On your own words, describe the law of definite proportion.

What is the Dalton’s atomic theory? On your own words, describe his theory.

Are the atoms of a given element identical or different? What about the atoms of different elements, are they identical or different?

How are chemical compounds formed (according to Dalton’s atomic theory?

What happens to the atoms of the different elements during a chemical reaction?

Do the chemical characteristics of an atom change during a chemical reaction?

Describe the work done by J. J. Thompson.

Describe the work by Robert Millikan.

Is the charge of an electron negative or positive?

The atom contains two different types of charged particles, what are the charges of these particules?

What is the magnitude of the charge of a single electron? What is the mass of an electron?

Describe the nucleus of an atom. What type of particles are found inside the nucleus?

Where are electrons found?

Define the following terms and state where are they found: electrons, protons and neutrons.

What are isotopes?

Two isotopes of the carbon atom are carbon-12 and carbon-13. How different are the properties of carbon-12 when compared to the properties of carbon-13?

What determines the chemical properties of an element, the electrons, the protons or the neutrons?

The carbon atom has 6 protons and 6 electrons. For the isotope of carbon-12 and the isotope of carbon-13, determine the number of neutrons for each isotope.

A certain isotope contains 8 protons and 10 protons. What is the mass of this isotope? Identify the element of this isotope.

On a covalent bond, are electrons shared or not? Describe a covalent bond. Is a covalent bond formed by attraction of forces?

What is an ion? What is a cation? What is an anion?

On an ionic bond, are electrons shared or not? Describe an ionic bond. Is an ionic bond formed by attraction of forces?

What is the periodic table? Describe the periodic table.

Lithium, sodium and potassium belong to the same family. Are their chemical properties similar or different?

Looking at a periodic table, identify the metal and nonmetal section of the periodic table.

How many periods are there on the periodic table? How many families?

Lithium, calcium, chlorine and neon belong to family number 1, 2, 7 and 8, respectively, on the periodic table. Which one of these elements can form an ion? For those elements that form ions, what is the respective charge of the corresponding ion? If sodium and potassium also belong to family 1, what would be the charge of the ion formed by these two ions?

What is a binary compound? Describe an ionic and a covalent binary compound. What types of elements are found in a covalent compound? What types of elements are found in an ionic compound?

Describe the rules to name a binary covalent compound and a binary ionic compound.

Memorize the names for polyatomic compounds on table 2.5.

What is an acid? What are the rules to name acids?

Is the name potassium chloride correct or not? Why or why not?

Learn the name and the symbol for all elements on the periodic table.

A solution of household bleach contains 5.25% sodium hypochlorite, NaOCl, by mass. Assuming that the density of bleach is the same as water, calculate the volume of household bleach that should be diluted with water to make 500.0 mL of a pH = 10.00 solution. Use the Ka of hypochlorous acid found in the chempendix.Ionization Constants

Case Background

A peptic ulcer is a sore that occurs in the lining of a part of the gastrointestinal tract that is exposed to pepsin and acid secretions. Most peptic ulcers occur in the lining of the stomach or duodenum. 90% of all duodenal ulcers and 80% of all gastric ulcers are caused by H. pylori infection. Most of the remaining peptic ulcers are caused by long-term usage of certain anti-inflammatory medications like aspirin.

There is still some question as to how H. pylori is spread. However, H. pylori has been identified in the saliva of infected individuals and may be spread via this fluid. H. pylori bacteria have the ability to survive

the acid environment in the stomach because they produce enzymes that neutralize stomach acids. They also have the ability to move through the mucous membrane lining the stomach or duodenum and take up residence in the underlying connective tissue. The damage to the mucous membrane that results from a H. pylori infection allows pepsin and hydrochloric acid to further damage the wall of the stomach or duodenum. The sore that results is the peptic ulcer.

Answer the following questions:

1.

1. Hydrochloric acid

2. Pepsinogen

3. Pepsin

4. Intrinsic factor

Describe the functions of the following components of gastric juice. (3x4=12 Marks)

2. Why don’t the components of gastric juice damage the wall of the stomach in the absence of a H. pylori infection? (4 Marks

3. Why don’t most other types of bacteria produce ulcers?

Item 1

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version There is a desperate need for theorists and researchers to generate and refine a new breed of learning-focused instructional design theories that help educators and trainers to meet those needs, (i.e., that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity). The health of instructional-design theory also depends on its ability to involve stakeholders in the design process. References: Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.

We "need theorists and researchers to generate and refine learning-focused instructional design theories...." Such theories will "help educators and trainers to meet those needs ... that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity." References: Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.

Which of the following is true for the Student Version above?

-Word-for-Word plagiarism

-Paraphrasing plagiarism

-This is not plagiarism

Item 2

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version In examining the history of the visionary companies, we were struck by how often they made some of their best moves not by detailed strategic planning, but rather by experimentation, trial and error, opportunism, and--quite literally--accident. What looks in hindsight like a brilliant strategy was often the residual result of opportunistic experimentation and "purposeful accidents." References: Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.

When I look back on the decisions I've made, it's clear that I made some of my best choices not through a thorough analytical investigation of my options, but instead by trial and error and, often, simply by accident. The somewhat random aspect of my success or failure is, at the same time, both encouraging and scary.

Which of the following is true for the Student Version above?

-Word-for-Word plagiarism

-Paraphrasing plagiarism

-This is not plagiarism

Item 3

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version Merck, in fact, epitomizes the ideological nature--the pragmatic idealism--of highly visionary companies. Our research showed that a fundamental element in the "ticking clock" of a visionary company is a core ideology--core values and a sense of purpose beyond just making money--that guides and inspires people throughout the organization and remains relatively fixed for long periods of time. References: Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.

Research conducted by Collins and Porras (2002) highlights the importance of establishing and committing to an ideology comprised of two parts: (1) core values; (2) a core purpose. In my personal experience it seems easier to define a core ideology than to live it consistently. References: Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.

Which of the following is true for the Student Version above?

-Word-for-Word plagiarism

-Paraphrasing plagiarism

-This is not plagiarism

Item 4

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version But what are reasonable outcomes of the influence of global processes on education? While the question of how global processes influence all aspects of education (and who controls these forces) is multidimensional and not completely testable, there appear to be some theories of globalization as it relates to education that can be empirically examined. References: Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSS responses over time: Evidence of global forces in education? Educational Research and Evaluation, 15(2), 137-152.

The question of “how global processes influence all aspects of education (and who controls these forces) is multidimensional and not completely testable but there appear to be some theories of globalization as it relates to education that can be empirically examined” (Rutkowski and Rutkowski, 2009, p. 138).

Which of the following is true for the Student Version above?

-Word-for-Word plagiarism

-Paraphrasing plagiarism

-This is not plagiarism

Item 5

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version The goal of instruction for the behaviorist is to elicit the desired response from the learner who is presented with a target stimulus. To accomplish this, the learner must know how to execute the proper response, as well as the conditions under which that response should be made. Therefore, instruction is structured around the presentation of the target stimulus and the provision of opportunities for the learner to practice making the proper response. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71.

According to behaviorism, instruction should provide necessary stimulus in order for learners to produce desired response. It is important that the learner must know how to execute the proper response under the required conditions in order to produce the desired response (Ertmer & Newby, 1993). Instruction should provide learner with opportunities that the learner practice to elicit the desired outcome. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71.

Which of the following is true for the Student Version above?

-Word-for-Word plagiarism

-Paraphrasing plagiarism

-This is not plagiarism

Item 6

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version There is a design methodology called rapid prototyping, which has been used successfully in software engineering. Given similarities between software design and instructional design, we argue that rapid prototyping is a viable method for instructional design, especially for computer-based instruction. References: Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44.

Rapid prototyping could be an advantageous methodology for developing innovative computer-based instruction. Software engineers have been successful in designing applications by using rapid prototyping. So it also could be an efficient way to do instructional design. References: Tripp, S. D., & Bichelmeyer, B. A. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44.

Which of the following is true for the Student Version above?

-Word-for-Word plagiarism

-Paraphrasing plagiarism

-This is not plagiarism

Item 7

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version First, the potential of digital games is discussed using the tutor/tool/tutee framework proposed by Taylor (1980). Second, the potential of digital games to enhance learning by connecting game worlds and real worlds is stated. Third, the possibility of digital games to facilitate collaborative problem-solving is addressed. Fourth, the capability of digital games to provide an affective environment for science learning is suggested. Last, the potential of using digital games to promote science learning for younger students is indicated. References: Li, M. C., & Tsai, C. C. (2013). Game-Based Learning in Science Education: A Review of Relevant Research. Journal of Science Education and Technology, 1-22.

There are five advantages of using games in science learning stated in the literature. Games can be used as tools; make connections between virtual worlds and the real world; promote collaborative problem solving; provide affective and safe environments; and encourage younger students for science learning.

Which of the following is true for the Student Version above?

-Word-for-Word plagiarism

-Paraphrasing plagiarism

-This is not plagiarism

Item 8

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version In contrast to the transmittal model illustrated by the classroom lecture-note taking scenario, the constructivist model places students at the center of the process--actively participating in thinking and discussing ideas while making meaning for themselves. And the professor, instead of being the "sage on the stage," functions as a "guide on the side," facilitating learning in less directive ways. References: King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41, 30-35.

Considering the major changes and shifts in educational needs of today's society, the need for a new paradigm of education has emerged. This new paradigm of education requires a major change in the role of teachers from being the sage on the stage to a guide on the side, facilitating learning in less directive ways. References: King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41, 30-35.

Which of the following is true for the Student Version above?

-Word-for-Word plagiarism

-Paraphrasing plagiarism

-This is not plagiarism

Item 9

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version The philosophical position known as constructivism views knowledge as a human construction. The various perspectives within constructivism are based on the premise that knowledge is not part of an objective, external reality that is separate from the individual. Instead, human knowledge, whether the bodies of content in public disciplines (such as mathematics or sociology) or knowledge of the individual learner; is a human construction. References: Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle, NJ: Prentice-Hall.

"The philosophical position known as constructivism views knowledge as a human construction. The various perspectives within constructivism are based on the premise that knowledge is not part of an objective, external reality that is separate from the individual. Instead, human knowledge is a human construction" (p. 29).

Which of the following is true for the Student Version above?

-Word-for-Word plagiarism

-Paraphrasing plagiarism

-This is not plagiarism

Item 10

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button. Original Source Material Student Version There is a desperate need for theorists and researchers to generate and refine a new breed of learning-focused instructional design theories that help educators and trainers to meet those needs, (i.e., that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity). The health of instructional-design theory also depends on its ability to involve stakeholders in the design process. References: Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.

We need theorists and researchers to generate and refine learning-focused instructional design theories. Such theories will help educators and trainers to meet needs that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity. Instructional-design theory must involve stakeholders in the design process. References: Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.

Which of the following is true for the Student Version above?

-Word-for-Word plagiarism

-Paraphrasing plagiarism

-This is not plagiarism

4) Colon bacteria that produce H2S produce actually do so by using anaerobic respiration pathway.

5. Which of the following can be the carbon source for H2S production using the metabolic pathway you identified in your answer to Question #4?

a. hydrogen gas (H2)

b. elemental sulfur (S)

c. carbon dioxide (CO2)

d. glucose (C6H12O6)

6. This carbon source identified in your answer to Question #5 is an____ molecule. a. organic b. inorganic

7. The electron donor for H2S production using the metabolic pathway identified in Question #4 is ____(hydrogen gas/elemental sulfur/carbon dioxide/glucose), which is in a fully ____(oxidized or reduced) state in its role as an electron donor.

8. The electron acceptor for the H2S production using the metabolic identified in Question #4 is ____(hydrogen gas/elemental sulfur/carbon dioxide/glucose), which is an ____(organic or inorganic) molecule that is in a fully ____(oxidized or reduced) state in its role as the final electron acceptor.

9. Some colon bacteria can produce methane (CH4) using the same metabolic pathway you identified in Question #4. The carbon source and electron source are the same for both H2S and CH4 production, but for methane production, the final electron acceptor is _____.

a. hydrogen gas (H2)

b. elemental sulfur (S)

c. carbon dioxide (CO2)

d. glucose (C6H12O6)

10. The final electron acceptor identified in Question #9 is an ____(organic or inorganic) molecule in a fully ____(oxidized or reduced) state.

11. Some other colon prokaryotes are able to generate methane (CH4) using a different metabolic pathway than the one you identified in Question #4. These prokaryotes can use which of the following metabolic pathways?

a. aerobic respiration

b. anaerobic respiration

c. photosynthesis

d. autotrophic methanogenesis

12. The carbon source for methane (CH4) production using the metabolic pathway identified in Question #11 is:

a. hydrogen gas (H2)

b. elemental sulfur (S)

c. carbon dioxide (CO2)

d. glucose (C6H12O6)

13. The electron donor for methane (CH4) production using the metabolic pathway identified in Question #11 is ____(hydrogen gas/elemental sulfur/carbon dioxide/glucose), which is an ____(organic or inorganic) molecule that is in a fully ____(oxidized or reduced) state in its role as an electron donor.

14. The final electron acceptor for methane (CH4) production using the metabolic pathway identified in Question #11 is:

a. glucose (C6H12O6)

b. carbon dioxide (CO2)

c. elemental sulfur (S)

d. hydrogen gas (H2)

HELPFUL LINKS:

Beano, (http://www.beanogas.com)

Lactaid Product Information, (http://www.lactaid.com/)

Alphagalactosidase, enzyme-facts.com (http://www.enzyme-facts.com/alpha-galactosidase.html)

Lactase (Beta-Galactosidase), Great Vista Chemicals (http://www.greatvistachemicals.com/biochemicals/lactase.html)

Why Baked Beans Make You Fart and What to Do About It (http://flatulencecures.com/baked-beans-fart)

Indicators

Starch and maltose when dissolved in water are colorless. To determine if starch or maltose are present chemical indicators must be used for the researcher to qualitatively visualize the presence of starch and maltose. The indicators used in this experiment are listed below.

• IKI (potassium iodide) starch test is an indicator of starch. In a positive IKI test a blue-black color change occurs, even if the blue-black color disappears after the addition of IKI. A negative result is recorded if a blue-black color is not observed.

Experimental Procedure

Due to Covid-19 this experiment is taking place at the home of Dr. Amanda Vega using basic kitchen supplies and mail order enzyme kit. The experiment was filmed and uploaded to Youtube. The experiment is being conducted at room temperature and is being conducted as a spot plate analysis

What is a spot plate analysis? A spot plate is typically a ceramic rectangle glass with depressions through the ceramic plate. The depressions, called wells, are loaded with the desired chemical reagents and then are checked for results using a color indicator. In the absence of owning a spot plate, the spot plate analysis was used on a clean kitchen cutting board.

1. Prior to starting the experiment video make a hypothesis for how pH will affect salivary amylase’s ability to chemically digest starch. Record your answers in table 1 below.

2. Watch the video by visiting the link below.

https://www.youtube.com/watch?v=y0uhLf_h_Ks

3. Fill in the reagents placed in each spot of the cutting board in table 2 below.

4. Record the results of the IKI starch test as positive, negative, or partially negative for starch in table 3 on the next page.

This is the answer to table 1

Table 1: Hypothesis on how pH will affect salivary amylase’s ability to chemically digest starch

The optimal pH for an amylase starch reaction is pH 7. PH values below or above the value can result in a slower reaction rate. Amylase acts in the pH 3 to pH 11 range. Extremely high or low pH values result in a total loss of activity of the enzymes.

Table 2: Chemical reagents in spot of the cutting board spot plate

Record the results of the IKI starch test as positive, negative, or partially negative for starch in table 3 on the next page.

Table 3: Results of the Experiment

I didn't answer for table 2 and 3

Thank you

PRINCIPLE of the FETAL SCREEN (Rosette Test):

A red cell suspension (EDTA) from the D-negative mother is first incubated with a serum containing anti-D and then washed to remove all unbound antibody, as in the incubation and washing phases of the IAT for weak D. Instead of adding AHG to the washed cells, a weak suspension of enzyme treated D-positive red cells (indicator cells) is added. The cell mixture is centrifuged and examined microscopically for mixed-field agglutination. Since any minor population of D-positive indicator cells added after washing form clumps around the individual fetal cells leading to larger and more readily detected agglutinate. The clumping of the coated cells is referred to as rosetting. In most cases the fetal-maternal hemorrhage is insufficient to cause a positive test. In cases that are positive, a quantitative test (Kleinhauer-Betke stain) is required to determine whether the bleed was sufficient enough to warrant the administration of a larger dose of Rh Immune Globulin to the mother.

PRINCIPLE of the KLEINHAUER-BETKE ACID ELUTION:

The Kleihauer-Betke acid elution is the method used most frequently to quantify the number of fetal cells in the maternal circulation. This method is based on the fact that fetal hemoglobin is resistant to acid elution and adult hemoglobin is not. A blood smear is prepared from a postpartum maternal sample and exposed to an acid buffer. Hemoglobin from adult cells leaches into the buffer and leaves only stroma, whereas the fetal cells retain their hemoglobin. Smears are washed, stained and examined under oil immersion. Adult cells appear as “ghosts” and fetal cells appear pink. Results are reported as the percentage of fetal cells (number of fetal cells divided by the total cells counted). The volume (in milliliters of whole blood) of the fetal-maternal bleed is equal to the percentage of fetal cells multiplied by 50.

Antepartum RhIG:

Postpartum use of Rh immunoprophylaxis has reduced pregnancy-associated immunization to the D-antigen from approximately 13% to 1-2%. The risk is further decreased to 0.1% if RhIG is also given antepartum at 28 weeks gestation. Anti-D from RhIG can remain detectable for as long as 6 months. Antepartum RhIG is given at 28 weeks gestation based on the observation that, of women who develop anti-D during pregnancy, 92% do so at or after 28 weeks. Blood tests before injection should include ABO, Rh and antibody screen and identification if necessary. A D-negative woman who has antibodies other than anti-D is still a candidate for anti-D immunoprophylaxis.

RhIG Dosage Calculation:

mL fetal blood / 30 (mL/dose) = # of doses of RhIG required

Final dose = Required dose + one additional vial

1. When is a mother a candidate for RhoGam?

1.

Restriction enzymes (select all that apply):