FlinnPREP™ Inquiry Labs for AP® Chemistry: Qualitative Analysis and Chemical Bonding
By: The Flinn Staff
Item #: AP7664
Temporarily out of stock; call for availability.
The Qualitative Analysis and Chemical Bonding Inquiry Lab Solution for AP® Chemistry requires students to create a process to identify 12 unknown solids based on physical and chemical properties.
Includes access to exclusive FlinnPREP™ digital content to combine the benefits of classroom, laboratory and digital learning. Each blended learning lab solution includes prelab videos about concepts, techniques and procedures, summary videos that relate the experiment to the AP® exam, built-in student lab safety training with assessments, and standards-based, tested inquiry labs with real sample data. FlinnPREP™ Inquiry Lab Solutions are adaptable to you and how you teach with multiple ways to access and run your AP® labs.
Big Idea 2, Investigation 6, Primary Learning Objective 2.22
What kinds of forces hold atoms together? How do these forces influence the properties of materials?
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.
Complete for 8 student groups. A version of this lab is available as a Wet/Dry Advanced Inquiry Laboratory Kit for One Period (Catalog No. AP8498).
Materials Included in Kit: Adipic acid, 20 g Aluminum, granular, 20 g Calcium carbonate, 25 g Copper(II) sulfate pentahydrate, 25 g Dextrose, monohydrate, 20 g Dodecyl alcohol, 20 g Ethyl alcohol, anhydrous, specially denatured, 95%, 250 mL Glycine, 20 g Graphite, 20 g Hexanes, 250 mL Hydrochloric acid solution, 0.1 M, 250 mL Iron powder, 20 g Iron(III) oxide, 20 g Paraffin wax, 20 g Potassium nitrate, 20 g Salicylic acid, 20 g Silicon lumps, 20 g Sodium carbonate, 20 g Sodium hydroxide solution, 0.1 M, 250 mL Zinc, granular, 20 g Culture tubes, 10 x 75 mm, 48 Disposable dish, aluminum, 20 mL, 12
Additional Materials Required: Distilled or deionized water, beaker, Bunsen burner, conductivity meter, hot plate, pH paper, stirring rod, test tube holder, test tube rack, thermometer, tongs, wood splints,12 bottles to store the unknown solids or 48 capped vials.
*AP is a registered trademark of the College Board, which was not involved in the production of, and does not endorse, this product.
Correlation to Next Generation Science Standards (NGSS)†
Science & Engineering Practices
Asking questions and defining problems Planning and carrying out investigations Developing and using models Analyzing and interpreting data Constructing explanations and designing solutions Engaging in argument from evidence
Disciplinary Core Ideas
HS-PS1.A: Structure and Properties of Matter HS-PS1.B: Chemical Reactions
Patterns Cause and effect Systems and system models
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.