Lab 3 Outline

Background Information

• https://openlab.citytech.cuny.edu/bio1101coursehub/lessons/lab/chemistry/
• https://openlab.citytech.cuny.edu/bio1101coursehub/lessons/lab/water/
• https://openlab.citytech.cuny.edu/bio1101coursehub/lessons/lab/ph/

Activities

• https://openlab.citytech.cuny.edu/bio1101coursehub/lessons/lab/lab-3-activities/

General Outline

1. Follow-up on the chromatography experiment from the previous week and review the properties of water
   1. The polar covalent bond
      • Demonstrate the polarity with the simulation of polarity (Simulation/Modeling)
   2. Properties of hydrogen bonding
      • Illustrate H-bonds using the simulation (Simulation/Modeling)
2. Discuss solutions in brief and relationship to polar nature of water
3. Introduce acids and bases
   1. Mathematically define pH scale (Quantitative Reasoning)
      1. Introduce the log scale and log as a function as opposed to a basic algebraic value
      2. Define the need for log/exponential scales in the context of molar concentrations and dissolved substances in solutions
      3. Illustrate the basic calculations of a few examples
   2. Discuss the dissociation of water and the context of pH
      • Use the simulation to illustrate the phenomenon (Simulation/Modeling)
   3. Discuss the pH of common items (these items are not provided but may be brought in)
      1. Have students predict the nature of various common solutions and make predictions of the pH
      2. Use the simulation to have the students verify their predictions (Simulation/Modeling) (Life-long Learning)
         • This simulation is also useful to illustrate the nature of buffers
4. Buffers and the need in physiological states
   1. Perform the titration of acetic acid experiment
   2. Collect data and perform the graphing (Quantitative Reasoning)
      • This can be done for homework as well by using an external tool like plot.ly or using the additional data
        • Instructions can be found following the video tutorial
   3. If time permits, follow up with the titration of antacid experiment (Process of Science) (Life-long Learning)
      • Each group can use one condition (not all) and have them formulate a hypothesis regarding the initial pH and property/function

Curricular Notes

This unit covers the NSF Vision & Change Core Competencies:

1. Quantitative Reasoning: pH Log scale, plotting of data
2. Process of Science: Antacid experiment hypothesis formation
3. Modeling and Simulation: polarity, H-bond, water dissociation, pH of common items

This unit covers the additional General Education competencies:

1. Life-long Learning

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