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Discover Frequently Asked Chemistry Questions and Their Answers

• What is the oxidation state of S in #S_2O_3^-2#?
• A sample of #H_2O# with a mass of 46.0 grams has a temperature of -58.0°C. How many joules of energy are necessary to heat the ice to 0°C?
• How do you calculate the oxidation state of carbon?
• If a sample of chloroform is initially at 25°C, what is its final temperature of 150.0 g of chloroform absorbs 1.0 kilojoules of heat, and the specific heat of chloroform is 0.96 J/g°C?
• If #"0.35 g"# of #"KHP"# neutralized #"16 mL"# of #"NaOH"#, what is the #"NaOH"# concentration in molarity?
• A serving of Cheez-Its releases 130 kcal (1 kcal = 4.18 kJ) when digested by your body. If this same amount of energy were transferred to 2.5 kg of water at 27°C ,what would the final temperature be?
• How can I write nuclear equations for beta decay?
• What is the oxidation number for #KCLO_3#?
• If #"25 cm"^3# of a solution of calcium hydroxide with a concentration of #"1 g/dm"^3# takes a titre of 25 cm^3 of hydrochloric acid, what is the molar concentration of the #"HCl"#?
• What will shield beta particles?
• What do D and L (like R and S) indicate in enantiomers?
• Why is chirality important?
• What are single and double covalent bonds?
• Does CO2 have a polar bond?
• Why is concentrated sulfuric acid used for fisher esterification and not dilute sulfuric acid?
• What is an alkyl benzoate compound?
• How does benzene differ from hexane?
• Why are organic compounds important?
• Why is water used to quench a reaction involving lithium or Grignard reagents?
• How many resonance structures can be drawn for ozone, O3?

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Chemistry is the branch of science that studies the properties and behavior of matter, the changes it undergoes during chemical reactions, and the energy that accompanies those processes.

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Chemistry Worksheets and Handouts (PDF for Printing)

This is a collection of free chemistry worksheets and handouts to print. Most of the printables are PDF files, although some are available as JPG or PNG files. All of these worksheets print cleanly on normal printer paper, plus you can resize them to fit your needs.

Here is a list of worksheets. This site also has articles explaining these topics in detail.

• Label Parts of the Atom [ Google Apps worksheet ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]
• Acid formulas [ PDF ][ Answers ]
• Balancing equations Worksheet #1 [ PDF ][ Answers ] Worksheet #2 [ PDF ][ Answers ] Worksheet #3 [ PDF ][ Answers ] Worksheet #4 [ PDF ][ Answers ]
• Chemical and Physical Changes [ PDF ][ Answers ]
• Chemistry scavenger hunt [ PDF clues ][ Answers ]
• Element names crossword [ PDF ][ Answers ]
• Element symbols – Symbols that make words [ PDF worksheet ][ Answers ]
• Element symbols – Countries of the world [ PDF ][ Answers ]
• More element symbol worksheets
• Homogeneous or Heterogeneous Mixtures [ PDF ][ Answers ]
• Intensive and Extensive Properties [ Worksheet ][ Answer Key ]
• Intrinsic and Extrinsic Properties [ PDF ][ Answers ]
• Ionic and Covalent Compounds (Names and Identification) [ PDF Worksheet ][ Answer Key ]
• Ionic Compound Names and Formulas [ PDF Worksheet ][ Answer Key ]
• Metric to English Unit Conversions [ PDF Worksheet ][ Answer Key ]
• Mixtures [ PDF ][ Answers ]
• Periodic table scavenger hunt [ PDF clues ][ Answers ]
• Reading a meniscus [ PDF ][ Answers ]
• Reading periodic table element information Worksheet #1 [ PDF ][ Answers ] Worksheet #2 [ PDF ][ Answers ]
• Scientific Notation [ PDF ][ Answers ]
• Significant digits Rules [ PDF ][ Answers ] Addition and subtraction [ PDF ][ Answers ] Multiplication and division [ PDF ][ Answers ]
• Types of Chemical Reactions [ Worksheet ][ Answers ]

In addition to these chemistry worksheets, there is a collection of word search puzzles .

Chemistry Handouts

These chemistry handouts illustrate chemistry concepts and offer examples.

• Amino acid side chains [ PDF ]
• Antimatter examples [ PNG ]
• Atom facts [ PNG ]
• Chemical properties [ JPG ]
• Colligative properties [ JPG ]
• Electron configurations [ PDF ]
• Element electronegativities [ PDF ]
• 118 Element Flash Cards [ PDF ]
• Element list [ PDF ]
• Endothermic reactions [ PNG ]
• Error calculations [ JPG ]
• Exothermic reactions [ JPG ]
• Heterogeneous mixtures [ JPG ]
• Hydrocarbon prefixes [ JPG ]
• Ionic compound properties [ PNG ]
• Genetic codons [ PDF ]
• Lewis structures [ JPG ]
• Litmus test [ PNG ]
• Magnetic vs non-magnetic metals [ JPG ]
• Mole ratio [ JPG ]
• Organic vs inorganic [ JPG ]
• Oxidation numbers [ JPG ]
• Periodic table Bingo game [ PDF ]
• pH indicators [ PNG ]
• Physical change [ JPG ]
• Physical properties [JPG ]
• Noble metals [ JPG ]
• Reactants and products [ JPG ]
• RNA vs DNA [ JPG ]
• States of matter [ JPG ]
• Visible spectrum [ JPG ]

Periodic Tables

There’s a printable periodic table for just about any purpose, but some of the most popular are listed here.

• 118 element vibrant periodic table [ PNG ]
• Actinides [ JPG ]
• Blank periodic table [ PDF ]
• Element charges [ JPG ]
• Element density [ PDF ]
• Element electrical conductivity [ PDF ]
• Element state of matter [ PDF ]
• Muted color 118 element periodic table [ PDF ]
• Native elements [ JPG ]
• Valence [ JPG ]

Biology Worksheets and Handouts

Is biology more your thing? We’ve got similar resources for the life sciences, including biology, biochemistry, cell biology, and anatomy.

Chemistry Worksheets Terms of Use

You are welcome to print these resources for personal or classroom use. They may be used as handouts or posters. They may not be posted elsewhere online, sold, or used on products for sale.

This page doesn’t include all of the assets on the Science Notes site. If there’s a table or worksheet you need but don’t see, just let us know!

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what will be the ect en dageca e

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ka = 1.82x Io)

Analytic Chemistry

1. Use the given choices below to describe the set of data collected. Data is determined to be accurate if the % error is ≤ 5.00% and precise if the SD ≤ 0.10.

Length measurements of a 1.00 ft ruler were recorded as follows: 12.0 inches, 11.9 inches, 12,1 inches

A. precise only

B. accurate only

C. neither accurate nor precise

d. both accurate and precise.

2.Use the given choices below to describe the set of data collected. Data is determined to be accurate if the % error is ≤ 5.00% and precise if the SD ≤ 0.10.

Mass measurements of a 10.00 g standard collects the following masses after three trials: 10.99, 10.98, 10.99

. You calibrate a 100 mL volumetric flask by weighing the water it contains. At the 

temperature of the measurement, the density of water is 0.997 906 ± 0.000 111 g/mL. 

(This uncertainty is due to random fluctuations in the ambient temperature.) The 

buoyancy correction factor mtrue/mread = 1.001 053; its uncertainty is negligible. Write all 

values and uncertainties in this problem with one guard digit. [Throughout this exam, 

you may type “+/-” for ± and use an underscore to indicate subscripts: “+/- 0.003_3” 

for 0.0033.]

__/3 a. After performing several replicate measurements, you determine that the average 

uncorrected mass of water contained by the flask is 99.7562 ± 0.0033 g. Calculate 

the true mass of the water. [Ignore uncertainties until part c.]

__/3 b. Now calculate the calibrated volume of the flask in mL.

__/3 c. Which quantity has the larger absolute uncertainty? Briefly explain your choice.

density cannot be compared [uncorrected] mass

__/3 d. Which quantity contributes more to the uncertainty in the volume? Report the 

numbers you compared to reach your answer.

__/6 e. Propagate these uncertainties to determine the uncertainty in the calibrated volume, 

and report the volume of the flask (in mL) as you would an intermediate result. [If 

you could not answer part b use 99.999 999... mL instead.]

__/4 f. Rewrite your answer from e in L. Which numeric value should remain the same when 

you multiply or divide by an exact conversion factor, the relative uncertainty or the 

bsolute uncertainty?

__/2 g. What would the relative uncertainty of the volume be if you thermostatted the water 

to eliminate the temperature fluctuations and thus the uncertainty in its density?

[You should have calculated this value earlier in this question.]

A 1.00 ml alioquot of fish oil (ammonia) was analyzed for nitrogen. After digestion the distilled

ammonia was collected in 100.00 ml of 0.05030 M HCl. The excess HCl required 28.30 ml of 0.1240 M

NaOH for titration. Calculate the amount (in moles and grams) of N in the sample.

A student did an experiment to determine the specific heat capacity of a metal alloy. The student put a sample of the alloy in boiling water for several minutes, then quickly transferred the alloy into a calorimeter containing water originally at . The temperature of the water was monitored over time. The data are given in the graph above.

(a) What is the value of delta T that the student should use to calculate the value of q , the heat gained by the water?

b) In terms of what occurs at the particulate level, explain how the temperature of the water increases after the alloy sample is added.

c) The student claims that thermal equilibrium is reached at time . Justify the student’s claim. In your justification, include a description of what occurs at the particulate level when the alloy and the water have reached thermal equilibrium.

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Faculty Resources

Assignments.

The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs. Available answer keys will be provided to faculty who adopt Waymaker or OHM courses with paid support from Lumen Learning. This approach helps us protect the academic integrity of these materials by ensuring they are shared only with authorized and institution-affiliated faculty and staff.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool.

You can view these faculty-contributed assignments below or throughout the course.

Discussions

The following discussion assignments will also be preloaded (into the discussion-board tool) in your learning management system if you import the course. They can be used as is, modified, or removed. You can preview them below:

Optional Reading-Based Discussions

If you wish, you can include the following prompt to encourage students to complete their reading and discuss class topics with their peers.

Discussion Board Standards

It is expected that students will complete the assigned textbook readings prior to posting responses to the discussion board. Student interaction is encouraged. The goal of these online discussions is to simulate the sort of group discussion that can occur in traditional classroom settings. Therefore, students must post comments to at least two classmates. In addition, the instructor may post their reaction to student comments.

The instructor will assess the quality of student contributions towards group discussion and determine a grade for each unit/chapter.

• Student discussion must be relevant to the specific question being discussed.
• Students should demonstrate their understanding of the issues, theories, and problems from their textbook readings and homework. Good student commentary will make reference to specific textbook readings and make use of the terminology introduced in the chapter.
• Students should respond to the discussion questions with an attitude of proper objectivity and a willingness to discuss matters with others who do not share their viewpoint. Criticism of theories or ideas is appropriate; however, the tone of this criticism should remain scholarly rather than personal.
• Students are encouraged to make use of examples and counter-examples, compare and contrast theories, make reference to past learning, indicate problems or difficulties they have with the theories, and draw out the relevant implications of the discussion.
• Students may also raise questions they have about the readings and discuss possible answers provided these questions are relevant to the topic of the discussion.

Consider the discussions as opportunities to share ideas about this exciting material with your classmates—enjoy this!

• Assignments. Provided by : Lumen Learning. License : CC BY: Attribution
• Reading-Based Discussions. Authored by : Shawn Shields. Provided by : Germanna Community College. License : CC BY: Attribution
• Pencil Cup. Authored by : IconfactoryTeam. Provided by : Noun Project. Located at : https://thenounproject.com/term/pencil-cup/628840/ . License : CC BY: Attribution

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• Dr. Sarah Tabacco
• Prof. Barbara Imperiali

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• Organic Chemistry

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Organic chemistry i, practice_exam_1_key.pdf.

Practice Exam #1

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Universities, schools react to student use of generative AI programs including ChatGPT

Uni student Daniel hesitates when asked if he has used ChatGPT to cheat on assignments before.

His answer is "no", but the 22-year-old feels the need to explain it further.

"I don't think it's cheating," he said.

"As long as you accredit it and use it for like a foundation for your assignment I think it's fine."

Schools and universities have been scrambling to keep up since ChatGPT and other generative AI language programs were released in late 2022.

University student Lan Lang, 18, said quite a few people used generative AI for assessments such as English assignments.

"I do get Chat to like explain stuff to me if teachers don't really explain it that well," Lan Lang said.

She said she used AI detection software on her work.

"We put it through Turnitin, which just basically detects if you've used AI, or if you've copied off anyone else's work," she said.

Caught out in schools

High school teacher Ryan Miller said he wasn't seeing a lot of generative AI used in the Year 12 and Year 8 classes he taught but understood from colleagues other age groups were using it.

"What I hear, when I'm in the staff room, is that a lot of Year 9s, 10s, [and] 11s are pushing the boundaries," Mr Miller said.

He said Year 12 students tended to be more careful after being warned at the start of the year and constantly reminded of consequences.

"Basically, they're told if their work is seen to be made ... predominantly with AI, that it won't be assessed," he said.

Mr Miller said Year 8s, being a little newer to the school, hadn't used it as much.

He said teachers tended to give students a warning if they were detected using generative AI.

"And nine times out of 10 they'll probably own up to it and say, 'Yeah, look, it wasn't ... 100 per cent my own work'," he said. 

He said students would rewrite the work so it could be assessed again.

"But it's sort of a one warning per kid, per year for most teachers, I think," he said.

Fellow teacher Hugh Kinnane said generative AI was probably "pretty rife" in assignment work.

He said he most regularly saw it cropping up with students who were trying to avoid doing any work.

"And then it's a last-minute job," he said.

Drawing the line

University of Adelaide Deputy Vice-Chancellor Academic Jennie Shaw said while her university embraced the use of AI, it could still be used to cheat.

"So we're saying, of course, that is not allowed," Dr Shaw said.

She said generative AI was included in academic integrity modules for first-year students.

"We make it really clear to students what is OK and what is not OK," she said.

Dr Shaw said there were instances when students were encouraged to use generative AI and then critique the quality of its answer.

"What we are asking our students and our staff to do is to reference when they do use it," she said.

She said it was a requirement that as much content as possible was checked by similarity detection software.

According to Turnitin's website — which is used by the University of Adelaide as well as many other universities across Australia to detect AI-generated content— the company is committed to a false positive rate of less than 1 per cent to ensure not students are falsely accused of misconduct.

AI arms race

The software has put students at the centre of a battle for superiority between programs generating answers for their assignments and those designed to catch them out.

And according to Australian Institute for Machine Learning senior lecturer Feras Dayoub, some are getting caught in the crossfire.

He said companies that created AI chatbots were trying to be undetectable while companies that created AI detection software wanted to detect everything.

"There will be a lot of false positives," Dr Dayoub said.

He said it could be an unpleasant experience for the student if the detector was wrong.

University student Ethan, 19, said single words were sometimes highlighted in his Turnitin submissions.

"It can be a bit inaccurate," Ethan said.

Dr Shaw said she understood the detection software had its faults.

"We would find probably two thirds of anything they pick up saying there's some unacceptably high levels of similarity here is often just picking up patterns in language," she said.

"I know some universities have chosen to turn it off because it does turn up lots of false positives.

"We're choosing to use it at this point."

Changing education

The Department of Education released a nationwide framework in December last year for the use of generative AI in schools.

Dr Shaw said the technology was changing the way teachers taught and students learned.

"But we still need students to have deep knowledge," she said. 

"We need them to know how to use the tools in their profession. 

"And again, one of those in many professions will now be generative AI, and we need them to be able to call out when it's wrong."

Dr Dayoub said he would prefer a future in which there was no need for detectors because people had changed the way they taught and assessed.

He said another option would be to take a stricter approach, where students did the work themselves and there would be no help.

"In that case you need the detectors so there will be a huge market for these detectors and it will become a race," he said.

"I don't like that future."

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