Chemistry High School

Welcome to the High School - Home School Chemistry class.

 

 

Please express your appreciation for my teaching the truth of science in the Home School Environment.


We can accept your "contribution" through PayPal, under "Computer Integrations, Inc. and MyVisionNetwork.com  

 

Your  "Credit Card statement will show up as "COMPUTERINT"

Please contribute. Thank You !

Notice: 

* Note to all Students and Parents 

I reserve the right to provide each student separately with a "PASS/FAIL" grade or a Numeric Grade (ie: 100 %, A, B, etc).

Communication:

Any and all communication with the instructor, postings and or new material will be done via this website, or email. I do not have access to a cell phone all the time.

Parents form an integral part of this class.(This is a living document, thus it will be updated periodically throughout the school year.)

LABS: Each lab module MUST be approved by ALL parents. Module labs that are considered risky or dangerous will not be performed either in class or at home.
Parents: Will be assigned to help with the Lab and Experiments for each chapter.
All experiments at home will be performed at the DISCRETION of each parent.
All or some of the labs will be assigned as a homework assignments. Each parent will be assigned with their corresponding student to help with the completion of each lab. 
The Lepson family, at Ave Maria, has a very nice brand new Chemistry lab kit that they want to donate to us.
ANY experiments that require the following: Heat, Alcohol burner, Open flames, Burners, Butane lighters, Chemical Compounds, Electrical components, must be approved by parents. Student's do not have to be present for ANY of the experiments if parents do not authorize them.
Some of the Selected Experiements:   www.hawaiipcnetworks.com/chemistry_lab
If authorized, some of the labs (those that involve electricity, chemical compounds and or batteries) will be performed under the supervision of the parents with the presence AND approval of at least (2) two parents in the class.
Virtual or Digital Experiments
Some of the stoichiometry and or chemical reactions may be carried out on Digital Program provided on line by Khan Academy or other chemical lab virtual programs.
Instructor may be involved in lab assignments as needed and it will be treated as a separate class during the semester. (This may or may not change the scheduled coverage of material.)

Text Book and Lectures: Suggested Textbook : Chemistry 3rd Edition Textbook (Please see instructor before purchasing textbook)

Material to be Covered during School Year

Suggested Coverage of Materials on Apologia Textbook: Aug- January Modules I through 8 (Measures, Atoms and Molecules- to - STOICHIOMETRY). Modules 9 through 16, Covered between Feb-May (Acid Based Chemistry-Reduction Oxidation Reactions

Caveat

Experiments and Labs: Not all of the lab or experiments will be carried out. We will limit to experiments that are safe and that are easily doable within our monetary and or laboratory constraints.
Table of Contents:

Download Sample Syllabus: https://www.apologia.com/index.php?controller=attachment&id_attachment=211
Course Pre-Requisites: Algebra I or as suggested here:  https://www.apologia.com/index.php?controller=attachment&id_attachment=194
Please review the course requisites before selecting this course.



TABLE OF CONTENTS
1
MEASUREMENT, UNITS, AND THE SCIENTIFIC METHOD
Experiment 1.1: Determining If Air Has Mass . . . . . . . . . . . . . . 2
Experiment 1.2: Determining If Air Takes Up Space  . . . . . . . . . 3
Units of Measurement  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HOW LONG WAS A CUBIT IN THE BIBLE?
The Metric System  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Manipulating Units  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Converting between Units  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Converting between Unit Systems  . . . . . . . . . . . . . . . . . . . . . . 12
WE ALSO NEED TO STUDY INFORMATION AS PART OF OUR MEASURING SYSTEM- Information :Another Definition
More Complex Unit Conversions and Problem Solving . . . . . . 13
Derived Units  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Making Measurements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Accuracy, Precision, and Significant Figures . . . . . . . . . . . . . . . 21
Scientific Notation  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Using Significant Figures in Mathematical Problems  . . . . . . . . 28
Experiment 1.3: Comparing Conversions to Measurements  . . 30
Measuring Temperature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
The Nature of a Scientific Law . . . . . . . . . . . . . . . . . . . . . . . . . 34
Experimentation and the Scientific Method . . . . . . . . . . . . . . . 36
Summary of Key Equations and Tables  . . . . . . . . . . . . . . . . . . 37
Answers to the “On Your Own” Questions  . . . . . . . . . . . . . . 38
Study Guide: Review Questions  . . . . . . . . . . . . . . . . . . . . . . . 41
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . . . 43
MODULE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ixMODULE 2  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  44
ATOMS AND MOLECULES
Early Attempts to Understand Matter  . . . . . . . . . . . . . . . . . . .
The Law of Mass Conservation . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 2.1: Conservation of Mass  . . . . . . . . . . . . . . . . . .
Elements: The Basic Building Blocks of Matter  . . . . . . . . . . . .
Compounds  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Law of Multiple Proportions . . . . . . . . . . . . . . . . . . . . . . .
Dalton’s Atomic Theory  . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Molecules: The Basic Building Blocks of Compounds  . . . . . . .
Abbreviating and Classifying Compounds . . . . . . . . . . . . . . . .
Classifying Matter as Ionic or Covalent . . . . . . . . . . . . . . . . . .
Experiment 2.2: Electrical Conductivity
of Compounds Dissolved in Water  . . . . . . . . . . . . . . . . . . .
Naming Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Classifying Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 2.3: Separating a Mixture of Sand and Salt . . . . . .
Summary of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Answers to the “On Your Own” Questions  . . . . . . . . . . . . . .
Study Guide: Review Questions . . . . . . . . . . . . . . . . . . . . . . . .
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . .

MODULE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  84
ATOMIC STRUCTURE
Atoms can not be seen but only deduced. Life is NO accident.
Historical Overview  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Electrical Charge  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Experiment 3.1: Investigating Electrical Charge  . . . . . . . . . . . 87
Electrical Charge and Atomic Structure . . . . . . . . . . . . . . . . . . 89
Determining the Number of Protons and Electrons in an Atom  . . 90
Determining the Number of Neutrons in an Atom  . . . . . . . . . 90
Isotopes and Nuclear Bombs . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Atomic Structure in More Detail  . . . . . . . . . . . . . . . . . . . . . . . 93
The Nature of Light  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
The Electromagnetic Spectrum  . . . . . . . . . . . . . . . . . . . . . . . 104
The Relationship between Frequency and Energy  . . . . . . . . . 107
How the Eye Detects Color . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Experiment 3.2: How Our Eyes Detect Color  . . . . . . . . . . . . 109
The Bohr Model of the Atom  . . . . . . . . . . . . . . . . . . . . . . . . 110
The Quantum Mechanical Model of the Atom . . . . . . . . . . . 114
Building Atoms in the Quantum Mechanical Model
(Electron Configurations) . . . . . . . . . . . . . . . . . . . . . . . . . 117
Abbreviated Electron Configurations . . . . . . . . . . . . . . . . . . . 123
The Amazing Design of Atoms . . . . . . . . . . . . . . . . . . . . . . . . 124
Summary of Key Equations . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Answers to the “On Your Own” Questions  . . . . . . . . . . . . . 126
Study Guide: Review Questions . . . . . . . . . . . . . . . . . . . . . . . 130
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . . 131
xMODULE 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  132
MOLECULAR STRUCTURE
Chemical Compounds working in our body's DNA
Electron Configurations and the Periodic Table  . . . . . . . . . . .
Lewis Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lewis Structures for Ionic Compounds  . . . . . . . . . . . . . . . . .
Handling the Exceptions in Ionic Compounds . . . . . . . . . . . .
Ionization Energy and Periodic Properties . . . . . . . . . . . . . . .
Electronegativity: Another Periodic Property . . . . . . . . . . . . .
Atomic Radius: Another Periodic Property  . . . . . . . . . . . . . .
Lewis Structures of Covalent Compounds . . . . . . . . . . . . . . .
More Complicated Lewis Structures  . . . . . . . . . . . . . . . . . . .
An Application of Lewis Structures . . . . . . . . . . . . . . . . . . . .
Summary of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Answers to the “On Your Own” Questions . . . . . . . . . . . . . .
Study Guide: Review Questions . . . . . . . . . . . . . . . . . . . . . . .
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . .
Why are Nitrogen, Oxygen (O2), and Ozone (O3) essential for life? 

MODULE 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  172
POLYATOMIC IONS AND MOLECULAR GEOMETRY
Polyatomic Ions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Molecular Geometry: The VSEPR Theory  . . . . . . . . . . . . . . .
Nonpolar Covalent and Polar Covalent Bonds . . . . . . . . . . . .
Experiment 5.1: Comparing Polar Covalent
and Nonpolar Covalent Compounds  . . . . . . . . . . . . . . . .
Nonpolar Covalent and Polar Covalent Molecules  . . . . . . . .
The Practical Consequence of Whether or Not
a Molecule Is Polar Covalent  . . . . . . . . . . . . . . . . . . . . . .
Experiment 5.2: Comparing Solubility of Ionic Compounds
in Polar Covalent and Nonpolar Covalent Compounds  . .
Summary of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Answers to the “On Your Own” Questions . . . . . . . . . . . . . .
Study Guide: Review Questions  . . . . . . . . . . . . . . . . . . . . . .
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . .

206MODULE 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
CHANGES IN MATTER AND CHEMICAL REACTIONS
Classifying Changes That Occur in Matter  . . . . . . . . . . . . . .
Experiment 6.1: Distinguishing between
Chemical and Physical Change  . . . . . . . . . . . . . . . . . . . . .
Phase Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 6.2: Condensing Steam . . . . . . . . . . . . . . . . . . . .
The Kinetic Theory of Matter  . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 6.3: The Relation between the
Speed and Temperature of Molecules  . . . . . . . . . . . . . . . .
Density . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 6.4: Comparing the Density of Liquids . . . . . . . .
Phase Changes in Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chemical Reactions and Chemical Equations  . . . . . . . . . . . .
Determining Whether or Not a Chemical Equation
Is Balanced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Balancing Chemical Equations . . . . . . . . . . . . . . . . . . . . . . . .
Summary of Key Equations and Tables  . . . . . . . . . . . . . . . . .
Answers to the “On Your Own” Questions . . . . . . . . . . . . . .
Study Guide: Review Questions . . . . . . . . . . . . . . . . . . . . . . .
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . .

MODULE 7  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  241
DESCRIBING CHEMICAL REACTIONS
Three Basic Types of Chemical Reactions . . . . . . . . . . . . . . . .
Decomposition Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Formation Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Combustion Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Combustion of Metals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete Combustion Reactions . . . . . . . . . . . . . . . . . . . . . .
Incomplete Combustion Reactions . . . . . . . . . . . . . . . . . . . . .
Atomic Mass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Molecular Mass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Mole Concept . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 7.1: Measuring the Width of a Molecule . . . . . . .
Using the Mole Concept in Chemical Equations  . . . . . . . . . .
Summary of Key Equations and Tables  . . . . . . . . . . . . . . . . .
Answers to the “On Your Own” Questions . . . . . . . . . . . . . .
Study Guide: Review Questions . . . . . . . . . . . . . . . . . . . . . . .
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . .

275MODULE 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  276
STOICHIOMETRY
Mole Relationships in Chemical Equations  . . . . . . . . . . . . . .
Limiting Reactants and Excess Components  . . . . . . . . . . . . .
Experiment 8.1: Determining Which Reactant Is
the Limiting Reactant . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fully Analyzing Chemical Equations . . . . . . . . . . . . . . . . . . .
Relating Products to Reactants in Chemical Equations  . . . . .
Using Chemical Equations When the Limiting
Reactant Is Identified  . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Volume Relationships for Gases in Chemical Equations . . . . .
Mass Relationships in Chemical Equations  . . . . . . . . . . . . . .
Using Stoichiometry to Determine Chemical Formulas . . . . .
Empirical and Molecular Formulas  . . . . . . . . . . . . . . . . . . . .
More Complicated Experiments for Determining
Chemical Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Answers to the “On Your Own” Questions  . . . . . . . . . . . . .
Study Guide: Review Questions . . . . . . . . . . . . . . . . . . . . . . .
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . .

MODULE 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  313
ACID-BASE CHEMISTRY
Acids and Bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 9.1: Common Household Examples
of Acids and Bases  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Chemical Definitions of Acids and Bases  . . . . . . . . . . . .
The Behavior of Ionic Compounds in Aqueous Solutions . . . .
Identifying Acids and Bases in Chemical Reactions  . . . . . . . .
Recognizing Acids and Bases from Their
Chemical Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Predicting the Reactions That Occur between
Acids and Bases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Reactions between Acids and Covalent Bases . . . . . . . . .
Molarity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Dilution Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Importance of Concentration in Chemistry . . . . . . . . . . .
Using Concentration in Stoichiometry . . . . . . . . . . . . . . . . . .
Acid-Base Titrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 9.2: Determining the Concentration
of Ammonia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary of Key Equations and Tables  . . . . . . . . . . . . . . . . .
Answers to the “On Your Own” Questions  . . . . . . . . . . . . .
Study Guide: Review Questions  . . . . . . . . . . . . . . . . . . . . . .
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . .

348MODULE 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  349
THE CHEMISTRY OF SOLUTIONS
How Solutes Dissolve in Solvents . . . . . . . . . . . . . . . . . . . . . .
Solubility  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 10.1: Determining the Effect of Temperature
on the Solubility of Solid Solutes  . . . . . . . . . . . . . . . . . . .
Experiment 10.2: Determining the Effect of Temperature
on the Solubility of a Gas . . . . . . . . . . . . . . . . . . . . . . . . .
Energy Changes That Occur When Making a Solution  . . . . .
Experiment 10.3: Investigating a Solute That Releases
Heat When Dissolved  . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Applying Stoichiometry to Solutions  . . . . . . . . . . . . . . . . . . .
Molality  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Freezing-Point Depression  . . . . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 10.4: Measuring Freezing-Point Depression  . . . .
Boiling-Point Elevation  . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary of Key Equations and Tables  . . . . . . . . . . . . . . . . .
Answers to the “On Your Own” Questions  . . . . . . . . . . . . .
Study Guide: Review Questions . . . . . . . . . . . . . . . . . . . . . . .
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . .

MODULE 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  382
THE GAS PHASE
The Definition of Pressure . . . . . . . . . . . . . . . . . . . . . . . . . . .
Boyle’s Law  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Charles’s Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Combined Gas Law  . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideal Gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Dalton’s Law of Partial Pressures  . . . . . . . . . . . . . . . . . . . . .
Vapor Pressure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
An Alternative Statement of Dalton’s Law . . . . . . . . . . . . . . .
The Ideal Gas Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 11.1: Determining the Ideal Gas Constant  . . . . .
Using the Ideal Gas Law in Stoichiometry . . . . . . . . . . . . . . .
Experiment 11.2: Using the Ideal Gas Equation
to Determine the Amount of Acid in Vinegar  . . . . . . . . . .
Summary of Key Equations and Tables  . . . . . . . . . . . . . . . . .
Answers to the “On Your Own” Questions . . . . . . . . . . . . . .
Study Guide: Review Questions . . . . . . . . . . . . . . . . . . . . . . .
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . .

417MODULE 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ENERGY, HEAT AND TEMPERATURE
Energy and Heat  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The First Law of Thermodynamics  . . . . . . . . . . . . . . . . . . . .
Units for Measuring Heat and Energy  . . . . . . . . . . . . . . . . . .
Experiment 12.1: Thermometer Calibration and Confirmation
of Boiling and Freezing Temperatures of Water  . . . . . . . .
The Calorie Unit  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Measuring Heat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Calorimetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 12.2: Measuring the Specific Heat of a Metal . . .
Summary of Key Equations and Tables  . . . . . . . . . . . . . . . . .
Answers to the “On Your Own” Questions . . . . . . . . . . . . . .
Study Guide: Review Questions . . . . . . . . . . . . . . . . . . . . . . .
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . .

MODULE 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  448
THERMODYNAMICS
Laws of Thermodynamics evidence of Creation.

Entropy- What is it? Why is it important to us? 
Enthalpy  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448
Determining ∆H for a Chemical Reaction by Experiment  . . . 452
Experiment 13.1: Determining the ∆H of a Chemical Reaction  . 452
Determining the ∆H of a Chemical Reaction
Using Bond Energies  . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454
Hess’s Law  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 460
Applying Enthalpy to Stoichiometry  . . . . . . . . . . . . . . . . . . . 465
Energy Diagrams  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467
The Second Law of Thermodynamics  . . . . . . . . . . . . . . . . . . 470
The Proper Application of the Second Law
of Thermodynamics  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475
Gibbs Free Energy  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 477
Summary of Key Equations and Tables  . . . . . . . . . . . . . . . . . 481
Answers to the “On Your Own” Questions . . . . . . . . . . . . . . 482
Study Guide: Review Questions  . . . . . . . . . . . . . . . . . . . . . . 489
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . . 490
xvMODULE 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  492
KINETICS
Reaction Kinetics  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Factors That Affect the Kinetics of a Chemical Reaction  . . . .
Experiment 14.1: How Concentration and
Temperature Affect Chemical Reaction Rates . . . . . . . . . .
The Rate Equation  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using Experiments to Determine the Details
of the Rate Equation  . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rate Orders  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using Rate Equations  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Temperature Dependence in the Rate Equation  . . . . . . . . . . .
Catalysts and Reaction Rate  . . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 14.2: The Effect of a Catalyst
on the Decomposition of Hydrogen Peroxide  . . . . . . . . .
Summary of Key Equations . . . . . . . . . . . . . . . . . . . . . . . . . .
Answers to the “On Your Own” Questions  . . . . . . . . . . . . .
Study Guide: Review Questions  . . . . . . . . . . . . . . . . . . . . . .
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . .

MODULE 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  524
CHEMICAL EQUILIBRIUM
The Definition of Chemical Equilibrium  . . . . . . . . . . . . . . . .
Experiment 15.1: A Demonstration of Equilibrium  . . . . . . . .
The Equilibrium Constant  . . . . . . . . . . . . . . . . . . . . . . . . . . .
A Few More Details about the Equilibrium Constant  . . . . . .
Using the Equilibrium Constant to Predict
the Progress of a Reaction . . . . . . . . . . . . . . . . . . . . . . . . .
Le Chatelier’s Principle  . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pressure and Le Chatelier’s Principle  . . . . . . . . . . . . . . . . . . .
Temperature and Le Chatelier’s Principle . . . . . . . . . . . . . . . .
Experiment 15.2: Temperature Effects
on Reactions and Le Chatelier’s Principle  . . . . . . . . . . . . .
Acid-Base Equilibria  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The pH Scale  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Acid Rain  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary of Key Equations . . . . . . . . . . . . . . . . . . . . . . . . . .
Answers to the “On Your Own” Questions . . . . . . . . . . . . . .
Study Guide: Review Questions  . . . . . . . . . . . . . . . . . . . . . .
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . .

557MODULE 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  559
REDUCTION-OXIDATION REACTIONS
Oxidation Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Determining Oxidation Numbers  . . . . . . . . . . . . . . . . . . . . .
Oxidation and Reduction  . . . . . . . . . . . . . . . . . . . . . . . . . . .
Recognizing Reduction-Oxidation Reactions . . . . . . . . . . . . .
An Important Characteristic of Reduction-Oxidation
Reactions  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 16.1: Demonstrating an Oxidation-Reduction
Reaction  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How Batteries Work  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Experiment 16.2: Creating a Galvanic Cell from Lemons  . . .
Real Batteries  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Corrosion  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Some Final Words  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Answers to the “On Your Own” Questions . . . . . . . . . . . . . .
Study Guide: Review Questions . . . . . . . . . . . . . . . . . . . . . . .
Study Guide: Practice Problems  . . . . . . . . . . . . . . . . . . . . . . .

GLOSSARY  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  589
APPENDIXES  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  603
Appendix A: Tables, Laws, and Equations  . . . . . . . . . . . . . . 603
Appendix B: Extra Practice Problems  . . . . . . . . . . . . . . . . . . 615
Appendix C: Complete List of Lab Supplies  . . . . . . . . . . . . . 631
REFERENCES  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  639
INDEX  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  641
xvii

Syllabus for Apologia Chemistry High School Home School Class

Click Here to Access  Syllabus for Chemistry High School

----------------------------------------------------------------------------------------

Additional Material:  Material taken from  https://www.khanacademy.org/science/chemistry

Disclaimer

Some caveats regarding the "Evolutionary" skewed statements by Khan Academy


 Some of the following material from Kahn Academy.org might be outdated or ideologically biased.

Some of the statements (somewhat rare but unnecessary inserted by Khan Academy during their lectures) in these classes are biased towards secularly skewed religious beliefs (such as evolutionary biology, chemistry, physics, astronomy and or other of the sciences). * (The "evolution of man" is a religious belief taught, although unproven, by modern day atheistic educators).

"Evolution is, indeed, the pseudoscientific basis of religious atheism".

Regarding an evolution physics professor, Morris, states: "A fascinatingly honest admission by a physicist indicates the passionate commitment of establishment scientists to naturalism. Speaking of the trust students naturally place in their highly educated college professors, he says:"
And I use that trust to effectively brainwash them. . . . our teaching methods are primarily those of propaganda. We appeal—without demonstration—to evidence that supports our position. We only introduce arguments and evidence that supports the currently accepted theories and omit or gloss over any evidence to the contrary.
Another evolutionist said, "Of course, the other thing about evolution is that anything can be said because very little can be disproved. Experimental evidence is minimal".

Thus, to clarify that evolution is nothing more than a hoax, Morris concludes with the following statment: "Even that statement is too generous. Actual experimental evidence demonstrating true evolution (that is, macroevolution) is not "minimal." It is nonexistent!" (Emphasis ours).
 
https://www.cfa.harvard.edu/seuforum/bb_whatpowered.htm

(Henry M. Morris, Ph.D.https://www.icr.org/article/455/)

Additionally, given that all evolutionary teachings and some radiometric dating are heavily skewed and biased towards the religiously inclined evolutionary teaching, please beware that most, if not all statements of such nature regarding isotopes and radiometric dating of age, are contrary to evidential, observational and time proven science. (Wile, 2015)*

*For a proper view of this subject, please review "Exploring Creation with Physical Science pages 332-334 by Dr, Jay L. Wile.

*Also, see footnote on  DNA instability and repair mechanism by Chemistry Nobel: Lindahl, Modrich and Sancar win for DNA repair. DNA is no a very stable molecule as it was originally thought of.

Material Covered


The following sample of items that may be studied does not indicate that ALL of them will be covered.

Once a textbook has been determined, we will use the attached website https://www.khanacademy.org/science/chemistry in order to help students understand visually and audibly some of the chemistry principles covered in the textbook.
Some of the studying material and or assignments may be selected from this web site as well.

Chemistry High School – Kahn Academy :

Syllabus- Detailed




Introduction to the atom

In chemistry, we will often be thinking about the world on a much smaller scale than you can see with the naked eye. Here we will learn about atoms and elements, tiny particles that make up the world around us. What are atoms, and what kind of properties do they have? How do we weigh and count atoms? We will answer those questions in this section!

Practical Application to Chemistry
Worked example: Identifying isotopes and ions

Ions and compounds

Atoms can lose or gain electrons to form ions, or combine in specific ratios to form compounds. In this tutorial we will learn about how ions and compounds are formed, visualized, and measured.
Practice

Names and formulas of ionic compounds

Anions and cations can combine to form ionic compounds such as sodium chloride (table salt) and and sodium bicarbonate (baking soda). In this tutorial, we will be learning how to name ions and ionic compounds from the formula, and how to find the formula from the compound name.
Practice

Mass spectrometry

Learn how mass spectrometry can be used to detect isotopes, atoms of the same element with different numbers of neutrons.
Also learn how these relate to an Intelligent Creator and the genesis or source of all life and the infinitesimal statistics that human cells, and chemical reactions could have "played dice" and arrived to form life from mere "chance".

Preface to this Lesson: Let's talk about numbers and exponentiation and how large those numbers can get.

There are more than 1022 stars in the universe.
The visible universe is estimated to contain between 1078 and 1080 atoms. https://www.thenakedscientists.com/forum/index.php?topic=21042.50

If you took 10 drops of water (not extra-big drops, just regular drops) and counted the number of H2O molecules in those drops, you'd get a number equal to all the stars in the universe. http://www.npr.org/sections/krulwich/2012/09/17/161096233/which-is-greater-the-number-of-sand-grains-on-earth-or-stars-in-the-sky

Now, the chances that a ribozyme (a DNA cellular component in our bodies) spontaneously assembling (in other words evolution of that cell happening by chance- with all the information programming, coding and sequencing  required for a single cell to spontaneously come to life) are an unimaginable number of 1 out of 4^300. (According to one web site)

That is the number 4 multiplied  300 times. "This is a number so large that it could not possibly happen by chance even once in 13 billion years, the age of the universe."  http://www.science20.com/stars_planets_life/calculating_odds_life_could_begin_chance.

The same scientist quoted above, nevertheless then asks us to "let’s make the plausible assumption that an enormous number of random polymers are synthesized, which are then subject to selection and evolution."

Notice the words "plausible assumption". That is guessing. We have to go on blind faith: non-contiguity, huge chasm jump. He is asking us glibly to suspend our sense of intelligence. In other words, to place ourselves in a state of lethargy so as to accept a "plausibility" and on top of that, to make an "assumption".

This doesn't make sense. There is too much guess work here.  This "scientist" is asking us to be naive and credulous with no scientific proof of those "plausible assumptions". True scientists do not guess or assume. They find accurate solutions and then make assertions.

In Chemistry and or Physics we can NEVER afford to "assume" anything. Assumption can be very costly and dangerous. We must make SURE that things are accurate and we should NEVER allow any one to coerce us into naively thinking that assumptions turn into facts. That is NOT true science.

Thus any one who asks us to make "plausible assumptions" about "millions of years" on how life was created, can not be possibly be called a true scientist.

Einstein said once: “God does not play dice with the universe.” God and or the universe does not leave things up to chance.

The words "assumption, and plausible", used by many "evolutionists",  should never enter the picture when explaining the source of something as complex as the human cell and or Creation. https://www.goodreads.com/quotes/2669-god-does-not-play-dice-with-the-universe. 

Would you trust some one to pay you back a Million Dollars you loaned them if the odds of them repaying it back to you were 1 in 4 to the 300th power?

Einstein also said: "I want to know how God created this world, I am not interested in this or that phenomenon, in the spectrum of this or that element. I want to know His thoughts, the rest are details."

Creation by and Intelligent God is a fact. "Evolution" as brought about by chance is a, well, just a chance of happening in 1 in 4 to the 300th power. (4 multiplied 300 times).

That cell was not started by chance ! God made the human cell and the entire human body.

Now let's continue with our chemistry classical

Example of proper use mass spectrograph. The University of Georgia using accelerator mass spectrometry.


Dinosaurs: What is the Real Story?  Mark Stephens MCS Isotopes and mass spectrometry



Chapter II


Balancing chemical equations

We are now going to look at chemical reactions. But as we do, we need to make sure that atoms aren't magically appearing or disappearing. Put another way, we need to sure that we have the same number of each constituent atom in the product of the reaction as we do in the reactants (the molecules that react)!
Practice

Stoichiometry

Now we are going to draw the connections between balancing equations and what happens in the lab (where you actually have a certain mass of a compound).
Practice

Limiting reagent stoichiometry

In a reaction, you often have extra of one molecule (or too little of the other) so all the reactant doesn't react. We'll explore how to identify which reactant is limiting which is helpful in a whole series of scenarios.
2015 AP Chemistry free response 2a (part 2/2) and b

Molecular composition

We'll now explore two different ways of representing what elements are in a molecule: molecular and empirical formulas. Molecular formulas actually represent the number of atoms in a molecule while empirical formulas show us the ratio of the constituents based on experiments. In order to help us connect these ideas, we'll also explore a quantity called the "mole". Just as a "dozen" represents 12 of something, a "mole" represents roughly 602,200,000,000,000,000,000,000 of something. This will help us think about mass composition of molecules.
Another mass composition problem

Types of chemical reactions

In a chemical reaction, atoms get rearranged, combined and separated to form new substances. We will be learning about the different ways reactions can be classified, and the properties of different reaction types.


Chapter III

History of atomic structure

How did scientists figure out the structure of the atom, and how did they discover subatomic particles? The answer is X-ray vision (just kidding!). In this section, we will discuss some of the awesome experiments in science history that led to our modern understanding of atomic structure.
Bohr's model of hydrogen

Bohr's model of the hydrogen atom

Atomic theory is not Bohr-ing! While it doesn't work for atoms with more than one electron, the Bohr model successfully predicts the emission spectrum of hydrogen.
Emission spectrum of hydrogen

Quantum numbers and orbitals

In this tutorial, we will see how the quantum numbers predict the orbitals available in different energy levels.
Quantum numbers for the first four shells

Electron configurations

In this tutorial, Sal and Jay show how to write electron configurations.


Chapter IV

Introduction to the periodic table

How are the elements organized in the periodic table? This tutorial will cover the classification of elements including groups, transition metals, and valence electrons.
Practice

Periodic table trends

Have you ever wondered why it is called the "periodic" table? The elements are organized based on their electronic structure, which results in some interesting trends in atomic properties as you move down a group or across a period. This tutorial will try to explain some of those trends!


Chapter V

Types of chemical bonds

In this tutorial, we will learn about electronegativity and the different types of chemical bonds.
Covalent networks, metallic crystals, and ionic crystals

Dot structures and molecular geometry

We can’t always see molecules, but we can always simplify and draw depictions of them with pen and paper. It is the language of chemistry that we want you to get acquainted with. You will learn to draw Lewis dot structures and resonance structures, assign formal charges, and analyze the geometry of molecules and ions using VSEPR theory.
2015 AP Chemistry free response 2d and e

Hybridization and hybrid orbitals

In this tutorial, we will learn about sp3, sp2, and sp hybridization.


Chapter VI

Ideal gas equation

In this tutorial, Sal shows you how to use the ideal gas equation in calculations.
Practice

Non-ideal gas behavior

The ideal gas law works well for gases at standard temperature and pressure. In this tutorial, we will discuss the assumptions made when using the ideal gas equation, and what happens when gases are not at standard temperature and pressure.


Chapter VII

States of matter

Matter can be in the liquid, solid, gas, or plasma state. We will be learning about properties of each state of matter, as well analyzing phase changes using heating curves and phase diagrams.
Phase diagrams

Introduction to intermolecular forces

Intermolecular forces act between neighboring atoms, molecules, or ions, and they can be used to explain pretty much every macroscopic property of matter! We'll be learning about the different kinds of intermolecular forces and how they affect properties such as surface tension.
2015 AP Chemistry free response 2f

Mixtures and solutions

The air you are (hopefully) breathing is a mixture of nitrogen and oxygen gases. We could also think of it as a solution of oxygen gas in nitrogen gas. In this section we will be learning about different types of mixtures, how to calculate concentration, and colligative properties.


Chapter VIII

Equilibrium constant

In this tutorial, we will examine the equilibrium state and learn how to write the expression for the equilibrium constant.
Practice

Factors that affect chemical equilibrium

In this tutorial, we will learn about the different factors that affect a reaction mixture at equilibrium.


Chapter IX

Acids, bases, and pH

What makes a compound acidic or basic? We will learn about the different definitions for acids and bases, and how we measure how acidic or basic a substance is. We will be putting our chemical equilibrium knowledge to good use when we look at the reactivity of weak acids and bases.
Practice

Acid-base equilibria

In this tutorial, we will learn how the strength of an acid or base is related to the equilibrium reaction that is happening in our solution. We will also see what happens when we mix solutions of acids and bases in neutralization reactions.


Chapter X

We can combine our knowledge of acids and bases, equilibrium, and neutralization reactions to understand buffers and titrations. Solubility equilibria will build on concepts from solubility, precipitation, and equilibrium.
See how you score on these 5 practice questions
See how you score on these 5 practice questions
See how you score on these 5 practice questions

Buffer solutions

Buffer solutions play an important role in many chemical and biological processes. In this tutorial we will learn how buffers resist changes in pH, and how to calculate the pH of a buffer solution.
Ways to get a buffer solution

Titrations

Chemists use titrations to determine the concentration of an acid, base, or other substance in solution. We will cover the different types (strong acid/strong base, strong acid/weak base, weak acid/strong base, and redox), calculating the pH at different points of the titration, and choosing indicators.
Redox titration

Solubility equilibria

In this tutorial we will learn how to think about the solubility and precipitation of ionic compounds in the context of chemical equilibrium. We will also look at different factors that can affect the solubility such as pH and the formation of complex ions.


Chapter XI

Thermodynamics is the study of heat, "thermo," and work, "dynamics." We will be learning about energy transfer during chemical and physical changes, and how we can predict what kind of changes will occur. Concepts covered in this tutorial include the laws of thermodynamics, internal energy, heat, work, PV diagrams, enthalpy, Hess's law, entropy, and Gibbs free energy.

Internal energy

An introduction to the first law of thermodynamics, internal energy, heat, work, and PV diagrams
PV-diagrams and expansion work

Enthalpy

An introduction to enthalpy and Hess's law
2015 AP Chemistry free response 7

Entropy

An introduction to the Carnot cycle and entropy
Maxwell's demon

Gibbs free energy

An introduction to Gibbs free energy and how free energy relates to spontaneity and the equilibrium constant


Chapter XII

Oxidation and reduction reactions power your phone and make it possible for your body to use the oxygen you inhale. We will learn about oxidation states (numbers), oxidation-reduction (redox) reactions, galvanic/voltaic cells, electrolytic cells, cell potentials, and how electrochemistry is related to thermodynamics and equilibrium.
See how you score on these 7 practice questions
See how you score on these 5 practice questions

Oxidation-reduction reactions

Oxidation and reduction are powerful ideas for thinking about how charge is transferred within a reaction. As we'll see, it is something of a hypothetical, but it is, nonetheless, very useful.
Redox titration

Galvanic cells

Batteries power much of our lives (literally). In this tutorial, we'll use our knowledge of oxidation and reduction to understand how Galvanic/Voltaic cells actually work.
2015 AP Chemistry free response 1d

Standard cell potentials

An introduction to calculating cell potentials at standard state.
2015 AP Chemistry free response 1a

Electrochemistry, thermodynamics, and equilibrium

Relating the cell potential to the equilibrium constant K and Gibbs free energy.
Calculating the equilibrium constant from the standard cell potential

Cell potentials under nonstandard conditions

Calculating the cell potential when operating at nonstandard conditions.
2015 AP Chemistry free response 1b and c

Electrolytic cells and electrolysis

An introduction to electrolytic cells and electrolysis


Chapter XIII

Chemists are often interested in how fast a reaction will occur, and what we can do to control the rate. The study of reaction rates is called kinetics, and we will learn about average reaction rate, rate laws, the Arrhenius equation, reaction mechanisms, catalysts, and spectrophotometry.
See how you score on these 7 practice questions
See how you score on these 4 practice questions

Reaction rates and rate laws

In this tutorial, we will examine the rates of chemical reactions and learn how to write rate laws.
Experimental determination of rate laws

Relationship between reaction concentrations and time

In this tutorial, we will convert rate laws into equations that allow us to determine the concentrations of reactants at any time during the course of a reaction.
2015 AP Chemistry free response 5

Arrhenius equation and reaction mechanisms

In this tutorial, we will learn about reaction mechanisms and how temperature and the activation energy affect the rate of a reaction.
Types of catalysts

Spectrophotometry

In the lab, it is useful to know how much of something you have or the concentration of a solute. In this tutorial, we'll light to do that!

Chapter XIV

Ancient alchemists attempted but failed to turn different substances into gold. It turns out that the only way to turn one element into another element is using nuclear chemistry! Nuclear reactions change the composition of an atom's nucleus, and this process is useful for many applications.

Radioactive decay

In this tutorial, we will learn about radioactive decay, nuclear stability, and what is happening on a subatomic level during a nuclear reaction.

* Note from the instructor

Radioactive dating could be accurate only under certain circumstances. Radioactive dating is not an absolute way of measuring time past.
Despite the fact that some chemists or "scientists" tell us that this form of dating is accurate, scientific and observational science tells us otherwise. The amount of radioactive decay has not remained constant since the time of earth's and man's creation. Thus, carbon, and other isotopes used for this method have not kept their radioactivity ratio constant throughout the past thousands of years.

Scientists assume the amount of C14 prior to the detonation of the first atomic bomb (which changed the amount of C14 in the atmosphere) has remained constant. However, if the ratio of decay was in anyway different than it was before the atomic bomb was detonated, then we will not be able to arrive at an accurate measure.(Wile, 2015)

The home-school instructor must, and will be making use of additional scientific and secular educational material to corroborate further on this method of bones, tissue, and artifact dating, in order to show that Carbon dating and other isotopes form of dating are extremely unreliable and inaccurate for anything that is older than 3,000 years.


Chapter XV
The properties of organic molecules depend on the structure, and knowing the names of organic compounds allow us to communicate with other chemists. We'll be learning about different aspects of molecular structure, including common functional groups and conformations. 

Naming alkanes
Methane, ethane, propane, butane . . . by the time you get to five carbons you might have some pent up frustration. By six carbons you might even believe that you are hexed! Don’t worry though, you’ll feel sane again once Sal shows you how to name alkanes in this tutorial.
Organic chemistry naming examples 4

Naming alkanes, cycloalkanes, and bicyclic compounds

Do you speak the language of organic chemistry? Nomenclature running rings around you? Feel like the victim of a vicious cycle? In this tutorial, we will learn how to be fluent in naming alkanes, cycloalkanes, and bicyclic compounds.
Heats of combustion of alkanes

Conformations of alkanes

Feeling unsure about conformations? If you need a little more perspective on alkanes, try looking at them from Newman’s point of view. The result might leave you feeling more stable.
Newman projection practice 2

Conformations of cycloalkanes

Do conformations float your boat? If so, pull up a chair and learn about the different conformations of cyclohexane.
Polysubstituted cyclohexane

Functional groups

The chemistry of every organic compound is determined by the functional groups it contains. In this tutorial, we put the fun back into identifying functional groups!



Review Questions

2015 AP Chemistry free response questions

In these videos, Sal explains how to solve the free response questions from the 2015 AP Chemistry exam.



Attributions and References:

These lesson have been adapted from the following web pages:

"www.KhanAcademy.com"

All material here stated, except for material provided by "www.KhanAcademy.com" is the registered property of
Computer Integrations,  HawaiiPCNetworks, and MyVisionNetworks.com ®  www.HawaiiPCNetworks.com ® and https://creationhomeschooler.blogspot.com/ ®

http://www.godandscience.org/apologetics/sciencefaith.html

Additional references as quoted by Khan Academy:

Kotz, J. C., Treichel, P. M., Townsend, J. R., and Treichel, D. A. (2015).

Stoichiometry: Quantitative Information about Chemical Reactions. In Chemistry and Chemical Reactivity, Instructor's Edition (9th ed., pp. 139-149). Stamford, CT: Cengage Learning.

http://tasc-creationscience.org/

Current Science and Creation http://tasc-creationscience.org/article/current-science-and-creation
Accessed May 9th, 2017

The Mysterious Epigenome. What lies beyond DNA. Obtained on June 7th, 2017.
https://www.youtube.com/watch?v=RpXs8uShFMo

Exploring Creation with Physical Science. 2nd Edition. Wile, 2015. Page 334-2335

Morris, Henry M., "The Scientific Case Against Evolution—Part I," (Impact No. 330, December 2000), pp. i-iv.

https://www.icr.org/article/455/ 

Morris, Henry M., "The Scientific Case Against Evolution—Part II," (Impact No. 331, January 2001), pp. i-iv. 

 

Chemistry Nobel: Lindahl, Modrich and Sancar win for DNA repair

By Paul Rincon
Science editor, BBC News website, 7 October 2015
…
In the 1970s, scientists had thought that DNA was a stable molecule, but Prof Lindahl demonstrated that it decays at a surprisingly fast rate.
This led him to discover a mechanism called base excision repair, which perpetually counteracts the degradation of DNA.
Sir Martyn Poliakoff, vice president of the UK‘s Royal Society, said:
Understanding the ways in which DNA repairs itself is fundamental to our understanding of inherited genetic disorders and of diseases like cancer. The important work that Royal Society Fellow Tomas Lindahl has done has helped us gain greater insight into these essential processes.
Turkish-born biochemist Aziz Sancar, professor at the University of North Carolina, Chapel Hill, US, uncovered a different DNA mending process called nucleotide excision repair. This is the mechanism cells use to repair damage to DNA from UV light—but it can also undo genetic defects caused in other ways.
People born with defects in this repair system are extremely sensitive to sunlight, and at risk of developing skin cancer.
The American Paul Modrich, professor of biochemistry at Duke University in North Carolina, demonstrated how cells correct flaws that occur as DNA is copied when cells divide. This mechanism, called mismatch repair, results in a 1,000-fold reduction in the error frequency when DNA is replicated.
Obtained from http://creation.com/dna-best-information-storage. August 12th, 2017

 


---------------------------------
Copyright   Computer Integrations, Inc. ©, 2017
No part of this article may be reproduced or copied without the author’s exclusive permission
Last Updated   Wednesday, July 12, 2017
Subscribe to: Posts (Atom)