How do the bonded and non-bonded electron pairs on the central atom of a molecule determine the 3D shape of a molecule?

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3D Marshmallow ModelsLab ActivityAdapted from the California Learning LabToday’s QuestionHow do the bonded and non-bonded electron pairs on the central atom of a molecule determine the 3D shape of a molecule? Your TaskYou will use marshmallows and toothpicks to construct models of molecules with different numbers of electron pairs and bonds to a central atom and compare how those electron pairs determine the 3D shape of the molecule.Data and InformationModelUse candy and toothpicks (or other similar objects) to represent atoms and electron groupsto make 3D molecules. 1.Builda marshmallow model kit at home. ●The kit should contain marshmallows or a similar type of flexible candy in 2 different colors. At least three of one color and 9 of anothercolor. You could also use clay, Play-Doh, etc. These items represent the atoms in the model. ●You will also needat least 9 toothpicks or other short stick-likeobjects (cut straws, spaghetti, etc.) that can be inserted into the candy. These items represent the electron groups(bonding or non-bonding)in the model.2.Each of the molecules in this exercise represents some common 3D molecular shapes formed around a central atom “A”. Additional atoms will be represented by “B”. Choose one color marshmallow for the central atom “A” and another color for the surrounding atoms “B”.3.Each toothpick representsone electron group which could be either a single, double or triple bondto atom BORa lone pair (LP) of electrons(E). The physical number of bonds (like there are two bonds in a double bond) is not relevant to examination of the 3Dshape of the molecule. Each single, double, or triple bond counts as ONE electron group.

Demonstrate comprehensive understanding of thermochemical principles and the properties of particles and substances

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Demonstrate comprehensive understanding of thermochemical principles and the properties of particles and substances – elaborating, justifying, relating, evaluating, comparing and contrasting, or analysing links between the properties of particles, the properties of substances they form, thermochemical principles, and related calculations.

Demonstrate comprehensive understanding of the properties of organic compounds.

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Demonstrate comprehensive understanding of the properties of organic compounds. Answer each section with as much relevant information as possible. Thank you.

Describe the importance of having these regulations in place when transporting hazardous materials.

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Your company has been contracted to assess and cleanup a site that previously had a manufacturing facility for an organochlorine pesticide (i.e., aldrin, chlordane, dieldrin, eldrin, or heptachlor). You are tasked with shipping these wastes off-site to a treatment, storage, disposal facility (TSDF) for disposal.

Review the information found in the 16-point GHS SDS for at least two of the organochlorine pesticides detailed in this question. Describe how you would prepare for transport of these materials and ensure proper shipping documentation based on DOT regulations (hazard class, descriptions, labels, markings, and placards). Describe the importance of having these regulations in place when transporting hazardous materials.

In the event that there is an emergency release of the material while being transported, describe the chemical properties, uses, and ill effects that first responders may encounter upon arrival to the scene.

Summarize the information found in the SDS, and explain how that information prepares EHS and FS professionals to assess and mitigate workplace hazards related to organochlorine pesticides during the assessment and cleanup phases of the project.

Your essay must be at least one page in length. You are required to cite the relevant SDS in your response as well as at least one other sources. All sources used, including the textbook, must be referenced. Paraphrased and/or quoted materials must have accompanying citations in APA format.

Identify the chemical properties, uses, and primary hazards associated with common oxidizers including concentrated nitric acid.

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OSHA issued the Process Safety Management of Highly Hazardous Chemicals Standard (PSM) (29 CFR 1910.119) which contains requirements for the safe management of chemicals for companies that exceed OSHA’s threshold quantities for highly hazardous substances. This standard requires the establishment of a management program that includes conducting process hazard analyses, establishing detailed operating procedures, and includes other important requirements to mitigate the possibility of a serious, chemical related incident occurring at the facility.

For this assignment, suppose you are a safety manager at a chemical manufacturing facility that manufactures concentrated nitric acid. You have heard that employees who load nitric acid into rail tank cars have been checking the pre-inspection checklist from the rail shipping office instead of actually inspecting the vehicles with the checklist in hand as required by the operating procedure. This has not been the first time the shipping crew has been lax about process safety related work rules. Based on this scenario, please compose a research paper which includes the following information:

Identify the chemical properties, uses, and primary hazards associated with common oxidizers including concentrated nitric acid.
Identify important occupational exposure limits (OELs) associated with at least 3 common oxidizers.
Identify PSM requirements that would be useful for preventing or minimizing the consequences of a significant oxidizer related incident.
Using the OSHA Standard and your own experience, justify and validate the importance of the PSM standard to your facility (if it stores and processes highly hazardous materials) or a facility that may impact your community or a near-by community. Examples might include a water treatment facility that utilizes liquefied chlorine gas, a coal fired power plant that utilizes liquefied chlorine gas for water treatment, a food processing plant with a large ammonia refrigeration system, a fertilizer manufacturing or storage facility, a chemical manufacturing facility, etc..
Your research paper must be at least two pages in length. You are required to cite the OSHA Standard 29 CFR 1910.119 in your response as well as at least two other sources, one of which must come from the CSU Online Library. All sources used, including the textbook, must be referenced. Paraphrased and/or quoted materials must have accompanying citations in APA format.

Determine the emperical formula od magnesium oxide

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Determine the emperical formula od magnesium oxide

Write a lab report that follows along with the Speed of Sound Handout and the Report Guidelines.

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Write a lab report that follows along with the Speed of Sound Handout and the Report Guidelines. The lab report should be close to 10 pages long and make use of the Speed of Sound Data provided. Include another page as a references page. All other details are given in the files and make use of them as well if needed. Please assign the report to the best writer available who is experienced in the Physical Chemistry field. Make sure to proofread and edit/revise it before sending it to me. Also, make sure to complete it before the deadline at best.

Explain to your reader what your data means. Critique your results and explain specifically if your results made sense or not.

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1. Introduction – A discussion of the basic principles the lab is illustrating. Include any equations. Be sure to identify all variables and explain how you used the equation. The Introduction must be in your own words and not a paraphrase of the published experiment in your lab manual (or any other source). This section should be 500 words. Statements of fact not ordinarily known, must be cited using the following method: [#] at the end of the sentence containing the information.
2. Results – Your results must be placed in the digital data tables provided on Webcampus. Tables must be with the correct number of significant figures. Units are already provided in the table headings.
3. Discussion – Explain to your reader what your data means. Critique your results and explain specifically if your results made sense or not. If there is an accepted value include it and cite the source. Avoid vague statements like “the results were good”, or “errors were made’ without following the statement with specific explanations supporting the assertion. This section should be 500 words.
4. Conclusion – provide a global conclusion regarding your experimental results. This section should be 100 words.
5. Reference – Include cited references in order of appearance in your report. This method is called “Endnotes”. All references included in this section must have been cited in your report. Citation formats are:
Journal Article:
Author(s): Last name. 1st initial, Paper Title, Year, Vol # etc, pages.
Webpage, No author:
Title, Date accessed by you, URL of page.
Book:
Author; Last name. 1st initial, Book Title, Year, Publisher, Editor (if appropriate), city of publisher, page.
You should have a minimum of 3 references.

Explore a common protein found in the human body.

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Part A: Chemical models
Prepare a 2 page report covering these two activities and post to Canvas.
Activity 1: Explore a common protein found in the human body.
How many amino acids are in the polymer?
What is the function of this protein in the cell?
If possible – find a picture or diagram showing the key reaction sites.
With proteins we use features of the structure to categorize types of proteins and identify chemical and structural similarities. We organize the protein data to be able to effectively work with it in the lab.
Otherwise, proteins are massive chaotic strings of amino acids.
Activity 2: Survey of common chemicals in consumer products.
Examine a few of the common chemical products found in the home. Select five and prepare a list of components for each item. You may want to look at a group of shampoos, soaps or detergents.
Sort the components into the “feature” or purpose of that component. Using categories helps make sense of the vast array of ingredients in common products.
You may encounter the following terms: solvent, surfactant, emulsifier, buffer, acid, base, thickener, dye, flavor, as well as chemical names.
Using an organized approach helps sort the list of components – giving a list prioritized by relative amount and key chemical feature. Make note of any quantitative information – numbers can often help in comparing the value of products.

Choose a compound that is classified as an ether, aldehyde, ketone, ester, or alcohol, or amide.

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The Discussions in this course are set up deepen your understanding of the material as you make real world connections and employ creative thinking. To get the most from these discussions, full engagement is expected on the part of the student. Be sure to stop by the discussion section frequently, not only to post, but to read the postings of your peers and instructor. Engaging with your peers and learning together is key to this experience. For you initial post, choose one of the options below:

Option 1:
A growing concern in agricultural and food chemistry is the presence of residues in food. We use many forms of organic chemicals in agriculture and food chemistry and there is growing concern as to how safe these materials are. Choose an organic chemical used in agricultural of food chemistry and report on the functional groups contained in your compound, the uses of the compound, and the safety of that compound. This research will require one or more outside sources. Ensure all citations are in APA format.

Option 2: Choose a compound that is classified as an ether, aldehyde, ketone, ester, or alcohol, or amide. Report on important applications of this compound using at least one outside source. Next, write the condensed structural formula of a simple molecule with an ether, aldehyde, ketone, ester, or alcohol functional group for your peers to name (do not give away the answer!).