University of the East – Caloocan

Basic Education Department

STEM - Science and Engineering Unit

Performance Task 3
Online Simulation: Calorimetry

Name: Modena, Neil Ivan B. Date: 9/20/20

Grade and Section: Subject Code & Name: Teacher:
STEM 12-1 HSH 121: GENERAL CHEMISTRY 2 Ms. Camille Joy Sales

• Show all your calculation using the formula of calorimetry. Use the simulator to check
your answer.

GIVEN: UNKNOWN: FORMULA:

𝑚𝑎𝑠𝑠𝑠𝑜𝑙𝑢𝑡𝑒 = 75 g 𝑇𝐹(𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛) −𝑞𝑠𝑜𝑙𝑢𝑡𝑒 = 𝑞𝑠𝑜𝑙𝑣𝑒𝑛𝑡
𝑚𝑎𝑠𝑠𝑠𝑜𝑙𝑣𝑒𝑛𝑡 = 120 g
𝑇𝐼(𝑠𝑜𝑙𝑢𝑡𝑒) = 50° 𝐶
𝑇𝐼(𝑠𝑜𝑙𝑣𝑒𝑛𝑡) = 30° 𝐶
𝐶(𝐻2 𝑂) = 4.18 𝐽/𝑔°𝐶

SOLUTION:
−𝑞𝑠𝑜𝑙𝑢𝑡𝑒 = 𝑞𝑠𝑜𝑙𝑣𝑒𝑛𝑡
−𝑚𝑐𝛥𝑇 = 𝑚𝐶𝛥𝑇
𝐽 𝐽
−(75𝑔 )(4.18𝑔 ˚𝐶)(𝑇𝐹 − 50°𝐶) = (120 𝑔)(4.18 𝑔 ˚𝐶)(𝑇𝐹 − 30°𝐶)
-75 g (𝑇𝐹 − 50°𝐶) = 120 g (𝑇𝐹 − 30°𝐶)
−75 𝑔 𝑇𝐹 + 3,750 𝑔°𝐶 = 120 𝑔 𝑇𝐹 − 3,600 𝑔°𝐶
75 𝑔 𝑇𝐹 + 3,600 𝑔°𝐶 = 75 𝑔 𝑇𝐹 + 3,600 𝑔°𝐶

7.350 195
= 𝑇𝐹
195 195

ANSWER:
𝑇𝐹 = 37.69 °𝐶
 • How do the two lines on the graph compare? What is the main conclusion you can draw
from the graph?

The graph shows both the drastic

decrease of the temperature of iron and the
slight increase of the temperature of water. At
the near end, it can be seen that they both meet
which shows that both materials have achieved
thermal equilibrium after the processes
involving the heat have occurred.

• How much heat energy in joules, q, did the water gain in the experiment in #2?

GIVEN:
𝑚𝑎𝑠𝑠𝐻 𝑂 = 65 𝑔
2 UNKNOWN: FORMULA:
𝑇𝐼(𝐻 𝑂) = 20˚𝐶
2 𝑞(𝐻2𝑂) 𝑞 = 𝑚𝑐𝛥𝑇
𝑐𝐻 𝑂 = 4.18 𝐽/𝑔˚𝐶
2
𝑇𝐹(𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛) = 32.45˚𝐶

SOLUTION:
𝑞(𝐻2 𝑂)= 𝑚𝑐𝛥𝑇
𝐽
𝑞(𝐻 𝑂) = (65 𝑔) (4.18 ˚𝐶) (32.45˚𝐶 − 20˚𝐶)
2 𝑔

ANSWER:
𝑞(𝐻 𝑂) = 3,382.67 𝐽
2

• How much energy did the water loss in #5?

GIVEN:
𝑚𝑎𝑠𝑠𝐻 𝑂 = 120 𝑔 UNKNOWN: FORMULA:
2
𝑐𝐻 𝑂 = 4.18 𝐽/𝑔˚𝐶 q 𝑞 = 𝑚𝑐𝛥𝑇
2
𝑇𝐼 = 20˚𝐶
𝑇𝐹 = 6.78˚𝐶 SOLUTION:
𝑞(𝐻2 𝑂)= 𝑚𝑐𝛥𝑇
𝐽
𝑞 = (120 𝑔) (4.18 ˚𝐶) (6.78˚𝐶 − 20˚𝐶)
𝑔

ANSWER:
𝑞 = −6,331.15 𝐽
 • Determine how many moles of the solids were dissolved in the water in #5.

GIVEN: UNKNOWN: FORMULA

𝑚𝑎𝑠𝑠𝑁𝐻4 𝑁𝑂3 = 25 𝑔 moles of 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑢𝑏𝑠𝑡𝑎𝑛𝑐𝑒
𝑚𝑚 𝑜𝑓 𝑁𝐻4 𝑁𝑂3 = 80 𝑔/𝑚𝑜𝑙 𝑚𝑜𝑙𝑒𝑠 =
𝑁𝐻4 𝑁𝑂3 𝑚𝑜𝑙𝑎𝑟 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑢𝑏𝑠𝑡𝑎𝑛𝑐𝑒

SOLUTION:
𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑢𝑏𝑠𝑡𝑎𝑛𝑐𝑒
𝑚𝑜𝑙𝑒𝑠 =
𝑚𝑜𝑙𝑎𝑟 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑢𝑏𝑠𝑡𝑎𝑛𝑐𝑒
25 𝑔
𝑚𝑜𝑙𝑒𝑠 (𝑁𝐻4 𝑁𝑂3 ) =
80 𝑔/𝑚𝑜𝑙

ANSWER:
𝑚𝑜𝑙𝑒𝑠 𝑜𝑓 𝑁𝐻4 𝑁𝑂3 = 0.31 𝑚𝑜𝑙

• Calculate the heat of solution of ammonium nitrate in J/mol by dividing the answer from
#6 by the mol answer in #7.

GIVEN: UNKNOWN: FORMULA:

q = -6, 331.15 J ℎ𝑒𝑎𝑡 𝑙𝑜𝑠𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑜𝑙𝑣𝑒𝑛𝑡
𝑚𝑜𝑙𝑒𝑠 𝑜𝑓 𝑁𝐻4 𝑁𝑂3 = 0.31 𝑚𝑜𝑙 𝛥𝐻 𝛥𝐻 =
𝑚𝑜𝑙𝑒𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑜𝑙𝑢𝑡𝑒

SOLUTION:
ℎ𝑒𝑎𝑡 𝑙𝑜𝑠𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑜𝑙𝑣𝑒𝑛𝑡
𝛥𝐻 =
𝑚𝑜𝑙𝑒𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑜𝑙𝑢𝑡𝑒

−6, 331.15 𝐽
𝛥𝐻 =
0.31 𝑚𝑜𝑙

ANSWER:
𝐽
𝛥𝐻 = −20, 423.06
𝑚𝑜𝑙
 • Determine the heat gained by the water using the formula for simple calorimetry.

GIVEN: UNKNOWN: FORMULA:

𝑚𝑎𝑠𝑠𝐻 𝑂 = 100 𝑔
𝑞 (absorbed heat) 𝑞 = 𝑚𝑐𝛥𝑇
2
𝑐𝐻 𝑂 = 4.18 𝐽/𝑔˚𝐶
2
𝑇𝐼 = 20˚𝐶
𝑇𝐹 = 20.45˚𝐶

SOLUTION:
𝑞 = 𝑚𝑐𝛥𝑇
𝐽
q = (120 𝑔) (4.18 ˚𝐶) (20.45˚𝐶 − 20˚𝐶)
𝑔

ANSWER:
𝛥𝐻 = 225.72 𝐽

• What does the graph of the experiment imply? Why do you think the specific substance
has a significant drop in the temperature, while the other substance has a slow rate in
increase in temperature? What do you think is the main factor for this?

The graph shows the change in temperature

of both the unknown metal and the water. It shows
that the unknown metal’s temperature has greatly
decreased while the temperature of water has
slightly risen and the change is almost unnoticed.

Based on the given, we can use the specific

heat of both substances to justify the results of the
graph. In the given, the specific heat of the
unknown metal and the water are 0.388 J/g ˚𝐶 and
4.18 J/g ˚𝐶 respectively. As you can see, there is a
significant difference between the two. The low
specific heat of the unknown metal makes it hard
for the temperature to reach a higher level. The
high specific heat of the water makes it easier for
the temperature to rise. Hence, the slightly
noticeable change of temperature of water after the
process is done.
 • After running the experiment, what is the heat of neutralization between 3.00 M HCl and
3.00 M NaOH solution?

GIVEN: UNKNOWN: FORMULA:

𝑞
𝑀𝐻𝐶𝐿 = 3.00 𝑀 𝛥𝐻 𝛥𝐻 =
𝑉𝐻𝐶𝐿 = 100 𝑚𝐿 𝑛
𝑀𝑁𝑎𝑂𝐻 = 3.00 𝑀 SOLUTION:
𝑉𝑁𝑎𝑂𝐻 = 100 𝑚𝐿 calculate for mass:
𝑇𝑖 = 20.00 ˚𝐶 𝑚𝑎𝑠𝑠𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 = 𝑣𝑜𝑙𝑢𝑚𝑒𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 × 𝜌𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛
𝑇𝑓 = 40.43 ˚𝐶 𝑔
𝑚𝑎𝑠𝑠𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 = (100 𝑚𝐿 + 100 𝑚𝐿) × (1.05 )
𝑐 = 4.18 𝐽/𝑔˚𝐶 𝑚𝐿
ρ(𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛) = 1.05 𝑔 𝑚𝑎𝑠𝑠𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 = 210 𝑔
/𝑚𝐿 calculate for heat energy:
𝑞 = 𝑚𝐶𝛥𝑇
𝐽
𝑞 = (210 𝑔) (4.18 ˚𝐶) (40.43 ˚𝐶 − 20.00 ˚𝐶)
𝑔
𝑞 = 17, 933.45 𝐽
calculate for number of moles:
3.00 𝑚𝑜𝑙 𝐻𝐶𝑙 1𝐿
( )(100 𝑚𝐿) = 0.3 mol of HCl
1 𝐿 𝐻𝐶𝑙 1000 𝑚𝐿
3.00 𝑚𝑜𝑙 𝑁𝑎𝑂𝐻 1𝐿
(1000 𝑚𝐿)(100 𝑚𝐿) = 0.3 mol of NaOH
1 𝐿 𝑁𝑎𝑂𝐻

Finally, calculate for the heat of neutralization:

𝑞
𝛥𝐻 =
𝑛
17, 933.45 𝐽
𝛥𝐻 =
0.3 𝑚𝑜𝑙

ANSWER:
𝛥𝐻 = − 59, 778.17 𝐽/𝑚𝑜𝑙

Note: The heat is released by the reaction so the value of the heat of
neutralization will be negative, making it an exothermic reaction
Conclusion/Generalization:

In calorimetry, there are many things that you need to consider before a student can solve
a problem properly, adding to the fact there are also different types of problems under
calorimetry. One must be able to determine the names of every symbol that will be used in the
problem (e.g. mol., 𝑇𝑓 , 𝑇𝑖 , c, etc.). The student must apply reading comprehension skills in order for
him/her to find the given, know what is the unknown, know the appropriate formula for the
problem, solve for the problem, and to answer it. One should also be familiar to previous
concepts studied in chemistry because some problems might need the integration of past lessons
in to solving other calorimetry problems. Analyzing skills is also needed in calorimetry because
some questions are just tricking you into solving something that is already solved.

In this activity, the aforementioned statements can be declared as factual due to the
variety of the problems that are presented. Different answers are needed and one can only solve
it properly if they truly understand the question. Just like in other lessons which requires solving,
calorimetry requires a student to learn the prerequisites to solve complex problems. The
integration of learned lessons will be a great aid in order to answer more complex problems.

One must also remember that it is crucial to understand the concepts of calorimetry itself,
not just understanding on how to use the formulas in sample problems. If students are capable of
just solving problems because of their skills in using formulas and equations, they could never
have a deeper understanding of the underlying concepts of the lesson. They will not understand
why a certain process or phenomenon has occurred. If an individual is able to understand the
concepts and ideas behind the complex equations and answers, he/she will have a better chance
to solve calorimetry problems effectively.