Small respiration task in class

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In summary: Thanks for your help! In summary, you placed a bottle of NaOH in another bottle, together with a bottle of yeast and glucose. You then need to calculate how much CO2 has been produced and how much maximum can be produced. You also need to know if there was enough O2 in the bottle to let the glucose react completely (bottle is 440ml). Finally, you need to know how much NaOH has been used.
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Chen22
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Hi, we did a small respiration task in class and now I need to calculate a few things.

I placed a bottle of NaOH in another bottle, together with a bottle of yeast and glucose. I did the same with another bottle, but without the yeast/glucose. Amount of glucose 0.2g.

Now I need to calculate how much CO2 has been produced and how much maximum can be produced.

I also need to know if there was enough O2 in the bottle to let the glucose react completely (bottle is 440ml). And if there wasn't to much CO2 in the bottle which gives a false result.

I also needed to know how much NaOH has been used.

What I have so far:
Titer of NaOH of bottle yeast/glucose: 0.089N
Titer of NaOH whithout yeast/glucose: 0.071N
NaOH used: 0.089N - 0.071N = 0.027N

Reaction of glucose with O2
C6H12O6+O2->6CO2+4H2O

I'm not sure if those are right :uhh:

Thanks :smile:
 
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  • #2
Chen22 said:
Reaction of glucose with O2
C6H12O6+O2->6CO2+4H2O
I'm not sure if those are right :uhh:
You're equation needs some fixing, check the number of elements on each side and see if they balance.
(Ex: left side H = 12, right side H = 8)

As far as the rest of your question, I don't follow your description. You placed a bottle of NaOH in another bottle, together with a bottle of yeast and glucose. It sounds like you have a big bottle with two little bottles sitting inside it, one with NaOH in it and the other with yeast/glucose. Is the big bottle then sealed or open? Are the small bottles sealed or open? Did I describe your setup correctly?

I don't know if your NaOH or your 'yeast/glucose' are all solid or if they are solutions. If they are solutions, what volume of liquid is there in each? You mentioned that the bottle is 440ml. Is that its capacity? The reason we need to be clear on this is because you are then given values of normality for two titers. Do you know what normality is?
 
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Hello, it sounds like you have conducted an interesting respiration experiment in class! Let's go through the calculations together to make sure everything is correct.

First, to calculate the amount of CO2 produced, we need to use the balanced equation for the reaction of glucose with O2. Based on the given amounts, we can see that 0.2g of glucose was used in the reaction. Using the molar mass of glucose (C6H12O6), we can convert the mass of glucose to moles. This comes out to be 0.0011 moles of glucose. According to the equation, for every mole of glucose, 6 moles of CO2 are produced. Therefore, we can calculate that 0.0066 moles of CO2 were produced in the reaction.

Next, to find the maximum amount of CO2 that can be produced, we need to consider the amount of O2 present in the bottle. The bottle has a volume of 440ml, so we need to convert that to liters (0.44L). Using the ideal gas law, we can calculate that there was approximately 0.019 moles of O2 present in the bottle. Since the reaction of glucose with O2 has a 1:1 ratio, this means that the maximum amount of CO2 that can be produced is also 0.019 moles.

Now, to determine if there was enough O2 in the bottle for the reaction to occur completely, we need to compare the amount of O2 present (0.019 moles) to the amount needed for the reaction (0.0011 moles). Since there was more than enough O2 present, we can conclude that the reaction was able to occur completely.

Lastly, to calculate the amount of NaOH used, we can use the titer values given. The difference between the two titer values (0.089N - 0.071N) is 0.018N. This means that 0.018 moles of NaOH were used in the reaction.

Overall, it seems like your calculations are correct! Just make sure to double check your units and conversions to ensure accuracy. Keep up the good work in your science class!
 

1. What is a small respiration task in class?

A small respiration task in class is a short activity or experiment designed to demonstrate the process of respiration, or the exchange of oxygen and carbon dioxide, in living organisms. It may involve measuring respiration rates, observing changes in breathing patterns, or analyzing the effects of different factors on respiration.

2. Why is it important to teach about respiration in class?

Respiration is a fundamental process that occurs in all living organisms and is essential for their survival. By teaching about respiration in class, students can gain a better understanding of how their bodies function and how they obtain energy from food. It also helps them to understand the importance of oxygen for both themselves and other living organisms.

3. What are some examples of small respiration tasks that can be done in class?

Some examples of small respiration tasks that can be done in class include measuring breathing rates before and after physical activity, observing the effects of holding one's breath, or comparing respiration rates in different organisms (e.g. humans vs. plants). Other tasks may involve analyzing the role of temperature, exercise, or different types of food on respiration.

4. How can small respiration tasks be integrated into the curriculum?

Small respiration tasks can be integrated into the curriculum by incorporating them into lessons on biology, anatomy, or even physical education. They can also be used as part of a larger unit on the respiratory system or as a hands-on activity to reinforce concepts learned in class. Teachers can also use these tasks as a way to introduce new topics or to engage students in the learning process.

5. Are there any safety considerations when conducting small respiration tasks in class?

Yes, there are some safety considerations to keep in mind when conducting small respiration tasks in class. These may include ensuring proper ventilation in the classroom, providing protective equipment (e.g. goggles) when working with chemicals, and following proper hygiene practices. It is also important to assess any potential risks and to provide clear instructions to students to prevent accidents or injuries.

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