Classes of Chemical Reactions Whenever a reaction takes place, energy is changed as well when the substances react chemically. Scientists have taken these changes in energy and generalized them. Scientists can take these generalizations and discover more about the nature and tendencies of matter. In this lab, the purpose was to perform seven reactions, write down their equations, and identify the type of reaction. In this lab report, several methods of displaying this information will be applied. Synthesis 1. A piece of Magnesium was obtained at about two centimeters in length. The strip was thin and easily bent or twisted. It had a metallic surface and was brittle. It was silver in color. A flame from a Bunsen burner was held to the Mg, and it ignited, giving off a brilliant white light. Looking directly into the light resulted in temporary blindness, which would explain the warning on the procedures that strongly suggested not looking directly into the light. After the flame had extinguished itself due to lack of fuel, the Mg had turned from a metallic strip to an off-white powder, which crumbled at the slightest irritation. The magnesium had bonded with the oxygen gas in the air from the energy that was applied to it and formed magnesium oxide. The type of reaction was a synthesis reaction, as is shown by this equation. 2Mg(s) + O2(g) = 2MgO(s) 2. A piece of copper was obtained. It was a small, rounded wire that could be bent, although with a greater difficulty than the Mg strip from the previous account. It was copper in color (never saw that one coming, didja) and had a metallic luster. The copper was put in the flame of a Bunsen burner and after several seconds, it began to blacken. The flame was applied to it for about a minute and a half, and the copper appeared silvery under intense heat, but when it was removed from the flame, the silver color quickly faded. The copper strip was now black all over, and the change in color suggested that a chemical change had occurred. The Cu had reacted with the oxygen in the air and formed copper oxide. The black color could be scraped off, but only in small slivers. It would crumble when it was irritated with a great deal of pressure, respectively. It was a synthesis reaction as displayed by the equation here. Cu(s) + O2(o) = CuO2
The crucible and cover were placed on the triangle, and they were heated until they turned red hot. Afterwards, they were removed from the fire with the tongs and placed on the wire gauze to cool for ten minutes. Then, the mass of the crucible and cover was measured and recorded in the data
At equilibrium, the rate of decomposition of N2O4 is equal to the rate of combination of NO2. As the NO2 increases, then it starts declining as NO2 starts combining to form N2O4. This is called reverse reaction. The physical characteristic for this reaction is that the colour changes from colourless, d...
Observations: Once the magnesium was in the crucible and was being heated by the Bunsen burner, it glowed for a brief time. It then caught fire before the lid was placed on top. When it came into contact with the oxygen, the magnesium started glowing extremely bright, and intensely white. The glow became orange after some time. The magnesium ribbon then turned white.
Get together a clay triangle, ringstand, and a burner. Wash a crucible. Locate the crucible onto the ringstand. Warm the crucible on the scorching section of the flame from the burner for approximately five minutes. Chill the crucible at room temperature. Then, weigh it precisely. Grasp the crucible using tong because the use of hands will add oils and residues on to crucible. Place roughly 2 grams of copper sulfate inside the crucible. Then, measure the weight of the crucible along with its contents. Position the crucible onto the clay triangle. Next, heat up the crucible steadily at the beginning to avoid splattering. Once heated to the shade of red, place on the hot part of the bunsen burner flame for precisely five minutes, chill to room temperature, and find the mass of the crucible including its contents. Document the weight on the data sheet. Put the crucible on the ringstand. Pour a small about of distilled water into the crucible. Wait about five minutes to see reaction that is made. Find the mass of the crucible. Indicate the mass on data sheet.
Our first goal in Project 7 was to determine what our three unknown solutions were. We did this through a series of tests. Our first test was a series of anion tests. We performed anion tests to determine whether any of the following anions were present in our solution: chloride, sulfate, nitrate, carbonate, and acetate. Our first solution, labeled as B, had only the chloride test come out positive. The next solution, C, tested positive for acetate, as did our last solution, E. We next performed anion tests. These included flame test, as well as an ammonium test. For the flame test, certain cations turn flames different colors, so we used this knowledge to test to see which cations could be present in our solutions. During this test, the only solution that appeared to turn the flame any color was solution C, which turned the flame bright orange, indicating the sodium ion was present. This led us to the conclusion that solution C was sodium acetate. We next performed an ammonium test, which involved mixing our solutions with sodium hydroxide, and smelling the resulting solution in order to detect an ammonia smell. Solution B was identified as smelling like ammonia, indicating the presence of the ammonium cation. From this, we identified solution B as ammonium chloride. We next checked the pH of all three of the solutions, first by using litmus paper. Solution C was slightly basic, solution E and B were both acidic, with a pH around 4. Since we knew that solution E had acetate, and was acidic, and did not turn the flame any color, we determined it was acetic acid, as none of the ions in acetic acid would turn a flame any color.
In this lab we had to figure out what our mystery compound was by performing two tests. One of the tests was called the Flame Test, which we use to find out the metal element in the compound. It is used to find the metal because each metal gives off its own unique flame color. The other test is called the Precipitate Test, which we use to find out the non-metal element in our compound by adding silver nitrate to it. It’s used to find the non-metal because each non-metal has its own unique reaction to silver nitrate.
We all know the saying, “Don’t judge a book by it’s cover.” Similarly, every element in the periodic table has its’ own story and its’ own unique meaning. However, the average high schooler simply associates these elements as something used in their chemistry classes. In fact, the elements seen on the periodic table actually have much more to do in our daily lives and in history than most people know. While giving a whole new perspective to the meaning of Chemistry, author Sam Kean successfully recounts the hidden tales through humor and wit in his bestselling novel The Disappearing Spoon: And Other True Tales of Madness, Love, and the History of the World from the Periodic Table of Elements. Specifically, Chapter 15, “An Element of Madness,” addresses the lives of several “mad scientists” associated with selenium, manganese, palladium, barium, and roentgenium that ultimately led to their downfall.
In the Classifying Elements lab, the main purpose was to determine what characteristics would be used to divide the chemical elements into groups with similar properties. In order to place elements into groups two tests were held: test one was used to determine the physical properties of the substances such as being shiny or dull, and malleable or brittle. Test two was held to determine the chemical properties of the substances such as, the reaction when HCl or CuCl2 is added. After studying the two test results, it was certain that these substances could be placed in groups based upon the similar characteristics, such as physical and chemical properties.
Hurricane Harvey was one of the most devastating hurricanes to strike the United States in several years. Harvey resulted in over eighty fatalities and over 150 billion dollars in damages. This proves to be one of the most destructive hurricanes to be recorded. The overwhelming damage was caused by many different aspects; however, three of the greatest aspects are: varying weather patterns throughout the storm, the city structure of Houston, Texas, and the lack of evacuation. Each of these factors affected the city in a different way, but all resulted in a common outcome, devastation.
There is nothing quite as impactful and terrifying as going through and surviving a natural disaster being Hurricane Harvey. My experience with a hurricane of this caliber transformed the way I view the world and has made me realize the importance of being ready for everything including the impossible.
Hurricane Katrina was one of the deadliest, destructive and costly tropical cyclones that have hit the United States in decades. Katrina was part of the hurricane season in the Atlantic in 2005. It was the third most powerful storm of the season; it was a great tropical cyclone that hit southern and central United States in August 2005. Producing serious damage in Florida, Bahamas, Louisiana and Mississippi, including material damage and severe flooding. It made landfall on the Louisiana coast on August 29 becoming a Category 3 hurricane, and although at the last moment deviated slightly from its route directly through the city of New Orleans, there was widespread destruction in the same and nearby areas. For damage, it became one of the most
he decomposed mercury II oxide into its elements by heating it. Karl Wilhelm Scheel, a
Hurricane Harvey has put numerous lives in jeopardy as it continues to rage across Houston and the surrounding areas. Harvey has had major repercussions that are going to affect both the present and future. Those affected by Harvey are currently battling flooding, watching convention centers open, and seeing the release of water from reservoirs are all impacts Hurricane Harvey, one of the largest storm systems to ever hit Texas has uprooted thousands of lives and caused mass terror to those directly and indirectly affected.
When the flame was blown out and the glowing wooden splint was placed halfway into the test tube containing H2O2 and MnO2 crystals, the splint reignited and caught flame once again. This demonstrates the decomposition of H2O2 into water and hydrogen. MnO2 is a catalyst that increases the rate at which H2O2 decomposes. Adding oxygen to a fire will cause it to burn faster and hotter and the oxygen rich test tube allowed the splint to reignite.
The next era is the end of the 17th century- mid 19th century also known as “traditional chemistry”. In the 1700’s, Johann J. Beecher discovered a substance called phlogiston. When substances burn, phlogiston is supposedly added from the air to flame the object that’s burning. Charles Coulcomb the ...