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
This process is then repeated. In the second trial, the Mg ribbon did not completely dissolve and the results were thrown out. The third trial (referred to as the second in the following analysis due to the exclusion of the previous one) was successful, and measurements can be seen below. We then moved onto the second reaction using magnesium oxide and hydrochloric acid in the fume hood. We measured 200.1 mL of HCl and placed it in the calorimeter, and an initial temperature reading was taken.
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.
Purpose/Problem: 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.
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.
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.
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.
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.
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
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
he decomposed mercury II oxide into its elements by heating it. Karl Wilhelm Scheel, a
Conclusion This experiment was set out to find the effect of different temperatures of hydrochloric acid on the rate of reaction with magnesium. The information recorded was then interpreted and compared to the hypothesis. From this information, a conclusion can be made to show that the rate of reaction relates to temperature in the reaction between hydrochloric acid and magnesium. In conclusion, as proven in this experiment, the higher the temperature of hydrochloric acid, the faster the reaction it has with magnesium.
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 ...
And the symbol equation for it is:. Na2S2O3 + 2HCl, S + SO2 + 2Na + H2O. Before conducting my experiment, I will research into, amongst other things, the factors that affect the rate of a reaction. This is so that I may have enough information to understand the effect of temperature on the rate of a reaction and also gain appropriate understanding to make a suitable prediction as to what the outcome of my experiment will be. Reactions occur when the particles of reactants collide together continuously.
To control the rates of chemical reactions is imperative to the continued existence of our species. Controlled chemical reactions allow us to move forward in society, constantly. We find new ways to provide light and heat our homes, cook our food, and pursue in crafts that benefit our society. There are, however, just as there are advantages, disadvantages to the efficiency of controlling the rate of reactions, which in some cases can be fatal to our scientific development and progression. The growth of humankind necessitates that we must be able to control the rate of chemical reactions.