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To verify the law of conservation of mass
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Recommended: To verify the law of conservation of mass
When matter goes through a physical change its appearance changes not its molecules. Stepping on an aluminum can and crushing it is a physical change, its shape changes but the energy inside the can did not change meaning it couldn’t be a chemical change. Chemical changes happen on a very small scale and can happen over a period of time. Chemical changes are a change that forms a new chemical substance. A chemical changes is the breaking or joining of bonds and atoms. Iron rusting, gasoline burning, and milk souring are all chemical changes because new substances are formed. Boiling water, dissolving sugar, and dicing potatoes are examples of physical changes because nothing is changed but the appearance of the substance. The Law of Conservation of Mass confirms there are no signs of gains or loss in mass during a chemical reaction, although the state of the substance could change during the chemical reaction. During a chemical change a substance in a solid …show more content…
It is found by first taking the number of grams in each element given in the problem, then converting the mass of each element into moles by the using the molar mass of the element found on the periodic table. Next you find that you divide each mole value by the smallest number of moles calculated, then round to the nearest whole number. The Empirical Formula shows the lowest possible whole number of elements in a compound. The Empirical Formula mass of a compound also refers to the sum of the atomic masses of the elements present. The Molecular Mass is a representation of the actual whole number ratio from the elements of a compound. If you divide the numbers in a molecular formula by some values to simplify them further then the empirical formula will be different from the original molecular formula. The Molecular Formula shows the how many atoms are present of each element in the molecule of the
The experiment done in the lab supports the law of Conservation of Mass because we used the reactants and simply rearranged them to create the products without adding or removing anything. For the experiment we used candy and marshmallows. The green candy symbolized carbon atoms, the red ones hydrogen atoms, and the marshmallows represented oxygen atoms; we also used toothpicks which illustrated bonds keeping them all together. The chemical reaction for photosynthesis is the product of six carbon dioxide plus six water atoms is glucose (sugar) plus oxygen. We started by making the food into the reactants, the ingredients for the chemical reaction; six green candy drops and twelve marshmallows plus twelve red candy drops and six marshmallows.
The Gravimetric Stoichiometry lab was a two-week lab in which we tested one of the fundamental laws of chemistry: the Law of Conservation of Mass. The law states that in chemical reactions, when you start with a set amount of reactant, the product should theoretically have the same mass. This can be hard sometimes because in certain reactions, gases are released and it’s hard to measure the mass of a gas. Some common gases released in chemical reactions include hydrogen, carbon dioxide, oxygen and water vapor. One of the best methods for determining mass in chemistry is gravimetric analysis (Lab Handout).
Cu (aq) + 2NO3 (aq) + 2Na+ (aq) + 2OH- (aq) → Cu(OH)2 (s) + 2Na+ (aq) + 2NO3(aq)
Matter exists in three basic states: solid, liquid, or gas. A substance experiences a phase change when the physical characteristics of that substance change from one state to another state. Perhaps the most recognizable examples of phase changes are those changes from a solid to a liquid or a liquid to a gas. When a substance goes through a phase change, there is a change in the internal energy of the substance but not the temperature of the substance (Serway, et al. 611).
Reactions are based on collisions of particles, in which the particles must have sufficient energy. Some chemical reactions are reversible, and when the rate of the forward reaction equals the rate of the reverse reaction, the process has reached equilibrium. As it will appear to have stopped, as there is no overall change due to the rates being equal.
A chemical change involves a creation of a new substance, but a physical change doesn’t involve any creation of any substance. For example, if a piece of chalk drops on the floor and separates into a few small pieces, it’s a physical change, because only the shape of the chalk changed, but no new substance is involved, but if a piece of sodium drops into water, gas comes out, and causes a “pop” sound, that is a chemical change because gas has been formed when sodium dropped in the water. Hypothesis = == ==
Also, I will know what a chemical and physical property is and I will know how to find them out. Materials = == == ==
A good example would be the experiments with the concentrations of 20% to 60% concentration results to show the change. In the 20% concentration I noticed a decrease in the percentage change in mass for the experiment the percentage was _____ while for the concentration of sucrose 60% the change was _____ we can see that the percentage change in mass is decreasing thus we can conclude that the difference of the initial from the final and as it gets greater that means the mass of the potato changed massively.
Rate of Reaction = Change in Concentration ------------------------------------------ Time Taken for Reaction A chemical reaction is the name given to a substance when it changes. and becomes a completely new substance. It is difficult to reverse.
Impulse changes momentum is the next topic and if momentum changes, it is said that the mass or the velocity changes and at times, both of them can change. The equation for
Is slime a physical or chemical change? The slime can be stored in the plastic bags, if it is left out of the bags for a long period of time it will dry out. The chemical reaction occurring is the connecting of two molecules together in the Elmer's glue where the borate in the borax is the
Chemical weathering is occurred by rainwater reaction to the mineral grains and it is new new rocks that form and become sobule. This reaction happen when the water is slightly acidic with the minerals and rainwater. Chemical weathering needs water, and when the temperature is warm the climate will grow. Words to understand when learning chemical weathering is mineral grains. (Mineral grains is found in very small rocks, and it is very hard to see them.) Chemical weathering takes place in almost all types of rocks. Smaller rocks are found in chemical weathering however, because they
There are four different types of states of matter, this states are caused by the change of temperature. When temperature increases an object can go to the process solid to liquid, liquid to gas, or the object can become hot. When the particles get to the gas state, the particles start to spread out and move freely. When they are in the liquid state, the particles are tightly packed, but they are far apart to move one another. When an object goes from solid to liquid, the particles start to get apart from each other. For example, an ice goes to the process solid to liquid when is left in high temperatures. The ice starts to melt and it transforms into a liquid. When an object goes from liquid to gas the particles are spread. For example, when
From the unit of chemistry in grade ten science, the students have learned many things from different types of elements in the chart all the way to how each element impacts the daily life each student or even adult lives in. Some of the things I as a student have learned include how to draw the different elements in a bohr rutherford diagram, balancing chemical equations, types of chemical reactions, and even information about the different types of acids and bases. Although there were many other things in the unit, these four definately helped me learn about chemistry in a more in-depth way, as well as teaching me something very new since these were some things a few of the students had never done in the previous years. Learning this in the classroom has really opened my eyes to the world in which we live in today, many times I leave the house on a cold day and as I look upon the cold water becoming ice or even the snow falling down, I know how it is happening, why it is happening, and I can even picture the molecules solidifying as we had seen in class with many different diagrams.