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Explain Le Chatelier’s principle
Explain Le Chatelier’s principle
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Recommended: Explain Le Chatelier’s principle
Discussion:
At Q 1 A reaction is at equilibrium when the ratio of the product and the reactant side are equal. This could further be seen by the reaction quotient depicted by Qc is equal to the equilibrium constant, Kc, of the given chemical reaction. Given that aA + bB ↔ cC +dD, the small letters being the mole coefficients and the big letters being the molecules of the chemical equation, K_eq=([〖C]〗^c [〖D]〗^d)/([〖A]〗^a [〖B]〗^b ) is the formula for finding the Kc of any given reversible equation. The symbol used in writing an equation that involves equilibrium is a double-headed arrow to indicate that indeed, the reaction could go forward and backward.
At Q 2 Le Chatelier’s Principle states that a solution at equilibrium will shift accordingly so that any stress applied to the solution will lessen so that the solution will be at equilibrium once again. Le Chatelier’s Principle is observed in part I wherein the different concentrations affect the equilibrium of the CoCl2 in water or ethanol. From the results above, the 12 M HCl and H2O caused enough stress on the solution to shift the equilibrium. The lower concentrations however, was not able to cause a significant stress in the solution which resulted to the solution having no change in color.
Part II is also similar with part I in terms that it partially deals with the concentration as the main factor in shifting the equilibrium. The difference is that whatever was added to stress the reaction would also be neutralized in the end since part II deals with the same molarity if HCl and NaOH. Another difference is that two of the three pocedures involved the use of Ba(NO3)2. Whenever Ba(NO3)2 was added, the solution would become cloudy or murky because of the precipitate that...
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...ure as the controlled flask.
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The complete experimental procedure is available in the General Chemistry Laboratory Manual for CSU Bakersfield, CHEM 213, pages 20-22, 24-25. Experimental data are recorded on the attached data pages.
Saturated sodium chloride solution, also known as brine solution, is used to wash the distillate mixture. The distillate mixture is the phosphoric acid the co-distilled with the product. The brine solution also removes most of the water from the 4-methylcyclohexane layer. When six drops of 4-methylcyclohexene were added with two
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For example, a balanced chemical equation of a certain reaction specifies that an equal number of moles of two substances A and B is required. If there are more moles of B than of A, then A is the limiting reactant because it is completely consumed when the reaction stops and there is an excess of B left over. Increasing the amount of A until there are more moles of A than of B, however, will cause B to become the limiting reactant because the complete consumption of B, not A, forces the reaction to cease. Purpose
In our experiment we utilized the hydrate cobaltous chloride. Hydrates are crystalline compounds in which one or more molecules of water are combined with each unit of a salt. Cobalt (II) chloride hexahydrate is an inorganic compound which is a deep rose color in its hydrated form. As an inducer of
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Refer to Chemistry Lab # 2 – Investigating Changes. No changes have been made in this experiment. Methods = == ==
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In life and society as most of you know, chemistry is involved in everything in this entire world including; animals, plants, and even food! Although most people don’t like chemistry due to all the equations and “Stoichiometry”, it plays a significant role in everyday life. Thanks to many scientists in the past, we can now use the knowledge of their theories and postulates to find new technology and other scientific advancements to help the evolvement of many organisms in this world.
0% to 90% of the reaction, the pH for HCL increases faster than acetic acid to reach the
While researching the greatest chemists that have ever lived, I could not help but notice one who was missing from the list. Boyle, Mendeleev, and Lavoisier were on everyone’s list; and rightfully so, but I believe that people overlook the outstanding work of Henry Louis Le Chatelier. Le Chatelier studied chemistry extensively in school and made great discoveries as a teacher of the science at colleges in France. He is most known for the principle named after him: Le Chatelier’s Principle, which I will go into detail with later in the paper. My goal in this paper is to bring to light the significance of Le Chatelier’s life and his work in the field of chemistry and science.
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