If any chemical is added or brought near another chemical, then a reaction will occur and physical and chemical changes will be seen. Procedure Procedure and Materials taken from Nelson Science Perspectives 10 pages 244 to 247 Material changes include: Glowing splint used in placed of limewater in Station 2 Magnesium
The lab started off by measuring critical materials for the lab: the mass of an an empty 100 mL beaker, mass of beaker and copper chloride together(52.30 g), and the mass of three iron nails(2.73 g). The goal of this experiment is to determine the number of moles of copper and iron that would be produced in the reaction of iron and copper(II) chloride, the ratio of moles of iron to moles of copper, and the percent yield of copper produced. 2.00 grams of copper(II) chloride was added in the beaker to mix with 15 mL of distilled water. Then, three dry nails are placed in the copper(II) chloride solution for approximately 25 minutes. The three nails have to be scraped clean by sandpaper to make the surface of the nail shiny; if the nails are not clean, then some unknown substances might accidentally mix into the reaction and cause variations of the result.
For example whip cream is white so if you add food coloring four drops and mix it up, that is a chemical reaction. Gas molecules expand in the space they're in and if there is no top they will expand out of the container
Introduction During this lab, students observed that not all substances dissolve at the same rate. Many factors involved including the independent and dependent variables affect how distinct substances dissolve. Overall, the chemical reaction, “the amount of reactant that changes the product in a given time”, played an important part in this experiment, when proven how a substance can change into another element by either emitting or absorbing energy. (Tro, 2018).
The products were aluminum chloride and copper. A change in properties demonstrates that a chemical reaction occurred. One property that changed was the colors. Initially the aluminum foil was a shiny silver, and the copper chloride was a green-blue liquid. After we placed the aluminum into the copper chloride solution, the liquid clouded up a lot and turned to a light grayish hue.
How do you know? It is a chemical change because it turned into a new substance. In addition, Was the mixture a homogeneous or heterogeneous mixture? Explain.
Chemical Reactions March 25, 2024 Marcia Rowe Instructor: Julie Wenz CHMY 105- Exploration of chemistry Introduction: The objective of the chemical reaction experiment is to gain familiarity with several types of chemical changes through the implementation of a series of tests. Chemical reactions are processes that typically involve a chemical change, where the initial substances (reactants) differ from the resulting products. The presence of an arrow indicating the product signifies the occurrence of a chemical change. This experiment involves making observations, collecting data, and recording the outcomes.
This experiment investigated the properties of metals by seeing the reactivity of metals. The metals used in this experiment were lithium, sodium, potassium, magnesium, and calcium. What was the first chemical change observed in the lab? Explain.
For this experiment, Cu(s), went through many reactions with a series of reagents to produce four different copper containing compounds before being restored back to its original metallic form. The observations from each reaction were then used to determine the type of reaction it was, and various equations associated with each reaction type. The amount of copper measured at the beginning and end of the experiment were compared to one another to determine its percent recovery by using Equation 1. The percent recovery was then related back to the Law of Conservation of Mass to see if the experiment supported the law. One thing that could be changed with this experiment would be to have a proper way to decan the liquids since some of the precipitate
The result will turn out to be a solution Water - Vinegar: First, take a beaker and fill it with 100 ml of water Next, take 100 ml of vinegar and pour it into the beaker After that, take a stir stick and stir contents together The result will turn out to be a
Section 1: Introduction and Guiding Question Atoms are tiny particles that compose to make up matter. The atoms combine to create bonds. The bonds are substances that can go through physical and chemical changes. Chemical reactions can happen when two substances combine. Different mixtures of substances create different types of reactions.
In the graph above we can see that the dependent variable (amount of time) increases as the independent variable (quantity of salt) in increased. This is due to the reason that when salt is added to water it increases its boiling point, this process is an example of boiling point elevation, where the mixture will boil at a higher point than the pure solvent. When salt is added to water, sodium chloride (NaCI) separates into sodium (Na) and chlorine (CI). These positively and negatively charged ions modify the intermolecular forces of the water molecules. Each water molecule has one side more negatively charged (oxygen side) while the other side is more negatively charged (hydrogen side).This formation is called a dipole.
What is happening to the particles in the water as it is being heated? How does this impact the state? When heat is added to a substance, the particles in the water vibrate faster. As the particles started to vibrate faster, the space between atoms increased.
When a solute acts on a solvent a chemical reaction takes place. Here we will be using baking soda and vinegar which are our two components which will cause a chemical reaction. Reactions can be affected by several things such as temperature, concentration and the presence or absence of a catalyst which is a substance which can increase the rate of the reaction. To determine the rate of a reaction there are many methods that can be used.
• Classroom Environment I observed a second grade classroom on Wednesday November 18, 2015. During science block time, and the experiment I observed was chemical reactions. I arrived fifteen minutes before the science block time, because I wanted to observe the transition. The transitioning indeed was smooth, and the children shared their happiness about the science experiment. The class on this day had the 23 students and the teacher present.
