Chemical compounds that are available to determine are CaCO3, CaCl2, Ca(NO3)2, mgCl2, MgSO4, KCl, HCl, HC2H3O2, KNO3, K2SO4, NaC2H3O2, Na2CO3, NaCl, Na2SO4, HNO3, H2SO4, HNO3, H2SO4, NH4Cl, (NH4)2SO4, K2CO3, 0.1 M AgNO3, 0.2 M BaCl, Mg(s), NaOH, and KOH. To start this experiment, start with the flame test by gathering a Bunsen burner and a Nichrome wire. Connect the Bunsen burner with a rubber tube to a laboratory gas. To prepare solutions for the flame test, weigh out 0.205 gram of Unknown Compound using an analytical balance and mixed it into a 140 mL beaker filled with 20 mL ionized water. Ensure that solid is completely dissolved using a stirring rod.
Some compounds have very distinctive colors when burned, such as Potassium, which is a white/purple, and sodium, which is a deep red hue. The first step for a flame test is to gather the needed materials. These include beakers, distilled water, the unknown substance, a Bunsen burner, matches, a nichrome wire, tubing to connect the gas line to the Bunsen burner, goggles, and known compounds to compare with. The first step is to make aqueous solutions of all the substances to be tested. This is done by adding .5
When the copper is heated, the flame of the bunsen burner changed from blue to green. The colour of the copper metal changed from a shiny reddish-brown colour to a dull gray-brown colour. When the magnesium is heated, it changed from a dull gray metal to a pale white colour. b) 2Mg (s)+ O2 (g) ----> 2MgO (s) Magnesium + Oxygen ----> Magnesium Oxide 2Cu (s) + O2 (g)----> 2CuO (s) Copper + Oxygen ----> Copper Oxide c)Copper
Which totaled 93.00 grams then decreased 1.673 grams them the reaction took place. 2. The color of the copper carbonate hydrate as it was heated can help identify the product? The final color ended up being black which was CuO 3.
Kylie Kenneavy April 7, 2024 U.S. History Since 1877. The Triangle Fire trial was a famous trial that took place in December of 1911 after a detrimental fire broke out in March of the same year. This fire took place at a shirtwaist factory in Manhattan, New York City. 146 workers’ lives were taken during the fire from smoke inhalation while trapped inside with limited ways out, and other fatalities occurred from employees jumping out of windows nine to ten floors high.
In a Beacon School, located in NYC, two-tenth - graders were seriously injured, leaving a boy with critical burns and another student with fewer server burns from her neck, head, and arm. Anna Peole, chemistry teacher was showing a “demonstration of rainbow flames” which will result burning of 4 different kinds of nitrates in separate crucibles in the classroom. However, the unstable amount of methyl alcohol hazes around the chemistry lab and explodes across the lab table surrounding Alonzo Yanes, a sophomore at the Beacon School. Alonzo Yanes was standing a few feet away from the lab table, where the crucibles were.
The Triangle Fire trial was a famous trial in December of 1911 after a detrimental fire broke out in March of the same year. This fire occurred at a shirtwaist factory in Manhattan, New York City. 146 workers’ lives were taken during the fire from smoke inhalation while trapped inside with limited ways out and other fatalities occurred from employees jumping out of windows nine to ten floors high. The trial outcome was not what most wanted after the two negligent owners were not held accountable for their actions regarding the fire and the deaths from it. Interviews, transcripts, and appeals can be used to understand how the Triangle fire led to a push for better working conditions in factory work settings.
To test for the presence of the ammonia cation, a scoop of the unknown compound was mixed with NaOH to see if the resulting solution had a noticeable smell that would affirm the presence of ammonia. A moist piece of pH paper was then held near the solution to see if the ammonium would dissolve the water on the pH paper. The next cation test performed was the flame test. A gram of the unknown compound was held by a metal stick above the flame of a Bunsen burner to see what color flame the compound would produce. The chart in the lab manual on page 63 was used to determine what cation correlated with what flame color.
My hypothesis of the candles having a constant burn rate within time intervals was partially supported during the candle lab because the candle did have a constant burn rate in mass (g/min), but the candle did not have a constant burn rate in height (mm/min). The mass of the candle decreased steadily by 0.057g/min in average. On the other hand, the height decreased at an average burn rate of 2 mm/min, but there was one burn (from burn 1 to burn 2) when the height of the candle (including the wick) increased by 1.88 cm. At that burn rate, the candle would have decreased to 2.5 cm at around 28 minutes, it would have completed the candle at around 40.5 minutes.
Another indication of a chemical change in this experiment was burning candle wax. This is a chemical change because flammability was present, which changed the identity of the candle stick. 2)
The magnesium burned did not leave significant odor like matches or candles do because it reacts with the oxygen, which is present within the air. This means that it's not necessarily reacting with the fire as the candles or matches do. Thus, magnesium and oxygen reacting together makes the compound, magnesium oxide as a result. The only reason why is looks likes it's burning is due to the fire is because the reaction between magnesium and oxygen, as they create the heat. This results the bright lighting like that of fire.
Finally, the lighting of a match cannot be undone, making it a definite chemical change. c) The head of a match contains potassium chlorate, sulfur, and powdered glass. The striking surface consists of sand, powdered glass, and red phosphorus. In striking a match, the sand
Lithium- gives off hydrogen gas Sodium- sound is louder hydrogen gas is produced Potassium-lit on fire Rubidium -blew up Cesium- blew up and glass broke Francium- Will explode Stated and explained why reactivity increases or decreases down a group in terms of shielding because it’s easier to give off because of the higher atomic number. Explained why alkali metals are more reactive than the alkaline earth metals because there easier to give away (give and take). Experiment: several chemical reactions were examined. From the observations a list of 6 elements in their order of activity beginning with the most active element down to the least active element were constructed.
In this project, titanium(IV) ethoxide, Ti(CC2H5)4, Cobalt(II) nitrate, Co(NO3)2.6H2O, Iron(III) nitrate-9-hydrates, Fe(NO3)3.9H2O, and strontium nitrate, Sr(NO3)2 are needed to prepare both non-substituted strontium ferrite and substituted strontium ferrite. In this case, non-substituted strontium ferrite acts as a control in this project to compare with the characteristics of cobalt-titanium substituted strontium ferrite. The main objective of this project is to compare the effect of substitution of cobalt-titanium ions to strontium ferrite using the control, the strontium ferrite without any substitution. In order to create a suitable medium for mixing, ethylene glycol is for formation of gel in this projectIn this project, different stoichiometric
Introduction: This lab report discusses an experiment to study the difference in the burn rate of various colored candles. The objective of this experiment is to analyse the outcome of burning 5 different colored candles including white under the same control variable for 60 minutes. The white candles used in this experiment are pure and no chemicals or dyes are added to it. They are normally made from paraffin wax with a wick in the middle.
