Required Discussion_ CO2 in a Bottle - Discussion Group 6
.pdf
keyboard_arrow_up
School
Oregon State University, Corvallis *
*We aren’t endorsed by this school
Course
103
Subject
Chemistry
Date
Dec 6, 2023
Type
Pages
3
Uploaded by ChefStrawQuail48
1.
Describe the main result from the CO
2
experiments in the two videos below.
The main result from both experiments is that
CO
2
made the temperature rise as compared to
the control.
Which experiment did you find more compelling and why?
The experiment I found most compelling was the bottle experiment. What interested me
the most is that she was able to make her own CO
2
gas. This experiment showed a much
more temperature difference than the first experiment and that's only on a small scale. It
made me think about how much of a change is made on earth.
2.
Why did the colors of the globe fade when covered in glass?
The colors of the globe faded when covered in glass because the glass is reflecting the light back
to the globe and it is no longer able to radiate off the globe.The glass does not let it escape.
Why did the colors of the teacher fade when covered in the sweatshirt?
The colors of the teacher faded when covered in the sweatshirt because the sweatshirt traps the
heat closer to his body and again does not let the radiation escape.
How is this similar to how CO2 holds heat in the Earth's atmosphere?
This is similar because by the earth holding in heat, we experience global warming.
3.
Video 1: Why did the colors of the flame fade when CO2 was placed between
the camera and the flame?
The colors of the flame faded because the CO2 fills the tube between the camera and candle
which traps the heat and does not let it escape. Therefore we are no longer able to see the heat
coming off from the candle on the camera.
Video 2: Why did the colors of the female student fade to blue when the Ziplock bag
was placed in front of her face?
The colors of the female student faded to blue when the Ziplock bag was placed because the
gasses within the bag absorbed the heat just like the other videos demonstrated. So it is no longer
able to escape through the bag and be seen on the IR camera.
4.
Which of the above videos did you find most convincing and why? Or perhaps the
combination of all videos was helpful - why was that?
The combination of all the videos were helpful because in the end they all had the same result.
You are no longer able to see the infrared radiation because the heat is being trapped. Which in
turn causes the tempter to rise like the first two videos for question #1 showed.
Were these things you had already understood before taking this class?
No, I had no understanding about any of these things before this class. I never really thought
about global warming and greenhouse gasses.
Show at least one of these videos to someone not taking the class and tell us about
the conversation that ensued.
I showed my friend the greenhouse effect in a bottle video and the conversation that occurred
was that he feels the experiment is flawed to help push a narrative. But, if the experiment wasn’t
flawed then, he would say global warming is real and that we need to do the best we can to
reverse the damage. I then asked him why he thought the experiment was flawed. He said there
is “no indication what the CO2 readings are. It could be more than the earth’s atmosphere, but
we don’t know because it’s not shown. So it would have more than what’s in our atmosphere and
that could be the reason why it heated as much as it did”.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Related Questions
Based on the data in the table, summarize what was shown here, what did they do here? And was this lab successful or not?
Substance
Physical Appearance
Odor
Density (g/mL)
Reacts with NaHCO3
1. Benzaldehyde
Clear liquid or almost pale yellow
It smelled like almonds
1.00
No, significant reaction
2. MTBE
Colorless
Fruity smell to it
1.236 -1.247
No chemical reaction occurred
3. Urea
White solid
A very strong order of ammonia
0.791
No reaction occurred
4. Acetone
Colorless
Pungent odor like nail polish remover
1.335
No, did not react with sodium bicarbonate
5. Glycerol
Colorless
N/O
1.044
No, it did not cause a reaction
6. Citric Acid
colorless then turns white with sodium bicarbonate added
N/O
1.044
Yes, caused fizzy/bubbles to it.
arrow_forward
1) Listen
-5
The Ksp value for calcium sulfate [CaSO4] is 2.40 X 10 and a professor made 1825
mL of a CaSO4(ag) solution but then one of his graduate student accidentally poured
in a 0.125 M solution of calcium phosphate [Cag(PO4)2] solution. You may ignore
the additional volume coming from the Ca3(PO4)2 solution to make the calculation
simpler. Calculate the new sulfate (SO42) ion concentration at equilibrium with this
common ion effect.
6.40 x 10-5
5.25 x 10-5
6.21 x 10-5
5.44 x 10-5
201591..docx
LAB EXP. #3 -..docx
Show All
arrow_forward
What is a possible testable question (in correct format) That Mrs love might ask for this Sanrio?
arrow_forward
Which of the following are hazards in this lab? Choose all that apply.
Group of answer choices
NaOH
HCl
NH3
acetic acid
deionized water
arrow_forward
You work in a research organization that is looking for markers of various diseases that can be used as a diagnostic for the disease. It has been reported in the past that high levels of Cu are found in the sweat of people with cystic fibrosis. One of the research projects is focused on looking for high levels of Cu in samples that can be obtained non-invasively such as saliva, sweat, hair, nails, etc.
The lab will analyze large samples for Cu. What instrument would you recommend purchasing to support this work, Atomic absorption spectrophotometer or an inductively coupled plasma atomic spectrophotometer? Explain the basis for your decision.
arrow_forward
10 mL of 10 % sodium sulphate solution into a clean test tube. Add 1 drop of 10 % barium chloride. What do you observe? Write an equation to explain your observations in your lab report. C2. Measure out a fresh 10 mL portion of 10 % sodium sulphate into another test tube. Making sure to count the drops, use a dropper to add 30 % calcium chloride solution. Swirl the solution after each drop. Continue until a white precipitate occurs. Write an equation to explain your observations. Which solubility product has the smaller numerical value, that for calcium sulphate or barium sulphate? Explain how you know this is true. C3. Measure out another 10 mL portion of 10 % sodium sulphate into a clean test tube. Add 8 drops of 50 % sulphuric acid and swirl. Count the number of drops (swirl after each drop) of 30 % calcium chloride needed to produce a precipitate of calcium sulphate. Explain why the number of drops of calcium chloride differs in the two experiments. I need equations, observations…
arrow_forward
What is the literature value of the Ksp of Ca(OH)2 ? How far off from this value was your value(s) (6.210 × 10-4 and 6.434 × 10-4 )? List reasons why your values may be different from literature values.
arrow_forward
Subpart 4-6
arrow_forward
THIS CAN NOT BE HAND DRAWN!
arrow_forward
>
1
arrow_forward
1a. Throughout the experiment, what are some possible sources of error that could have led to
someone recovering a significantly smaller amount of table salt (NaCI) than was originally
present in the sample mixture.
16. What are some possible sources of error that could have led to someone to appear to have
recovered a significantly larger amount of sand (SiO2) than was originally present in the sample
mixture.
arrow_forward
5. EXTRACTION
To 1 ml. of bromine water in a test tube add .5ml chloroform or carbon tetrachloride. Note
the color of the liquid layers.
Which layer is more colored?
What do you call such liquids which do not form a homogenous mixture?
Can you possibly make them homogenous?
How?
Transfer the mixture into a separatory funnel and add 2 ml. more of bromine water and
add 1 ml. more of chloroform of carbon tetrachlorides then shake to effect proper mixing. Let
out the lower layer through the stem of the funnel. Again add another 2 ml. to chloroform or
carbon tetrachloride to the aqueous solution in the funnel and shake as before.
How does the color of the chloroform or carbon tetrachloride layer compare with the first
extract?
How
do
you
explain
the
difference?
Is it possible that after several extractions the chloroform layer will become colorless?
Why?
arrow_forward
Is this correct for the diaper dissection lab
arrow_forward
I need help with my general chemistry lab homework. I have all the data I need, but I am not able to understand what I need to do to get to where I need to be. I am on desktop so the questions in my lab manual is as follows (Lab is on Beer-Lambert Law):
using the three standards (Solutions 1, 2, and 3), create a calibration plot. Report the linear fit equation and R^2 value.
Using the equation and absorbance of the sport drink sample, calculate the concentration of allura red in the sports drink sample.
I have the data collected in lab. I just need help getting to what is expected. Thanks!
arrow_forward
Can you please help me with 5
arrow_forward
4. A student prepared a compound. The melting point of the crude product was 42 to 48°C.
After purifying the solid for the first time, the melting point was 47 to 51°C. After another
purification, the melting point was 50 to 53°C. At this stage, can the student confidently
say the product has been completely purified? Justify your answer.
ied
arrow_forward
The concentration of green dye in green apple Gatorade was determined in a manner identical to experiment 3.The slope of the Beer lambast law plot (calibration curve) for this dye (FD & C Green 3 or fast green) was determined to be 53.7 L/g cm (assume the intercept of the beer lambast law plot is zero)what is the concentration,in units of g/L,of the green dye in the sample of Green Apple Gatorade with an absorbance of 0.369?In three significant figures
arrow_forward
The Background section of this lab explains why weight percent (%w/w) can be
useful for comparing the relative amount of a desired or "active" compound in
different products.
During the lab, a major goal will be to decide which of your experiment flasks yield
data that would allow you to correctly calculate the %w/w of sodium bicarbonate in
these tablets.
Let's assume that you correctly choose one flask for this calculation. If the amount of
NaHCO3 in that flask was 2.80 g and the original weight of the tablet was 4.50 g,
what is the %w/w NaHCO3 in the tablet that went into this flask? GIVE YOUR
ANSWER TO TWO DECIMAL PLACES.
Your Answer:
Answer
arrow_forward
Might you solve 1 and 2? And if it is possible can you solve 3 and 4? If not just solve the first one.
arrow_forward
What is a possible testable question (in correct format) that Marisa might ask for this Sanrio?
arrow_forward
PURIFICATION OF WATER
This is an experimental set-up for the purification of water experiment. State uses of each labeled parts in relation to te purification of water experiment.
arrow_forward
For part B, it is not 4.98 x 10-41. I put it in and it was wrong. It is looking for P1.
arrow_forward
Why is the glucose assay one of the most common analytical test performed in clinical chemistry.
arrow_forward
What is Donnan's theory? What is its importance in biophysical chemistry?
arrow_forward
Read the entire procedure and the recommended safety precautions. you think extra pieces of calcium or magnesium metal should be disposed of down the drain? or why not?
arrow_forward
You obtain an Unknown Sample from the Stockroom. You begin testing the solution through the steps outlined in the flowchart of the experiment’s PDF file. You first add HCl and centrifuge your mixture. You observe the formation of a white precipitate in the bottom of the test tube. After pouring off the supernatant liquid, you add hot water to the white precipitate. Addition of the hot water dissolves some of the precipitate, but some white precipitate still remains on the bottom of the test tube. You pour off the supernatant liquid, and add ammonia (NH3) to the remaining precipitate. You now observe the formation of a gray-black precipitate.
Which of the following is a valid conclusion to draw at this point?
Select one:
Hg22+ is definitely present.
Pb2+ is definitely present.
Ag+ could be present, or Hg22+ could be present, or BOTH could be present.
Ag+ is definitely present
arrow_forward
You obtain an Unknown Sample from the Stockroom. You begin testing the solution through the steps outlined in the flowchart of the experiment’s PDF file. You first add HCl and centrifuge your mixture. You observe the formation of a white precipitate in the bottom of the test tube. After pouring off the supernatant liquid, you add hot water to the white precipitate. Addition of the hot water dissolves some of the precipitate, but some white precipitate still remains on the bottom of the test tube.
Which of the following is a valid conclusion to draw at this point?
Pb2+ is definitely present.
Hg22+ is definitely present.
Ag+ could be present, or Hg22+ could be present, or BOTH could be present.
Ag+ is definitely present
arrow_forward
Which diagram is the correct one?
What other procedure can be used to solve this problem? write down ways to solve.
first, execute plan 1 to solve the problem. Please explain every step.
Think about the way that you can use to make sure that your answer makes sense. write down your assessment.
arrow_forward
Pls help ASAP on all PLS I REQUEST
arrow_forward
2. A student performs the NaBH4 reduction of the triketone shown below (note that the equation is not
properly balanced). She starts with 1.20 grams of ketone and 0.130 g of NaBH4 and isolates 0.720 g of
product. Balance the equation and calculate the percent yield. Show your work.
НО
OH
H
Ph
Ph
NaBH4
Ph
+
Ph
H
H
OH
1.20 g
MW: 238.24
0.130 g
MW: 37.83
0.720 g isolated
MW: 244.29
arrow_forward
Calculate the concentration in ppm of Cd in a 2.00 mL sample which has been shown to contain 16.4 μg Cd. Assume the sample has a density of 1.00 g/mL. Show your work for full credits (just explain step by step and put the answer at the end)
arrow_forward
Can I get detailed explanation for this table , mentioning the apparatus and when’s the timer is started ? What happens next
arrow_forward
SEE MORE QUESTIONS
Recommended textbooks for you
Chemistry
Chemistry
ISBN:9781305957404
Author:Steven S. Zumdahl, Susan A. Zumdahl, Donald J. DeCoste
Publisher:Cengage Learning
Chemistry
Chemistry
ISBN:9781259911156
Author:Raymond Chang Dr., Jason Overby Professor
Publisher:McGraw-Hill Education
Principles of Instrumental Analysis
Chemistry
ISBN:9781305577213
Author:Douglas A. Skoog, F. James Holler, Stanley R. Crouch
Publisher:Cengage Learning
Organic Chemistry
Chemistry
ISBN:9780078021558
Author:Janice Gorzynski Smith Dr.
Publisher:McGraw-Hill Education
Chemistry: Principles and Reactions
Chemistry
ISBN:9781305079373
Author:William L. Masterton, Cecile N. Hurley
Publisher:Cengage Learning
Elementary Principles of Chemical Processes, Bind...
Chemistry
ISBN:9781118431221
Author:Richard M. Felder, Ronald W. Rousseau, Lisa G. Bullard
Publisher:WILEY
Related Questions
- Based on the data in the table, summarize what was shown here, what did they do here? And was this lab successful or not? Substance Physical Appearance Odor Density (g/mL) Reacts with NaHCO3 1. Benzaldehyde Clear liquid or almost pale yellow It smelled like almonds 1.00 No, significant reaction 2. MTBE Colorless Fruity smell to it 1.236 -1.247 No chemical reaction occurred 3. Urea White solid A very strong order of ammonia 0.791 No reaction occurred 4. Acetone Colorless Pungent odor like nail polish remover 1.335 No, did not react with sodium bicarbonate 5. Glycerol Colorless N/O 1.044 No, it did not cause a reaction 6. Citric Acid colorless then turns white with sodium bicarbonate added N/O 1.044 Yes, caused fizzy/bubbles to it.arrow_forward1) Listen -5 The Ksp value for calcium sulfate [CaSO4] is 2.40 X 10 and a professor made 1825 mL of a CaSO4(ag) solution but then one of his graduate student accidentally poured in a 0.125 M solution of calcium phosphate [Cag(PO4)2] solution. You may ignore the additional volume coming from the Ca3(PO4)2 solution to make the calculation simpler. Calculate the new sulfate (SO42) ion concentration at equilibrium with this common ion effect. 6.40 x 10-5 5.25 x 10-5 6.21 x 10-5 5.44 x 10-5 201591..docx LAB EXP. #3 -..docx Show Allarrow_forwardWhat is a possible testable question (in correct format) That Mrs love might ask for this Sanrio?arrow_forward
- Which of the following are hazards in this lab? Choose all that apply. Group of answer choices NaOH HCl NH3 acetic acid deionized waterarrow_forwardYou work in a research organization that is looking for markers of various diseases that can be used as a diagnostic for the disease. It has been reported in the past that high levels of Cu are found in the sweat of people with cystic fibrosis. One of the research projects is focused on looking for high levels of Cu in samples that can be obtained non-invasively such as saliva, sweat, hair, nails, etc. The lab will analyze large samples for Cu. What instrument would you recommend purchasing to support this work, Atomic absorption spectrophotometer or an inductively coupled plasma atomic spectrophotometer? Explain the basis for your decision.arrow_forward10 mL of 10 % sodium sulphate solution into a clean test tube. Add 1 drop of 10 % barium chloride. What do you observe? Write an equation to explain your observations in your lab report. C2. Measure out a fresh 10 mL portion of 10 % sodium sulphate into another test tube. Making sure to count the drops, use a dropper to add 30 % calcium chloride solution. Swirl the solution after each drop. Continue until a white precipitate occurs. Write an equation to explain your observations. Which solubility product has the smaller numerical value, that for calcium sulphate or barium sulphate? Explain how you know this is true. C3. Measure out another 10 mL portion of 10 % sodium sulphate into a clean test tube. Add 8 drops of 50 % sulphuric acid and swirl. Count the number of drops (swirl after each drop) of 30 % calcium chloride needed to produce a precipitate of calcium sulphate. Explain why the number of drops of calcium chloride differs in the two experiments. I need equations, observations…arrow_forward
- > 1arrow_forward1a. Throughout the experiment, what are some possible sources of error that could have led to someone recovering a significantly smaller amount of table salt (NaCI) than was originally present in the sample mixture. 16. What are some possible sources of error that could have led to someone to appear to have recovered a significantly larger amount of sand (SiO2) than was originally present in the sample mixture.arrow_forward5. EXTRACTION To 1 ml. of bromine water in a test tube add .5ml chloroform or carbon tetrachloride. Note the color of the liquid layers. Which layer is more colored? What do you call such liquids which do not form a homogenous mixture? Can you possibly make them homogenous? How? Transfer the mixture into a separatory funnel and add 2 ml. more of bromine water and add 1 ml. more of chloroform of carbon tetrachlorides then shake to effect proper mixing. Let out the lower layer through the stem of the funnel. Again add another 2 ml. to chloroform or carbon tetrachloride to the aqueous solution in the funnel and shake as before. How does the color of the chloroform or carbon tetrachloride layer compare with the first extract? How do you explain the difference? Is it possible that after several extractions the chloroform layer will become colorless? Why?arrow_forwardarrow_back_iosSEE MORE QUESTIONSarrow_forward_ios
Recommended textbooks for you
- ChemistryChemistryISBN:9781305957404Author:Steven S. Zumdahl, Susan A. Zumdahl, Donald J. DeCostePublisher:Cengage LearningChemistryChemistryISBN:9781259911156Author:Raymond Chang Dr., Jason Overby ProfessorPublisher:McGraw-Hill EducationPrinciples of Instrumental AnalysisChemistryISBN:9781305577213Author:Douglas A. Skoog, F. James Holler, Stanley R. CrouchPublisher:Cengage Learning
- Organic ChemistryChemistryISBN:9780078021558Author:Janice Gorzynski Smith Dr.Publisher:McGraw-Hill EducationChemistry: Principles and ReactionsChemistryISBN:9781305079373Author:William L. Masterton, Cecile N. HurleyPublisher:Cengage LearningElementary Principles of Chemical Processes, Bind...ChemistryISBN:9781118431221Author:Richard M. Felder, Ronald W. Rousseau, Lisa G. BullardPublisher:WILEY
Chemistry
Chemistry
ISBN:9781305957404
Author:Steven S. Zumdahl, Susan A. Zumdahl, Donald J. DeCoste
Publisher:Cengage Learning
Chemistry
Chemistry
ISBN:9781259911156
Author:Raymond Chang Dr., Jason Overby Professor
Publisher:McGraw-Hill Education
Principles of Instrumental Analysis
Chemistry
ISBN:9781305577213
Author:Douglas A. Skoog, F. James Holler, Stanley R. Crouch
Publisher:Cengage Learning
Organic Chemistry
Chemistry
ISBN:9780078021558
Author:Janice Gorzynski Smith Dr.
Publisher:McGraw-Hill Education
Chemistry: Principles and Reactions
Chemistry
ISBN:9781305079373
Author:William L. Masterton, Cecile N. Hurley
Publisher:Cengage Learning
Elementary Principles of Chemical Processes, Bind...
Chemistry
ISBN:9781118431221
Author:Richard M. Felder, Ronald W. Rousseau, Lisa G. Bullard
Publisher:WILEY