When faced with a problem a good scientist will use experiments, notes, debates, and more to their advantage to solve the tough questions. A groups of scientists did just that when faced with a problem of their own. A tiny vial with a white powdery substance in it was put in front of them, and they needed to find out what was in it! Faced with nine possible ingredients in the “Mystery mixture,” a well tray, a water dropper, and a toothpick, these scientists were a little overwhelmed, but determined. One of the first things they did was look at the substance and compare it to their own mixtures, using experiments or chemical properties. Chemical properties are a chemical’s reaction to another or more substances, and a change in it’s identity. When they observed the chemicals the students were using physical properties, or observing the chemical’s smell, texture, color, appearance, size, and shape. They believe Baking Soda and Citric acid are in the Mystery Mixture.
The outcome of the experiment was that the bag exploded when the chemicals mixed together and released off air pressure till the bag exploded. When doing this the experiment and watching the outcome had been surprising. The glycerine didn’t explode like the vinegar did in the first one because those chemicals never mixed. The tissue made the lab last alot longer. It didn’t matter if either the tissue was used to hold the baking soda in place, or the napkin. The results somewhat had matched up with the hypothesis of the bag exploding. On the other hand it was surprising that the lab to so
In the last test, we had to test out a mystery powder (powder A, B, C), in its own separate test tube, in order to solve the Sherlock Holmes Mystery. Our group had powder C. When we mixed water in the mystery powder, it did not dissolve. When the litmus paper was put into the test tube it turned blue. When the vinegar was mixed it bubbled/foamed up. When we mixed the iodine solution, there was no reaction and the solution turned to a dark brown/black color. When we mixed in the baking soda there was no reaction and it turned to an even darker color.
Every individual is different in a specific way. Like people, substances have unique qualities, such as properties, which aid chemists to differentiate and identify the particular components the substances consists of. These particular qualities are identified as either physical or chemical properties. Physical properties are properties which do not require a chemical change of its composition in order for the substance to be classified. A few examples of physical properties include color, density, odor, boiling point, melting
The objective of the experiment was to observe different reactions with different chemicals. The experiments emphasized on the chemical changes occurring in acids and bases as well as color changes and bubble formations. The experiments allowed for a better understanding of the undergoing chemical changes in mixtures. Some mixtures instantly changed colors while others were transparent or foggy. Some mixtures produced thick color that created solids called precipitates. Mixtures KI + Pb(NO3)2 and NaOH + AgNO3 both produce noticeable precipitates after a while. It was interesting to see the different acidic and base reactions like the fuchsia color formation in NaOH + phenolphthalein.
We discovered that the acetic acid reacted only with baking soda and sample #2. The acetic acid did not react with the sucrose or the table salt. During the conductivity test, the conductivity meter showed that the aqueous form of each substance, sample 2 included, conducted electricity. As the conductivity test produced no conclusive data, we based our determination of sample 2’s nature on the reaction with acetic acid. Sample 2’s reaction was only comparable to that of baking soda, leading us to believe sample 2 is indeed baking
10. Your friend says that what makes one element distinct from another is the number of electrons about the atomic nucleus. Do you agree wholeheartedly, partially, or not at all? Explain.
To begin Lab 7 of Chem 115, a clean and dry porcelain crucible and its cover were obtained. Next, an iron ring was attached to a ring stand. A clay triangle was placed on top to the ring and a Bunsen burner was placed under the ring. Following the setup for the experiment, the crucible and its cover were placed on the clay triangle and were heated for about five minutes. After, the burner was turned off and the crucible and cover were left to cool to room temperature. Once the crucible and its cover had reached room temperature, tongs were used to move them to a wire gauze. Using the wire guaze, the crucible and its cover were transported to an analytical scale to weigh and record the mass of it. Next, a strip of magnesium was obtained and
I was placed is Mrs. Basden’s AP Chemistry class at the Highland High School, and I observed on Tuesday and Thursday mornings. I assisted Mrs. Basden with group questions and activities. The AP chemistry course is very intensive and contains a lot of required material to cover within a school year. The majority of the observation was revolved around solving practice problems that will help these students on the AP exam. Due to the rigorous schedule of teaching all the topics that will be on the AP Chemistry Exam, there are not many opportunities for large reading and writing strategies in the classroom towards the end of the school year.
The proof (twice the % alcohol) starts at its maximum and goes down (as the alcohol evaporates). If we start with a high concentration of alcohol, we will get the azeotrope (95% alcohol, 5% water) for a while, then the concentration will decrease.