Chemical Reactions Lab

6-3: This process is used by cells to manufacture _biochemical energy from nutrients into adenosine triphosphate (ATP), and then release waste products__

The experiment is to observe a variety of chemical reactions and to identify patterns in

Procedure: In this experiment, various chemicals were mixed together, to determine a reaction. Using two drops from chemical 1 and two drops of chemical two, unless otherwise stated, then recording the type of physical reaction or color changes that occurred.

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.

A chemical reaction is when substances (reactants) change into other substances (products). The five general types of chemical reactions are synthesis (also known as direct combination), decomposition, single replacement (also known as single displacement), double replacement (also known as double displacement), and combustion. In this lab, the five general types of chemical reactions were conducted and observations were taken before, during, and after the reaction. Then the reactants and observations were used to determine the products to form a balanced chemical equation. The purpose of this lab was to learn and answer the question: How can observations be used to determine the identity of substances produced in a chemical reaction?

Day 1. Michael was coming home for vacation from college. When he got home he found out that

Substances A and B have an appearance of a white solid like. Substances A and B were put into a test tube and on the Bunsen burner. As a result, B melted faster than A. A was slow to melt. The reason why B melted faster than A is because it has a lower boiling point than substance A which made it melt faster. It also shows that A needs more energy than B to be broken down.

For example, in the experiment when I poured Hydrochloric acid in a test tube and then one magnesium ribbon, the substances started to bubble. Other than that, when I took the wooden split and lit it, I burned the green paper and it changed brown around the edges of the paper.

Purpose: The purpose of this experiment is to observe a variety of chemical reactions and to identify patterns in the conversion of reactants into products.

In experiment 3.11, we found out whether or not a larger amount of a liquid would get hotter when it boils. To answer this, we heated a specific amount of unknown liquid and recorded the temperature every fifteen seconds. In our scatter plot, we were able to find the boiling point of our liquid. We know that the slope of our graphs is when the liquid molecules were moving around and heating up. The plateau of our graph points is where the liquid started to evaporate and boil. This is were we found our boiling point at. Shantel and I decided that our boiling point was about 98º Celsius. If you had another slope in your graph, that was when you were simply heating the leftover gas. The histogram showed us that there were about equal amounts of data in the higher temperature (about 95º Celsius) bins for both 20mL of liquid and 10mL of liquid. Also, in the lower temperature bins (75º to 80º Celsius) there was about equal amount of data for 20mL of liquid and 10mL of liquid. There was 7 pieces of data for 10mL of liquid in the lower bins, and 6 pieces of data for 20mL of liquid. If a larger amount of liquid did have a higher boiling point, the clusters would be organized by volumes or amount. For example, all of the 20mL pieces of data would be in the higher temperature bins, and all of the 10mL pieces of data would be in the lower temperature bins or flipped. Rather, the bins were clustered by identity. The boiling point is a characteristic property.

Activity #1: A Rusty Change-a chemical change experiment that allows students to observe and record information. This is a hands on experiment that will allow students to see, feel, and smell the steel wool as it has gone its chemical change and students will be able to tell this apart from just a physical change in matter. Time: 25 min. Objective 1 (Explanation)

Purpose: The purpose of this experiment was to observe the many physical and chemical properties of copper as it undergoes a series of chemical reactions. Throughout this process, one would also need to acknowledge that even though the law of conservation of matter/mass suggests that one should expect to recover the same amount of copper as one started with, inevitable sources of error alter the results and produce different outcomes. The possible sources of error that led to a gain or loss in copper are demonstrated in the calculation of percent yield (percent yield= (actual yield/theoretical yield) x 100.

The purpose of this experiment was to observe combustion, oxidation-reaction, and catalyzed decomposition reactions as they work to create rockets that run on a fuel of the reaction H2+1/2O2→H2O2. Instead of being in partners, the partners were put into groups of 4 to create an experiment that tested rocket performance by manipulating a variable such as the order of the collection of gases or amounts of fuel. It was evident during the lab that the reaction of hydrochloric acid and mossy zinc [Zn (s) + 2 HCL (aq) → ZnCl2 (aq) + H2 (g)] reacted much faster than the reaction with the yeast and hydrogen peroxide [2H2O2 (aq) →catalyze 2H2O (l) + O2 (g)]. Both reaction continuously produced gas just at different rates. It can be inferred that the reactivity of the stoichiometric reaction was higher relative to the catalytic reaction.

In our third experiment, we observed and recorded different household chemicals and their reactions with chemical reagents. The purpose of this lab was to sharpen our powers of observations and deduce from observed reaction to identify household chemicals. The investigation allowed us to make comparisons of reactions and pattern recognitions. The four household chemicals used in the experiment are Lysol Toilet Bowl Cleaner, baking soda (Arm & Hammer), Vanish Crystal Bowl Cleaner, and Clorox Liquid Bleach. These chemicals were reacted with five reagents including blue food color, 0.1 M Silver nitrate, 0.1% thymol blue, 1.0 M Calcium chloride, and 6 M hydrochloric acid.

The results of this lab demonstrate and show that various concentrations in substances can cause something