Metal Reactivity Series Lab 2015

Lab: Can We Make a New Element? Purpose: To observe the changes in a penny through many processes, and evaluate the changes that has occurred. Procedure: 1. Get three pennies, and turn on the hotplate.

The objective of this lab was to use prior knowledge about the Law of Conservation of Matter and of different types of chemical reactions in order to evaluate if aluminum disappears during the reaction and copper appears. The reaction that occurred between Copper (II) Chloride and aluminum was a single replacement reaction. Clear signs that a chemical reaction took place include heat release/temperature change, color change, and formation of a precipitate. When a single element, in this instance aluminum, replaces another element in a compound, copper, a single replacement reaction occurs. A basic formula for these reactions is AB + C → AC + B.

An element or compound’s reactivity is its ability or capacity to react, or bond, with another substance. As you continue through this course, you will observe and compare this particular chemical property in a variety of scenarios.

The purpose of this lab was to experimentally and scientifically ascertain the percentage of oxygen in Chem B at Woonsocket High School. It was hypothesized that if the percentage of oxygen is measured experimentally in Chem B at Woonsocket High School, then it would be higher than the percentage of oxygen in dry air, which is 20.95%, because the air is not dry due to moisture in the air from people breathing and the altitude of where the experiment takes place may affect it as well.

The purpose of this experiment is to study ionic reactions, to be able to write balanced equations, and to be able to write net ionic equations for precipitation reactions.

I started with elemental copper metal and then reactions occur step by step as follows:

: During each reaction, something happened. During reaction 1, after adding the nitric acid a red-brown gas was created. The copper first turned green after a few minutes turned into a blue solution. Reaction 2, When acid was added a blue precipitate formed. Reaction 3, when heated the solution turned into a black precipitate.

1. For Part 2: Single-Displacement Reactions: For each of the four single-displacement reactions, describe what happened in each well. If a chemical reaction occurred, write a balanced equation for it. Then using the A, B symbols, write a general equation for a single-displacement reaction.

The main purpose of this experiment was to show that single displacement reactions between metals according to their reactivity, with more reactive elements having the power to displace less reactive elements and take their place in a chemical compound (Beran, 2014). This was supported by the results of the experiment, where solid metals were combined with aqueous solutions that contained another element, and reactions only took place when the solid metal was more reactive than the other element in the compound. Only three attempted trials resulted in a failure to produce a reaction, namely the combinations of copper with hydrochloric acid, and copper with nickel sulfate. The outcomes of these trials are justifiably reasonable because copper is ranked lower in the

Single displacement reactions are reactions where one reactant replaces part of the other (Helmenstine, Thought Co, 2014). The elements with higher reactivity replaces the elements with lower activity, an example of this is the statue of liberty that is made from iron and coated with copper, the copper started reacting with air and a bluish green coating is formed. This coating reacts with the iron inside and a single replacement occurs and the outside copper is replaced back (Vista, 2017).

In the fifth reaction, 2.29 g of zinc was added to the copper (II) sulfate solution under the fume hood. The balanced equation for this reaction is written as followed:

For the lesson observed the objectives was to explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers. Additionally, students were responsible for applying their previous knowledge in calculating subatomic particles to review the Bohr Models and discus the relationship among families in the periodic table. Students will use the information from today’s lesson to make future judgments on reactivity and bonding created during chemical reactions in the next unit. Lastly, students were to connect the information on elemental properties to previous experiences with their health, commercial products, and everyday life.

The students created a macroscopic, three-dimensional (3D) model of several properties of the periodic table. They explained in their own words the following terms: atomic radii, ionic radii, first ionization energy, and electronegativity. Lastly, they identified, described, and explained the patterns observed in the 3D periodic tables for the following element properties: atomic radii, ionic radii, first ionization energy, and electronegativity.

An elements¡¦ reaction to certain substances may be predicted by its placement on the Periodic Table of Elements. Across a period, an element on the left will react with more vigor than one on the right, of the same period. Vertically, as elements are sectioned into groups, the reaction of each element increases

The main objective of this experiment is to carry out qualitative analysis to identify metal cations in unknown solution 1.