Physics Of The Scientific Method

The Copper Chloride displayed and used to complete this lab had led us to the following observations;

3. Under a fume hood, drops of concentrated HCl(aq) were added to each test tube.

The purpose of this lab was to determine the empirical formula of copper oxide compound. In the lab, hydrochloric acid and copper oxide compound was mixed until it formed a blue solution. An oxidation-reduction reaction, a reaction in which there is an exchange of electrons between elements, was performed by adding zinc to the solution to displace the copper in copper chloride. Zinc, in this case, was oxidized by losing two electrons (0 → 2+) while copper was reduced by gaining two electrons (2+ → 0). Also, when the copper was displaced, it became a precipitate, which is a substance that comes out of a solution as a solid due to insolubility.

The purpose of the experiment is to cycle solid copper through a series of five reactions. At different stages of the cycle, copper was present in different forms. First reaction involves reaction between the copper and nitric acid, and copper changed from elemental state to an aqueous. The second reaction converted the aqueous Cu2+ into the solid copper (2) hydroxide. In the third reaction Cu(OH)2 decomposed into copper 2 oxide and water when heated. When solid CuO reacted with sulfuric acid, the copper returned to solution as an ion (Cu2+). The cycle of reactions was completed with the reaction where elemental copper was regenerated by Zn and Cu

The Cu Later lab experiment is designed to allow you to practice lab skills in implementing and performing a series of reactions. Specifically, four types of chemical reactions will occur: oxidation/reduction; double replacement; single replacement; and decomposition. You will begin with a known amount of copper metal, which, after progressing through several steps, is reproduced. In this experiment you will observe and record the various changes such as heat, color changes, and production that occur. This procedure is used to observe some chemical reactions of copper and its compounds while also performing the lab appropriately as to retain the copper as much as

The materials needed for this experiment included test tubes, a test tube holder, the unknown compound #202, 35mL beakers, gloves, safety goggles, ethanol (to clean equipment), stirrer (to mix solutions), the 15 possible compounds that are provided, pH strips, distilled water, wooden splints, spatula to get out unknown compound #202, waste bucket, Bunsen burner, graduated cylinder, 500mL beaker for the waste, plastic dishes to measure out compound and the scale.

The pipette was used to transfer 8 mL of the 0.5 molarity solution into the graduated cylinder. Distilled water was added to raise the bottom of the meniscus to the 20.0 mL line and the solution was transferred into the beaker after it was rinsed with the solution. The pipette was used to take a small quantity of the solution and rinse and then fill a test tube with the solution. The amount of 0.2 molarity solution needed to create 20.0 mL of 0.1 molarity solution was calculated as 10.0 mL. The pipette was used to transfer 10.0 mL of 0.2 molarity solution into the graduated cylinder and distilled water added until the bottom of the meniscus reached the 20.0 mL line. The solution was transferred to the rinsed beaker and then a portion placed into a test tube that had been rinsed with the solution. The amount of 0.1 molarity solution required to create 20.0 mL of 0.05 molarity solution was calculated to be 10.0 mL. The pipette was used to transfer 10.0 mL of 0.2 molarity solution into the graduated cylinder and distilled water added until the bottom of the meniscus reached the 20.0 mL line. The solution was then placed into a beaker that had been rinsed with the solution and then into a rinsed test

The Copper Cycle is a popular experiment used to determine if an element, in this instance, copper, reverts to its elemental form after a chain of reactions. This experiment is very dangerous because of the reactions between the strong acids and bases. In this experiment I performed a series of reactions starting with copper metal and nitric acid to form copper (II) nitrate. Then I reacted copper and several other solutions such as, sodium hydroxide, sulfuric acid, ammonium hydroxide, and hydrochloric acid to form precipitates. In conclusion my percent recovery

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 lab performed required the use of quantitative and analytical analysis along with limiting reagent analysis. The reaction of Copper (II) Sulfate, CuSO4, mass of 7.0015g with 2.0095g Fe or iron powder produced a solid precipitate of copper while the solution remained the blue color. Through this the appropriate reaction had to be determined out of the two possibilities. Through the use of a vacuum filtration system the mass of Cu was found to be 2.1726g which meant that through limiting reagent analysis Fe was determined to be the limiting reagent and the chemical reaction was determined to be as following:-

The materials used in this lab were water,a petri dish, matches, a 150mL beaker, one candle. a graduated cylinder and a ruler.

In the space below, please write a short summary of what you read, new information you learned, your impression of the material viewed, how you may use this information in the future, and any additional thoughts you may have.

The first step of the scientific method is to make an observation (the internet doesn’t work). The next step is to ask questions (what’s wrong?), followed by a formed hypothesis usually takes the form of “If…then” logic (the router must be down). Step four is the prediction (fixing the router will make the internet work again). Finally it is time to set up an experiment to help solve the problem (check all cords and make sure the router isn’t broken). An added step would be the looking at the results of the experiment (does the router work again)?

When the zinc was added to the copper (II) sulfate solution, the solution started to bubble. As the solution was stirred, it turned a cloudy blue. Small flecks of a brown solid were visible. As the solution became colorless, the brown solid settled to the bottom of the beaker. The solid formed was copper in its elemental state. The color faded from the solution as the copper ions slowly formed into solid copper. The copper was poured into a funnel with filter paper and washed three times with 25 mL

EPR paper and later more eloquently describe by David Bohm. In the paper by Bohm, he shows how one could conceive of an experiment to mirror the conceptual situation put forth in the EPR paper, by examining the dissociation of a diatomic molecule whose total spin angular momentum is zero. For example, the hydrogen molecule into two hydrogen atoms. In the experiment, the hydrogen atoms would separate after interaction, in different free directions. It is here that an experimenter would measure the spin components whose values are anti-correlated after dissociation. If we define our axis of measuring as the one at right angles to the particles flight, then we can have a consistent measurement. If the measure of hydrogen atom one yields spin- up, measurement along the same axis for the other atom would yield spin-down, to be consistent with total spin equal to zero. This is an interesting experiment because of the incompatibility of spin components makes it analogous to position and momentum conjugates. Bohm eventually went on to publish a more sophisticated paper with plausible instrumentation to test his theories with Yakir Aharonov in 1957. A thought experiment that is discusses the ideas of Bell’s inequalities are as follows. Consider two observers that are initially together and agree that they will be given red or green balls at regular intervals, from this they conclude that only red or green