...Chemistry Lab: Classification of Crystalline Solids SCH 4U Domenic Colantonio Teacher: Ms. Chisholm Due Date: Tuesday, November 24th, 2015 Purpose: To design a lab investigation in order to identify several types of crystalline solids To Observer and Analyze the physical properties of several types of crystalline solids To Determine the types of bonding present between the building blocks of several types of crystalline solids Materials: Non-Polar Molecular Solids Ionic Solids Network Crystals Polar Molecular Solids Metallic Solid Deflagerating Spoon Test Tubes Test Tube Rack Electronic Scale Scoopula Bunsen Burner Conductivity Tester Distilled Water Hexane Plastic dishes Stopwatch Distilled Water Graduated Cylinder Test Tube Plugs Safety: Ensure Hexane is always used under the fume hood and that it does not come into proximity with any open flames. Dispose of all chemicals/solutions in appropriate garbage/sink. Procedure: Physical Properties * A) Hardness and Texture/Smell/Conductivity(s)/Melting Point 1. Measure out 1 gram of each substance using an electronic scale 2. Use the scoopula to note on the hardness and texture of the substance 3. Waft over the substance to note odour 4. Using the conductivity tester, test the conductivity...
Words: 489 - Pages: 2
...I Intro In this lab we are going to observe chemical reactions. A chemical reaction is the rearrangement of stuff into new stuff. When a chemical reaction occurs there is color change, temperature change, energy change, gas release, odor, and precipitation. There are 5 different types of chemical reactions: synthesis, decomposition, single displacement, double displacement, and combustion. A chemical reaction has to be balanced because of the law of conservation of mass. Conservation of mass is mass neither created nor destroyed. The product has to be the same amount of substances as the reactants. II Purpose The purpose of this lab is to observe different typed of chemical reactions. III Data / Observations Reaction #1: 2Mg + O2 2MgO Synthesis * Burning magnesium metal turns it into an ultraviolet light while on fire. Product is a white powder. Reaction #2: Mg + HCl MgCl2 + H2 Single displacement * When magnesium was added to HCl, it started to bubble and the test tube became hot. When a flame lit on a wooden splint was added it made a loud pop sound. Reaction #3: (NH4)2 + CO3 (NH4)2 + CO3 Decomposition * Ammonium carbonate was added into a test tube and heated up it up with fire. After adding a piece of litmus paper a strong odor was released. The litmus paper turned from a color pink to a color of blue. Reaction #4: CaCo3 + 2HCl CaCl2 + H2CO3 Double displacement * When HCl was added to calcium carbonate it began...
Words: 543 - Pages: 3
...2. EXPERIMENTAL DETAILS 2.1 MATERIAL SELECTION Aluminium 2618 was used as the base material in this study. Two types of salt, namely K2ZrF6 & KBF4 were used to synthesize the ZrB2 reinforcement in addition to Si3N4 (Silicon Nitride), AlN (Aluminium Nitride).The chemical composition of the base material is shown in Table.1. Table.1. Chemical composition of Al2618 alloy in wt% Element Cu Mg Fe Ni Si Ti Al Wt% 2.30 1.60 1.1 1.0 0.18 0.07 Bal Aluminum 2618 is melted in a graphite crucible and a stirrer is used to stir the melt. When the temperature of the melt reaches 510°C, the dried K2ZrF6 and KBF4, Si3N4 and AlN salt powders with weight ratio x wt%(x=2,4,6,8) were added to the molten aluminum. The stirrer assembly consisted of a graphite turbine stirrer fixed to a steel rod. Approximately 1Kg of alloy was then melted at 820°C in the resistance furnace of stir casting setup. Preheating of Silicon Nitride, Aluminium Nitride, and Zirconium Boride mixture at 800°C was done for one hour to remove moisture and gases from the surface of the particulates. The stirrer was then lowered vertically up to 3 cm from the bottom of the crucible (total height of the melt was 9 cm). The speed of the stirrer was gradually raised to 800 rpm and the preheated Silicon Nitride, Aluminium Nitride, and Zirconium Boride particle was added with a spoon at the rate of 10- 20g/min into the melt. The speed controller maintained a constant speed, as the stirrer speed got reduced by 50-60 rpm due to the...
Words: 738 - Pages: 3
...Bryan Ralloma Jennifer Caraway CHEM 1405-034 April 9, 2014 Balancing and Classifying Synthesized Chemical Reactions Abstract During the experimentation, physical and chemical properties of unaltered elements/compounds were noted. The alteration of these physical and chemical properties, were understood to have defined chemical change. The experimental procedures were divided into five phases: Magnesium and Oxygen, Zinc and Copper(II) Sulfate, Metals and HCl, Reactions of Ionic Compounds, and the Sodium Carbonate and HCl. Different Reactions were noted for each respective phase. When necessary, a numerical coefficient would be added before the name of the formula on either the reactant's or product's side to achieve a balanced chemical equation. Introduction Explosion of fireworks, pharmaceutical drugs(medicine), and fuel, what do they have in common? A chemical reaction! Most of these chemical reactions naturally occur without us having the slightest idea on that they exist. The focus of this experiment is to differentiate and classify different types of chemical reactions, and be aware of the significance and importance of these chemical reactions in our lives. One of the primary methods to classifying a synthesized chemical reaction is determining if it came from a : Combination, Single Replacement, Double Replacement, Decomposition, or a Combustion Reaction. Physical and Chemical Properties of the unaltered substances were noted and recorded as it was believed to...
Words: 2128 - Pages: 9
...4. Part D.1. All of the CuO does not react with the sulfuric acid. Will the reported percent recovery of copper in the experiment be too high or too low? Explain. The final percent recovery of copper in the experiment will be too low, because not enough copper sulfide will be yielded by the reaction, which will be consequently used by the reactions in the final steps of the experiment (Beran, 2014). 5. Part E. Sulfuric acid has a dual role in the chemistry of this experiment. What are its two roles in the recovery of copper...
Words: 508 - Pages: 3
...In the 4th quarter of 9th grade science we continued our study of chemistry with a focus on chemical formulas, chemical reactions, and stoichiometry. Formative assessments included practice questions on how to write proper names and formulas for chemical compounds, balancing equations, converting between chemical units, and titration problems. The lab experiments for the quarter consisted of a freezing point experiment, chemical flame test comparison, the activity series of four metals, production of hydrogen, and the titration of an unknown concentration of acid. Summative assessments for the quarter were an evaluation of the freezing point experiment, written exploration of the flame test experiment, and two unit exams on chemistry topics. In 10th grade students will study science topics related to biology, environmental science, and some...
Words: 1236 - Pages: 5
...Physical properties of Elements & chemical properties of Elements Purpose- The purpose of this lab is to look closely at properties that differentiate metals from nonmetals, and then to see how the reactivity of metals differ within a group and within a period Procedure- (Part 1). First you must put on googles because we are working with chemicals that could damage your eye sight if got in eye. Then you obtain a spot plate and obtain 1 sample of each element and be sure not to use your fingers while doing this. Next you get a conductivity tester, then observe elements and record color, whether the element is malleable or brittle, and if it conducts electricity. After that you identify if the sample is a metal, nonmetal, or metalloid. Lastly you clean up your area and return the nonmetals and the conductivity tester. (Part 2). The first step is you must have googles on. You then return all the nonmetals, and get one more sample of each metal, but do NOT use your fingers. Then record your observations about each metal in data table 2. After that clean out your spot plate then place spot place over a blank piece of paper, next locate three wells that are not adjacent to each other and label them as magnesium, aluminum, and calcium. Your next step is to add 10 drops of distilled water to the three well and then add 1 drop of litmus to each well too then record the color of the liquids in the data table. Also add 1 piece of the appropriate metal to the wells and record...
Words: 721 - Pages: 3
...Lab #1 Recrystallization Robert Stephenson January 23rd, 2008 Purpose: Purify compounds using recrystallization which will consist of two parts: (A) Recrystallize acetanilide from water (simple recrystallization). (B) Recrystallize cinnamic acid from ethanol and water (mixed solvent recrystallization). Introduction: Several methods have been developed over time in order to purify various organic compounds. One of the most basic and effective techniques known is recrystallization. Despite its decreased practice, recrystallization still remains one of the top methods in obtaining scalable amounts of ultra-pure organic materials. This technique essentially relies on the different solubility’s of compounds to be purified in a solvent. The impure material will thus dissolve in a hot solvent, allowing the removal of these impurities through filtration, which will then allow the desired compound to crystallize as it cools. Solvents and solubles are important factors in recrystallization; the substance should have a high solubility at elevated temperatures, and low solubility at low temperatures. Additionally, the solvent should have the capability of dissolving or not dissolving impurities, which will determine the occurrence of filtration. Compared to insoluble impurities, which are filtered once the compound dissolves in the hot solvent, soluble impurities are filtered out in solution as the compound is left behind. In some cases, decolorizing carbon...
Words: 2629 - Pages: 11
...1) Look up the chemical/health hazards for sulfur!. Main Routes of Exposure: Inhalation. • Inhalation: VERY TOXIC, can cause death. Can cause severe irritation of the nose and throat. At high concentrations: can cause life-threatening accumulation of fluid in the lungs (pulmonary edema). Symptoms may include coughing, shortness of breath, difficult breathing and tightness in the chest. A single exposure to a high concentration can cause a long-lasting condition like asthma. If this occurs, many things like other chemicals or cold temperatures can easily irritate the airways. Symptoms may include shortness of breath, tightness in the chest and wheezing. {Reactive Airways Dysfunction Syndrome (RADS)}. • Skin Contact: CORROSIVE. The gas irritates or burns the skin. Permanent scarring can result. Direct contact with the liquefied gas can chill or freeze the skin (frostbite). Symptoms of mild frostbite include numbness, prickling and itching. Symptoms of more severe frostbite include a burning sensation and stiffness. The skin may become waxy white or yellow. Blistering, tissue death and infection may develop in severe cases. • Eye Contact: CORROSIVE. The gas irritates or burns the eyes. Permanent damage including blindness can result. Direct contact with the liquefied gas can freeze the eye. Permanent eye damage or blindness can result. • Ingestion: Not a relevant route of exposure (gas). • Effects of Long-Term (Chronic) Exposure: May harm the respiratory system. Can irritate...
Words: 1157 - Pages: 5
...CHM130 Lab 4 Calorimetry Name: Data Table: (12 points) |ALUMINUM METAL | | |Pre-weighed Aluminum metal | | |sample mass (mmetal) |19.88 | |Temperature of boiling water and metal sample in | | |the pot (Ti(metal)) | | | | | | | | | | | |dsdfa(Ti | | |Temperature of cool water in | | |the calorimeter prior to adding hot metal sample | | |(Ti(water)) | | |Maximum Temperature of | ...
Words: 1201 - Pages: 5
...Logan Brink Kemper p.6 Chemistry January 11, 2014 Grams Ahoy! Purpose: The purpose of this lab is to find the weight (in grams) of the chocolate in a chocolate chip cookie. Hypothesis: If the chocolate is separated from the cookie, then the chocolate will weigh 40% of the weight of the whole cookie. Materials: * 1 chocolate chip cookie * 2 plastic trays * 1 pair of tweezers * 1 gram scale Procedures: I. Weigh chocolate chip cookie on the gram scale and record. II. Weigh plastic tray and record. III. Separate chocolate from cookie in separate trays. IV. Weigh chocolate in tray and record. V. Subtract weight of the tray by total weight of the chocolate in the tray to find the weight of the chocolate. VI. Divide weight of chocolate by total weight of cookie. VII. Multiply weight by 100 to find the percentage of chocolate in the chocolate chip cookie. Data/Calculations: -Weight of chocolate chip cookie: 10.55 -Weight of plastic tray: 2.17 -Weight of plastic tray and chocolate: 4.59 -Weight of chocolate: 2.42 -Percentage of chocolate in 1 chocolate chip cookie: 22.94% Conclusion: My hypothesis was that 40% of the weight of the cookie would be chocolate. In conclusion, my hypothesis was not supported by the data in which the cookie’s weight contained 22.94% chocolate. An error that occurred in the procedure was the fact that I wasn’t able to fully separate the cookie crumbs from the chunks of chocolate. Improvements...
Words: 285 - Pages: 2
...######## Chm 2046L/ ######## Antacids: Neutralizing Acid Within the Stomach Introduction: Knowing the acidity of a substance or environment can be very crucial to maintaining the safety of everything in the surrounding area. Humans have a strong acid within the stomach known as hydrochloric acid (HCl). HCl is essential as the body uses it to digest the food that comes in. Through this process is how humans can break down all the food eaten to take in the nutrients necessary for survival. The pH balance within the stomach can be disrupted depending on which foods the person chooses to consume. People can also have genetic predispositions to easily upsetting the pH balance within their stomach (Madell, 2012). At an average of a pH 3, the stomach may fall below that level and cause uncomfortable symptoms for which pharmaceutical companies created the antacid. The purpose of antacids is to neutralize stomach acids. An example of such an antacid would be the brands Tums or Alka-Seltzer. There are many other brands that provide acid indigestion relief to customers but there is always one that has a better record at relieving symptoms quicker and stronger. To determine which of four brands neutralizes the drop in pH in the stomach best, a titration technique was used. Phenolphthalein was used as an indicator because of its correlation of color change with pH level. In basic conditions, it is pink and as soon as it becomes acidic it turns clear. The goal was to find...
Words: 1138 - Pages: 5
...Heat is a form of energy. The lab that was conducted explored temperature change, which is a measure of heat. In a system, heat is constantly trying to stabilize throughout. For example, when the temperature probe was at room temperature and it was placed in a hot cup of water, the metal on the temperature probe increased, and the temperature reading increased. When the probe was placed in cold water, the heat from the metal was lost to the system and the temperature reading went down. It was found that the temperature probe took roughly 20 seconds to conform to the system’s temperature (figure 1). A possible way to increase or decrease that time would be to change the material that the temperature probe was made out...
Words: 261 - Pages: 2
...Torres 1 Luis A. Torres Group #11 USC Chemistry 322b Formal Lab Report 6th November 2015 I. II. Enzymatic Resolution of 1-Phenylethanol and Diastereomer Analysis Objective/Abstract Enzymatic transesterification reaction was performed to study the resolution of diastereomers using 1H-NMR analysis. The stereo-selectivity of acylase I, an enzyme, for a 50:50 racemic mixture of 1-phenylethanol was determined. In the first of a two-step reaction, 1-phenylethanol was reacted with vinyl acetate with the help of acylase I to form an ester, unreacted 1-phenylethanol, and vinyl alcohol. The unreacted 1phenylethanol was separated from the ester by column chromatography and confirmed by thin-layer chromatography (TLC). In the second reaction, the unreacted 1-phenylethanol was reacted with (R)-(-)-acetoxyphenylacetic acid to form a diastereomer ester. In the latter reaction, four different 1-phenylethanol samples were used in order to compare 1HNMR data of the resulting diastereomer esters and determine which enantiomer of the 50:50 racemic mixture was preferred by acylase I. Those four samples were: (1) racemic 1-phenylethanol, (2) unreacted 1-phenylethanol, (3) (R)-1-phenylethanol, and (4) (S)-1phenylethanol. After 1H-NMR analysis, it was found that the (S)-1-phenylethanol was preferred by acylase I. III. Introduction and Background Information Scheme 1: Reaction of 1-phenylethanol with vinyl acetate in the presence of the enzyme acylase I to produce 1-phenylethyl...
Words: 1709 - Pages: 7
...Fall 2015 Analytical Chemistry I Quantitative Analysis Chem 341WI 4 Credit Hrs | Instruction Mode: L (lab) and P (class) Professor Andrew Holder holdera@umkc.edu • SCB 113 • 816-235-2293 • 913-543-3709 (fax) Office Hours: T/Th 1:00-4:00, 5:00 – 7:30 Lecture: T/Th 4PM | Labs: T/Th 1PM (AFT), 5PM (EVE) Credit: Lab + Lecture = 4 credits | Format: Lab + Lecture (P) Lecture / Class Policies and Procedures Correspondence with UMKC Student Learning Outcomes Scientific Reasoning & Quantitative Analysis * Apply principles/methods of sciencea, mathb, statisticsc and logicd to solve problems and draw logical inferences. * Chpt 3: Experimental Error (c) * Chpt 4: Statistics (c) * Chpt 6: Chemical Equilibrium (a, b, d, e, f) * Chpt 7: Activity & Systematic Trtmnt, (a, d, e, h) * Chpt 8: Monoprotic Acid-Base Equil., * Chpt 9: Polyprotic Acid-Base Equil. (a, d, e, g, h) * Develop quantitative literacy enabling comprehensione and evaluationf of info in broad contexts. * Chpt 3: Experimental Error, Chpt 4: Statistics (f) * Chpt 5: Quality Assurance and Calibration Methods (c) * Understand methodsg/principlesh of scientific discovery and their application * Sxn 0-2: The Analytical Chemist’s Job (g, h) * Sxn 0-3: General Stages in a Chemical Analysis (g, h) * Chpt 2: Tools of the Trade (g) * Carrying out laboratory analyses (g, h) ...
Words: 4091 - Pages: 17
