...Percent Copper in a Penny Lab Report Chemistry 101 Section #02 Washington State University By Sadie Yost April 15, 2024 Partner: Abigail Swenson. Introduction This lab was conducted to help students learn how to develop their own experiment by using knowledge gained from previous labs to determine the amount of copper in a 1983 or newer penny. Information from previous labs was used to help students properly collect and analyze data. Throughout the experiment, notetaking and observational skills were also tested. The U.S. Mint was first opened in 1793, and pennies were originally crafted out of 100% pure copper. By 1857, the composition of the penny was altered to incorporate nickel and then switched to a combination of tin and zinc in...
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...Copper Cycle The copper cycle involves many different type of reactions. In this lab you will investigate the various types of reactions that are used to complete the cycle. Solid copper will be added at the beginning of the reactions. Due to the law of conservation of matter the amount of copper put into the reaction should also come out of the reaction at the end. The reactions that you will perform are generally outlined in the following cycle: Reactions: 1. 8HNO3 (aq) + 3Cu (s) + O2 (g) 3Cu(NO3)2 (aq) + 4H2O (l) + 2NO2 (g) 2. Cu(NO3)2 (aq) + 2NaOH (aq) 3. Cu(OH)2 4. CuO (s) + H2SO4 (aq) 5. CuSO4 (aq) + Zn (s) Materials: 250 mL beaker Aspirator H2O Glass funnel Rubber tubing 15 mL - 6.0 M Sulfuric Acid Ring stand Bunsen burner 2.0 g Zinc powder Ring 0.5 g copper wire 10 mL - 6 M Hydrochloric Acid Wire Gauze 4.0 mL - 16 M Nitric Acid Finger clamp 30 mL - 3.0 M NaOH Set-Up: 1. Create a fume hood from a funnel surgical tubing and aspirator. 2. Support the 250 mL beaker with a ring and wire gauze. 3. Connect the funnel with a finger clamp over the 250 mL beaker. 4. Connect hose to funnel and aspirator (fume hood maybe used in lieu of funnel and aspirator set-up). Procedures: 1. Mass a 250 ml beaker and record in the data table. 2. Mass out approximately 0.500 grams of no. 16 copper wire and record the mass of the copper in the data table and place...
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...Week Seven Lab Discussion Each team member completed an oxidation-reduction lab during week six. The team members then shared their findings with each other for comparison and discussion. The purpose of this lab was to determine relative oxidizing and reducing strengths of a series of metals and corresponding ions. Oxidation and reduction reactions occur simultaneously. In oxidation, electrons are given, and in reduction, electrons are gained. An oxidizing agent is a chemical substance, which has a large tendency to gain electrons, while a reducing agent is an element, which loses electrons to another chemical species and is therefore oxidized. This lab used metals and provided substances to determine reactions. These results were recorded in a data table and the results were analyzed based on these observations. These results were used to help the team gain a better understanding of the reactions between the metals and the solutions. Discuss and Compare End-of-Lab Questions Data Table Results: Magnesium (Mg) in sodium sulfate (Na2SO4): three team members observed bubbling, two stated that they observed no reaction, and one observed only a slight reaction. Zinc (Zn) in magnesium sulfate (MgSO4): no team members observed a reaction. Lead (Pb) in zinc nitrate (Zn(NO3)2: five members did not observe a reaction, while one member noted and removed a layer of tarnish, and last member stated that it formed a clear coating on the lead. Lead (Pb) in iron (III) chloride...
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...Lab 2: The Density of Pennies Brennan Woodward Lab partner: Stephen Akinniranye Section 22 September 15, 2014 Brennan Woodward 15 September 2014 Section 22 Experiment 2: Density of Pennies Introduction The composition of the penny has gone through several changes throughout its life, having 6 composition changes. The penny was composed of pure copper when it was started but due to rising prices of copper it was moving to a cheaper composition. As time went by the composition transitioned away from pure copper into mixtures of copper and other metals, or an alloy. From the years 1837 to 1962 the composition underwent an alternation from a bronze metal to copper and zinc alloy1. After tin’s removal and somewhere in the time range of 1962 to the present time, the penny’s metal alloy changed to a 95% copper and 5% a second metal. The present composition of the penny is 2.5% copper and 97.5% of the second metal. The purpose of the lab was to explore the physical properties of matter through density and to find the identity of the second unknown metal. Density is an intensive physical property that can be used to determine an unknown substance, where the amount of the substance does not affect the density. Even though two objects may...
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...Group Members: Ariana, Alyssa, Myrjun, Lindsay, Lara Displacement Reactions Lab Report Purpose: To observe and compare single and double displacement reactions. Hypothesis: If a metal element is mixed with an ionic compound, one metal will displace the other to create a new ionic compound. If 2 ionic compounds are mixed together, then the metals will displace each other, creating 2 new ionic compounds. Materials: Goggles, large well plate, steel wool, scoopula, 4 small beakers, dropper, 4 pieces of magnesium ribbon, 4 pieces of zinc metal, 4 pieces of copper wire, copper (II) sulfate solution, zinc nitrate solution, magnesium nitrate solution, sodium carbonate solution and hydrochloric acid. Procedure: Part A: Single Displacement Reactions 1. Clean 4 pieces of magnesium ribbon, zinc metal and copper wire with steel wool until they are shiny. 2. Half-fill one column (three wells) of the well plate with the copper (II) sulfate solution. 3. Half-fill a second column (three wells) with the zinc nitrate solution. 4. Half-fill a third column (three wells) with the hydrochloric acid. 5. In each column, place 1 piece of each metal in different wells (Magnesium in one well, zinc in another and copper in the last). Use a toothpick to keep the metals submerged in the solution. 6. Observe the different reactions in each well. Record your observations in a table. 7. Save the contents of the wells for Part B. Part B: Double Displacement Reactions 1....
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...Lab Report for Experiment #4 Physical and Chemical Properties and Changes Student's Name __________ __________ Date of Experiment ___ _________ Date Report Submitted _________________ Title: (copy from lab, 1 point) Purpose: (copy from lab, 1 point) Changes to the Procedure by Instructors: 1. Do not test the odor of the samples. 2. In this lab the test tubes can get very dirty and cleaning is difficult. Your test tube may break, but don’t worry about it you will not need them again this term. Dispose carefully in the trash. Have you made any changes to the procedure? Please explain: Fill out the data sheet (page 3) for the experiment and answer the questions. Note: read the lab introduction for clarification on the difference between physical and chemical changes. Remember that a physical change often occurs during a chemical change, but a chemical change does not always happen when a physical change occurs. If you still have questions ask your instructor. From experiment # 1 we learned that a chemical change results in a color change, the formation of bubbles, the formation of a precipitate, or a change of temperature. Keep that in mind when you are deciding whether a physical or chemical change has occurred. Data Table (8 points) Read carefully before you begin your experiment! Be complete when writing your observations. One word observations are not usually complete. If there is a color change, include the color before and after. For...
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...Chemistry Lab Chemistry Lab Aim: To investigate the specific heat capacity of water, copper and aluminium by using a caloriometer. Results: 1. Ohms Law: I=v/r, equation 3 = E=vlt hence you get E= v2t/r when ohms law is applied to equation 3. 2. De ionized water is used as it is the purest form of water, as it doesn’t contain ions from the soil like normal water which allow the conduction of electricity as normal water allows electrons to flow, thus preventing any extraneous variables to affect the experiment. 3. The value for Tf = 100o as water has a boiling point of 100o 4. SH = 1.00cal.g-1.c-1 m= density x volume (Tf – Ti) = 100 – 19.9 = 1 x 1,000ml = 80.1 = 1,000g EH2O = SH.m.(Tf – Ti) = 1 x 1,000 x 80.1 = 80,100cal Converting to Joules (1cal = 4.184j) 1000*4.184* 80.1= 335,138.4 joules g-1 deg-1 EKettle= V2.t / R V= 240 t= 219s R= 34.7 2402 * 219/34.7 =363,527.38 joules = E of kettle 5. The amount calories required to raise 1 gram of water by 1 degree Celsius is specific heat. Hence 80,100 calories are required to heat up the water, this shows the association between question 4. 6. In question 4, it can be observed that the energy produced by the kettle was 363,527.38 joules, however only = 335,138.4 joules g-1 deg-1 of energy was required to raise the water 80.1 degrees Celsius. Thus...
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...Carmel Vijay Chemistry Lab 227 Zach Sailor November 8, 2013 Observing Chemical Reactions Beginning Question When a chemical reaction takes place, is it always accompanied by a physical change? Explain. Bunsen burner The Bunsen burner is a device in use these days to safely burn a continuous stream of a flammable gas such as natural gas, propane, or butane. The completeness of the combustion reaction affects the amount of air mixed with the gas stream. When a gas stream is well mixed with air, it provides oxygen in an equimolar amount which results in a complete and hotter reaction. We learned how to control the amount of air that is provided for the appearance of a blue flame, which is considered the right flame for a reaction. The evidence that led me to this conclusion was a few articles that explained that the yellow flame or also known as the “dirty flame” leaves behind a layer of carbon on whatever it is heating. Also when tested on a piece of copper wire, it took a longer time for a reaction to occur, whereas the blue flame created a faster reaction which stripped the copper coating off the wire. Chemical reaction The chemical reactions that were chosen, were chose based on which reaction is a more “green” reaction. A1: place a pea-sized amount if baking soda NaHCO3 in a test tube. Add 10-20 drops of vinegar drop wise. B2: place approx. 1Ml of 0.1M of MgCl2 in a test tube. Add an equal volume of NaOH drop wide. Stir well. C1: drop a pea-sized wad of...
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...CHEMESTRY LAB SUBJECT: CHEMESTRY TEACHER: MISS MUGANAMBUGA STUDENT: Levi Blaides TITLE: Investigating the properties of ionic and covalent substances INTRODUCTION: Certain characteristics such as solubility polar and non-polar solvents, melting point and conduction of electricity can be used to distinguish between ionic and covalent substances. AIM: To determine whether a substances is ionic or covalent in nature by observing its melting point, solubility and conductivity. APPARATUS/MATERIALS SODIUM CHLORIDE, SUCROSE, NAPTHALENE, COPPER (II) OXIDE, CALCIUM AND COPPER (II) SULPHATE ,6 TEST TUBES ,6 SPATULAS ,TEST TUBE HOLDER ,BUNSEN BURNER ,2 (100CM3) BEAKERS ,LOW VOLTAGE BATTERY ,CONNECTING WIRES ,ELECTRODES ,CURRENT DETECTING DEVICES METHOD: Two spatulas of naphthalene were placed in two test tubes heated for about one minute , gently at first then strongly until no further change occurred. Procedure was repeated and characteristics were record and it was stated whether the substances were: A) DOES NOT MELT AT THE TEMPERATURE OF THE BURNER. B) MELTS WITHOUT DECOMPOSITION WHEN GREATLY HEATED C) MELTS WITHOUT DECOMPOSITION WHEN STRONGLY HEATED D) DECOMPOSES WHEN HEATED. SOLUBILITY: Two beakers were filled, one with 50ml of ethanol and the other with 50 ml of distilled water. Two cups of distilled water were added and two spatulas of naphthalene and stir. Observations were recorded by stating if the substance was: * IS-INSOLUBLE ...
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...I can remember him doing all kinds of experiments in his office trying to test and discover things that really drew my interest to this major. My grandfather demonstrated the benefits of Chemistry and showed me how it is ever present in our every day life. He also taught me that Chemistry is always changing in our world around us and I want to be apart of this changing process and help the world benefit from Chemistry. I hope to see myself in a couple years being highly successful and enjoying working for a refinery as my grandfather did. I want to be able to support my family the best as possible, yet I also want to see myself loving what I do everyday and not get tired of it. In Lab #1 it was a recap of math skills that are crucial for the basis of general Chemistry. This particular lab we touched base on the rules of significant figures in calculating different formulas. Also, rounding...
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...Jana Abdul-Samad CHM 144H B Shouzhong Zou Avi Milgrom Joshua Godar 11/9/14 How Much Copper Is in a Penny? Determination of the Amount of Copper in a Penny Abstract: Introduction: Prior to 1982, pennies consisted of 95% copper. That year, Congress changed the amount of copper in pennies to 2.5% copper by mass. Both the copper and zinc in pennies can be separated out according to the reactions: Cu(s) + 4HNO3(aq) + 2H2O(l) → Cu(H2O)42+(aq) + 2NO2(g) + 2NO3-(aq) Zn(s) + 4HNO3(aq) + 2H2O(l) → Zn(H2O)42+(aq) + 2NO2(g) + 2NO3-(aq) These reactions produce the complex ions of Cu and Zn: Cu(H2O)42+ and Zn(H2O)42+. Complex ions are made of a central atom covalently bonded to two or more anions or molecules called ligands. Ammonia can be replace the water...
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...1.3 Lab: Sharpening Scientific Skills Problem: How can I apply my skill as a scientist to learn more about a substance? Materials: 1 250 ml beaker 1 hot plate 1 pair of beaker tongs 2-3 teaspoons of copper (II) sulfate pentahydrate Observe and Describe the substance (state whether your observations are qualitative/quantitative or direct/Indirect) Blue Powder Crystal Shiny Describe what tests or investigations you could do to learn more about the substance: freeze add water burn Procedure: 1. Place 2-3 teaspoons of copper (II) sulfate pentahydrate in the 250 ml beaker. 2. Place the beaker on the hot plate and turn the hot plate on to the lowest setting. 3. Observe the material as it heated, recording observations in Table 1. 4. When changes cease to occur, turn off the hotplate and remove the beaker from the hot plate using tongs. 5. Once the beaker is cool, rinse the beaker and place in the “to wash” container. Table 1: Heating of copper sulfate pentahydrate qualitative observations Stuff turn white stinks evaporating liquid fizzle Questions Are any of your observations better described as inferences or conclusions? All observations, no inferences or conclusions except for evaporating water. What tests could you now do to learn even more about the material? Write a brief procedure and complete the test(s) if possible. Since the material is CuSO4*5H20. We could add water to the white powder and see if it becomes blue again since...
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...My statement of “does a solution with a nonvolatile solute have a lower freezing point than a pure solvent?” can be reasoned by the following scientific information. Solutions are composed of a solute and a solvent and most properties of the solution are dependent on the properties of the solute. However, there are four properties that are unique to solutions that are based only on the number of particles of solute in the given solution. These four properties are: vapor pressure, boiling point, freezing point and osmotic pressure and collectively these properties are know as the colligative properties of solutions. In this lab, freezing point depression was observed when comparing a pure solvent of distilled water to a saltwater solution. The decreased freezing point of the saltwater solution is a result of the interactions between particles of solute from preventing the solvent particles from becoming more organized and forming solid crystals. Finally, collected data also confirms that they statement is true. The saltwater solution had an initial temperature of 26.5 °C and after being submersed in an ice bath, the temperature decreased to –5.0 °C. This temperature change was also confirmed when applying the formula for calculating the freezing point of the saltwater solution. The colligative properties concepts as well as the data all support my statement that...
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...Lab 1: Tension Test Andrew Thiher 2/17/2012 Introduction: In this lab, we tested the material properties of 836 cold rolled steel, T351-2024 aluminum, 110 copper, grey cast iron, and high-density polyethylene (HDPE) by subjecting each material to a tensile force until it fractured. Using data gathered, we graphed the stress-strain graph and determined specific properties for each material. These properties included whether the specimen was ductile or brittle, yield stress, and tensile strength. For equations used, see appendix 2. Experimental Apparatus: Each material was prepared for the experiment by marking the initial length as two inches by means of a gage punch and hammer. Additionally, calipers were used to measure the initial diameter. The sample was then screwed into the tensile testing machine and an extensometer was attached to measure elongation and collect data. The extensometer remained attached until the material reached its proportional limit, at this point it was removed, and the remaining data was collected using machinist scales prepared in .05 inch increments. Each time the gauge length reached the preset machinist scale increment, the live load from the computer was recorded. This process was repeated until the specimen fractured. Once the specimen fractured, the final gauge length and smallest diameter in the necking region were recorded. Calculations: [pic] |Property |Cold Steel |110...
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...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...
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