To find chemical equilibrium, the following chemical equation is used in the experiment: Fe3+(aq) + SCN-(aq) FeSCN2+(aq). When iron (III) and thiocyanate react, thiocyanoiron (III) is produced. When the concentration of all ions at equilibrium are known, the equilibrium constant can be calculated by dividing the equilibrium concentration of the reactant by the equilibrium concentration of the products. In this experiment, four equilibrium systems containing different concentrations of three different ion types (Fe(NO3)3, KSCN-, and distilled water) are made and used to determine equilibrium concentrations. The equilibrium concentrations are used to calculate the concentration that all of the components of the chemical equation are at equilibrium. Using a colorimeter or spectrometer to determine the equilibrium concentration of FeSCN2+(aq) and
3. Given that mass was lost from the copper carbonate hydrate during heating, in this decomposition reaction, how many moles of solid product were produced? The molecular weight of the solid product is 79.545 g/mol (moles = mass / molecular weight).
To calculate the percentage of Cu, we divided the final mass of the penny 0.09 and the initial mass of 2.47 and multiplied by 100. To calculate the percentage of Zn, we divided the final mass of the penny 2.38 and the initial mass of 2.47 and multiplied by 100. During the experiment the hydrochloric acid donated its hydrogen ions in the reaction and then the chloride ions reacted with the zinc ions in the solution. Thus, the zinc dissolved in the highly acidic solution which was caused by the high concentration of H2 ions. Hydrogen gas was generated during the reaction which was seen when bubbles were formed as the penny was dissolved into the beaker. An error that could have been present during the lab includes not letting the zinc react completely with the chloride ions by removing the penny too early from the solution. For instance, the percent error of this lab was 45.6%, which was determined by the subtraction of the theoretical percent of Cu 2.5% and the experimental percent of Cu 3.64% and dividing by the theoretical percent of Cu 2.5%. This experiment showed how reactants react with one another in a solution to drive a chemical reaction and the products that result from the
The Copper Cycle is a well-know experiment that is used to demonstrate the Law of Conservation of Mass. According to this law, mass is conserved during chemical reactions. In other words, the mass of copper in the reactants is supposed to equal the mass of copper in the products.1 The Copper Cycle is a series of 5 reactions over which the mass of copper is ideally conserved. These reactions are various types of reactions, which highlights that mass is conserved in all kinds of chemical reactions. However, due to experimental errors, some percent of copper is usually not recovered in the last step.
To prepare the copper standard solutions the students added 15 M NH¬4OH (4mL) to a designated amount of stock solution (0.100 M) in a volumetric flask (50mL). Standards one through six contained the following mL of original stock solution: 1.00, 2.00, 4.00, 6.00, 8.00, and 10.00. Once each of these solutions were combined with the ammonium hydroxide (4 mL) they were filled to the mark on the volumetric flask (50mL) with distilled water and swirled.
The same metal was placed in vertical columns in an effort to organize the metals. Groups moved to each solution labeled and covered the metal in the respective solution. Observations to how each metal reacted to a solution were then recorded. Each metal was covered in five different solution compounds. Unless the metal and the solution compound contained the same element, such as iron and iron (III) chloride. To cover this metal in this solution would have been counter productive since the same product would have been
Pour a sufficient amount of water (about 16 oz) into a small pot and place on the stove at high heat.
Oxidant (oxidizing agent) is the element which reduces in experiment. Consequently, it induces second element to be oxidized.
N. Dirilgen, 1994, Cobalt-copper and Cobalt-zinc effects on duckweed growth and metal accumulation. Different concentrations of Cobalt2+, Zinc2+ and Copper2+ as well as Co2+Cu2+ and Co2+Zn2+ were added to nutrients given to a species of duckweed, Lemna minor L. the effects of these metals on the growth of the duckweed was recorded. A change in growth was not very noticeable until the concentration of Cobalt (Co) and Copper (Cu) reached 2.00 ppm (parts per million), where the growth of the duckweed was inhibited. It was also discovered that Cu and Co work together to inhibit growth when they are at a certain concentration, and at other concentrations, the one would neutralise the other, creating less of an effect on the growth of the duckweed. The conclusion the I took from this study is that as the
hydrate used in this lab was Copper (ll) Sulfate Pentahydrate. To heat the hydrate in this lab a
Copper is a chemical element with the symbol Cu and atomic number twenty-nine. It is also a solid at room temperature. Copper was most likely the first element ever manipulated by humans. In fact, humans discovered copper during the Paleolithic era. Copper was also very important during the copper and bronze age. Copper is also a very important element in the medical field. Also, the united states penny was originally made from pure copper. Finally, the Statue of Liberty did not always look green.
Corrosive to eye contact and skin contact. If there is contact rinse the area with water for 15 minutes.
Consider the physical and chemical changes when you add hydrochloric acid to the sodium carbonate. Next, collect some hydrochloric acid (liquid, HCI) from the hydrochloric acid beaker and insert 5 to 8 drops of hydrochloric acid on the watch glass with Na2CO3. Finally, observe the changes of the substance from before and after. The second test that we were to observe were the changes of copper (II) sulphate (liquid, CuSO4) when added sodium carbonate (liquid, Na2CO3). Firstly is to add one dropper full of copper sulphate into one plastic cup. Secondly is to add one dropper full of sodium carbonate into another plastic cup, remembering to use a different dropper. After, is to observe any changes of the two solutions. Think about what would happen when you combine these two solutions together. Finally, combine the two solutions together and observe the changes from before change, during change, and after change. The third test we did was investigating the change of copper (II) sulphate (solid, CuSO4) when added water (H2O). The first step is to insert, the size of a pea, solid copper into a clean test tube. Think about what’s going to happen to the copper (II) sulphate when added water. Secondly, fill the test tube with copper (II) sulphate 2/3 full of
And the mixture turned black after heated it with strong flame for 5 minutes. The mass of copper was found by subtracting the mass of crucible and cover from the mass of the crucible, cover, and copper. Also, the mass of copper sulfide was calculated by subtracting the mass of crucible and cover from the mass of crucible, cover, and copper sulfide. Then the mass of copper sulfide was subtracted by the copper to get the mass of sulfur.
A typical Ag-In phase diagram is shown in Figure-1, where seven equilibrium phases exist, out of which two are intermetallic phases i.e. Ag2In and AgIn2 also known as φ and γ phases, respectively .