Chemical Reaction Lab Report

When calcium chloride, sodium bicarbonate, and phenol red are put into a bag and mixed up the type of reaction that occurs is a chemical reaction for the following reasons. Things that indicate that a chemical reaction has occurred are color change, formation of precipitate, formation of gas, and energy transfer in which three of them took place in the reaction of calcium chloride, sodium bicarbonate, and phenol red. The three indicators in this experiment were: a color change, formation of gas, and an energy transfer

A chemical reaction is when substances (reactants) change into other substances (products). The five general types of chemical reactions are synthesis (also known as direct combination), decomposition, single replacement (also known as single displacement), double replacement (also known as double displacement), and combustion. In this lab, the five general types of chemical reactions were conducted and observations were taken before, during, and after the reaction. Then the reactants and observations were used to determine the products to form a balanced chemical equation. The purpose of this lab was to learn and answer the question: How can observations be used to determine the identity of substances produced in a chemical reaction?

Calculated the moles of NaHCO3 in the balloon. mass of 〖NaHCO〗_(3 ) in ballon×(1 mole)/(84.01g) Poured vinegar into graduated cylinder and measured to the nearest tenth milliliter(mL). Poured vinegar into soda bottle and calculated mass in grams(g).m= vd Calculated the mass of the acetic acid in the soda bottle in grams(g).

Add a magnet to the bottom of the paper and observe what happens. In experiment 2 fill a small beaker until it is half-empty with cold water. Obtain the test tube in the warm water and pour it into the cold water. In experiment 3 place a piece of magnesium in a test tube and add 10 drops of hydrochloric acid. Feel the bottom of the tube. In experiment 4 scoop a small amount of sodium bicarbonate to a test tube. Add 10 drops of 6M HCI. Feel the bottom of the tube. In experiment 5 combine 5 drops of barium chloride and 5 drops of sodium sulfate. In experiment 6 mix some sodium chloride in a test tube with 2 mL of

During the preparation of the, “Turning Pennies Green”, lab, students were asked to perform an experiment at home. The lab demonstrates what the effects of chemical and physical changes are. Students were asked go home, put two pennies in separate bowls, and label one bowl cup A, water and cup B, vinegar. Then, they were asked to place paper towels in the bowl. For cup A, water was to be poured in, but just enough to wet the paper towel inside, so the penny was not submerged.

At station A when zinc and hydrochloric acid react with each other it is a chemical change because it creates gas bubbles and temperature change. At station B where NaOH solution and phenolphthalein react with each other it is a chemical change because it changed to the colour purple and the change looked difficult to reverse. Station C in which sulfuric acid and magnesium were to react with each other is a chemical change because it formed gas bubbles and changed colour. Station D where hydrochloric acid and Bromothymol blue were the materials is a chemical change because it changed to the colour yellow and looked difficult to reverse. In Station E where NaCl solution and AgNO3 solution were the materials is a chemical change because the reaction

This is done through a change in temperature. Over time, two objects that are in direct contact will

To prove this, carbon dioxide was produced in the flame for reaction 1a making it blue, and instead, carbon monoxide was in 1b making it orange, which come to a conclusion that carbon monoxide only occurred in a chemical equation for incomplete combustion, and carbon dioxide only occurred in a complete combustion (Nanda

to compare the results, and neither solution was expected to produce an observable chemical reaction. The procedure was the same as used for the test with 6M HNO3 and 0.1M AgNO3 solution and the test with 6M HCl and 0.1M BaCl2 solution. A third experiment used was the flame test. First, a scoopula was used to place 0.1 grams of the unknown compound in a test tube, and a wash bottle was used to add approximately 2 mL of deionized water to create a solution.

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.

In the chemical and physical change lab, we figured out what a chemical change is. A chemical change is a change in which one or more substances are converted into a different substances. That means if a chemical change occurred the substances will be turned into a different substance. In order to know if a chemical change happened you will see bubbles, a color change, energy released as heat and light or a solid participate. The first example, of a chemical change in this lab is bubbles. In stations 6 and 8 each had bubbles in them. In station 6 the zinc was put into the HCI acid and once they touched they got bubbly and cloudy. Also in station 8 when a spoonful of baking soda and HCI acid touches the solution, it started to bubble and fizz.

Purpose/Introduction: The objective of this lab was to recognize and differentiate between physical and chemical changes in matter. Physical change can be defined as a usually reversible change from one state (solid, liquid, or gas) to another without a change in chemical composition. The physical properties of a substance--such as size, shape, density, or state--are altered. An example of a physical change is ripping paper.

The claim of this investigation was that iron (III) sulfate were the resulted product from the chemical reaction based on our experiment. The hypotheses were whether the chemical reaction would result in 1.72 grams of Cu or 2.57 grams of Cu. The first trial resulted with 2.638 grams of Cu, and the second trial resulted with 2.111 grams of Cu. Because of the two different masses of the product from the two trials, we averaged both of them and got 2.375 grams of Cu. From the experiment, there was 2.375 grams of Cu, it was closer to the hypotheses with 2.57 grams of Cu.

Discussion Describe the pattern or relationships you observed in your results (shape of graph, table results, personal observations). In the results founded, the patterns and relationships of these results are unable to be identified as only one entry where there was any visual rusting that had occurred, and a pattern requires multiple results for each Test-Tube. Therefore a pattern is unable to be identified with these results alone.

When the hydrochloric acid (2HCl) and the calcium carbonate (CaCO3) combine it forms calcium chloride (CaCl2) + water (H2O) and carbon dioxide (CO3). This is because the chemical reaction is an acid-base reaction (where an acid + a carbonate (or a hydrogen carbonate) combine to form a salt + water + carbon dioxide) which is specific type of gas evolution reaction (a chemical process that produces a gas, such as oxygen or carbon dioxide). During a chemical reaction the bonds between the atoms in the reactants are broken and to form products that are physically and chemically different from the reactants. In this situation CaCO3 reacts with 2HCl to form CaCl2 and H2CO3, the carbonic acid then decomposes into water and carbon dioxide. When the