Interpreting The Periodic Table Lab Report

Interpreting The Periodic Table Lab Report
Interpreting the Periodic Table Lab Report Name: Kelsey Cordero and Bruno Canteros Lab Partners: Ashley Fernandez, Lab Experiment: Interpreting
the Periodic Table Date: January 15, 2015 Introduction: The periodic table is the most important chemistry reference there is. It arranges all the known
elements in an informative array. Just like when entering a grocery store similar items are grouped together which makes an item easier to find.
Elements are arranged left to right and top to bottom in order of increasing atomic number. The different rows of elements are called periods. The
period number of an element signifies the highest energy level an electron in that element occupies. An element is a substance that is made ... Show
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Materials: (Activity 1) 1. Calcium 2. Sulfur 3. Aluminum 4. Silicon 5. Carbon 6. Paper 7. Copper 8. Pencil 9. Iron 10. Magnesium (Activity 2) 1.
Periodic Table Element Cards Procedure: The whole procedure for Activity 1: 1. Provide yourself with a pencil and paper. 2. As the teacher assigns you
to a station, in that station are two elements where you must describe the physical features of the element. 3. As you rotate from station to station make
sure to observe each and every element clearly until you have completed all 8 elements. 4. Once you are done use your notes to help you organize the
elements into groups. The Procedure Activity 2: 1. Designate a group member to retrieve the periodic table cards. 2. Look for an open space to work
with your group. 3. Use the periodic table to arrange the elements in order. 4. Once ordered observe the properties in the cards and try to find any and
all patterns. Table 1. Activity 1. Element Description Calcium rough, light gray, rocky texture, solid, malleable, dull Aluminum shiny, smooth, crunchy,
gray, solid, malleable Carbon rough, black, chalky, squeaky like styrofoam, light weighted, solid Copper shiny, light orange/peach, smooth, solid,
malleable Iron solid, shiny, gray, high pitch, smooth, malleable Magnesium malleable, solid, soft, smooth Sulfur soft, powdery, yellow, dullish, solid
Silicon shiny, metal, rough, gray, solid Table 2. Activity 1.
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The Periodic Guide: Study Guide Essay examples
Lesson 03.01: History of the Periodic Table
Explain how scientific observations led to the development of, and changes to, the periodic table.
–Dmitri Mendeleev– first periodic table, organized 63 known elements according to properties, organized into rows and columns and wrote name,
mass, and chemical properties on each
–Julius Lothar Meyer– independently worked in Germany, similar to Mendeleev
–Henry Gwyn Jeffreys Moseley– Worked with Ernest Rutherford, experimented with 38 metals, he found that the positive charge of each element's
nucleus increased by one from element to element as they were arranged in Mendeleev's periodic table, lead to modern definition of atomic number (#
of protons in atom's nucleus) and the recognition the ... Show more content on Helpwriting.net ...
–Covalent bond– Electrons are shared between two atoms, neither atom completely gains or loses electrons. Between two nonmetals.
Relate your knowledge of the periodic trends to the chemical bonding exhibited by various elements.
Lesson 03.05: Ionic Bonding and Writing Formulas
Determine an element's ionic charge based on its location on the periodic table.
Group 1– 1+
Group 2– 2+
Group 3– 3+
Group 4– 4+
Group 5– 3–
Group 6– 2–
Group 7– 1–
Group 8– non–reactive noble gases
Write the correct ionic formula when given two elements that bond ionically.
Use question above and periodic table
Lesson 03.06: Covalent Bonding and Lewis Structures
Determine how many covalent bonds an atom needs in order to fill its valence shell, using the periodic table.
Must get to 8 valance electrons.
Ex. Group 17 needs one more valance electron; group 6 needs 2 more valance electrons
Draw correct Lewis structures to model covalently bonded molecules when given the name or formula of the molecule.
Describe your observations and conclusions from the virtual lab.
Lesson 03.07: Intermolecular Forces
Use VSEPR theory to predict the shape of a molecule based on its Lewis structure.
The VSEPR theory is about geometry of compounds and electron location.
Compare and contrast intermolecular forces (London dispersion, dipole–dipole, hydrogen bonding, and ion–dipole). London dispersion forces occur
between all molecules and particles but are the only

Questions: The Kinetic Molecular Theory Of Gases
Chapter 10
Gas Laws
10.1 The Kinetic Molecular Theory of Gases Scientists have made a lot of observations to be able to make acceptable assumptions about the behavior
of gases. They stated these assumptions in the kinetic molecular theory of gases. The theory is summarized in the following statements.
1. Gases are composed of molecules or atoms that are shattered in great distances with one another.
2. These particles are in a continuous random motion and are moving at any directions.
3. Gases exert force upon the wall of the container and on other gases during collisions.
4. As the temperature increases, the average kinetic energy of gases increases and when the temperature decreases, the average kinetic energy of gases
decreases.
5. All gases with the same temperature have the same average kinetic energy. This ... Show more content on Helpwriting.net ...
1. Why is it that during summer drivers should not fill much air into the tires of their cars?
___________________________________________________________________________________________________________________________
2. A weather balloon is filled with helium gas. What do you think will happen to its volume when it reaches high altitude?
___________________________________________________________________________________________________________________________
3. What gas law is being described in the following situation? A person opening an oven may feel a quick flow of hot air. Explain briefly.

Molar Volume Lab
Introduction The objectives of the Molar Volume of a Gas Lab are based on an understanding of the creation of a gas and how to measure that volume.
Based on the chemical reaction Zn (s) + 2HCl (aq) –> ZnCl2 (aq) + H2 students have to produce a determined volume of hydrogen gas produced from
a predicted amount of zinc metal and to evaluate the results based on percent error, technique of experiment, and procedure quality. In order to
complete this lab students must have a well rounded understanding of the science concepts of the phase of gas and the properties of a gas, the
experiment apparatus and how it works, the environment of the procedure including standard temperature and pressure and kinetic molecular theory. To
complete the calculations students must understand stoichometry and conversion factors. A gas is a phase of matter that has no shape, no set volume, is
easily compressed, and is less dense then both solids and liquids. When matter changes its state, gases can be formed. When liquids vaporize and when
solids sublimate gases are formed. In the Molar Volume of a Gas Lab the gas is formed when a measured amount of Zinc metal is combined with five
milliliters of Hydrochloric Acid the single replacement reaction occurs causing zinc metal to displace the hydrogen and form hydrogen, a gas and zinc
chloride, a salt. In this reaction a gas is formed and bubbles of hydrogen are seen. The apparatus needed for this experiment consists of a small tub of
water, graduated cylinder ... Show more content on Helpwriting.net ...
The chemical reaction being: Zn (s) + 2HCl (aq)–> ZnCl2 + H2 and calculating the amount of .1167 through a stoichiometric calculation (which can be
seen as calculation two in the calculation

Classroom Observation
In this lesson, my students used all of their knowledge obtained from the previous lesson to investigate and explore in the science lab. The content of
this lab is asking students to compare and contrast basic properties of matter. The objective for this lesson is for them to measure the length (Type of
matter), weigh different objects, and measure the volume of different objects using types of matter. These objective coincide with my unit objective 2:
Given multiple choice questions students will compare and/ or contrast the physical properties of solids, liquids, and/ or gases. To make certain that my
students will meet the objectives given I created three mirrored centers with twelve minute intervals. The class was also divided into six ... Show more
content on Helpwriting.net ...
Ed. Teacher circulated the room to ensure that the students where on task. At station one students were measuring the length of different (solid) objects
using the unit centimeters and inches. Students were also asked to estimate the length in both units of measurement before finding the actual
measurement to compare their results. Then at station 2, students were asked to measure the mass or weight of different objects and compare the objects
weight. Moving on to station three, students were asked to investigate and weigh the mass of different objects using a liquid. Comparing the increase or
decrease in the water level in milliliters. Once all three stations had been completed by the students we regrouped for discussion. After, I collected their
science packets were they completed their work and graded them to check for understanding. I found that 80% of my students were able to compare
and contrast basic properties of matter from their responses and results in their packets. This also gave me an opportunity to reevaluate my teaching
method and enhance it to help my remaining 20% gain the knowledge needed before moving on to the next

Boyles Law
Boyle's Law
5–1: Boyle's Law: Pressure and Volume
Robert Boyle, a philosopher and theologian, studied the properties of gases in the 17th century. He noticed that gases behave similarly to springs; when
compressed or expanded, they tend to 'spring' back to their original volume. He published his findings in 1662 in a monograph entitled The Spring of
the Air and Its Effects. You will make observations similar to those of Robert Boyle and learn about the relationship between the pressure and volume
of an ideal gas.
1. Start Virtual ChemLab and select Boyle's Law: Pressure and Volume from the list of assignments. The lab will open in the Gases laboratory.
2. Note that the balloon in the chamber is filled with 0.300 moles of an ... Show more content on Helpwriting.net ...
Ideal Gas 1 MW = 4 g/mol
|Volume (L) |Pressure (atm) |PV Product (P × V) |
|7.335895 |1 |7.335895 |
|2.445298 |3 |7.335894 |
|1.222649 |6 |7.335894 |
|0.8150995 |9 |7.335895 |
Ideal Gas 8 MW = 222 g/mol
|Volume (L) |Pressure (atm) |PV Product (P × V) |
|7.335895 |1 |7.335895 |
|2.445298 |3 |7.335894 |
|1.222649 |6 |7.335894 |
|0.8150995 |9 |7.335895 |
Real Gas N2
|Volume

Chemical And Periodic Properties: Charlie Ponyik And Dr....
"Chemical and Periodic Properties" Martin Lozano, Charlie Widdicombe Experiment 2 September 5, 2014 Charlie Ponyik and Dr. Renee Falconer
Introduction Even before he knew anything about the atom or its behavior, a Russian scientist by the name of Dmitry Mandeleev was able to organize
known elements of the time by their common properties. He noticed that the properties would appear periodically and began organizing the elements in
columns that shared those similar properties. Thus, the periodic table was born.2 In this lab session, the chemical and periodic properties of several
substances were observed to determine trends and differences among them. These properties include, but are not limited to, acidity and basicity, the
production of gases, ... Show more content on Helpwriting.net ...
It is important to note that common household products are generally basic or slightly acidic, and ae useful for cleaning due to their ability to react with
substances that need to be cleaned.1 An acid is simply a molecular compound that is able to donate a positive Hydrogen ion when dissolved in water.
Conversely, a base is a molecular compound that is able to give off negatively charged hydroxide ions when dissolved in water.3 Because of this
"donation" of ions, chemical changes may occur. When ionic compounds (compounds consisting of a positive cation and a negative anion stuck
together by the attraction of the other's charge) are dissolved in water, electrolytes are created. An electrolyte is a substance that conducts electricity
when dissolved in water, while a non–electrolyte is one that cannot.3 In general, those compounds whose ions dissociate in greater amount and are in
greater concentration are more conductive, or have more ability to transmit heat and electricity. We can demonstrate this dissociation of sodium
chloride dissolved in water with the following chemical

Essay on Blue Death Questions
PART I QUESTIONS
1. Models are analogies that allow us to clarify hypotheses–proposed explanations of relationships between causes and effects. What roles do models
play in testing hypotheses?
Models provide the physical testing and proof of a hypothesis by exploring the extent to which the two factors relate within the given hypothesis. It puts
a theory into action, to see if the theory is correct.
2. What did the humoral model of disease propose as the cause for cholera?
The humoral model of disease said that disease was caused by an imbalance in one or more of four "humors" or fluids in the body: blood, phlegm,
black bile, and yellow bile. Physicians would decide on a treatment based on what they thought was the cause of the ... Show more content on
Helpwriting.net ...
7. When was the germ theory of disease proposed, and on what basis?
The germ theory was proposed by Robert Koch and Louis Pasteur in the 1870s, on the basis that microorganisms were the cause of many diseases.
PART III
1. Why was it useful to be able to verify the source of the water?
Verifying the source of water was the only way to prevent its spread. Since it is an epidemic, it affects many people at the same time, and it is very
important to stop the spreading into more communities to prevent further death and the expansion of the disease. Verification allowed companies using
that source to change where they obtained their water, and allowed water treatment to take place.
2. Why would a neighborhood served by two different water companies be more useful for testing Snow's hypothesis than two neighborhoods each with
their own source?
A reviewer in the London Medical Gazette suggested that Snow find people living side by side with lifestyles similar in all aspects except of their water
source. He made this suggestion because this would ensure that the neighbors breathe the same air and resemble each other more in variables other than
the water source. This would guarantee that the water is the source, and not other factors that is causing the cholera.
3. Epidemiologists often draw causal webs to illustrate the

Behavior of Gases and Absolute Zero Determination Essay
Pre Lab Report Behavior of Gases and Absolute Zero Determination
Lab 4
Summary of Concepts:
Through this experiment we will be investigating the differences between the gas laws. We will investigate the relationships between pressure, volume,
and temperature. By the end of the experiment we will have data to prove the gas laws.
The Gas Laws we will be investigating are as follows:
Boyle's Law:
PV=C
Charles' Law:
V/T=C
Gay–Lussac's Law:
P/T=C
Avogadro's Law
V/n=C
Ideal Gas law:
PV=nRT
http://chemistry.bd.psu.edu/jircitano/gases.html
Materials:
Lab Quest
Lab Quest App
Vernier Gas Pressure Sensor
Temperature Probe
20 mL Gas Syringe
125 mL Erlenmeyer Flask
Three 600 mL Beakers
Rubber Stopper assembly with two way ... Show more content on Helpwriting.net ...
b. Stop data collection when you have finished collecting data to view a graph of pressure vs. volume. Save data under file save. Print a copy of the data
and a graph of pressure vs. volume.
PART 2:
1. In this experiment, you will study the relationship between temperature of a gas sample and the pressure it exerts. Using the apparatus shown in
Figure 2, you will place an Erlenmeyer flask containing an air sample in a water bath and you will vary the temperature of the water bath. Connect the
Temperature Probe to Channel 2 of LabQuest. Choose New from the File menu.
2. Assemble the apparatus shown in Figure 2. Be sure all fittings are airtight. Make sure the rubber stopper and flask neck are dry, then twist and push
hard on the rubber stopper to ensure a tight fit.
3. Set up water baths in large–volume containers as you need them, ranging from ice water to hot water.
4. Change the graph settings to display a graph of pressure vs. temperature.
5. 30 – 2 Advanced Chemistry with Vernier
6. Exploring the Properties of Gases
a. Change the data–collection mode to Selected Events. Leave everything else the same and Select OK.
b. Choose Change Units ► K (Kelvin temperature) from the Sensors menu. Tap Graph.
c. In Part II it is best to see one graph of pressure vs. temperature. Choose Show Graph ►Graph 1 from the Graph menu.
d. Tap the

The Atomic Weight Of The Middle
North Sydney Girls High
Preliminary Course
Chemistry Assessment Task 1
Research Task
Rachel Stock
11CH5
Question 1 Question 2
The first use of the triads was in 1817, when Johann Dobereiner observed that elements could be placed in groups of three based on their properties.
When the three elements were ordered according to atomic weight, the smallest weight would have the least significant reaction or mildest property,
whilst the heaviest would have the most significant or strongest property. Further, the atomic weight of the middle element would be almost exactly the
average of the two other elements. These properties were considered too coincidental not to be of some significance. One of the first triads to be
observed was ... Show more content on Helpwriting.net ...
When ordered with atomic number there are only a few instances where the atomic masses do not ascend which would have resulted in the two
elements being switched in the original order of elements when atomic weight was used. These errors are pairs where the second of the pair is placed
first when ordered with atomic weight; three of which are argon and potassium, cobalt and nickel, tellurium and iodine.
The Law of Triads began to direct chemists towards the patterns found in lists or tables of elements. Many chemists began exploring patterns but it
wasn't until 1864 that the next step was made. John Newlands realised that when ordered by atomic weight a regular pattern of properties formed. He
noted that elements seemed to fall into patterns of eight whereby every eighth element would have the same properties. This was not entirely true
however as Newlands saw this pattern and was reminded of a musical scale's eight note repetition. Nevertheless, the recognition of this in fact deterred
Newlands from making further inferences as he continued to attempt to force elements into this 'musical scale like' format which was not entirely
applicable.
Furthermore, the noble gases had yet to be discovered when Newlands Law of Octaves was formed. This meant that the pattern didn't account for an
extra element in the patterns of eight. As can be seen on the right, noble gases are not included and had they been, they would be placed in

ADI Lab Report
ADI Lab Report: Silica Content
At the beginning of the ADI silica lab, we were asked the question "Which "magma" leads to more explosive eruptions and is potentially more
dangerous to humans?" . We would soon experiment with "silica" and liquid to determine how the silica content affects its viscosity and relates to
potential dangers of a volcanic eruptions. For this experiment to be successful, you must know some key background information. Silica is a solid
compound which is present in magma and influences its properties, viscosity is what we call a fluid's resistance to flow. These two core idea's work
together; high silica equals high viscosity, which traps more gases, and leads to a more explosive volcanic eruption. On the other hand, ... Show more
content on Helpwriting.net ...
Specifically, the Rhyolitic magma which had 30 Ml of silica took 1.75 seconds to fall, rather than the basaltic magma with 0 ML of silica that only took
1.38 seconds to

Spring Syllabus
[pic] [pic]
Florida A&M University
Department of Chemistry
CHM 1045 Lab Syllabus
| COURSE SYLLABUS |
|Course Number: CHM 1045L |Course Title: General Chemistry I Laboratory |
|Prerequisite(s): | |
|Co–requisite: CHM 1045 Lecture | | ... Show more content on Helpwriting.net ...
Expt In General Chemistry Lab Safety & Techniques DVD
Safety
Students must always wear eye protection and laboratory coats when they are doing the laboratory exercises. There are no exceptions to this
requirement. Students not having eye protection and laboratory coat cannot remain in the laboratory.
a. Wear approved eye protection at all times.
b. Never eat, drink or smoke in a chemical laboratory
c. If any glassware is broken, it should be cleaned up by the student.
d. Never perform an unauthorized experiment.
e. Never work in a chemical laboratory without proper supervision
f. Never pipette by mouth or inhale gases or vapors
g. Exercise proper care in heating or mixing chemicals
h. Be careful with glass equipment
PROCEUDURE
Each laboratory experiment must be read and carefully studied before coming to the laboratory. This must be done to ensure that each student is
thoroughly familiar with the principles, procedures, calculations, and anything else with the exercises may be involved.
Unless otherwise directed to do so, students should work alone in doing in the laboratory exercises. Take extreme care when using the analytical
balances, thermometers, and other items of equipment that are expensive and/or may be easily broken. When the laboratory exercise is completed, all
equipment should be cleaned and put in its proper place or in the locker in an orderly way. The bench top and common work areas should also be

5.03 FLVS Chem Lab Essay
05.03 Gas Laws: Lab Report
Directions: Read/ Study all the lesson information in the 5.03 lesson then click the activity tab to perform two virtual labs. (There are recorded
Teaching Videos for lesson 5.03. To view them click the "Help Sign" on the announcement page. Next scroll down to Lesson 5.03 stuff and you should
see 5 part video links that will cover the lesson content.)
Virtual Lab 1– Part I: Boyle's Law
A sample of gas is trapped in a sealed container, which has a movable lid. Moving the lid up or down will change the volume inside the container. You
will use an attached manometer to measure the pressure inside the container.
Procedure:
1. Move the lid of the container up or down. Record the resulting volume and pressure ... Show more content on Helpwriting.net ...

Virtual Lab Part 2: Charles's Law
Procedure:
1. Carefully measure the volume of the trapped gas using the graduations (markings) on the side of the container.
2. Read and record the temperature of the gas using the thermometer attached to the container.
3. Use the buttons on the heater to change the temperature of the gas. The volume of the gas will change in response to the temperature change. Notice
that the container is sealed and the pressure is adjusted so that it remains constant. Measure and record the volume and temperature of the contained
gas.
4. Continue this process until data is obtained for at least six different temperatures. Be sure that the temperatures represent a large range of values in
order to help you answer questions about the relationship between temperature and volume.
Present all relevant data in a data table below. Include an observations section for any observations you made during the lab. Make sure you note the
data needs to be converted before graphing.
Data and Observations:
Part 2: Charles's Law Lab Data
Dataset
New Temperature in °C
Temp Converted to Kelvin
(add 273 to the °C)
New Volume in mL
Volume Converted to Liters (divide mL by 1000)
1

2

3

4

5

6


Chem
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Experiment 4: properties of gases
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Report Submitted: June 21, 2013
Title: Properties of Gases
Purpose: To analyze a few physical and chemical properties of gases as well as using those properties to identify the gases.
Procedure:
* For Hydrogen I ... Show more content on Helpwriting.net ...
This caused a quick and energetic reaction! The gas from the reaction I pumped into some Limewater, which caused it to bubble and turn cloudy
* Next, I let the gas from the sodium and hydrogen peroxide go into some Bromthymol Blue. It turned yellow.
* When I mixed the Alka Seltz/water solution excess gas into the limewater it... [continues]
Read full essay
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Properties–Of–Gases–1802164.html
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Relationship Between Gas Pressure And Temperature
SUMMARY
In this lab experiment, we tested and observed the relationship between gas pressure, volume, and temperature and how they relate to one another. In
order to do this, you should understand the properties of gas. These properties consist of volume, temperature, and pressure. The relation of pressure
and volume is described as the Boyle's law. The relation of pressure and temperature is described as the Gay–Lussac's law. The most important
resources needed for this experiment is the gas pressure sensor, a syringe, a cooling and heating source to increase temperature, and the Lab Quest
application to record measurements and graph it. According to Boyle's law, if the results of pressure versus volume have an inverse relationship, ...
Show more content on Helpwriting.net ...
In relation with pressure and temperature, I believe that with lower temperature you will have less pressure. My reasoning for this is because
cold/freezing temperatures tend to slow down or completely stop the movement of things, for example water. I assume that as the temperature grows
colder, the movement of gas particles begin to slow down inside of whatever container or can that it is compressed in (Rutledge et al., 2014).
MATERIAL AND METHODS
While performing this experiment, I dissected the experiment into two parts, one part for pressure vs volume and the other part for pressure vs
temperature. To test the relationship between gas pressure and volume, I started by collecting data of the amount of pressure when the 20mL syringe
was moved at 5.0mL, 10.0mL, 12.5mL, 15.0mL, 17.5mL, and 20.0mL while adding 0.8mL to account for the extra volume inside the gas pressure
sensor. Lab Quest measured the amount of pressure applied from each volume and graphed it. To test the relationship between gas pressure and
temperature, I started by preparing a water bath of cold/ice temperature water into a 1–liter beaker. A temperature probe and the gas pressure sensor will
be connected to Lab Quest to collect the data throughout the experiment. A rubber stopper containing a plastic tubing connected to it valve was attached
to the gas pressure sensor. I then inserted the glass stir rod into the open valve of the rubber stopper

Properties Of Gases Lab
Cimone Toppin
GSA: Somayeh (Sue)
Chemistry 1101– 07
26 February 2017
Properties of Gases: Experiment 4 Report
Procedure and Results
Part I: Pressure and Volume (Boyle's law– inverse)
During the first run through of the lab, Gas Pressure Sensor is connected to the LabQuest with a small plastic syringe connected to it. The syringe is set
15 mL marker (volume) and the pressure is recorded as 101.19 kPa. By changing the syringe 2 mL down for each run (4 times), the following volume
and pressure reads as stated on the data sheet: 13 mL with the pressure of 117.91 kPa, 11 mL with the pressure of 139.25 kPa, 9 mL with the pressure of
165.72 kPa, and 7 mL with the pressure of 216.14 kPa.
Boyle's calculations: P1V1 = P2V2 → P = k/V
Volume (mL)
Pressure (kPa)
15 mL
101.19 kPa
13 mL
117.91 kPa ... Show more content on Helpwriting.net ...
Kelvin begins at 0 degrees which gives an exact estimation of the determined absolute temperature, yet Celsius only shows how much the temperature
has increased.
The three gas laws that were covered during this experiment were: Boyle's law, Charles' law, and Gay–Lussac's law. These laws support this
experiment's findings by showing the increased and decreased values. Boyle is an indirect (1/α), and Charles and Gay–Lussac are both a direct (α)
relationship.
In Part III, the volume of air in the syringe increased in the warm bath. This occurs because the heat causes the gas particles to move rapidly making the
gas buildup and pressure in the syringe, increase.
Reflection
During this experiment, 4 people participated to complete it. My partner and I did Part 2, while the other two did Part 1, then we all worked together in
Part 3. I did not find interest in this assignment but it was extremely easy to complete. I was able to understand how to graph the analyzed data found
by using the equations I determined. One flaw is that it took way too long to

Theories Of Discovering Periodic Trends
Discovering Periodic Trends Introduction For years, many scientists put together several different lists of the elements based on theories about the
properties of these elements but the first official periodic table was assembled by Dmitri Mendeleev in 1869. Later, due to modern communication
abilities, scientists modified Mendeleev's periodic table to make it more organized and easier to understand. The current version was organized in a way
that scientists could easily identify trends like density, melting/boiling points, ionization energy, electronegativity, and atomic mass. Experimental Data
on the properties of elements 1 through 36 were recorded and formatted on an Excel sheet. This data was converted into a series of graphs in ... Show
more content on Helpwriting.net ...
They learned that the density of an element increase from top to bottom and inward towards the transitions metals. They also learned that the boiling
and melting point trends are similar in pattern with the density trend. They learned that the ionization energy decreases top to bottom and increases left
to right. They also learned that the electronegativity trend is similar in pattern to the ionization energy trend except it does not affect any of the noble
gases except for Xeon. Lastly, they learned that the atomic radius increases top to bottom and decreases left to right. This research lab is very reliable
because the sources where the information was gathered was credible and they all agreed with each other. The information gained from this lab is of
high significance because it is fundamental to the understanding of all chemistry. Of course there were a lot of cases in which there were occasional
hiccups in the general periodic trends. These are due to the specific nature of those elements and it might be a good idea next time to highlight those
outlying values in a different color on the graph and provide an explanation underneath as to why the highlighted element does not follow the rule of
that specific

Changes According To Modern Chemistry : Chemical And...
Chemistry is very important, it is basically anything that deals with matter. If you think about it almost everything around us is matter. Matter is
anything that takes up space. Matter is composed of both chemical and physical properties. A chemical property is determined by the substance's ability
to react with other substances. Chemical properties react to air, rust, tarnish, rot, burning, and etc. According to Modern Chemistry, a chemical change
is a change that occurs that causes the identity of a substance to change; something new is formed. A chemical change is irreversible, meaning that it
can't change back to it's original state. According to Modern Chemistry, a physical property is description of an object / substance. A physical change is
a change that occurs without changing the identity of the substance, no new substances are formed. We can determine a physical change by using our 5
senses and a physical change is always reversible. Did you know that viscosity, friction, and density are all examples of a physical property.
Well viscosity is the measure of the liquid's resistance to flow. It is also known as the thickness of a liquid. According to RheoSense, viscosity basically
is the friction between the molecules of a liquid. Friction is basically the resistance that one object/substance encounters when moving over each other,
however, in this case, it is called a fluid friction. According to Study.com, Fluid friction is the force that resists motion either

Lab Report On Chemical Reactions
Fatima Gowher Uzma Gowher Tanishq Gadkari Fritz Flores Block 1 Chemistry Honors AbstractWhat happens when two merely different things are
combined? By things, I mean two different substances. What will the aftermath of this action be? What results will you receive when performing this
experiment? Well, this experiment is putting the chemical reactions to work! We are going to be using different substances and combining them
together to record and observe the different reactions that will be produced as we perform the steps. Looking at the way a substance combining with
another substances that can make a whole different reaction is very interesting. The main goal of this experiment is to observe some typical chemical
reactions, identify some of the products, as well as summarize the chemical changes in terms of balanced chemical equations. This chemical reactions
lab will require an apparatus, chemicals, procedure, and lab questions to help the performer of the experiment understand and comprehend the lab being
performed. The lab is a way to see how the combining the different substances will create a slow, unique, and abstract reaction or it will reveal a quick
and fast reaction by the combining of the different chemical substances we will be using throughout the lab. The usage of a record table is necessary to
keep track of all of the different reactions that occurred

Humphry Davy Research Paper
Humphry Davy was born on December 17th of 1778 in penzance, cornwall. Davy had a very good education but he was also naturally very smart he
was a very curious person as well so those traits often carried over to his poetry and fiction he wrote at an early age. He also was very interested in
nature which constantly kept him outside fishing and collecting cool looking rocks and minerals for his collection. This parents were middle class and
when Humphry was 16 his father died making him want to pursue a career in medicine so he became a surgeon apprentice. He also became freinds with
a man named Davies Gilbert he lived with Davy as a lodger and played a major role of influence in davy's science studies. Davies let Davy have access
to a library and a laboratory very well equipt where Davy could start to practice and ... Show more content on Helpwriting.net ...
He got so much praise and recognition in the field that two years later he became a professor at the Royal Institution of Great Britain. Davy would get
so into his lectures and have such passion and charisma in them that they were extremely popular and people would line up for blocks and blacks just to
come and see one of his lectures for themselves. After some time he started to study into electricity and how it worked mainly exploring the chemical
side of how it worked, eventually it lead him to invent a new lamp that miners would come to use for coal mining. The new lamp allowed them to travel
farther down into the mine thus being able to mine more coal and as a result make more profit and power off the coal. Here is how it worked, it had a
wick in the center of a mesh screen the mesh screen acted as a sort of breather it prevented methane gas and other flammable gases from building up
inside casing it to explode. He wrote a paper over his new invention and presented it to the Royal Society on November

Essay about Cholera Project
1. Models are analogies that allow us to clarify hypotheses–proposed explanation of relationships between. What roles do models play in testing
hypotheses?
Models provide the physical testing and proof of a hypothesis by exploring the extent to which the two factors relate within the given hypothesis. It puts
a theory into action, to see if the theory is corrected causes and effects.
2. What did the humoral model of disease propose as the cause for cholea?
The humoral model of disease said that disease was caused by an imbalance in one or more of four humors or fluids in the body: blood, phlegm,
black bile, and yellow bile. Physicians would decide on a treatment based on what they thought was the cause of the ... Show more content on
Helpwriting.net ...
2. Why weren't Snows ideas about cholera accepted at this early date? 3. Explain why cholera outbreaks are more consistent with contamination of
water than air. 4. Given that cholera outbreaks are more consistent with contamination of water that air, why did the miasma model persist? 5. How did
Snow's experimental research on anesthesia help him design a new model for the cause of cholera? 6. Why would evidence of cholera in people living
side by side, differing only in water supply, provide critical evidence? 7. When was the germ theory of disease proposed, and on what basis?
Part three:
1. Why was it useful to be able to verify the source of the water? 2. Why would a neighborhood served by two different water companies be more
useful for testing Snow's hypothesis than two neighborhoods each with their own source? 3. Epidemiologists often draw causal webs to illustrate the
interrelationships among biological, social, and environmental variables that contribute to disease outbreak. Based on what you have learned so far,
what variables should be included in a causal web for cholera? 4. Snow considered his conclusions about cholera to be inferences from observations
whereas the reviewer from the medical journal considered these to be conjectures. What is the difference between inference and conjecture?
Part four:
1. The basic questions of epidemiology focus on the

Chemical Reaction Essay
There are also some elements that are not a part of any type of family. These elements are mostly other metals that are located right after the transition
metals. There are some nonmetals that are included in this group. Some of these nonmetals include silicon, nitrogen, carbon, and phosphorus. All
elements in this group are some what reactive. Nitrogen is the most common element. Compounds using nitrogen consist of silver nitrate, potassium
nitrate, and nitric oxide. Silver nitrate is used in many different chemistry labs.
Oxygen group is the next group found along the periodic table. This group is number 16 which contains the elements oxygen, sulfur, selenium,
tellurium and polonium. The electron configuration of this group is s2p4. ... Show more content on Helpwriting.net ...
The reason that they are the most reactive elements is because they have seven valence electrons, and they easily can gain one from multiple other
elements to form a compound. Stability is met when an element has eight electrons in their valence shell, so they easily can bond with other elements.
Fluorine, the element with the highest electronegativity on the periodic table, is the most reactive element on the periodic table. The most reactiveness
goes from the lowest to the highest in the Halogen Family. Compounds found within the halogen group consist of hydrogen fluoride, sodium chloride,
potassium iodide, hydrogen bromide, and and silver chloride.
Noble gases make up group 18 in the periodic table. These are the elements that make up the noble gases: Helium, Neon, Argon, Krypton, Xenon, and
Radon. Noble gases reactivity is very low because they have no valence electron to give or share with other elements. Noble gases can be described as
odorless, colorless gases. Noble gases are stable because they have eight electrons and fill up their outer shell. The intricate chemical details behind the
reaction would take years to clarify and the formula of the colorful solid was later modified as [XeF]+[PtF5]– (www.acs.org). This compound was the
very first compound form by using a noble gas. It was said before this discovery that the noble gases could and would never form a chemical
compound. The significance of the experiment remained clear Today

Boyle's Law Lab
Boyle's Law is where at constant temperature, the volume of a gas is inversely proportional to its pressure; it was named after the man who discovered
it, Robert Boyle (West, The Original Presentation of Boyle's Law). In the past, he tested his theory by using a siphon to trap air and see the affects that
would occur as he added pressure to the air in his siphon (Fowler, Boyle's Law and the Law of Atmospheres). More recent tests have been done by
attaching a syringe to a pressure detector. After someone does this, they read the syringe to find out what happened to the pressure when they changed
the volume of a gas at a constant temperature; each time they increased the pressure and consequently the volume would decrease. This could be done
... Show more content on Helpwriting.net ...
Boyle claimed that at constant temperature, the volume of a gas is inversely proportional to its pressure (West, The Original Presentation of Boyle's
Law). He successfully proved his law forty–three different times by pouring mercury into a J shaped glass tube to see how pressure would affect the
volume of the air trapped inside in his original experiments (West, Robert Boyle's Landmark Book). Another way chemistry students can easily test this
law is by attaching a syringe to a pressure sensor and recording the data they collect from the experiment. If they do this correctly they should prove
Boyle's Law correct; this would mean they can support the statement At constant temperature, the volume of a gas is inversely proportional to its
pressure with their data in the form of a chart or table (Delpierre and Sewell, Electronic Science Tutor). The formula that it is most often written in is
PiVi = PfVf , but most importantly, know that the product made by pressure and volume together, at a constant temperature, will always be a constant
as long as there are no experimental errors (Benson, Lab 5: Boyle's

Chemistry Lab 4-4
Boiling Point Elevation 4–4 Boiling Point Elevation If you dissolve a substance such as ordinary table salt (NaCl) in water, the boiling point of the
water will increase relative to the boiling point of the pure water. In this assignment, you will dissolve a sample of NaCl in water and then measure the
boiling point elevation for the solution. 1. Start Virtual ChemLab and select Boiling Point Elevation from the list of assignments. The lab will open in
the Calorimetry laboratory with a calorimeter on the lab bench and a sample of sodium chloride (NaCl) on the balance. 2. Record the mass of the
sodium chloride in the data table. If it is too small to read, click on the Balance area to zoom in, record the reading, and then ... Show more content on
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Repeat the experiment with this gas labeling the data link as 'Ideal Gas 8.' 5. Zoom Out by clicking on the green arrow next to the Save button. Click on
the Stockroom and then on the Clipboard and select Balloon Experiment N2. Again, set the temperature, pressure, and moles to 298 K, 1.00 atm, and
0.300 moles, respectively. You may have to click on the Units button to change some of the variables to the correct units. Repeat the experiment with
this gas labeling the data link 'Real Gas N2.' 6. Select the lab book and click on the data link for Ideal Gas 1. In the Data Viewer window, select all the
data by clicking on the Select All button and copy the data using CTRL–C for Windows or CMD–C for Macintosh. Paste the data into a spreadsheet
program and create a graph with volume on the x–axis and pressure on the y–axis. Also create a graph for your data from Ideal Gas 8 and Real Gas N2.
7. Based on your data, what relationship exists between the pressure and the volume of a gas (assuming a constant temperature)? The pressure of a gas
sample increases for a decrease in volume and decreases for an increase in volume. 8. ISBN: 0–558–05245–2 Virtual ChemLab: General Chemistry,
Student Lab Manual/Workbook, V. 2.5, Third Edition, by Brian F. Woodfield and Matthew C. Asplund. Published by Prentice Hall. Copyright © 2006
by Pearson Education, Inc. Gas Properties 9. Look up a

Properties of Gases
Properties of Gases
General Chemistry 1
Lab 5
Abstract:
The purpose of this experiment is to examine the properties of several gasses, which were the products of a reaction, and examine the way the gasses
react under certain conditions. These conditions, such as introducing a flame to the gas as well as oxygen and CO2, caused other reactions to occur.
Hypothesis:
If the gasses are correctly synthesized then there will be a clear reaction with the introduction of the flame, O2, CO2, Air, limewater, and Bromthymol
indicator.
Procedures:
Step 1. I placed a small amount of Mossy Zn in the test tube and then added HCL. I used the rubber stopper and a pipet bulb to collect the Hydrogen
gas synthesis. I filled the pipet bulb with ... Show more content on Helpwriting.net ...
(Step 4 cont.) I combined baking soda and vinegar again and attached the stopper with copper and plastic tubing assembly. I added a few ml of
limewater to a well of my well plate and ran the CO2 through the tube of the gas assembly through the limewater, which caused it to turn a cloudy color
and possibly produce a precipitate. Using the same gas assembly technique, I ran the CO2 through a few ml bromothymol blue in the well plate as well.
When the gas contacted the bromothymol, it turned from blue to yellow then to a murky green.
Step 5. I added a few pieces of Alka Seltzer to the gas delivery tube and added water to create the gas reaction. Using the gas assembly Camp;P tube,
I ran this gas synthesis through the limewater in the well plate, which turned the limewater from hazy to clear.
Step 6. I put some of the limewater in the test tube and with the straw, I breathed through the limewater. This had the opposite effect of the Alka seltzer
gas as the breath caused the limewater to turn hazy.
Analysis:
(Results included in my procedures) The hydrogen was proven to be combustable. The oxygen was proven to be flameable. No reaction with the
hydrogen and oxygen mixture which may have been an experimental error caused by (unknown). Carbon dioxide extinguished the flame, turned the
limewater cloudy, and altered the ph of the bromothymol. Alka Seltzer turned the limewater clear. Breath turned the limewater hazy.
Conclusion:
Since I

Periodic Trends Lab
In this lab, students compared the periodic trends of the elements in comparison to the atomic number. A periodic trend is the tendency of certain
properties of the elements to increase or decrease as one progresses along a row or column of the periodic table. The periodic table is arranged in such a
way that these trends are easy to compare, which is the purpose of this lab. One trend, for example, is between the electronegativity and the atomic
number on an element, another being the density. When comparing the trends, notice that electronegativity decreases when going down the groups, or
columns, of the period table, whereas the density increases. The reason for the increase in the density, which is the relationship between the mass ...
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The noble gases are the gaseous elements helium, neon, argon, krypton, xenon, and radon, in group 18 of the periodic table. Additionally, they are
considered the most unreactive of the elements, due to the fact that the valence electrons are all full, thus making the group the most stable, as well.
When it comes to the periodic trends, the noble gases have the some of the lowest densities because they are gaseous elements, meaning they state of
matter consisting of particles that have neither a definite volume nor definite shape. The lack of electronegativity of the noble gasses is based off of
their group, which already has a full outer shell, meaning they do not attract any electrons. In final analysis, the electronegativity and density periodic
trends trends are fairly consistent. Electronegativity decreases when going down groups, while density increases. However, the outliers of these trends
are the noble gases, because of their stable, unreactive properties. In addition to helping students learn about periodic trends, it also demonstrated to
students how these trends were of great use for previous scientists when they worked together to discover new elements that were missing on the
periodic

Calculating The Collision Diameter And Viscosity Of A Gas
Calculating the Collision Diameter and Viscosity of a Gas by
Measuring Pressure Over Time as the Gas is Evacuated from a Cell
Michelle Plavnik
Department of Chemistry, Emory University, Atlanta, GA, 30322, United States
PAGE 2
ABSTRACT: The aim of this experiment was calculating the values of viscosity and collision diameter for nitrogen gas, argon gas, and dry air. This
objective was carried out by filling a glass bulb to a pressure of about 700 Torr with the desired gas and letting it evacuate the bulb through a capillary
over a ten minute period. The pressure was recorded every five seconds. The inverse pressure was graphed against time, and a linear regression along
with a least squares were performed. The slope of the line of best fit was used to calculate the capillary radius, which was then used to calculate the
viscosities of the gases, which were used to calculate the collision diameters. The experimental values were compared to the literature values by percent
difference, and it was found that this technique is not effective. Percent errors ranged from 0% to 30%. To make the values more accurate, the
assumptions made in calculations need to be the same for all values. To take the experiment further it could be performed at other pressures,
temperatures, and on other gases. Understanding properties like collision diameter and viscosity of gases are important in fields such as gas phase
reaction dynamics.
Introduction Gas phase reaction dynamics is an

The Development And Application Of Nanomaterials Has Allowed
The development and application of nanomaterials has allowed society and the environment to benefit in many ways. Nanomaterials are three–
dimensional objects that have one of their dimensions in the range of 1–100nm. They can exist in nature or be created from pre–existing materials.
Their exceptionally small size means that nanomaterials possess unique physical, chemical and mechanical characteristics that might otherwise not
exist with the same materials on a larger scale. In some cases, nanomaterials have enhanced properties of the original material. Research and
development into nanotechnology has given rise to a whole new variety of scientific applications, rendering previously impossible tasks possible. The
engineering of ... Show more content on Helpwriting.net ...
The development of nanosponges has created a new way of neutralising and removing toxins from the body. Toxins include pore–forming toxins, which
destroy healthy cells by creating holes in their membranes. Nanosponges are biocompatible polymers of nanoparticles, which are coated with a
membrane similar to a red blood cell's to travel undetected through the body. This synthetic membrane attracts toxins and inhibits them from damaging
cell membranes. Upon reaching the liver, the toxin and the nanosponge are eliminated from the body. Unlike other highly specific anti–toxin platforms,
nanosponges can absorb a wide variety of toxins, regardless of molecular structures (Zhang et al, 2013). This broadens the treatment options for many
pathogen–related infections. Experimental results show that pre–inoculation with nanosponges allowed 89% of lab mice to survive lethal doses of
toxins, while administering nanosponges after the lethal doses allowed 44% of lab mice to survive. It was observed that a single nanosponge could
absorb up to 850 toxins, depending on the type of toxin (Zhang et al, 2013). According to post–doctoral researcher Che–Ming Jack Hu, one of the first
applications of nanosponges will be an anti–virulence treatment for MRSA, which is a bacterium that is resistant to many antibiotics. The research was
funded by the National Science Foundation and the National

Electron Distribution Using Peas Lab
The labs I chose were Electron Distribution using Peas, Mendeleev for a Day, and Flame Tests. I chose these labs because they helped me realize how
electrons work and why the periodic table is set up the way it is. It also helped me see how electrons work in the atoms of the periodic table. The
Electron Distribution using Peas lab helped me understand how the electrons are placed in levels based on their energy. For this lab, we had to make a
target and put peas into a funnel. After that, we let the peas go and saw what happened. The peas represented the electrons and the parts of the target
were the different energy levels of an atom. The levels allow the electrons to keep moving up once they are full. After this is known, then we can put
that information into an electron configuration. There is not an exact path as to where the electrons are supposed to go, so where the peas landed
showed us the different regions of high and low density. Also in this lab, the quantum mechanical model shows that there is not a set spot as to how the
electrons are going to go. ... Show more content on Helpwriting.net ...
Mendeleev knew that there would be elements that would fill the entire table, but they were not yet discovered, so he left their spots blank. He
organized the table by their increasing atomic mass. In this lab, our job was to mix unknown solutions with known solutions and record what happened
once they were mixed. Once we completed our objectives for the lab, we were to group the solutions with similar characteristics like Mendeleev did
when he was organizing his table. Unlike Mendeleev, we did not group ours with atomic mass. The periodic table tells us what the atomic mass of an
atom is. The periodic table is shaped the way it is because of its properties of the elements. Mendeleev predicted what the properties were, whereas, we
saw the changes and grouped by that. (What is the Periodic

Photosynthesis Lab
Introduction
Before starting his experiment, it is important to know some background information on the topic at hand, photosynthesis. Photosynthesis is when
autotrophs convert light energy into chemical energy that is later released to fuel other organisms (Vidyasagar, 2015). Light energy is the energy from
the sun. This is converted into chemical energy that is stored in the bonds of glucose through the light–dependent and light–independent reactions. The
light–dependent reactions use sunlight and water to produce NADPH and ATP, as well as O2 as a waste product. The light–independent reactions use
the NADPH and ATP, as well as CO2 and H2O, to produce glucose (C6H12O6) (Whitmarsh, 1995).
Objectives
To design and conduct an experiment that ... Show more content on Helpwriting.net ...
I now know and understand multiple different factors that can affect the rate of photosynthesis. Although testing how the distance from the light source
will affect the rate of photosynthesis was an original and unique factor to test, our experiment failed. The graphs and the tables in this lab report were
constructed using fictitious data supplied by previous lab groups in the past. Because our experiment failed, our data could not support our hypothesis
and it was therefore rejected. Some sources of error that could have lead to our experiment failing are the fact that we had a limited amount of time to
perform this experiment, the difficulty getting the vacuum to work, and poor planning in the Investigative part. The limited time lead to us rushing and
not thinking things through properly. Instead we just rushed through the experiment haphazardly, which caused us to forget important steps in the
procedure. The vacuum was the most difficult part of this experiment. It was very technical and time consuming. So rather than getting it down
correctly, we rushed and didn't completely form a correct, functioning vacuum. It took us longer than it should have to come up with a factor to test
against the rate of photosynthesis. Because of this setback, we didn't plan our experiment and instead just went through it and tried to fill in empty spots
later on. This lead to confusion and incorrect facts regarding our experiment. We could improve the sources of error by taking the time to think things
through before actually doing them. This way, we could all agree on what to do and take our time to make sure things are how they're supposed to be.
This lab could be connected to the real world by the plant in Mr. Renoll's room. This plant obtains energy from the sunlight coming in through the
windows, carbon dioxide from all the learners breathing out, and water from being watered occasionally. It

Labpaq
properties of gasesLab Report for Experiment # 1 Properties of Gases
Student's Name Lisa Anthony
20/20
Date of Experiment 09/29/2013
Date Report Submitted Please leave nothing blank
Title: Properties of Gases Purpose: To investigate some physical and chemical properties of gases To use these properties to identify these gases when
they are encountered Procedure: Have you made any changes to the procedure? Please explain. If you made no changes, state so. (1 point)
No
Please Note: This lab involves a lot of waiting for the gas collection. Make sure you allot yourself the full three hours to perform the experiments.
Observations: Use this table to record all your observations for ... Show more content on Helpwriting.net ...
Write a balanced equation for the reaction of hydrogen and oxygen. You will first need to determine the product for the reaction. (If you have trouble
with determining the product, use Google.)
Hydrogen + oxygen → water
2H2 + O2 → 2H2O
B. Write a balanced chemical equation for the reaction of carbon dioxide with limewater. The formula for the active substance in limewater is on the
pipet, and the products of the reaction are calcium carbonate and water.
Ca(OH)2(aq) + CO2(g) = CaCO3(s) + H2O(l)
Good job with the equations. Make sure you keep using proper subscripts and superscripts in future reports.
C. Based on your observation for when you blew gently into the limewater, what is present in your exhaled breath? CO2
REFLECTION (5 pts)
Think about the gas laws we are studying. Boyle's law tells us that pressure and volume are inversely proportional. Charles' law states that volume and
temperature are directly proportional. We also know that pressure and temperature are directly proportional. Discuss at least one instance in your
personal experience where you have seen one or more of these laws in action.
I can give you an example from my childhood. I grew up in a small town at a time when people still burned their trash in their

Physical And Chemical Changes Lab Report
Title: Physical and Chemical Changes
Purpose: Recognize and distinguish between chemical and physical changes
Apparatus and Material: evaporating dish, Bunsen burner, wood splint, test tubes, micro spatula, dropper, mortar and pestle, test tube holder, safety
goggles, lab apron.
Piece of paper, NaCl (sodium chloride), water, 6 M HCL (hydrochloric acid), 0.1 M AgNO3 (silver nitrate), Mg ribbon, 6 M HCL (hydrochloric acid),
CuSO4 5 H2O, 0.50g iron fillings, 0.50g of powdered sulfur, magnet, copper sulfate solution, zinc metal
Safety: When heating a substance in a test tube, be sure the open end of the test tube points away from yourself and others. Handle all acids with extra
caution. Always wear safety goggles when handling acids. ... Show more content on Helpwriting.net ...
Heated crystals change color from blue to white; water vapor forms on the walls of the test tube. Addition of water turns the heated crystals from white
back to dark–blue, almost teal color.
5. Sulfur appears as yellow powder; iron is dark–brown powder; mixed together, they look like dirt. Iron becomes attracted to the magnet, following it
if it's close enough; sulfur does not. Magnet can be used to separate the two mixtures.
6. On heating the iron–sulfur mixture, the sulfur melts and reacts with the iron exothermically to first evaporate into a yellow gas, then form a reddish–
orange, solidified substance that glows. The substance releases an unpleasant odor of rotten eggs. The iron on the bottom turns black and does not
react with a magnet. The glowing substance turns out to be a soft solid when probed.
7. Zinc is a silver solid with a light mass. Addition of zinc metal to copper sulfate solution results in an exothermic reaction that produces a brown–
reddish precipitate (copper). Zinc becomes coated with the copper precipitate, thus becoming dark.
Conclusions and data:
1. a) tearing paper – physical change; retaining of properties, no new substances created
b) burning paper – chemical change, gas and heat given off (evidence of chemical reaction)
c) dissolving NaCl – physical change; solution formed, but individual properties retained; separation possible by distillation.
d) mixing NaCl and AgNO3 – chemical change; white precipitate, or

Properties Of Gases Lab
PURPOSE: to prepare and observe the properties of gases in the air. Samples of gases will be mixed in plastic baggies. They will then be tested with
limewater, a glowing splint, water and an indicator solution which will test the gases reactivity, acidity and flammability.
INTRODUCTION
For this experiment, oxygen will be made by combining hydrogen peroxide and potassium iodide while carbon dioxide will be made by combining
hydrochlorine acid and sodium bicarbonate. The correlation is observed by maintaining the gases in a tightly sealed plastic baggie while waiting to be
tested. During part 1 of the experiment, the gases, carbon dioxide, oxygen, exhaled air and dry air will be tested for reactivity using limewater. During
part 2, all four ... Show more content on Helpwriting.net ...
When hydrochlorine acid and sodium bicarbonate were combined, the reaction caused the plastic baggie to turn cold and a mixture of bubbling and
fizzing occurred which ended up resulting in a clear mixture of carbon dioxide. The combining of hydrogen peroxide and potassium iodide resulted in
the baggie feeling very warm while bubbling and fizzing also occurred resulting in a bright yellow mixture of oxygen. When carbon dioxide, oxygen,
exhaled air and dry air was tested in the limewater, there were little to no changes. The limewater appeared to have a slight film on the surface but no
other drastic changes. The film was not expected to form but might have formed because the gas mixtures did not mix well with the limewater therefore
separated and was seen on the top. When all the gases were tested with the indicator solution, the carbon dioxide was the only gas that had appeared to
become acidic. This was known because the solution had turned from blue to yellow. The final test consisted of blowing all the gases onto the
remaining embers from a lit wood splint. The carbon dioxide blew out the embers while the oxygen made the embers glow brighter. The exhaled air and
dry air did not seem to have any major effect on the embers. A fire cannot be started without oxygen therefore releasing oxygen directly onto the
embers would enhance the flame. Carbon dioxide put out the embers just like a fire extinguisher would put out a fire. Carbon dioxide blocks any
oxygen from getting to the fire or embers therefor it goes

Advantages And Disadvantages Of Plastic Waste Plastic
6.1 ADVANTAGES OF WASTE PLASTIC BITUMINOUS MIX:
Stronger road with increased Marshall Stability Value
Better resistance towards rain water and water stagnation
No stripping and no potholes.
Increase binding and better bonding of the mix.
Reduction in pores in aggregate and hence less rutting and raveling.
No leaching of plastics.
No effect of radiation like UV.
The strength of the road is increased by 100%.
The load withstanding property increases. It helps to satisfy today's need of increased road transport.
For 1km X 3.75m road, 1 ton of plastic (10 lakh carry bags) is used and 1 ton of bitumen is saved.
Value addition to the waste plastics (cost per kilogram increases from Rs 4 to Rs12).
The cost of road ... Show more content on Helpwriting.net ...
Plastic increases the melting point of the bitumen and makes the road retain its flexibility during winters resulting in its long life. Use of shredded
plastic waste acts as a strong binding agent for tar making the asphalt last long. By mixing plastic with bitumen the ability of the bitumen to withstand
high temperature increases. The plastic waste is melted and mixed with bitumen in a particular ratio. Normally, blending takes place when temperature
reaches 45.5°C but when plastic is mixed, it remains stable even at 55°C. The vigorous tests at the laboratory level proved that the bituminous concrete
mixes prepared using the treated bitumen binder fulfilled all the specified Marshall mix design criteria for surface course of road pavement. There was
a substantial increase in Marshall Stability value of the mix, of the order of two to three times higher value in comparison with the untreated or ordinary

Research Paper On In Vitro Meat
LAYOUT FOR BROCHURE
Adele, Gioia, Eugenia, Catherine
TITLE:
IN VITRO MEAT
WHAT IS IN VITRO MEAT?
In vitro meat is an animal–flesh product that does not bring harm to a developed, living animal in order for it to be produced. Every year, 10 billion
animals are killed (this number is increasing) in the US, just to serve humans needs. Implementing In Vitro meat into people's lives will allow people to
eat healthier, save lives, and will reduce the emission of greenhouse gasses. In theory, a single cell of an animal can be enough to feed the whole
population of the world with meat. Earth's population is predicted to rise to approximately 9 billion, thus finding a sustainable system to today's meat
production is critical.
INTRODUCING THE PROBLEM:
Currently there are 7 billion mouths to feed worldwide, and that number will only increase to 9 billion by 2050. As a result, the demand for meat is
expected to grow by more than two–thirds, which means we will need to produce 70% more meat on the same amount of land currently being
cultivated and harvested for food production. 26% of Earth's ice–free surface alone is used just for grazing livestock.
Traditional means of producing meat for human consumption suffer from inefficiency. On average, animal protein production in the U.S. requires 28
calories of feed for every calorie of meat produced, according to ... Show more content on Helpwriting.net ...
When a stem cell divides, each new cell has the potential either to remain a stem cell or become another type of cell with a more specialized function.
Stem cells are distinguished from other cell types by two important characteristics. First, they are unspecialized cells that can renew themselves through
cell division, sometimes after long periods of inactivity. Second, under certain physiologic or experimental conditions, they can be induced to become
tissue– or organ–specific cells with special

Essay about Exp 4 Soo Jin Park 73426
Name: Soo Jin Park
Date: 03/30/2015
Exp 4: Properties of Gases
Lab Section: 73426
Data Tables:
Hydrogen
Step B: Describe the zinc and acid reaction.
As placing a small piece of Zn(mossy zinc) metal into the test tube containing the diluted HCI(Hydrochloric Acid) solution, gas bubbles rose from the
solution slowly at the beginning and vigorously in process of time. As this reaction continued for a long time, transparent solution turned into white
opaque color and black precipitates were formed and floated.
Step G: Record your observations with the flame and the hydrogen gas.
When gently squeezing a small portion of the hydrogen gas into the flame, the flame showed small flash with a pop.
Oxygen
Step B: Describe the hydrogen ... Show more content on Helpwriting.net ...
Part 3
Step F: Observe and record the reaction results with the limewater.
The lime water turned into white opaque color, and gas bubbles and white precipitate was formed, as placed the open end of the gas delivery
tube(reaction between Alka Seltzer tablet + water) into the limewater.
Part 4
Step C: Record your observations of your breath with the limewater.
As I blow gently into the limewater with a straw, the limewater turned into opaque white color.
Conclusion:
The purpose of this experiment is to investigate some physical and chemical properties of gases and to use these properties to identify these gases when
they are encountered.
I could learn how to identity Hydrogen, Oxygen, Carbon Dioxide, and hydrogen and oxygen mixture when they are present through this experiment.
Before conducting this experiment, I should know the combustion chemical reaction first to predict right results. The most interesting thing was the
experiment for gases of hydrogen and oxygen mixture. Through the reaction between hydrogen and oxygen, H2O is produced. H2O is water as we
know. So I just expected that flame would blow out due to the water vapor. But it was wrong. The flame grew bigger with a pop and a flash.
To reduce error for this experiment, it was crucial to collect right amounts of gases from the reaction and handle it quickly for the next step due to
properties of gases.
Questions:
A. Why do

Cyclohexane Reaction Lab Report
Aim: The experiment aims to compare the reactivity of halogens by studying their displacement by one another.
Prediction (P1): The more reactive halogens will displace the more reactive halides from their ion solutions. As you go down the group the reactivity of
the halogens decrease. Chlorine will displace bromide and iodide ions, Bromine will displace iodide ions but not chloride ions, and Iodine will not
displace either bromide or chloride ions from the solution due to the order of their reactivity.
Materials: (A list of all the materials you will use)
Sodium Hypochlorite
Potassium iodide solution (1 mol/litre)
Bromine water (1 mol/litre)
Cyclohexane Iodine–potassium iodide solution (dissolve 20g of KI and ... Show more content on Helpwriting.net ...
The aqueous/denser layer settles at the bottom. Leaving the less dense cyclohexane on the top layer.
2. What was the purpose of cyclohexane in this practical?
Halogens are not very soluble in water because they are non–polar, but are soluble in cyclohexane. Using solvent extraction with cyclohexane, halogens
can be separated from the halide ions allowing them to be easily identified.
Conclusions The general reactivity of halogens and their ability to form ionic compounds decreases down the group. This is influenced by increased
size, electronegativity, and nuclear charge; therefore the ease with which electrons are accepted to form an ion also decreases. As observed from the
results of the experiment, the reactivity orders of the Halogens are; F2Cl2 Br2 I2
References
1. Alyea, H.Gorman, R. (1969). Group VII. The Halogens. E. Iodine. J. Chem. Educ., 46 (6), p.A451. American Chemical Society (ACS) [Online].
Available at: doi:10.1021/ed046pa451.1.
2. Anon. (2016). BBC – GCSE Bitesize Science – Trends within the periodic table : Revision, Page 6. [Online]. Available at:
http://www.bbc.co.uk/schools/gcsebitesize/science/triple_aqa/periodic_table/trends_periodic_table/revision/6/ [Accessed: 8 May

Properties of Gases
Purpose:
The purpose of this experiment was to test and observe the physical and chemical properties of gases, and to use these properties to identify these gases
when they are encountered.
Procedure:
Create a data table similar to that in the lab assistant to record your observations.
Gather the following lab equipment: Goggles, test tubes, 24 well plate, Gas assembly with copper and plastic tubing and a #00 stopper, short stem pipet,
rubber stopper #00 with one hole and a pipet tip with plastic gas delivery tube, 2 small tables of AlkaSeltzer, 4mL Bromothymol blue .04%, 20 mL
hydrochloric acid, 4–6 pieces of manganese metal, 4–6 pieces of mossy zinc, and 3 pipet bulbs.
Gather the following items: Matches, toothpicks, pie ... Show more content on Helpwriting.net ...
xv. Place the open end of the tubing into the limewater. xvi. Record your observation. xvii. Again, rinse your test tube and run water down the drain. z.
Part IV xviii. Place 0.5 to 1 mL limewater into a small test tube. xix. Insert a straw and blow gently into the limewater for a few seconds. xx. Observe
the reaction. xxi. Pour the limewater down the sink drain and let the water run. {. Wash your equipment and flush any chemicals down the sink,
throwing any solid metals in the trash. Dry all equipment and put it back in your kit for future experiments.
Data and Observations:
Data Table: Experiment Results | Gas | Flamereaction | Glowingsplint | Limewaterreaction | Bromothymolblue reaction | Hydrogen | Heard a pop, and
flame flickered | Extinguished | None | Green | Oxygen | Intensifies | Reignited momentarily | None | None | Hydrogen amp; oxygen | Big popping
sound | Little popping sound | Turned milky in color | None | Carbon dioxide | Extinguished | Extinguished | Turns cloudy | Green, then turned yellow |
Alka Seltzer | None | Extinguished | Cloudy | Yellow | Breath | Intensifies | Intensifies | Cloudy | Yellow |
Advanced Study Questions:
1. Give 2 reasons why we fill the gas generator test tubes

Covalent And Ionic Properties Lab
Covalent and Ionic Physical Properties Pre–Lab:
Question: Can different substances (sodium chloride, potassium chloride, DI water, alcohol, salad oil, sugar solution, tap water, sucrose and shortening)
be classified and proved as ionic or covalent according to the physical properties (volatility, melting point, solubility, electrical conductivity) they
demonstrate?
Hypothesis: It was hypothesized that the Sodium Chloride and Potassium Chloride will have a low volatility, high melting point and will be soluble in
water since they are ionic compounds. Sucrose and shortening will have high volatility, low melting points and not soluble in water as they are covalent
compounds.
Also it is hypothesised that DI water, salad oil, alcohol, and sugar solution will either have a low conductivity or not be conductive at all since they
don't contain any metals and are not ionic. Sodium chloride and potassium chloride, and tap ... Show more content on Helpwriting.net ...
The bond is held together by the force of attraction from the opposite charges of the ions formed, having larger electronegativity differences. Ionic
compounds are crystalline solids (consists of ions) that have high melting and boiling points, conduct electricity when heated and most soluble in water;
not in non–polar liquids. A covalent compound is formed when two or more non–metals bond by the sharing of valence electrons to form a stable octet.
Covalent compounds are brittle, gases, solids or liquids that have low melting and boiling points, poor electrical conductors as well as most soluble in
non–polar liquids; not in water. Uneven sharing results in the formation of a dipole (the separation of charges between two covalently bonded atoms)
referred to as a polar bond with partial ionic charges. Non–polar is equal sharing of electrons, results in the bond between two similar

Interpreting The Periodic Table Lab Report

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