Biochemical calculations
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This document provides instructions and reminders for a chemistry class. It includes: 1) A list of materials and assignments needed for class, including biochemical calculations, an updated lab log, and graphs to be created. 2) Reminders about upcoming tests and progress notices. 3) Background information on the most common elements that make up living things. 4) Directions for creating three graphs analyzing body composition and the distribution of elements on Earth. 5) Examples of the completed graphs. 6) A task list of assignments. 7) Instructions to complete homework by the next class period.
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The goal of this course is to explore pre-modern encounters between people of different civilizations and cultural regions. Early in the term I asked you to select one of the 7 themes this course for your preferred area of focus. In the final project you will select a topic from within that theme and apply the techniques that historians use in analysis.
These are the two different approaches that we will use. Choose one.
• Studying a subject by how it changes over time: Trace a limited topic through history (up to 1500 CE) Compare its change over at least three different points in time.
• Studying a subject in the same time period but across several different locations and cultures: Analyze the impact and interaction between two –three societies.
Regardless of which approach you use, your final paper should include a discussion of the impact this topic has had in shaping our world today.
TIMELINE FOR FINAL THEME PROJECT
NOW: Select theme. Throughout the remaining weeks you can use this to guide your selection of modular learning topics to align with your chosen area. You might want to expand on one of these topics for your project. It will be helpful to keep note of speculations and questions that pop-up during the readings. They could lead to potential topics.
DETERMINE YOUR TOPIC. You will need to decide upon a World History topic from within your chosen theme and then narrow it down to either approach #1 or #2. From this you will write a research statement explaining your position for your written paper.
WRITE A THESIS STATEMENT that makes a statement about global history. Your statement should
1. Connect to your chosen theme
2. Articulate which of the two approaches you will pursue.
3. Be approved by your instructor
WRITE YOUR THEME PAPER
1. Your final theme paper should be approximately 3-5 pages long.
2. Include a source page as the final page
3. It should contain at least 5 sources. At least one of them should be a primary source. Images and maps are acceptable sources with appropriate citations.
I encourage you to submit a draft early and I will be happy to review it with you before final submission.
For the final project topic, my course theme is science and technology, then I will study the changes of the three industrial revolutions.
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Pacific Time ( Los Angeles )
ㅍUnit 1 Exam Essays (40 points)
Do not delete any part of this document. (I need it all for grading purposes.)
Format: This Word document is already formatted correctly for spacing, width, and font type and font size. I’ve placed three “returns” or blank lines after each question, so you can place your cursor at the second “return” and begin to type; this will keep you within the 6-in margins and in proper format.
Do not bold or italicize your answers. Keep your answers left justified within the 6-inch text width and keep the single spacing. Do not indent your response. Points will be subtracted if I have to edit your document. It takes time to edit all your documents!
Citing your textbook: For most answers, you’ll be using your textbook, so it is only necessary to cite it once at the bottom of the document, but you must include page numbers after each answer. If you are using an older edition, you must indicate this in the citation.
For essay questions: You are graded for work completed on your own and using your own words. If you do choose to copy directly from your textbook, cite the page number and use quotation marks around copied sections. Failure to do so is plagiarism, which will result in a grade of zero. Use quotes sparingly, as they do not count toward your length requirement. I do not recommend finding your answers on the internet unless specified. It will lead to trouble. If you insist, please fully cite your references.
How much to write: You know how in-depth you must be by looking at the number of points assigned for each question. Use this generalization: 58 – 68 words per point, depending on how concise you are; so a 3-point question requires around 175-200 words to answer fully; a 5-point question requires around 290- 330 words. That’s about one-half page of text or more in this format.
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The goal of this course is to explore pre-modern encounters between people of different civilizations and cultural regions. Early in the term I asked you to select one of the 7 themes this course for your preferred area of focus. In the final project you will select a topic from within that theme and apply the techniques that historians use in analysis.
These are the two different approaches that we will use. Choose one.
• Studying a subject by how it changes over time: Trace a limited topic through history (up to 1500 CE) Compare its change over at least three different points in time.
• Studying a subject in the same time period but across several different locations and cultures: Analyze the impact and interaction between two –three societies.
Regardless of which approach you use, your final paper should include a discussion of the impact this topic has had in shaping our world today.
TIMELINE FOR FINAL THEME PROJECT
NOW: Select theme. Throughout the remaining weeks you can use this to guide your selection of modular learning topics to align with your chosen area. You might want to expand on one of these topics for your project. It will be helpful to keep note of speculations and questions that pop-up during the readings. They could lead to potential topics.
DETERMINE YOUR TOPIC. You will need to decide upon a World History topic from within your chosen theme and then narrow it down to either approach #1 or #2. From this you will write a research statement explaining your position for your written paper.
WRITE A THESIS STATEMENT that makes a statement about global history. Your statement should
1. Connect to your chosen theme
2. Articulate which of the two approaches you will pursue.
3. Be approved by your instructor
WRITE YOUR THEME PAPER
1. Your final theme paper should be approximately 3-5 pages long.
2. Include a source page as the final page
3. It should contain at least 5 sources. At least one of them should be a primary source. Images and maps are acceptable sources with appropriate citations.
I encourage you to submit a draft early and I will be happy to review it with you before final submission.
For the final project topic, my course theme is science and technology, then I will study the changes of the three industrial revolutions.
Unit 3 Graphing Exercise (watch lecture 3.6 first)
On Greenhouse Gas Contributions by Countries
Greenhouse gases are gases that cause the temperature of Earth's atmosphere to rise. Thus, these are the gases that are causing man-made Global Warming to occur. Their primary source is the burning of fossil fuels, but there are others that are discussed in the lectures. Considering this fact, it should make sense that larger countries and richer countries typically produce more of these gases than smaller and/or poorer countries.
In this graphing exercise you'll be able to visualize the cumulative contribution of greenhouse gases by various countries. In this case, the percentages .
Do from last question to first as much as possible, has to be turn.docx
Do from last question to first as much as possible, has to be turned in before 12 midnight today, Sunday.
Pacific Time ( Los Angeles )
ㅍUnit 1 Exam Essays (40 points)
Do not delete any part of this document. (I need it all for grading purposes.)
Format: This Word document is already formatted correctly for spacing, width, and font type and font size. I’ve placed three “returns” or blank lines after each question, so you can place your cursor at the second “return” and begin to type; this will keep you within the 6-in margins and in proper format.
Do not bold or italicize your answers. Keep your answers left justified within the 6-inch text width and keep the single spacing. Do not indent your response. Points will be subtracted if I have to edit your document. It takes time to edit all your documents!
Citing your textbook: For most answers, you’ll be using your textbook, so it is only necessary to cite it once at the bottom of the document, but you must include page numbers after each answer. If you are using an older edition, you must indicate this in the citation.
For essay questions: You are graded for work completed on your own and using your own words. If you do choose to copy directly from your textbook, cite the page number and use quotation marks around copied sections. Failure to do so is plagiarism, which will result in a grade of zero. Use quotes sparingly, as they do not count toward your length requirement. I do not recommend finding your answers on the internet unless specified. It will lead to trouble. If you insist, please fully cite your references.
How much to write: You know how in-depth you must be by looking at the number of points assigned for each question. Use this generalization: 58 – 68 words per point, depending on how concise you are; so a 3-point question requires around 175-200 words to answer fully; a 5-point question requires around 290- 330 words. That’s about one-half page of text or more in this format.
Essay questions (17 points)
1. Describe the harmful and beneficial environmental effects of affluence. What are the harmful effects of poverty on the environment? In turn, what are the effects of environmental degradation on the health of the poor? (3 points)
2. What are the basic beliefs behind your environmental worldview? Are your actions consistent with your worldview? (2 points) (At the end of the semester, return to your answer to see if your worldview has changed.)
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1 Objectives • Measure carbon dioxide evolution and .docx
1
Objectives
• Measure carbon dioxide evolution and
uptake in plants and animals.
• Study the effect of temperature on cell
respiration.
• compare respiration rates in germinating
and non-germinating peas.
Introduction
Energy is required by living organisms for
movement, transport, and growth. Nothing
happens without energy! The Sun is the
ultimate source of virtually all energy on the
planet Earth. Solar energy is captured by
plants through the process of photosynthesis.
The glucose molecules holding this energy are
broken down by metabolic processes, creating
usable energy for living systems.
Cellular respiration is a series of reactions in
which glucose molecules are broken down,
releasing stored chemical bond energy
(Figure 6.1). The released energy is used to
make the energy rich molecule ATP
(adenosine triphosphate). Carbon dioxide is
released as a by-product of the breakdown of
glucose. It is a crucial by-product from the
perspective of plants, because they need CO2
to perform photosynthesis.
Glycolysis is the first step in cellular
respiration, and it results in the net production
of two ATP molecules. In glycolysis, the 6-
carbon glucose molecules are “split” into two,
3-carbon pyruvate (pyruvic acid) molecules.
LAB TOPIC 6: RESPIRATION
Pyruvate has two potential routes – aerobic
respiration or anaerobic respiration [as either
lactate fermentation or alcohol fermentation]
(Figure 6.1).
1
In laboratory today, you will be examining
respiration in organisms that use aerobic
respiration, which makes use of oxygen. In
this pathway, pyruvate is broken down
completely, and h igh-energy electrons are
stripped away and passed through a series of
electron carriers. Energy is released at each
transfer, and is used to make a net 34 ATP
molecules. Oxygen is the final electron
acceptor in the electron transport system,
hence the name aerobic cellular respiration. In
lecture you will compare this process to
anaerobic respiration, which occurs in the
absence of oxygen or under low oxygen
conditions. The equation below summarizes
the process of aerobic respiration:
C6H12O6
+
6
O2
à 6
CO2
+
6
H2O
+
ATP
+
Heat
Glucose
Oxygen
Carbon
Water
Dioxide
Considering the equation for aerobic
respiration what variables could you measure
to monitor respiration rate?
Figure
6.1
Glycolysis
and
the
potential
fates
of
pyruvate
during
cellular
respiration.
2
2
Oxygen Consumption during Aerobic
Respiration
Aerobic respiration uses oxygen as the
terminal electron‐acceptor in the electron
transport chain and produces carbon dioxide
(see equation above). You can, therefore,
monitor the respiration rate of an organism by
measuring its uptake of oxygen or evo ...
Running Head Title1Title2TitleNameSCI 207 De.docx
Running Head: Title
1
Title
2
Title
Name
SCI 207: Dependence of man on the environment
Instructor
Date
*This template will provide you with the details necessary to begin a quality Final Lab Report. Utilize this template to complete the Week 3 Outline of the Final Lab Report and ensure that you are providing all of the necessary information and proper format for the assignment. Before you begin, please note the following important information:
1. Carefully review the Final Lab Report instructions before you begin this assignment
2. The Final Lab Report should cover all 3 experiments from your Week Two Lab
3. As you plan your final paper, think about how you can combine these laboratories to tell a fact-based story about water quality. For example, consider how your experiments can be linked to issues at water treatment plants or the amount of bottled water people purchase.
4. For further help see the Sample Final Lab Report for an example of a final product on a different topic.
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Title
Introduction
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Materials and Methods
Body Paragraph # 1: The outline of the materials and methods section should provide a brief description of the specialized materials used in your experiment and how they were used. This section needs to summarize the instructions with enough detail so that an outsider who does not have a copy of the lab instructions knows what you did. However, this does not mean writing every little step like “dip the .
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Define a unit of measurement and demonstrate the ability to convert measurements.
Define length, temperature, time, volume, mass, density, and concentration.
Define significant figures and describe measurement techniques.
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Just like you and your friend communicate using the same language, scientists all over the world need to use the same language when reporting the measurements they make. This language is called the metric system. In this lesson we will cover the metric units for length, mass, density, volume and temperature, and also discuss how to convert among them.
Metric Measurement
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-meter
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10
. This is much easier than trying to do calculations between ounces and pounds, and feet and miles.
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Pre-lab Questions
1. Michelangelo used fresco painting when he painted the Sistine Chapel. Fresco painting involves most of the types of chemical reactions you just studied. Listed below are some of the reactions used in creating a Fresco painting. Identify the type of chemical reaction used for each step and balance the chemical equation if needed.
Initially, some sort of heat must be generated. Propane is an example of a common fuel source used for heating.
C3H8 + O2 → CO2 + H2O
This is a ____________________________________________ reaction.
Next, quicklime (calcium oxide) is made by roasting calcium carbonate (limestone).
CaCO3 → CaO + CO2
This is a ____________________________________________ reaction.
The quicklime is slaked to form lime plaster.
CaO + H2O → Ca(OH)2
This is a ____________________________________________reaction.
The lime plaster is cured or dried.
Ca(OH)2 + CO2 → Ca(OH)(HCO3)
This is a ____________________________________________ reaction.
This quickly continues to react to form calcium carbonate and water.
Ca(OH)(HCO3) → CaCO3 + H2O
This is a ____________________________________________ reaction.
Frescos will deteriorate over time when exposed to the damp, acidic environments typical of modern urban city atmospheres.
CaCO3 + H2SO4 → CaSO4 + H2O + CO2
This is a ____________________________________________ reaction.
2. Balance each of the chemical equa_ons you will be doing in this laboratory exercise.
Combustion:
C4H10 (g) + O2 (g) → CO2 (g) + H2O(g)
Synthesis:
Hb (s) + O2 → HbO2 (s)
Single Replacement:
Zn (s) + H3C6H5O7 (aq) → Zn3(H3C6H5O7)2 (aq) + H2 (g)
Double Replacement:
Zn(C2H3O2)2 (aq) + Na3PO4 (aq) → NaC2H3O2 (aq) + Zn3(PO4)2 (s)
Decomposition:
(NH4)2CO3 (s) → NH3 + H2O + CO2 (g)
Experiment: Getting to Know your Reactions
Procedure
**Take photographs of your experiment set up for Parts 1 - 5 and your results. Submit them with your laboratory report.**
Part 1: Combustion
C4H10 (g) + O2(g) → CO2 (g) + H2O (g)
1. Light a butane lighter and observe the flame. (The ignition of the flame is a reaction between butane and the oxygen in the air you breathe.)
2. Record your observations in the data table from when the lighter is turned on until it is turned off.
Part 2: Synthesis (A + B → C)
Hb(s) + O2 → HbO2 (s)
1. Take a deep breath, hold it as long as possible and then exhale. Visualize the reaction occurring.
2. Record your observations before inhaling and a>er you exhale.
3. Construct an oxyhemoglobin molecule with modeling clay and toothpicks.
Hint: See figure of molecule in introduction as a guide.
4. Take a photograph of your model and submit it with your laboratory report.
Part 3: Single Replacement (A + BC → AC + B)
Zn (s) + H3C6H5O7 (aq) → Zn3(C6H5O7)2 (aq) + H2 (g)
1. Place a test tube in a test tube rack or small beaker.
2. Slightly tilt a test tube and slide a small zinc-coated (galvanized) washer down the side.
3. Use a 10 mL graduated cylinder to measu ...
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1 Objectives • Measure carbon dioxide evolution and .docx
1
Objectives
• Measure carbon dioxide evolution and
uptake in plants and animals.
• Study the effect of temperature on cell
respiration.
• compare respiration rates in germinating
and non-germinating peas.
Introduction
Energy is required by living organisms for
movement, transport, and growth. Nothing
happens without energy! The Sun is the
ultimate source of virtually all energy on the
planet Earth. Solar energy is captured by
plants through the process of photosynthesis.
The glucose molecules holding this energy are
broken down by metabolic processes, creating
usable energy for living systems.
Cellular respiration is a series of reactions in
which glucose molecules are broken down,
releasing stored chemical bond energy
(Figure 6.1). The released energy is used to
make the energy rich molecule ATP
(adenosine triphosphate). Carbon dioxide is
released as a by-product of the breakdown of
glucose. It is a crucial by-product from the
perspective of plants, because they need CO2
to perform photosynthesis.
Glycolysis is the first step in cellular
respiration, and it results in the net production
of two ATP molecules. In glycolysis, the 6-
carbon glucose molecules are “split” into two,
3-carbon pyruvate (pyruvic acid) molecules.
LAB TOPIC 6: RESPIRATION
Pyruvate has two potential routes – aerobic
respiration or anaerobic respiration [as either
lactate fermentation or alcohol fermentation]
(Figure 6.1).
1
In laboratory today, you will be examining
respiration in organisms that use aerobic
respiration, which makes use of oxygen. In
this pathway, pyruvate is broken down
completely, and h igh-energy electrons are
stripped away and passed through a series of
electron carriers. Energy is released at each
transfer, and is used to make a net 34 ATP
molecules. Oxygen is the final electron
acceptor in the electron transport system,
hence the name aerobic cellular respiration. In
lecture you will compare this process to
anaerobic respiration, which occurs in the
absence of oxygen or under low oxygen
conditions. The equation below summarizes
the process of aerobic respiration:
C6H12O6
+
6
O2
à 6
CO2
+
6
H2O
+
ATP
+
Heat
Glucose
Oxygen
Carbon
Water
Dioxide
Considering the equation for aerobic
respiration what variables could you measure
to monitor respiration rate?
Figure
6.1
Glycolysis
and
the
potential
fates
of
pyruvate
during
cellular
respiration.
2
2
Oxygen Consumption during Aerobic
Respiration
Aerobic respiration uses oxygen as the
terminal electron‐acceptor in the electron
transport chain and produces carbon dioxide
(see equation above). You can, therefore,
monitor the respiration rate of an organism by
measuring its uptake of oxygen or evo ...
Running Head Title1Title2TitleNameSCI 207 De.docx
Running Head: Title
1
Title
2
Title
Name
SCI 207: Dependence of man on the environment
Instructor
Date
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1. Carefully review the Final Lab Report instructions before you begin this assignment
2. The Final Lab Report should cover all 3 experiments from your Week Two Lab
3. As you plan your final paper, think about how you can combine these laboratories to tell a fact-based story about water quality. For example, consider how your experiments can be linked to issues at water treatment plants or the amount of bottled water people purchase.
4. For further help see the Sample Final Lab Report for an example of a final product on a different topic.
5. You may simply replace the text following the bold terms with the appropriate outline information to complete this assignment. Make sure to pay close attention to the information called for and provide all necessary material.
Title
Introduction
Body Paragraph #1 - Background: The outline of the introduction should describe the background of water quality and related issues using cited examples. You should include scholarly sources in this section to help explain why water quality research is important to society. When outlining this section, make sure to at least list relevant resources in APA format that will be used in the final paper to develop the background for your experiment.
Body Paragraph # 2 - Objective: The outline of the introduction should also contain the objective for your study. This objective is the reason why the experiment is being done. Your outline should provide an objective that describes why we want to know the answer to the questions we are asking.
Body Paragraph # 3 - Hypotheses: Finally, the introduction should end with your hypotheses. The outline should include a hypothesis for each one of the three experiments. These hypotheses should be the same ones posed before you began your experiments. You may reword them following feedback from your instructor to illustrate a proper hypothesis, however, you should not adjust them to reflect the “right” answer. You do not lose points for an incorrect hypothesis; scientists often revise their hypotheses based on scientific evidence following an experiment.
Materials and Methods
Body Paragraph # 1: The outline of the materials and methods section should provide a brief description of the specialized materials used in your experiment and how they were used. This section needs to summarize the instructions with enough detail so that an outsider who does not have a copy of the lab instructions knows what you did. However, this does not mean writing every little step like “dip the .
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Define the International System of Units (measurement system).
Define a unit of measurement and demonstrate the ability to convert measurements.
Define length, temperature, time, volume, mass, density, and concentration.
Define significant figures and describe measurement techniques.
Introduction
Just like you and your friend communicate using the same language, scientists all over the world need to use the same language when reporting the measurements they make. This language is called the metric system. In this lesson we will cover the metric units for length, mass, density, volume and temperature, and also discuss how to convert among them.
Metric Measurement
What do all of these words have in common: thermometer, barometer, diameter, odometer and parameter? All of these words end in
-meter
. You have probably heard this word before, but what does it mean? Meter at the end of a word means
measure
. You use all kinds of measurements each day. How much sugar is needed in the cookies you are baking? Will it be warm enough to leave your jacket at home? How fast are you driving? How much will a bag of apples cost? How much time will it take you to get home from work?
The units of measure in the English and metric systems
Most Americans are taught the English or standard system of measurement, but never get a good dose of the metric system. Lucky for you, it is a much easier system to learn than the English system because all the measurements are
base 10
- meaning that when you are converting from one to another, you will always be multiplying or dividing by a multiple of
10
. This is much easier than trying to do calculations between ounces and pounds, and feet and miles.
Because you may not be used to thinking metrically, it may take a little practice using and working with the metric system before you gain a better understanding of it and become more fluent in the measurement language of scientists (and most non-Americans). I challenge you to sprinkle a little more metric in your life. Maybe read the milliliter measurement on your soda can or glance at the kilometer reading on your speedometer. Being able to picture metric quantities will really help with the rest of this course.
Length
We are going to start with the units of length so we can get back to this word meter that we started out with. The meter is the basic unit of length in the metric system. A meter is a tiny bit longer than a yard. For distances much longer than a meter, you would add the prefix kilo- to make the measurement kilometer. A kilometer is the metric version of our mile, even though it is a bit shorter than our mile. A kilometer is equivalent to exactly 1,000 meters. Any unit that has the word kilo- in front of it is equivalent to 1,000 units. You can attach the prefix kilo- to just about anything. If something takes 1,000 seconds, it takes a kilosecond. If a forest has 1,000 trees, it has a kilotree. .
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Lab 9: Chemical Reactions II
Pre-lab Questions
1. Michelangelo used fresco painting when he painted the Sistine Chapel. Fresco painting involves most of the types of chemical reactions you just studied. Listed below are some of the reactions used in creating a Fresco painting. Identify the type of chemical reaction used for each step and balance the chemical equation if needed.
Initially, some sort of heat must be generated. Propane is an example of a common fuel source used for heating.
C3H8 + O2 → CO2 + H2O
This is a ____________________________________________ reaction.
Next, quicklime (calcium oxide) is made by roasting calcium carbonate (limestone).
CaCO3 → CaO + CO2
This is a ____________________________________________ reaction.
The quicklime is slaked to form lime plaster.
CaO + H2O → Ca(OH)2
This is a ____________________________________________reaction.
The lime plaster is cured or dried.
Ca(OH)2 + CO2 → Ca(OH)(HCO3)
This is a ____________________________________________ reaction.
This quickly continues to react to form calcium carbonate and water.
Ca(OH)(HCO3) → CaCO3 + H2O
This is a ____________________________________________ reaction.
Frescos will deteriorate over time when exposed to the damp, acidic environments typical of modern urban city atmospheres.
CaCO3 + H2SO4 → CaSO4 + H2O + CO2
This is a ____________________________________________ reaction.
2. Balance each of the chemical equa_ons you will be doing in this laboratory exercise.
Combustion:
C4H10 (g) + O2 (g) → CO2 (g) + H2O(g)
Synthesis:
Hb (s) + O2 → HbO2 (s)
Single Replacement:
Zn (s) + H3C6H5O7 (aq) → Zn3(H3C6H5O7)2 (aq) + H2 (g)
Double Replacement:
Zn(C2H3O2)2 (aq) + Na3PO4 (aq) → NaC2H3O2 (aq) + Zn3(PO4)2 (s)
Decomposition:
(NH4)2CO3 (s) → NH3 + H2O + CO2 (g)
Experiment: Getting to Know your Reactions
Procedure
**Take photographs of your experiment set up for Parts 1 - 5 and your results. Submit them with your laboratory report.**
Part 1: Combustion
C4H10 (g) + O2(g) → CO2 (g) + H2O (g)
1. Light a butane lighter and observe the flame. (The ignition of the flame is a reaction between butane and the oxygen in the air you breathe.)
2. Record your observations in the data table from when the lighter is turned on until it is turned off.
Part 2: Synthesis (A + B → C)
Hb(s) + O2 → HbO2 (s)
1. Take a deep breath, hold it as long as possible and then exhale. Visualize the reaction occurring.
2. Record your observations before inhaling and a>er you exhale.
3. Construct an oxyhemoglobin molecule with modeling clay and toothpicks.
Hint: See figure of molecule in introduction as a guide.
4. Take a photograph of your model and submit it with your laboratory report.
Part 3: Single Replacement (A + BC → AC + B)
Zn (s) + H3C6H5O7 (aq) → Zn3(C6H5O7)2 (aq) + H2 (g)
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2. Slightly tilt a test tube and slide a small zinc-coated (galvanized) washer down the side.
3. Use a 10 mL graduated cylinder to measu ...
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- 6. Mass vs. Element Henry Smith, Per 9 0 10 20 30 40 50 60 70 O xygen C arbon H ydrogen N itrogenPhosphhorus Sulfur O ther Elements Massinkg Percent of Mass Mass in kg %of Water vs Body Part Henry Smith Period 9 0 20 40 60 80 100 Brain Bone Kidney Muscle Blood BodyPart %of Water % of Water Percentage by Mass of Elements on Earth Henry Smith Period 9 47% 28% 8% 5% 4% 3% 3% 2% Oxygen Silicon Aluminum Iron Calcium Sodium Potassium Magnesium Examples
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