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The document discusses factors that can affect the rate of a chemical reaction, including concentration, temperature, and surface area. It provides examples of reactions that occur at different rates, such as paint drying versus metal nail rusting. The document also describes an experiment to investigate how concentration affects the rate of a reaction between solutions X and Y by measuring the time taken for the solution to change color when different amounts of solution Y are added.
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**Take photographs of your experiment set up and your results. Submit them with your laboratory report.**
1. Table 1 provides an example set of data for 1.0 g CaCl2.
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1. What is a limiting reagent?
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Procedure
**Take photographs of your experiment set up and your results. Submit them with your laboratory report.**
1. Table 1 provides an example set of data for 1.0 g CaCl2.
2. For Trial 1, weigh into a 250 mL beaker the amount of calcium chloride (CaCl2) shown in Table 1. Record the exact mass you weigh out in the Trial 1 column of the Data section.
3. Measure 50.0 mL of distilled water into a 100 mL graduated cylinder. Pour the water into the 250 mL beaker with the calcium chloride.
4. Stir the solution with a stirring rod until all of the calcium chloride is dissolved.
5. Weigh out 2.5 g of potassium carbonate (K2CO3) in a 50 mL beaker. Record the exact mass in the Data section.
6. Measure 25.0 mL of distilled water into a 100 mL graduated cylinder. Add the water into the 50 mL beaker containing the potassium carbonate.
7. Stir the potassium carbonate in the distilled water with a stirring rod until it is all dissolved.
8. Pour the K2CO3 solution into the 250 mL beaker that has the CaCl2 solution. Rinse the beaker that contained the K2CO3 with a few mL of water and add this to the CaCl2 solution. Stir the mixture.
9. As soon as the reaction begins, record your observations in the Data section. Continue stirring until you see no more precipitate forming.
10. Set up the funnel in the Erlenmeyer flask as shown in Figure 2.
HINT: Do NOT begin filtering yet!
11. Zero the scale and weigh a piece of filter paper and a watch glass. Record the masses of both items in the Data section.
12. Prepare a filtering funnel as shown in Figure 2: fold a piece of filter paper in half twice to make quarters, and open the paper to make a small cone (three quarters are open on one side and one quarter is on the opposite side). Place the paper cone into the funnel and hold it in place with your fingers. Pour a small amount of distilled water through the paper to secure it inside the funnel.
13. Filter the mixture by pouring it into the filter paper in the funnel. Use the stirring rod and distilled water in a wash bottle to transfer the entire solid into the filter paper.
HINT: For best results, be sure to transfer all of the precipitate into the filter paper. Use a rubber policeman if it is available to help with the transfer.
14. Rinse the remaining solid in the filter paper twice with distilled water from a wash bottle to rinse off excess sodium chloride (NaCl). After all the liquid has filtered through, rinse the product with approximately 5 mL of ethanol to aid in its drying. Allow the ethanol to completely finish filtering through the paper.
15. Remove the filter paper carefully so as to not lose any product. Gently unfold the filter paper and lay it flat on the pre-weighed wat ...
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1) The document provides instructions and questions for several science lab experiments involving measurement of volume, mass, and chemical reactions.
2) Students are asked to measure the volume of irregular objects using water displacement and calculate changes in volume.
3) Other experiments involve using a triple beam balance to measure mass, observing chemical reactions between baking soda and heat or acid, and calculating percent of air in dry sand.
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The document discusses factors that affect the rate of a chemical reaction, including concentration of reactants, temperature, surface area, and presence of catalysts. It describes experiments conducted to study the effect of these factors on the reaction of magnesium with hydrochloric acid, decomposition of hydrogen peroxide, and the reaction of iron with copper nitrate. The reaction rates were found to increase with increasing concentration and temperature, and increasing the surface area of solid reactants. A catalyst was also found to increase the rate of decomposition of hydrogen peroxide.
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- The learner and assessor names
- Details of the three tasks and the assessment criteria they address
- A scenario providing context for the assignment
- Sources of information for learners to complete the tasks
- Templates for submitting work, assessor feedback, and internal verification.
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This document provides information for an assignment on the periodic table and electronic structure for a Level 2 BTEC First Certificate in Applied Science. The assignment includes 5 tasks to provide evidence for 5 assessment criteria. Task 1 involves describing atomic structures of elements 1-20. Task 2 is an investigation of chemical properties of groups 1 and 7. Task 3 describes trends in atomic structure of these groups and draws diagrams. Task 4 explains why these elements are used as compounds. Task 5 explains trends in chemical behavior in relation to electronic structure. The assignment aims to show how reactivity relates to electronic configuration.
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This document provides information for an assignment on the periodic table and electronic structure for a Level 2 BTEC First Certificate in Applied Science. The assignment includes 5 tasks to provide evidence for 5 assessment criteria. Task 1 involves describing atomic structures of elements 1-20. Task 2 is an investigation of the chemical properties of groups 1 and 7. Task 3 describes trends in atomic structure and draws diagrams of elements. Task 4 explains why groups 1 and 7 are used as compounds. Task 5 explains trends in chemical behavior in relation to electronic structure. The assignment aims to help students appreciate how reactivity relates to electronic configuration.
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This document contains information for an assignment on controlling industrial reactions for a Level 2 BTEC First Certificate in Applied Science. The assignment includes 3 tasks to provide evidence for criteria on investigating how reaction rates are affected, explaining how factors affect industrial reaction rates, and analyzing how factors affect yields. The document provides learner and assessor details, assignment objectives and scenario, task descriptions aligned to criteria, sources for research, sign-off sections, and templates for recording observations and witness statements.
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This document outlines an assignment on chemistry and the Earth for a grade. It lists 14 tasks for students to complete involving classifying chemicals as elements, mixtures, or compounds; analyzing physical properties of chemicals; drawing atomic structures of elements; describing chemical reactions of groups 1 and 7; illustrating molecules in elements, compounds, and mixtures; explaining uses of chemicals like brick, copper wire, and glass; and proving characteristics of mixtures and chemical changes. Students are asked to draw atomic structures, define isotopes, describe reactivity trends in the periodic table, and explain why compounds are more commonly used than pure elements.
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The document describes a table showing the growth of a baby's length in millimeters at various weeks of pregnancy. It asks the reader to create a line graph displaying this data with weeks of pregnancy on the x-axis and length on the y-axis. It also asks when during pregnancy the baby is growing the fastest.
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The document describes the development of a baby in the womb. It shows diagrams of a baby inside the mother's uterus and placenta, connected by the umbilical cord. The placenta and umbilical cord should be colored orange, while the uterus wall should be colored brown. The placenta allows nutrients and oxygen to move from the mother's blood to the baby's blood, while wastes and carbon dioxide move in the opposite direction, without the two blood supplies mixing. However, some harmful substances like alcohol, chemicals from cigarettes, and viruses can pass through the placenta and affect the developing fetus.
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The document describes the development of a baby in the womb. It shows diagrams of a baby inside the mother's uterus and placenta, connected by the umbilical cord. The placenta and umbilical cord should be colored orange, while the uterus wall should be colored brown. The passage explains that nutrients and oxygen move from the mother's blood to the fetus's blood in the placenta, while wastes and carbon dioxide move in the opposite direction. However, some harmful substances like alcohol, chemicals from cigarettes, and viruses can cross the placenta and affect fetal development.
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The human body is made up of 11 major organ systems that work together to keep us alive and functioning. These organ systems include the circulatory, respiratory, digestive, nervous, excretory, reproductive, immune, endocrine, integumentary, skeletal, and muscular systems. Each system is comprised of various organs that work cooperatively to perform important tasks necessary for survival.
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Nerve cells have many connecting side branches and transmit information as electrical impulses. Red blood cells have no nucleus and a large surface area to carry oxygen. White blood cells have a large nucleus and fight infection.
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This document contains two charts showing the ages when physical changes typically start for girls and boys growing up. The charts list ages 8 through 17 and suggest that puberty and other developments may begin around ages 10-12 for girls and ages 11-13 for boys as they mature into young adults.
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This document contains 20 statements about puberty and reproduction and asks the reader to identify each one as true, partly true, or false. It covers changes during puberty like hair growth and periods, sex cells, hormones, wet dreams, feelings, and menstrual cycles in females in preparation for potential pregnancy. Maintaining cleanliness during puberty is also mentioned.
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The male reproductive system consists of internal and external organs that work together for reproduction. The external organs are the penis and scrotum, which contains the testes where sperm are produced. The internal organs include the vas deferens, seminal vesicles, prostate gland, and urethra, which all play a role in ejaculation and the delivery of sperm.
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This document discusses two main types of bonding: ionic bonding and covalent bonding. Ionic bonding involves the transfer of electrons from metal atoms to non-metal atoms, resulting in positively charged metal ions and negatively charged non-metal ions that are attracted to each other. Covalent bonding involves the sharing of electron pairs between non-metal atoms to form stable molecular structures. Examples of ionic compounds include sodium chloride and magnesium chloride, while examples of covalent compounds discussed are hydrogen gas, ammonia, and water.
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The document provides an example key that can be used to identify plants based on their reproductive structures and physical characteristics. The key shows that plants can be identified as flowering plants, conifers, mosses or ferns depending on whether they reproduce from seeds or spores and the size of their leaves. It also prompts the reader to use the key to identify 4 example plants and create a similar key that could be used to identify animals based on attributes like color, habitat and number of legs.
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The document provides a key for scientists to identify different types of plastics based on their properties when heated or burned. The key involves a series of yes/no questions to determine if the plastic melts with heat, burns, drips when burned, smells fishy or cracks when heated, and whether it continues burning after the flame is removed. Plastic A is identified as rigid PVC as it smells fishy when heated but does not crack or drip. Plastic B is identified as polystyrene as it melts with heat and continues burning after the flame is removed. The key helps determine the type of plastic through a process of elimination based on its observable properties when exposed to heat or fire.
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The document provides instructions for an assignment to evaluate how human and natural activities affect the earth's environment. Learners are asked to create tables describing various human and natural activities that change the environment and their effects. They also must explain how the atmosphere has changed from early earth to today due to natural and human processes, and discuss potential solutions to reduce CO2 emissions and climate change.
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The document provides instructions for an assignment to evaluate how human and natural activities affect the earth's environment. Learners are asked to create tables describing various human and natural activities that change the environment and their effects. They also must explain how the atmosphere has changed from early earth to today due to natural and human processes, and discuss potential solutions to reduce CO2 emissions and climate change impacts.
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