the number of moles of anhydrous copper sulfate‚ percent comp of water in the hydrated copper sulfate‚ the mole ratio of moles of water and moles of anhydrous copper sulfate. Once this is all done‚ we found our percent error and compared it to the exact value. In the lab‚ we used the following tools: lab apron‚ lab goggles‚ clay triangle‚ bunsen burner‚ ring stand‚ flint striker‚ electronic weight‚ crucible‚ crucible tongs‚ scoopula‚ gas line‚ beaker‚ copper (II) sulfate‚ and paper towels. To
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chemical reactions work and what products they may form. Materials & Procedure Materials: * Wood Splints - Copper Sulfate * Sodium Sulfate - Copper Wire * Barium Chloride - 6% Hydrogen Peroxide * Mossy Zinc - Copper Sulfate Pentahydrate * Hydrochloric Acid - Iron Filings * Manganese Dioxide Procedure: Reaction A Place a scoop of copper (II) sulfate pentahydrate crystals in a clean‚ dry test tube. Use a test tube holder to position the test tube over a burner
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Mole Ratio of a Chemical Reaction: Copper & Silver Nitrate Lab #4 OBJECTIVE In this experiment‚ you will determine the number of moles of reactants and products present in the reaction of copper and silver nitrate‚ and calculate their mole-to-mole ratio. The mole-to-mole ratio relating to the disappearance of copper and the formation of silver metal will be used to write the balanced equation for the reaction. The reaction of copper metal with silver nitrate solution is a single
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The Spectrophotometric Analysis of Copper in a Copper Oxide Ore Abstract In this experiment‚ the mass percent of copper in an unknown copper oxide ore was determined by using a spectrophotometer and Beer’s Law. The mass percent of copper was found to be 5.12 0.14%. Introduction In spectrophotometric analysis‚ the concentration of a solute is measured in a solution by measuring the amount of light that is absorbed by the solution in a cuvette placed in a spectrophotometer. A spectrophotometer
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conducted‚ the three metals‚ magnesium‚ zinc and copper each had to undergo displacement reactions and reactions with water‚ oxygen and dilute acids‚ to arrange them in the order of their reactivity. Generally‚ the more easily a metal burns in air to form an oxide‚ the higher up it is in the reactivity series. It was observed that both zinc and magnesium burned in air to form their corresponding metal oxides (magnesium oxide and zinc oxide) but copper did not undergo any such reaction. As such‚ this
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experiment was to discover the chemical properties that copper has when reacting with other chemicals and how it changes physically during these processes. (Department of Chemistry‚ 2013) This was achieved through many types of reactions‚ such as a redox reaction‚ double displacement‚ decomposition reaction and single displacement depending on the chemical properties in relation to copper of the other substances when it was added with copper. Copper was either in an aqueous state or a solid state as a
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quantity-longevity ratio 4. This study will be conducted in the classroom during the Physics laboratory period on the Third Quarter. F. DEFINITION OF TERMS 1. Lemon Battery – a proven alternative to the use of the regular battery made of lemon‚ copper and iron. 2. Populace – the people who live in a country or area 3.
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simple type of electrical battery that is commonly made for school science projects because it illustrates a battery’s main components. Typically‚ a piece of zinc metal and a piece of copper metal are inserted into a lemon. Everyday objects such as galvanized nails and copper pennies can be used for the zinc and for the copper. A single lemon is usually studied using an electrical meter. Several lemons can be wired together to form a more powerful battery that will power a light-emitting diode‚ a buzzer
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PREFACE A Summer Training Project is the integral requirement of our Academic Session and curriculum. A project works requires a lot of hard works‚ labors‚ initiatives‚ practices and proper guidance and direction. so it is quiet necessary to take assistance from different quarters and departments. During the training period a student learns the practical approach of their theoretical knowledge. Actually a PROJECT is the summarized form Of seven activities. They are-
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difference on both the centigram and electronic balances. Equipment 1 Centigram Balances 1 Electronic Balance 1 100ml Beakers 5 Copper Slugs 2 Unknown Weights (Label # 1‚ # 2) Procedure Centigram Balance-Direct Weighing Technique 1. Obtain the centigram balance. 2. Add the copper slug to the balance. 3. Record the mass of the copper slug in grams to the observation section. 4. Retain scale and slug for future use. Centigram Balance-Weighing by Difference 1. Obtain
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