Thermite Background: Thermite is a powder made from aluminum powder and a metal oxide [usually iron oxide (Fe2O3‚ known as rust)]. The thermite reaction is a redox reaction‚ where Aluminum reduces the oxide of another metal. For example‚ when using iron oxide (as I did) the equation would be Fe2O3(s) + 2 Al(s) -> Al2O3(s) + 2 Fe(l). Black or blue iron oxide (Fe3O4) could also be used. Other examples of possible oxides are manganese thermite (MnO2)‚ Cr2O3‚ and copper thermite (CuO). Aluminum can
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Why we have laws- The law is a legal set of rules that the government and courts have made for everyone to follow. Without laws‚ confusion and chaos would occur. In extreme cases of conflict‚ a state of anarchy would develop. The person with the most strength will start to dominate and the weak and helpless would suffer. However‚ when laws are enforced‚ a sense of order is created resulting in a society where everyone can live peacefully. Why laws change-? Societies’ perceptions have changed over
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Observations | Reaction Type | Complete and Balance | 1. When heated in oxygen‚ magnesium gives off a bright white flame. | combination reaction | 2Mg + O2-----> 2MgO | 2. Bubbling and fizzing occurs; the zinc appears to “dissolve” and what appears to be “steam” comes off out of container. | single-displacement reaction | Zn + 2 HCl (aq) --> ZnCl2(aq) + H2(g) | 3. Black smoke occurs | decomposition reactions | 2 (H2O2)(aq) MnO2 2 (H2O) + (O2) | 4. reddish-brown deposit
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The Iodine Clock Investigation Introduction This is an investigation into the rate of a reaction and the factors that contribute to how fast a reaction will take place. Through the recording and analysis of raw data‚ this investigation also allows us to apply generally accepted scientific rules and to test them against results gained from accurate experimental procedures. Aim The aim of this experiment is to investigate the rate at which iodine is formed when the concentration
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II. LEARNING OBJECTIVES - To perform different types of chemical reactions including acid-base‚ precipitation‚ gas forming‚ complex compound forming and oxidation-reduction reactions. - To identify some of the products in these reactions and describe the chemical changes. - To write and balance the chemical equations for the reactions observed. III. EQUIPMENT AND REAGENTS 1. EQUIPMENTThirty test tubes One test tube rack Two test tube holders Two spatulas Three 250 mL beakers One stirring rodOne
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an endothermic reaction (heat is on the reactants side where the solid is). Increasing the temperature would result in stress on the reactants side from the additional heat. Le Châtelier’s Principle predicts that the system would shift towards the product’s side in order to alleviate this stress. By shifting towards the product’s side‚ more of the solid is dissociated when equilibrium is again established - which equates to increased solubility. Second‚ imagine an exothermic reaction (heat is on the
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Department of Chemistry Chem 180 Lab 5: Ionic Reactions Submitted by Abstract: The purpose of this experiment is to work with aqueous solutions of ionic substances. Aqueous solutions are those solutions in which water is the solvent. When ionic substances are dissolved in water‚ the ions separate and become surrounded by water molecules. The focus of this experiment is on precipitates. The goal of this experiment is to study the nature of ionic reactions‚ write balanced equations‚ and to write
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This experiment was performed to demonstrate a cycle of chemical reactions involving copper. This lab will start with copper as a reactant in the first reaction through a series of five chemical forms of aqueous phase reactions and ending to calculate the percentage of recovered solid copper as a product in the last reaction of the experiment. The experiment resulted in a percent recovery from the cycle of copper reactions of an increase to 139%. . Introduction: The purpose of this experiment is
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The Effect of Stimulus Type on Reaction Time Katelin Wagoner Anderson University Abstract Previous studies on reaction time have examined the effects of different kinds of stimuli; this experiment specifically tests reaction time in response to auditory and visual stimuli. The common belief is that an auditory stimulus is faster than visual stimuli. There were 23 participants; 95% were Caucasian‚ with six males and 17 females. This experiment required participants to respond to either an
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Virtual Lab: Enzyme Controlled Reactions Worksheet 1. Which of the following does NOT apply to an enzyme: Inorganic 2. When an enzyme catalyzes a reaction: Substrate(s) bind in the active site 3. Which of the following would interfere most with the ability of an enzyme to catalyze a reaction? Reduced concentration of substrate available 4. Feedback mechanisms regulate the rate of enzyme activity‚ effectively “turning off” an enzyme
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