a particular ion. By implementing
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INVESTIGATING EQUILIBRIUM EXPERIMENT Objectives 1. To recognize the macroscopic properties of three chemical systems at equilibrium. 2. To observe shifts in equilibrium concentrations as stresses are applied to the systems. 3. To explain observations by applying LeChatelier’s Principle. Materials 12 test tubes test tube rack 2 -100mL beakers beaker tongs safety glasses stand ring clamp wire gauze bunsen burner
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substance in the Bunsen burner I got a bright yellow colour which means that the Cation for my substance was sodium ions. Anions To find the Anions I had to go through a series of tests to find out which Anion was present. From all the tests I found out that the test for bromine halide worked and the test for sulphate also worked. Conclusion In conclusion I found out that the ions present in my sample where sodium‚ sulphate and bromine. The Cation was sodium and the Anions where sulphur and
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Christy Chan (5) BIOLOGY LAB REPORT Investigation of the effect of metal ions on enzyme activity Objective To study the effect of two heavy metal ions‚ lead (II) ions and silver ions on the enzyme activity of invertase. Introduction Hypothesis: The rate of enzyme reaction of invertase decreases and the reaction eventually stops as the heavy metal ions inhibit the enzyme reactions. Biological principle: Heavy metal ions are non-competitive inhibitors. They do not compete with the substrates
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Nonmetals are on the right side of the periodic table (with the exception of H). Metalloids border the stair-step line (with the exception of Al‚ Po‚ and At). Metals are on the left side of the chart. When atoms lose or gain electrons‚ they become ions. Cations are positive and are formed by elements on the left side of the periodic chart. Anions are negative and are formed by elements on the right side of the periodic chart. Ionic compounds (such as NaCl) are generally formed between metals and
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transferred from a valence shell of an atom to the valence shell of another atom. Ionic bond involves electron transfer across two atoms. The atom which donates the electron is called cation which is a positive ion whereas the atom which gains the electron is called anion which is a negative ion. The opposite charge of cation and anion attract one another due to the electrostatic force which is formed between them. The formation of a ionic bond involves a metal and a non-metal. Thus it forms the ionic
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and facilitates separating the precipitate from the solution. Potassium oxalate is added to the FeC2O4 precipitate‚ which produces a slightly basic solution for the oxidation of the ferrous ion to the ferric ion‚ by hydroxide‚ H2O2. The following reaction takes place: H2O + HO2- +2Fe2+ 2Fe3+ + 3OH- The OH- ion concentration of the solution is high enough so that some of the Fe3+ reacts with OH- to form ferric hydroxide(brown precipitate) as follows: Fe3+ + 3OH- Fe(OH)3 With the addition of more H2C2O4
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experimental conditions? Your answer : a. Na+ will be maximally transported. Predict Question 2: Do you think the addition of glucose carriers will affect the transport of sodium or potassium? Your answer : a. Yes‚ it will affect the transport of both ions. Stop & Think Questions: Why did the sodium transport stop before the transport was completed? You correctly answered: c. The ATP was depleted. Why was the equilibrium for the solutes reached earlier? Your answer : a. There was more ATP available.
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invoked to explain the ‘‘rule’’ of aspect-ratio-dependent etching ~ ARDE ! ‚ but no general theory has emerged that captures the variety of seemingly conflicting experimental observations reported in the literature. 1‚2 For example‚ while an ion-neutral synergy model with pure neutral flux shadowing appears to be con- sistent with a wealth of ARDE measurements in semiconductors‚ 2 it does not hold for the etching of insula- tors. Indeed‚ Doemling et al. 3 have reported inverse ARDE
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Title | Cheers! Turn Water into Wine‚ Milk‚ and Beer | Course/Unit | SCH3U – Solutions and Solubility | Ministry Expectations | Overall Expectations:E3. Demonstrate an understanding of qualitative and quantitative properties of solutions.Specific Expectations: E2.1 Use appropriate terminology related to aqueous solutions and solubility‚ including but not limited to: concentration‚ solubility‚ precipitate‚ ionization‚ dissociation‚ pH‚ dilute‚ solute‚ and solvent.E3.1 Describe the properties of
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