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    Lab: STOICHIOMETRY The reaction of Iron with Copper(II) Sulfate Purpose: In this experiment we will use stoichiometric principles to deduce the appropriate equation for the reaction between metallic iron and a solution of copper (II) sulfate. This reaction produces metallic copper‚ which is seen precipitating as a finely divided red power. Materials: Flask beaker Copper solution Balance Hot plate •150 ml beaker •1 gram of iron power

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    Hsc Chemistry Past Paper

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    Student Number Mark / 100 2011 TRIAL HSC EXAMINATION Chemistry General Instructions • • • • • • • Reading time – 5 minutes Working time – 3 hours Write using black or blue pen Draw diagrams using pencil Board-approved calculators may be used A data sheet and a Periodic Table are provided. Write your Student Number at the top of this page and those of pages 10 and 11. Total Marks – 100 Section I Pages 2 – 24 Confidential Keep Secure 75 marks This section has two parts‚ Part

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    Chemistry notes

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    Lecture 12 Chapter 6 6.1 Thermochemistry: Energy & units (p.227) From observation we know‚ that - some chemical reactions begin as soon as the reactants come into contact with each other (precipitation reactions) - some reactions are slow or even so slow at room temperature that even lifetime is not enough to observe a measurable change (rusting of iron‚ tarnishing silver) Also‚ almost all chemical reactions involve exchange of heat (or energy): in combustion reactions

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    Unit 18 B Study Guide 1. Find the solubility (in mol/L) of lead(II) chloride (PbCl2) at 25oC. Ksp = 1.62e–5. A) 1.59e–2 B) 2.53e–2 C) 6.64e–17 D) 2.01e–3 E) 2.01e–2 2. The two salts AgX and AgY have very similar solubilities in water. It is known that the salt AgX is much more soluble in acid than is AgY. What can be said about the relative strengths of the acids HX and HY? A) Nothing. B) HY is stronger than HX. C) HX is stronger than HY. D) The acids have equal strengths. E)

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    What is Brain Chemistry? Brain chemistry or neurochemistry is the complex system which allows the brain to function with the use of chemicals known as neurotransmitters which move information around in the brain. Every person’s brain chemistry is slightly different‚ and a number of things can play a role in the levels of various neurotransmitters in the brain‚ and how those chemicals affect the brain’s function. It is believed that difference in brain chemistry may explain a variety of behavioral

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    IB Chemistry

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    solution (the absorbance) and this is proportional to the concentration of the coloured species present. In this experiment you will use a colorimeter to investigate the reaction between bromine and methanoic acid:- Br2 (aq) + HCOOH (aq) ↓ 2Br- (aq) + 2H+ (aq) + CO2 (g) Bromine in aqueous solution is orange-yellow‚ but all the products and the methanoic acid are colourless. The colour gradually fades as the reaction proceeds. In this experiment we wish to determine the order of

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    Chemistry 101 Final Exam

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    CHEMISTRY 101 FINAL EXAM SECTIONS 572-580 Dr. Joy Heising FORM 4N December 7‚ 2001 Directions: 1. Fill out your scantron sheet. a. Do not forget to include your SIGNATURE and ID number. b. Dept = CHEM‚ Course No. = 101 c. If you want your scores posted‚ mark A under the option column 2. Use a #1 or #2 pencil for marking the answer sheets. circles completely. 3. DO NOT write on the envelope. 4. Read each question carefully‚ then choose the best answer for each question. There is no penalty

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    Cr2O72 d) AsO33 b) SbF6 e) BaH2 c) MoO42 f) ClO4− 2. Determine whether each of the reactants shown in the following half-reactions is being oxidized or reduced. a) As4+  As3+ b) Cl2O7  HClO4 c) C2H4O  C2H6O d) SO2  SO42− e) Cr2O72−  Cr3+ 3. Indicate whether each of the following is or is not a redox reaction. a) CaCl2 + 2NaF  CaF2 + NaCl b) CaI2 + Cl2  CaCl2 + I2 c) PbO2 + 4HCl  PbCl2 + Cl2 + 2H2O d) FeS + 2H+  Fe2+ + H2S 4. State whether

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    Chemistry

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    CODE CREDIT TOTAL STUDENT LEARNING HOURS PREREQUISITE LEARNING OUTCOME : : : : Organic Chemistry I CHM 3201 4 (3+1) 160 hours per semester : : None At the end of the course‚ students will be able to: 1. Define and explain the basic concepts in organic chemistry such as electronegativity‚ orbital hybridization‚ nomenclature‚ resonance and isomerism‚ as well as organic reactions mechanisms (C4‚ CTPS) 2. to conduct experiments that demonstrate the characteristic reactions of important functional

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    Chemistry

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    Isotope: element variations with different atomic mass but same atomic number Isotopic Abundance: the relative amount in which each isotope of an element Calculating: given 2 isotopes of an element [B: 10.01u] [B: 11.01u] 1) Given average atomic mass: 10.81u If given percentages‚ you can find average atomic mass by adding each portion 2) Set variables for unknown values Let x represent % abundance for 10/5 B Let 1-x represent % abundance for 11/5 B Calculate: 10.01x+(1-x)11.01=10.81 10.01x+11.01-11

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