Experiments with Metals and Ions of Metals free essay sample

Metals react with non-metals but each to a different extent. The most reactive metals are alkali metals (group1A, where group is a vertical column in the periodic table), which include lithium, sodium, potassium, rubidium, cesium and francium. All these metals have one electron in the valence electrons shell; this electron can be removed relatively easily, which means that this electron has a very small ionization energy. If we look closely at the elements of this group, we can see that they are not reactive to the same extent. This is because electrons have a negative charge and they are attracted o the nucleus, which has a positive charge. Valence shell electrons are responsible for the reactivity of an element; as the distance between valence electrons and the nucleus increases, the attractive force decreases and so the energy needed to separate the valence electron from an atom (ionization energy) decreases. So we can say that as the size of a metal atom increases, its ionization energy decreases and its reactivity increases (the most reactive alkali metal is francium and the least reactive one is lithium). We will write a custom essay sample on Experiments with Metals and Ions of Metals or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page An example of the reactivity of alkali metal is their reaction with water. For example: Na (s) + 2H20 †+ 2Na+(aq) + 20H -(aq) + H2 (g) + heat We can identify this reaction by the following 2- 3- 4- H2 gas emerges Disappearance of metals Heat produced The appearance of hydroxide ions (OH-(aq)) makes the solution basic, which can be identified by using phenolphthalein as the indicator. We can compare between the metals by the rate of production of H2(g) as well as by the heat produced from this reaction. Alkaline earth elements (group IA) are active metals but less than alkali metals. Since calcium is larger than the magnesium atom, its ionization energy is smaller than that of magnesium. Thus, calcium is more reactive than magnesium. The other metals as aluminum, zinc, iron, lead and copper do not react with water, so we cant use water to distinguish between their reactivity. HCl(aq) is used to put them in order according to their reactivity. We can put the most common metal in a series according to their reactivity (from the most to the least reactive one). Potassium, sodium, lithium, calcium, magnesium, aluminum, zinc, iron, lead, copper, silver . When a metal in the upper part of the reactivity series reacts with aqueous solution of other metal ions lower in the series, the more reactive metal eactive metal transfers its electrons to the less reactive metal. According to this reactivity series, we can predict what will happen when a piece of zinc metal is put in CuS04 (aq) soluti on or in MgS04 (aq) solution. Since Zn is more reactive than Cu, when we put Zn in CuS04(aq), a reaction will occur as follows: Zn (s) + Cu2+(aq) + S042- (aq) †+ Zn2+(aq) + S042- (aq) + Cu (s) However, Since Zn is less reactive than Mg, if we put Zn in MgS04(aq) there will be no reaction at all: Zn (s) + Mg2+(aq) + S042- (aq) †+ No reaction. Materials: 10 mL Cu2+(aq) solution 0. 5M 10 mL Ag+(aq) solution 0. M 10 mL Mg2+(aq) solution 0. 5M 10 mL Zn2+(aq) saturated solution Pieces of the metals: Mg(s), Zn(s), Ag(s), Cu(s) lcm x lcm each. Equipments: 16 test tubs Emery cloth Tweezers Experimental procedure In the current laboratory session you will explore some of the characteristics of certain elements. You will start by comparing the reactivity of Zn, Mg, Cu and Ag metals by their ability to release electrons. a. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them into a clean test tube using a tweezers. b. Fill each of the test tubes with about 2 cm of the Cu2+(aq) solution. . Watch what happens and write down your observations. Wait for 2-3 minutes to determine whether a chemical reaction occurred in each test tube, and if so, write a balanced chemical reaction. zn cu2+(aq) : Mg in Cu2+(aq) : cu cu2+(aq) : Ag in Cu2+(aq) : c. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them into a clean test tube. d. Fill each of the test tubes with about 2 cm of the Mg2+(aq) solution. 2. Watch what happens and write down you observations. Wait for 2-3 minutes to determine whether a chemical reaction occurred in the test tube, and if so, write a Mg in Mg2+(aq) : Cu in Mg2+(aq) : Ag in Mg2+(aq) : Zn in Mg2+(aq) : e. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them Fill each of the test tubes with about 2 cm of the Zn2+(aq) solution. 3. Watch what happens and write down you observations. Wait for 2-3 minutes to Zn in Zn2+(aq) : Mg in Zn2+(aq) : cu zn2+(aq) : Ag in Zn2+(aq) : g. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them h. Fill each of the test tubes with about 2 cm of the Ag+(aq) solution. 4. Watch what happens and write down you observations. Wait for 2-3 minutes to Zn in Ag+(aq) : . 6. Cu in Ag+(aq) : Ag in Ag+(aq) : Sum your observations in the following table (color, precipitance, other changes): List the metals in order of their ability to release electrons. Receive an unknown solution from your teacher and determine what is the metal ion in the solution 7. Describe the tests you did in order to find the unknown ion in the solution and write what it was. Reactions of chlorine, bromine and iodine with aluminium In this demonstration experiment, aluminium reacts with each of three halogens, chlorine, bromine and iodine. Spectacular exothermic redox reactions occur, ccompanied by flames and coloured smoke, forming the solid aluminium halides: 2Al + 3X2 -+ 2AlX3 (X = Cl, and l) Read our standard health safety guidance Lesson organisation This is a class demonstration that shows the spectacular reactivity of three non- metals from Group 7 with a metal. These experiments must be done in a fume cupboard as both the reactants and products are hazardous. Teachers attempting this demonstration for the first time are strongly advised to do a trial run before doing it in front of a class. Each experiment should take about 5 minutes. Apparatus and chemicals Eye protection Thick chemically-resistant gloves such as marigold industrial blue nitrile Access to a fume cupboard The teacher will require: Mortar and pestle Heat resistant mat, 30 x 30 cm Watch glasses, about 10 cm diameter, 2 Reduction tube (see note 1) Test-tubes, 3 Test-tube rack Teat pipette Filter paper Spatula or wooden splint Bosses, clamps and stands Chemicals for one demonstration: Aluminium foil, a few cm2 Aluminium powder (Highly flammable, Contact with water may liberate hydrogen), 0. 3 g Liquid bromine (Corrosive, Very toxic), 1 cm3 (see note 2) Solid iodine (Harmful), 2 g Silver nitrate solution, about 0. 1 mol dm3 (Low hazard but stains skin and clothing at this concentration), about 10 cm3 A little deionised water in a washbottle chlorate(l) solution (14% (w/v) available chlorine) (Corrosive), about 100cm3 Hydrochloric acid, 5 mol dm-3 (Corrosive), about 50 cm3 Technical notes Aluminium powder (Highly flammable, Contact with water may liberate hydrogen) Refer to CLEAPSS Hazcard 1 Liquid bromine (Corrosive, Very toxic) Refer to CLEAPSS Hazcard 15A, SRA04 The aluminium/bromine reaction Solid iodine (Harmful) Refer to CLEAPSS Hazcard 54A Silver nitrate solution (Low hazard at concentration used) Refer to CLEAPSS Hazcard 87 and Recipe card 58 Chlorine (Toxic, Irritant) Refer to CLEAPSS Hazcard 22A and Recipe card 26 Sodium chlorate(l) solution (Corrosive) Refer to CLEAPSS Hazcard 89 Hydrochloric acid (Corrosive) Refer to CLEAPSS Hazcard 47A and Recipe card 31 1 The reduction tube should be fitted with a one-holed rubber stopper fitted with short length of glass tubing and attached to the chlorine generator. Alternatively an 8-10 cm length of wide bore glass tubing with a stopper fitted with a short length of glass ubing at each end could be used see diagram. Wear suitable protective gloves (thick, chemically resistant) when handling liquid bromine. Have 500 cm3 of 1 mol dm-3 solution of sodium thiosulfate available to treat any spillages on the skin. Procedure HEALTH SAFETY: Wear eye protection and gloves Reaction of A1 + C12 a Set up the chlorine generator in a fume cupboard. Make sure it is securely clamped. b Loo sely crumple a piece of aluminium foil (10 x 5 cm) so that it will Just fit inside the reduction tube and push it into the tube. Attach the tube to the generator ith a short length of rubber tubing and clamp it in position at the end nearest to the generator, so that the aluminium foil can easily be heated using a Bunsen burner see diagram. c Generate a gentle stream of chlorine by dripping the hydrochloric acid slowly on to the sodium chlorate(l) solution, and allow it to pass over the aluminium. When the green colour of the chlorine gas fills the reduction tube, start heating the aluminium foil with a Bunsen burner at the end nearest to the chlorine supply. Once the aluminium is hot, a bright glow will suddenly appear where it starts to react with chlorine. Remove the heat. The bright glow should spread along the aluminium. If not, heat again, and increase the flow of chlorine gas. A lot of white smoke aluminium chloride is produced, some of it condensing as a white powder on the walls of the reduction tube and the rest streaming out of the hole in the end of the tube. When the reaction is over, stop the chlorine supply and remove the heat. e When the reduction tube has cooled down, disconnect it and, still in the fume cupboard, scrape a little of the white powder into a test-tube. Add a little deionised/ distilled water to the solid to dissolve it. Care: the reaction between anhydrous aluminium chloride and water can be quite vigorous an audible hiss can often be heard see Teaching Notes. f Test a drop of the solution with Universal indicator paper. It is strongly acidic. Test the remainder with a little silver nitrate solution. A white precipitate forms, showing the presence of chloride ions. Reaction of A1 + Br2 a Tear or cut some aluminium foil into several small pieces about 2 x 2 mm in size. fume cupboard. Sprinkle a few pieces of aluminium foil on to the surface of the bromine. Within a minute there are flashes of flame and a white smoke of aluminium romide is formed, together the orange vapour of bromine. Carefully hold another watchglass over the reaction to condense some of the smoke on to its surface as a solid. b Wash any aluminium bromide collected in this way off the watchglass into a test-tube using a little deionised water (Care: see Teaching Notes below). Test the solution with indicator paper and silver nitrate solution as above. The solution is acidic and a cream precipitate of silver bromide is formed. Reaction of A1 + 12 a Weigh out 2 gof iodine, which should be dry, and grind it to a powder in a fume cupboard, using a mortar and pestle. Place the powdered iodine on a filter paper on a dry heat resistant mat and add 0. 3 g of aluminium powder to it. Mix the two solids together in the fume cupboard using a wooden splint do not grind them together. When they are thoroughly mixed, pour the mixture into a heap on the heat resistant mat or in a metal tray, such as a tin lid, positioned in the middle of the fume cupboard. b To start the reaction, use a teat pipette to place a few drops of water on the mixture. After a time lag, the water begins to steam and clouds of purple iodine vapour are given off, indicating that an exothermic reaction has started. After a few more seconds sparks are given off and the mixture bursts into flame. When the reaction subsides, a white residue of aluminium iodide remains. Scrape a little of this into a test-tube (Care: see Teaching Notes below), add some deionised water and filter if necessary. Test the solution with indicator paper and silver nitrate solution as above. The solution is acidic and a yellow precipitate indicates the presence of iodide ions. Teaching notes These reactions make quite spectacular demonstrations in themselves, the bromine + aluminium reaction even more so in a partly darkened room. Classroom management n semi-darkness (Practical Physics advice) The demonstrations can be used to show the reaction between reactive non-metallic elements and a fairly reactive metal to form compounds, or as part of the study of the reactions of the Group 7 elements. Here the apparent order of reactivity is not that predicted from their position in the Group (that is chlorine †+ bromine †+ iodine). This is because of the different physical states of the three halogens, and the different surface area of the aluminium as a powder or foil. This can be used to make an important point about fair comparisons of reactivity. These reactions also serve to show that aluminium is in fact a more reactive metal than it appears in everyday use. The protective oxide layer of aluminium has to be penetrated by the halogens before the reactions can start, hence the delays, and the need for water to assist the two solid elements getting into contact, in the case of aluminium and iodine. The clouds of iodine vapour released when aluminium and iodine react can stain the inside of a fume cupboard. Teachers may prefer to demonstrate this reaction outdoors, if possible. The anhydrous aluminium halides are vigorously hydrolysed (sometimes violently if freshly prepared nd hot, as here) by water, giving off fumes of a hydrogen halide and a forming an acidic solution of the aluminium salt. To dispose of the solid residues, allow them to cool completely before adding in small amounts to 1 mol dm-3 sodium carbonate solution in a fume cupboard. Wait until the reaction has subsided before adding Allotropes of sulfur Sulfur is heated slowly and steadily from room temperature, so that all the changes in colour and consistency as it melts and eventually reaches boiling point, can be observed. A fresh sample of sulfur is heated to Just above the melting point, then llowed to cool and crystallise slowly as monoclinic sulfur. A further sample is heated to boiling point, and the liquid rapidly chilled in cold water to form plastic sulfur. A separate sample of sulfur is dissolved in a warm solvent, and the solution allowed to cool and evaporate, leaving crystals of rhombic sulfur. All the observed changes in properties can be related to the different molecular structures of the three solid forms of sulfur, and to the changes in structure as the temperature of liquid sulfur is gradually raised. Read our standard health safety guidance This practical is described here as a demonstration. However, some teachers may wish to consider whether certain parts could be used as class practicals with appropriately skilful and reliable classes. A demonstration, without any accompanying discussion about the possible reasons for the changes in properties in terms of structure, would take up to 45 minutes. However, to derive maximum benefit from the experiment, more time needs to be allowed for such discussion. Apparatus and chemicals Heat resistant gloves Access to a fume cupboard Flexicam or similar camera, digital microscope, digital projector and screen or other ethod of projecting images of small crystals to the class (as available). Boiling tubes, 4 (see note 4) Test-tube holders, 2 Stands and clamps, 2 Conical flask, 250 cm3 Cork, to fit conical flask Beaker (250 cm3), 2 Beaker, 1 dm3 (see note 5) Thermometer, O 250 oc Petri dishes or watchglasses, 4 (or more) Bunsen burner, tripod and gauze Electric hotplates, 2 (optional, if available) Heat resistant mats, 2 Filter paper, about 18 20 cm diameter Spatula Paper clips Damp cloth (to extinguish small sulfur fires) Dimethylbenzene (xylene), (Harmful), 100 cm3 (see note 2) Cooking oil (Low Hazard), 700 cm3 (see note 3) Dimethylbenzene (xylene) (Harmful) Refer to CLEAPSS Hazcard 46 Sulfur (Low hazard) Refer to CLEAPSS Hazcard 96A Cooking oil (Low hazard) 1 The sulfur used must be roll sulfur, crushed toa powder. To crush the rolls of sulfur, place in a strong plastic bag on a hard surface. Use a hammer or a vice to break up the roll sulfur into small pieces, then crush to a powder in a mortar and pestle. Flowers of sulfur is not suitable because it contains a lot of insoluble amorphous sulfur. During the experiments sulfur may catch fire, releasing sulfur dioxide (Toxic refer to CLEAPSS Hazcard 97), which may cause breathing difficulties o some students. If this happens, extinguish quickly by placing a damp cloth over the mouth of the test-tube. If the combustion cannot be extinguished quickly, the test-tube should be placed in fume cupboard, and the fan left running. 2 Although other hydrocarbon solvents, such as methylbenzene, can be used to dissolve sulfur and form monoclinic sulfur, dimethylbenzene (xylene) is the least hazardous. 3 If suitable cooking oil is not available, other clear, high-boiling oils may be used, e. g. paraffin oil (Refer to CLEAPSS Hazcard 45B). 4 These are large (1 50 x 25 mm) test- ubes, and should be clean and dry. The test-tubes in which sulfur has been heated can be difficult to clean for general use. It may be worth keeping a set of such tubes from year-to-year for this experiment. 5 The large beaker containing the cooking oil functions as an oil-bath for heating the sulfur slowly and uniformly, while allowing students to see clearly what is happening to the sulfur. Other containers may be preferred for the oil-bath, provided the visibility is maintained, for example by use of a webcam and digital projector. Procedure HEALTH SAFETY: Wear eye protection. Before the demonstration: a Pre-heat the oil-bath to about 130 oc, and maintain this temperature. b Clamp one of the sulfur-containing tubes in the oil bath, so that the sulfur is below the level of the oil in the bath. c Half fill the 250 cm3 beaker with cold water. d In the fume cupboard, put about 10 g of powdered roll sulfur into the conical flask and add about 100 cm3 of dimethylbenzene. e Prepare filter paper cone held together by a paper clip and supported in a beaker, as shown below: The demonstration: a Two-thirds fill two test-tubes with powdered roll sulfur (about 20 g in each tube) nd place in the oil bath. The sulfur will melt to a transparent, amber, mobile liquid in about 15 minutes. b Remove one tube from the oil-bath and pour the molten sulfur into the filter paper cone. Allow the sulfur to cool slowly and solidify, forming a crust. c Break the crust with a spatula and, handling the filter paper cone with heat resistant gloves, tilt it so that any remaining liquid flows out of the cone of solidifying sulfur on to a piece of scrap paper or card (for disposal). Needle-shaped crystals of monoclinic sulfur will be seen inside the hollow cone.

Career Change Consider These 5 Ways to Reinvent Yourself

Career Change Consider These 5 Ways to Reinvent Yourself Looking for a new job? Don’t pigeon-hole yourself by only considering opportunities similar to your established career path or what your degree says you are qualified to do. If you are going in a totally new direction with your career, it may require reinventing yourself, utilizing hidden skills and talents, and setting a goal to enjoy your new job more than you ever thought possible. As the poet Robert Frost wrote, â€Å"Two roads diverged in a wood, and I took the one less traveled by, and that has made all the difference.† So your new path may not be the most obvious one to take, but forging in a new direction can be very rewarding.How to Reinvent Your CareerIf you are looking for a change in employment; a job that will be rewarding and actually make you excited about heading to work each day, that job you seek may not even be on your radar.Reinventing your career requires thinking outside of the box (another job skill, by the way). Focus more on your hidden talents and the skills you have acquired through your work experience, in your personal life, or through volunteer work. Look down a different path, rather than the obvious direction of your work history or what you majored in college.What Skills Does a New Employer Seek?You have hidden skills and talents. Whether you mastered creating extraordinary PowerPoint presentations or your were in charge of entertaining your company’s clients while they were in town, you acquired extra skills along the way.So how do you identify these hidden talents and use them to find a new job or career? Here are the basic steps to reinventing yourself and finding a new career path.First, think about any skills you learned at other jobs, especially the ones that were never part of your job description, yet were required for you in order to succeed. This is a tough one because it requires really thinking about what was expected of you in moments where probably not a lot of recognition was given. These were side-skills and until now, nobody paid attention to them.Now begin writing a skill list and include all of your soft-skills as well as hard skills. While it is great that you are a PowerPoint guru, employers want to know that you have the insight to know what should go into a presentation that will reach the audience, motivate a client, or entice a customer. Write down instances where critical thinking and being keenly aware of underlying messages were something you tapped into.Add to your list any examples of being a persuasive public speaker. According to Prinstonreview.com, strong public speaking or presentation skills are vital for many career paths you might take. Think of it as the ability to sell or influence others, which could apply to a myriad of career options.Think about the research skills you have developed through your experience. Whether a career in law, marketing, teaching, politics or public relations, having a solid understanding of research methods will be a val uable asset for employers.If you are skilled at writing and communication then you are in luck. One of the top skills employers look for is good communications skills. If you can write or edit copy, there are many opportunities in which to use these skills. Above all, employers are looking to hire candidates with outstanding communication skills and who are team players, according to results of National Association of Colleges and Employers (NACE) Job Outlook 2013 survey.Finally, consider out of the ordinary experiences you have had on the job. This is a vast topic because there are so many ways you may have developed creative skills or sharpened organization capabilities. Have you excelled in illustration and design activities at work? Perhaps you were placed in charge of planning and orchestrating your company’s elaborate 10th-anniversary dinner party or an awards banquet?Creative or organizational skills like design or event management are needed in so many different forms of employment. Never leave those little extra talents you possess, like creativity or your ability to manage multiple tasks, off of your list.Think that focusing on your experience and expanded skill-set will not net you a solid job offer? Think again. According to a survey conducted by NACE, a vast majority of employers look more to hands-on experience and those extra skills, the ones most people don’t think twice about, when they are considering applicants.Now you are ready to consider new job opportunities, utilizing additional skill-sets and talents that you previously might have overlooked when searching for a new job. If it is time to explore new career possibilities, sign up with TheJobNetwork, include any hidden-skills that you possess on your resume, and head down a new path to your future.

Smoking Cessation Research Paper Example | Topics and Well Written Essays - 750 words

Smoking Cessation - Research Paper Example Quitting the practice of smoking has been tried by many and many have even successfully accomplished it. There are several who wish to quit smoking but their attempts have failed. CDC reports that 68% of the smokers who fall into the adult population have tried to either give up on this practice and are willing to live their lives without smoking (cdc.gov, 2014). The benefits of smoking cessation can be categorized into long term as well as short term benefits. Smoking cessation has psychological, social as well as physical benefits for smokers as well as people and the environment around the smokers. Smokers are a population that is frowned upon in social settings and people tend to disassociate themselves from smokers because smokers tend to smell bad and smoking even leads to the degradation of the smoker’s teeth and this negatively impacts their public profile. Due to these smokers face difficulty in making friends especially in groups comprising of nonsmokers. Quitting sm oke can help the smokers in eliminating bad breath and help in developing a positive social image and this can in turn increase their social acceptability. Smoking is heavily held responsible as a cause of death and this is because smoking has been found to lead to severe illnesses which ultimately take the lives of smokers. CDC reports that smoking of tobacco leads to severe illnesses which leads to deaths that are premature in nature and by quitting tobacco smoking, individuals can reduce the risk of premature death (cdc.gov, 2014). Smoking has even been recognized as one of the factors that negatively impacts the psychological health of individuals. According to Parrott, smoking is considered as a reliever of stress but it is one of the reasons that further increase the levels of stress. This means that by quitting tobacco smoking, quitters can relieve their psychological issue of stress. There are