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I have explained a good number of Laboratory apparatus including their uses
Let's explore how clouds are formed through this simple activity!
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How can we prove that air is present all around us? Let's find out!
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What are clothes made up of? Let's find out!
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Let's look at one method of obtaining fabric from fiber!
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Activity: https://youtu.be/Hc4kDe-Fptw
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Practice this concept - “link to exercise”
Master the concept of “topic name” through practice exercises and videos - Link to topic
Check out more videos and exercises on “unit name” - Link to unit
To get you fully ready for your exam and help you fall in love with “subject” name, find the complete bank of exercises and videos for “class and subject name” here - Link to the course
Khan Academy is a free learning platform for Class 1-12 students with videos, exercises, and tests for maths, science, and more subjects. Our content is aligned to CBSE syllabus and available in Hindi, English, and many more regional languages.
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Some salt can be dissolved in water at a certain temperature of water. But can more or less be dissolved if we change the temperature of water?
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Let's explore the characteristics of the images formed by a concave mirror for objects placed at different positions!
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How can we purify salt water solution? Let's say we want to obtain pure water form the solution, how do we do that?
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What happens when we leave a glass of cold water resting on a table for some time? Let's find out!
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Let's identify which one's a physical change and which one's a chemical change!
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How do we separate the large insoluble solid particles from water?
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Some changes happen after a definite period while some can happen at any point in time. Let's look at examples for the same!
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There are two types of mixtures. Let's see what are they!
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Some changes can be reversed, while some can't be. Let's look at examples of the same!
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Some changes are slow and some are fast. Let's look at some examples for each of them!
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How can we separate two solids from each other?
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How can we separate water from dissolved salt?
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How can we separate water and tiny insoluble particles in it?
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Let's carry out a simple activity and actually see iron rusting!
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Which one's a physical change and which one's a chemical change? We have two cases here, heating iron and rusting of iron. Let's find out!
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Part of NCSSM CORE collection: Part 1 of 2 videos shows gravimetric determination of a two component mixture of carbonates. http://www.dlt.ncssm.edu
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Part of NCSSM CORE collection: Determination of the molar Volume of a Gas at STP. http://www.dlt.ncssm.edu
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Part of NCSSM CORE collection: This video shows the making a solution by measuring a compound and using a volumetric flask. http://www.dlt.ncssm.edu
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Part of NCSSM CORE collection: Introduction to chapter 3: Atomic and Molecular Structure. dlt.ncssm.edu
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Part of NCSSM CORE collection: This video shows the simple distillation of methanol and its separation from a nonvolatile dye. http://www.dlt.ncssm.edu
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Part of NCSSM CORE collection: This video shows the chemical change that occurs during the thermal decomposition of Copper Carbonate. http://www.dlt.ncssm.edu
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Part of NCSSM CORE collection: This video shows the crystallization of sodium acetate from a supersaturated solution. http://www.dlt.ncssm.edu
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Part of NCSSM CORE collection: This video shows the chemical change that occurs when magnesium burns. http://www.dlt.ncssm.edu
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Part of NCSSM CORE collection: This video shows the boiling of a sample of t- butanol. http://www.dlt.ncssm.edu
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This video shows different rate of expansion and contraction of a brass ball and ring when they are heated. http://www.dlt.ncssm.edu
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This video introduces the concept of significant figures in measurement. www.dlt.ncssm.edu
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This video shows the setup of the long term reaction of CuCl2 and an iron nail. www.dlt.ncssm.edu
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This video explains the importance of chemistry in our everyday lives. There is also a demonstration of the reaction between copper metal and nitric acid. www.dlt.ncssm.edu
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How To Do Titrations | Chemical Calculations | Chemistry | FuseSchool
Learn how to carry out titration experiments.
In this video, you will learn what apparatus needs to be used to conduct a titration, including pipettes, burettes and conical flasks.
Titration experiments enable us to work out the exact concentration of an unknown solute, when we know the concentration of another solute. You can calculate the concentration of acids and alkalis through this method.
You may need to use an indicator to help you spot when the acid or alkali has been neutralised.
This video shows you how to carry out the experiment, and then you will also need to know how to do the calculations to actually find the concentration.
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L 3 Basics of periodic classification of elements P 2
L 2 Basics of Atomic Structure Part 1
L 2 Basics of Atomic Structure Part 2
L 3 Basics of periodic classification of elements P 1
Atomic Structure
Coordination Compounds
Chemical Bonding
You want to get the observation sheet for the video you watched - join Myunlab to get more resources https://unlab.thinktac.com
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. Do you want the observation sheet for the video you watched - join Myunlab to get more resources https://my-unlab.web.app/ Mixing a solution of Copper Sulphate with one of sodium carbonate (washing soda) produces a remarkably visual reaction and precipitate!
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Experiential science at school and at home, face-to-face and online, providing materials & resources to create, experiment, tinker, innovate and learn science.
#Chemicalreaction #ThinkTac #coppersulphate science experiments for kids, simple science experiments, easy science experiments, experiments for kids, science experiments at home, science experiments with water, easy experiments, cool science experiments, science experiments for kids at school, easy science experiments for kids, simple experiments for kids, fun science experiments, simple science experiments for class 5, easy science experiments to do at home, science experiments for class 5, easy experiments for kids, easy science #SchoolScienceExhibition, #NewScienceProjects, #ScienceExperimentsForKids, #DIYScience
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#LitmusPaper #DIYLitmusPaper #ThinkTac #SchoolScienceExhibition, #NewScienceProjects, #ScienceExperimentsForKids, #DIYScience
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. Make a battery using different metal strips, a separator and different solutions as electrolyte.
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. You want to get the observation sheet for the video you watched - join Myunlab to get more resources https://my-unlab.web.app/ Make your own small fire extinguisher using citric acid and baking soda.
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Experiential science at school and at home, face-to-face and online, providing materials & resources to create, experiment, tinker, innovate and learn science. science experiments for kids, simple science experiments, easy science experiments, experiments for kids, science experiments at home, science experiments with water, easy experiments, cool science experiments, science experiments for kids at school, easy science experiments for kids, simple experiments for kids, fun science experiments, simple science experiments for class 5, easy science experiments to do at home, science experiments for class 5, easy experiments for kids, easy science
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. You want to get the observation sheet for the video you watched - join Myunlab to get more resources https://my-unlab.web.app/ Using sulphur powder and lime powder, we make acidic and basic solutions that are diluted enough to be safe and easily tested using litmus papers
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Experiential science at school and at home, face-to-face and online, providing materials & resources to create, experiment, tinker, innovate and learn science. science experiments for kids, simple science experiments, easy science experiments, experiments for kids, science experiments at home, science experiments with water, easy experiments, cool science experiments, science experiments for kids at school, easy science experiments for kids, simple experiments for kids, fun science experiments, simple science experiments for class 5, easy science experiments to do at home, science experiments for class 5, easy experiments for kids, easy science #SchoolScienceExhibition, #NewScienceProjects, #ScienceExperimentsForKids, #DIYScience
You want to get the observation sheet for the video you watched - join Myunlab to get more resources https://unlab.thinktac.com
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. You want to get the observation sheet for the video you watched - join Myunlab to get more resources https://my-unlab.web.app/ Once an acid-base reaction is done, How do we determine the amount of either one of the reactants?.
We "titrate", that is to measure the concentration of the unknown reactant (called analyte) using a reactant with a known concentration ( called "Titrant"). Let us see how to do this!
Here we use Bromothymol blue , as a reaction indicator
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Experiential science at school and at home, face-to-face and online, providing materials & resources to create, experiment, tinker, innovate and learn science. science experiments for kids, simple science experiments, easy science experiments, experiments for kids, science experiments at home, science experiments with water, easy experiments, cool science experiments, science experiments for kids at school, easy science experiments for kids, simple experiments for kids, fun science experiments, simple science experiments for class 5, easy science experiments to do at home, science experiments for class 5, easy experiments for kids, easy science #SchoolScienceExhibition, #NewScienceProjects, #ScienceExperimentsForKids, #DIYScience
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. You want to get the observation sheet for the video you watched - join Myunlab to get more resources https://my-unlab.web.app/ Make tweezers using ice cream sticks and aluminum strips. Burn a magnesium strip by holding it using the tweezers.
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Experiential science at school and at home, face-to-face and online, providing materials & resources to create, experiment, tinker, innovate and learn science. science experiments for kids, simple science experiments, easy science experiments, experiments for kids, science experiments at home, science experiments with water, easy experiments, cool science experiments, science experiments for kids at school, easy science experiments for kids, simple experiments for kids, fun science experiments, simple science experiments for class 5, easy science experiments to do at home, science experiments for class 5, easy experiments for kids, easy science #SchoolScienceExhibition, #NewScienceProjects, #ScienceExperimentsForKids, #DIYScience
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. You want to get the observation sheet for the video you watched - join Myunlab to get more resources https://my-unlab.web.app/ Magnesium ribbon pieces are immersed in a solution of citric acid to produce hydrogen. This gas is collected in a balloon and see how the balloon floats in the air.
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Experiential science at school and at home, face-to-face and online, providing materials & resources to create, experiment, tinker, innovate and learn science. science experiments for kids, simple science experiments, easy science experiments, experiments for kids, science experiments at home, science experiments with water, easy experiments, cool science experiments, science experiments for kids at school, easy science experiments for kids, simple experiments for kids, fun science experiments, simple science experiments for class 5, easy science experiments to do at home, science experiments for class 5, easy experiments for kids, easy science #SchoolScienceExhibition, #NewScienceProjects, #ScienceExperimentsForKids, #DIYScience
You want to get the observation sheet for the video you watched - join Myunlab to get more resources https://unlab.thinktac.com
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. You want to get the observation sheet for the video you watched - join Myunlab to get more resources https://my-unlab.web.app/ Mixing a solution of copper sulphate with one of sodium carbonate (washing soda) produces a remarkably visual reaction and precipitate!
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#Precipitation #coppersulphate #thinktac #sodiumcarbonate science experiments for kids, simple science experiments, easy science experiments, experiments for kids, science experiments at home, science experiments with water, easy experiments, cool science experiments, science experiments for kids at school, easy science experiments for kids, simple experiments for kids, fun science experiments, simple science experiments for class 5, easy science experiments to do at home, science experiments for class 5, easy experiments for kids, easy science #SchoolScienceExhibition, #NewScienceProjects, #ScienceExperimentsForKids, #DIYScience
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. You want to get the observation sheet for the video you watched - join Myunlab to get more resources https://my-unlab.web.app/ The ability of a metal to react with other chemicals is an important property of the metal and is called its Reactivity. In this TACtivity, we perform a simple experiment with three metals (Copper, Iron, and Magnesium) to see how their reactivities compare.
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Experiential science at school and at home, face-to-face and online, providing materials & resources to create, experiment, tinker, innovate and learn science. science experiments for kids, simple science experiments, easy science experiments, experiments for kids, science experiments at home, science experiments with water, easy experiments, cool science experiments, science experiments for kids at school, easy science experiments for kids, simple experiments for kids, fun science experiments, simple science experiments for class 5, easy science experiments to do at home, science experiments for class 5, easy experiments for kids, easy science #SchoolScienceExhibition, #NewScienceProjects, #ScienceExperimentsForKids, #DIYScience
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. You want to get the observation sheet for the video you watched - join Myunlab to get more resources https://my-unlab.web.app/ Using Benedict's reagent, one can detect the presence of glucose in a food substance. The foods we use are milk, cornflour solution, cooked dhal, sugar solution, and salt solution.
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Experiential science at school and at home, face-to-face and online, providing materials & resources to create, experiment, tinker, innovate and learn science. science experiments for kids, simple science experiments, easy science experiments, experiments for kids, science experiments at home, science experiments with water, easy experiments, cool science experiments, science experiments for kids at school, easy science experiments for kids, simple experiments for kids, fun science experiments, simple science experiments for class 5, easy science experiments to do at home, science experiments for class 5, easy experiments for kids, easy science #SchoolScienceExhibition, #NewScienceProjects, #ScienceExperimentsForKids, #DIYScience
Introductory lecture on redox reactions and batteries for MSE juniors.
Recorded Spring 2020
Leave a comment if I got something wrong. Happy to receive feedback.
Checkout our undergraduate journal:
https://sites.google.com/uw.edu/urmse/volumes
Learn the basics about Avogadro's number - The Mole. What is Avogrado's number? Why is it called like that and what relation does it have to the mole? Find more in this video!
This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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Learn the basics about Moles in equations. How do you calculate a mole? How do moles work in equations? Find out more in this video!
This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
SUBSCRIBE to the Fuse School YouTube channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT.
This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Find our other Chemistry videos here:
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Learn the basics about calculating molarity as part of the chemical calculations topic.
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This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Find our other Chemistry videos here:
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Access a deeper Learning Experience in the Fuse School platform and app: [a]www.fuseschool.org[/a]
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This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Learn the basics about the extraction of salt within the uses of salt, as part of the overall topic of acids and bases.
SUBSCRIBE to the Fuse School YouTube channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT.
JOIN our platform at [a]www.fuseschool.org[/a]
This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Find our other Chemistry videos here:
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This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Class 9 | NCERT | Writing Chemical Formulae | Part 1/1 | English | Class 9 | Atoms and Molecules | Atomic Structure
In this video, we will study about Atoms and Molecules.
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This video explains displacement reactions where the reaction of various metals with acid is taken as example and a gas is displaced. Here the rate of reaction of different metals with hydrochloric acid has also been compared. It also explains double displacement reaction and neutralization reactions with the help of different examples.
The video shows a demonstration of some physical and chemical changes and also some combination and decomposition reactions
Strong acids/bases dissociate completely whereas weak acids/bases dissociate partially.
The factors affecting dynamic equilibrium such as concentration changes, temperature changes, pressure changes, catalysts, nature of reactants, and surface area have various industrial applications. Here are some examples:
1. Haber Process: The Haber Process involves the production of ammonia by combining nitrogen gas and hydrogen gas in a high-pressure, high-temperature reaction. The process takes advantage of Le Chatelier's principle, which states that increasing the pressure and decreasing the temperature favors the production of ammonia, increasing the yield of the reaction.
2. Contact Process: The Contact Process is used to produce sulfuric acid from sulfur dioxide gas, oxygen gas, and water vapor. The reaction is exothermic, and increasing the temperature will decrease the yield. However, a catalyst such as vanadium oxide is used to increase the rate of reaction, while maintaining a high yield.
3. Polymerization: In polymerization reactions, a catalyst is used to increase the rate of the reaction, and hence increase the yield of the desired product. For example, Ziegler-Natta catalysts are used in the industrial production of polyethylene, polypropylene, and other polyolefins.
4. Surface Area: In reactions involving solids, increasing the surface area of the solid will increase the rate of reaction. This principle is employed in the manufacturing of fertilizers, where the reactants are ground into fine powders to increase their surface area, resulting in a faster reaction and higher yield.
In general, the understanding and manipulation of dynamic equilibrium is an important tool for chemical industries to optimize chemical reactions and improve the efficiency of their processes.
The effect of pressure on dynamic equilibrium depends on the number of moles of gas present in the balanced chemical equation. Here are the possible effects:
1. No effect: If the number of moles of gas on both sides of the reaction is equal, changes in pressure will have no effect on the position of the equilibrium. This is because altering the pressure will not favor either the forward or reverse reaction.
2. Effect on side with fewer moles: If the number of moles of gas is different on each side of the reaction, changes in pressure can affect the equilibrium position. Increasing the pressure will decrease the volume, and the equilibrium will shift towards the side with fewer moles of gas. Conversely, decreasing the pressure will increase the volume, causing the equilibrium to shift towards the side with more moles of gas.
It is important to note that changes in pressure do not affect the value of the equilibrium constant (K), which remains the same. Also, it is worth mentioning that pressure changes only affect equilibria involving gases, not reactions involving only solids or liquids.
Dynamic equilibrium is a state in which the forward and reverse reactions of a reversible reaction occur at equal rates. The position of the equilibrium can be influenced by certain factors. Here are a few factors that affect dynamic equilibrium:
1. Changes in concentration: If the concentration of one of the reactants or products is increased, the system will try to counteract this change by shifting the equilibrium to the opposite side of the reaction, away from the added substance.
2. Changes in temperature: Changes in temperature can influence the position of the equilibrium in exothermic or endothermic reactions. Increasing the temperature will favor the endothermic reaction, and decreasing the temperature will favor the exothermic reaction.
3. Changes in pressure: Changes in pressure affect the equilibrium position in reactions with gaseous reactants and products. Increasing the pressure will decrease the volume and push the equilibrium towards the side with fewer moles, and vice versa.
4. Catalysts: Catalysts have no effect on the position of the equilibrium, but they can increase the rate at which the equilibrium is reached by lowering the activation energy of both the forward and reverse reactions.
5. Nature of reactants: The nature of the reactants involved in a reaction can affect the position of the equilibrium. If reactants are more stable than products, the equilibrium will shift towards the products side and vice versa.
6. Surface area: The surface area of the reactants can affect the rate at which the reaction occurs, thus indirectly affecting the position of the equilibrium.
In summary, the equilibrium position of a reversible reaction is affected by changes in concentration, temperature, pressure, catalysts, nature of reactants, and surface area. Understanding these factors can be useful in predicting and controlling the position of the equilibrium in various chemical reactions.
A reversible reaction is a chemical reaction that can proceed in both the forward and reverse directions, meaning that the reactants can be converted into products, and the products can also react to form the reactants again. In a reversible reaction, an equilibrium is established where the concentrations of the reactants and products remain constant over time.
Here is an example of a reversible reaction:
A + B ⇌ C + D
In the forward reaction, reactants A and B combine to form products C and D. In the reverse reaction, products C and D react to form the original reactants A and B.
The direction of a reversible reaction is influenced by various factors such as temperature, pressure, and concentration. Le Chatelier's principle states that if a change is applied to a system at equilibrium, the equilibrium will shift to counteract the change.
For example, if the concentration of one of the reactants is increased, the equilibrium will shift towards the side with fewer moles of that reactant to reduce the excess concentration. The reaction will then favor the forward direction. Conversely, if the concentration of a product is increased, the equilibrium will shift towards the side with fewer moles of that product, favoring the reverse reaction.
Similarly, changes in pressure and temperature can also affect the equilibrium position of a reversible reaction. Increasing the pressure will favor the direction with fewer moles of gas, while decreasing the pressure will favor the direction with more moles of gas. Changes in temperature can affect the equilibrium position depending on whether the reaction is exothermic (releases heat) or endothermic (absorbs heat).
Reversible reactions are essential in many chemical and biological processes, including industrial reactions, equilibrium systems, and enzymatic reactions. They provide a dynamic perspective on the behavior of chemical reactions, allowing us to understand and control them more effectively.
Reaction rates and reversible reactions are important concepts in chemistry that are closely related.
Reaction rates refer to the speed at which a chemical reaction takes place. It measures how quickly reactants are consumed or how quickly products are formed during a reaction. Reaction rates can be influenced by various factors such as temperature, concentration, pressure, and the presence of catalysts.
On the other hand, reversible reactions are reactions that can proceed in both the forward and reverse directions. This means that reactants can form products, and products can also react to form the original reactants. Reversible reactions are denoted by a double-headed arrow (⇌) to indicate their bidirectional nature.
In reversible reactions, the forward and reverse reactions occur simultaneously, but the reaction rates may be different. The rate of the forward reaction is determined by the concentrations of the reactants, while the rate of the reverse reaction is determined by the concentrations of the products. At equilibrium, the rates of the forward and reverse reactions become equal, and the concentrations of reactants and products remain constant.
The reaction rate of a reversible reaction can be influenced by factors such as temperature, pressure, and concentration. Changing these factors can alter the position of equilibrium, which refers to the relative amounts of reactants and products in a reversible reaction system. For instance, increasing the temperature usually shifts the equilibrium towards the endothermic direction, while increasing the pressure may favor the formation of products with fewer moles.
Understanding the relationship between reaction rates and reversible reactions is important for studying chemical kinetics and thermodynamics. It allows scientists to predict and control the rates and outcomes of chemical reactions. Knowledge of reaction rates and reversible reactions is particularly useful in industrial processes, where optimizing reaction conditions can improve efficiency and yield.
Reaction Rates:
Reaction rate is a measure of how fast a chemical reaction takes place. It is often described as the change in concentration of a reactant or product per unit of time. The rate of a chemical reaction is influenced by several factors, including temperature, concentration of reactants, surface area, and the presence of catalysts.
Temperature: Increasing the temperature generally increases the reaction rate. This is because higher temperatures provide more energy to the reactant particles, causing them to move faster and collide with greater force. This leads to a higher frequency of effective collisions, resulting in a faster reaction rate.
Concentration: Increasing the concentration of reactants typically increases the reaction rate. This is because a higher concentration means there are more reactant particles present, leading to a higher frequency of collisions and a greater likelihood of effective collisions.
Surface Area: Increasing the surface area of solid reactants can increase the reaction rate. This is because greater surface area provides more opportunities for reactant particles to come into contact with each other, increasing the frequency of collisions.
Catalysts: Catalysts are substances that increase the reaction rate by providing an alternative pathway for the reaction with lower activation energy. They do not get consumed in the reaction and can be reused. Catalysts work by reducing the energy barrier required for the reaction to occur, allowing more reactant particles to overcome this barrier and participate in the reaction.
Reversible Reactions:
Reversible reactions are chemical reactions that can proceed in both the forward and reverse directions. This means that reactants can form products, and products can also react to form the original reactants. Reversible reactions are often represented by a double-headed arrow, indicating that the reaction can occur in both directions.
An example of a reversible reaction is the formation of water from hydrogen and oxygen:
2H2 + O2 ⇌ 2H2O
In this reaction, hydrogen and oxygen can react to form water, and water can also decompose to form hydrogen and oxygen. The double-headed arrow represents the equilibrium between the forward and reverse reactions.
In a reversible reaction, the reaction rate of the forward and reverse reactions can be different. The extent to which a reversible reaction proceeds in the forward direction depends on the relative concentrations of reactants and products. At equilibrium, the reaction rates of the forward and reverse reactions become equal, and there is no net change in the concentrations of reactants and products.
Factors such as temperature, pressure, and concentration can affect the position of equilibrium in a reversible reaction. These factors can shift the equilibrium towards the formation of more products or reactants.
Group VII in chemistry, also known as Group 17 or the halogens, is a group of elements found in the periodic table. This group consists of five elements: fluorine (F), chlorine (Cl), bromine (Br), iodine (I), and astatine (At). These elements are highly reactive and show similar trends in their chemical properties due to having seven valence electrons.
Here are some key characteristics and trends associated with Group VII chemistry:
1. Electron Configuration: All the elements in Group VII have outer electron configurations ending in ns^2np^5, where n represents the principal energy level. This electron arrangement means they require one additional electron to complete their octets and attain a stable electron configuration.
2. Reactivity: The halogens are highly reactive due to their strong desire to gain one electron to achieve a stable electron configuration. They readily react with other elements to form compounds, particularly with alkali metals (Group I metals), such as sodium, to form salts known as halides.
3. Diatomic Molecules: The halogens exist as diatomic molecules in their elemental forms. For example, fluorine is found as F2, chlorine as Cl2, bromine as Br2, and iodine as I2. These diatomic molecules are the most stable forms of halogens at room temperature.
4. Physical Properties: The physical properties of the halogens vary, with fluorine being a pale yellow gas, chlorine a greenish-yellow gas, bromine a reddish-brown liquid, and iodine a shiny purple-black solid. Astatine is a rare and radioactive element that exists in trace amounts.
5. Reactivity Trend: As you move down Group VII, the reactivity of the halogens decreases. Fluorine is the most reactive element, while iodine is less reactive and requires more energy to undergo chemical reactions. Astatine is the least reactive element due to its radioactive nature and limited availability for study.
6. Oxidizing Agents: The halogens are strong oxidizing agents, meaning they readily accept electrons from other substances to undergo reduction themselves. They can oxidize many elements and compounds, forming halide ions (e.g., F-, Cl-, Br-, I-) in the process.
7. Uses: Halogens and their compounds have various applications. For example, chlorine plays a vital role in water treatment, fluorine is used in dental products and non-stick coatings, bromine is utilized in flame retardants, and iodine is used as a disinfectant and in medical applications.
Understanding the properties and reactivity trends of Group VII elements is crucial in many areas of chemistry, including chemical reactions, bonding, and understanding the behavior of halogen-based compounds.
Physical equilibria refer to the state of balance or stability between two or more phases of matter. Systems, phases, and components play a crucial role in understanding and analyzing physical equilibria.
A system can refer to a collection of components that interact with each other, and physical equilibria can occur within these systems. In particular, a one-component system refers to a system containing only one substance in more than one phase. For example, a water system can be composed of water in both liquid and vapor phases. Similarly, a carbon dioxide system can consist of carbon dioxide in both liquid and gaseous phases.
Phases are the different states of matter that can coexist in a system. For example, in a water system, liquid water and water vapor can coexist in a phase equilibrium. The state of equilibrium between these two phases is referred to as the saturation point or the boiling point. Similarly, a carbon dioxide system can exhibit a phase equilibrium between carbon dioxide in a gaseous and a liquid phase.
Components refer to the individual parts that make up a larger system. In a one-component system, the component refers to the substance that exists in multiple phases. For instance, in a carbon dioxide system, the component is carbon dioxide, which can exist in both gaseous and liquid phases.
An example of physical equilibria in a one-component system is the phase transition between water in liquid and vapor states. At a particular temperature, known as the boiling point, the vapor pressure of water equals the atmospheric pressure, resulting in the formation of water vapor. Similarly, in a carbon dioxide system, at a particular temperature and pressure, the vapor pressure of carbon dioxide equals the pressure above the liquid, resulting in the formation of gaseous carbon dioxide.
In conclusion, physical equilibria in one-component systems such as water and carbon dioxide systems are critical concepts in advanced-level students' studies. Understanding the relationships between systems, phases, and components is essential for comprehending physical equilibria and their applications in various fields such as chemistry, engineering, and physics.
One experiment that demonstrates the migration of ions during electrolysis is the electrolysis of water using a solution of sodium sulfate (Na2SO4). This experiment showcases the migration of both positively and negatively charged ions.
Materials:
1. 9-volt battery or a power source
2. Two graphite electrodes (pencil leads or graphite rods)
3. Sodium sulfate solution (Na2SO4)
4. Two wires with alligator clips
5. Beaker
6. Voltmeter (optional)
Procedure:
1. Fill a beaker with the sodium sulfate solution, ensuring that it covers the graphite electrodes completely.
2. Connect one graphite electrode to the positive terminal of the battery using a wire with an alligator clip.
3. Connect the other graphite electrode to the negative terminal of the battery using another wire with an alligator clip.
4. Immerse both graphite electrodes into the sodium sulfate solution, making sure that they do not touch each other.
5. Turn on the power source (battery) and allow the electrolysis process to occur for a few minutes.
Observations:
1. Bubbles start forming around both electrodes, indicating the release of gases.
- Oxygen gas (O2) will be produced at the positive electrode (anode).
- Hydrogen gas (H2) will be produced at the negative electrode (cathode).
Explanation:
During the electrolysis of water using the sodium sulfate solution, the following reactions occur at the electrodes:
At the anode (positive electrode):
2H2O(l) → O2(g) + 4H+(aq) + 4e-
Water molecules break down, producing oxygen gas, positively charged hydrogen ions (H+), and releasing electrons.
At the cathode (negative electrode):
4H+(aq) + 4e- → 2H2(g)
The positively charged hydrogen ions (H+) from the water are reduced, accepting electrons to form hydrogen gas (H2).
This experiment clearly demonstrates the migration of ions in the solution. The positively charged hydrogen ions (H+) migrate towards the cathode, where they are reduced to form hydrogen gas. Conversely, the negatively charged sulfate ions (SO4 2-) remain in the solution as sodium sulfate is a neutral salt.
By observing the gases generated at each electrode, you can visualize and verify the migration of ions during electrolysis. Remember to exercise caution and perform this experiment under adult supervision, as electrolysis involves the use of electricity.
To distinguish between weak, strong, and non-electrolytes, you can perform an experiment known as the light bulb conductivity test. This experiment uses the ability of electrolytes to conduct electricity and complete a circuit, causing a light bulb to light up. Here's how to carry out this experiment:
Materials needed:
1. Light bulb
2. Battery or power source (of appropriate voltage for the light bulb)
3. Wires with alligator clips or connectors
4. Solutions of known weak electrolytes (e.g., acetic acid or vinegar)
5. Solutions of known strong electrolytes (e.g., sodium chloride or table salt)
6. Solutions of known non-electrolytes (e.g., sugar or ethanol)
7. Conductivity tester or conductivity meter (optional)
8. Glass containers or beakers
9. Disposable pipettes or droppers
Procedure:
1. Set up the circuit by connecting the positive terminal of the battery to the bottom terminal of the light bulb using a wire with an alligator clip or connector.
2. Connect the top terminal of the light bulb to one end of another wire.
3. Fill separate glass containers or beakers with solutions of the known weak electrolyte, known strong electrolyte, and known non-electrolyte.
4. Label each container with the corresponding solution.
5. Dip the free end of the wire from step 2 into one of the solutions.
6. Observe if the light bulb lights up or not.
7. Repeat steps 5-6 for each solution, noting whether the light bulb lights up or not.
Results and Interpretation:
- Weak electrolyte solution: If the light bulb glows dimly or flickers, it indicates that the weak electrolyte solution allows some conductivity and completes the circuit, but not as effectively as a strong electrolyte.
- Strong electrolyte solution: If the light bulb lights up brightly and stays consistently lit, it suggests that the strong electrolyte solution conducts electricity well and completes the circuit effectively.
- Non-electrolyte solution: If the light bulb does not light up at all, it suggests that the non-electrolyte solution does not allow any significant conductivity and does not complete the circuit.
By observing the behavior of the light bulb in each solution, you can distinguish weak, strong, and non-electrolytes based on their ability to conduct electricity and complete the circuit.
Electrolytic cells are devices that use an electric current to drive a non-spontaneous chemical reaction, known as electrolysis. They consist of an anode, a cathode, an electrolyte, and an external power source.
- Anode: The electrode connected to the positive terminal of the power source. It carries out the oxidation half-reaction by losing electrons.
- Cathode: The electrode connected to the negative terminal of the power source. It carries out the reduction half-reaction by gaining electrons.
- Electrode: Conductive surfaces where the redox reactions occur. The anode and cathode are typically made of inert materials such as platinum or graphite.
- Electrolyte: A solution or molten substance that contains ions and allows the flow of electricity. Common examples include aqueous solutions of salts or acids.
- Electric Current: The flow of charged particles (ions or electrons) through a conductor. In electrolytic cells, the power source provides the necessary electrical energy for the movement of ions.
During electrolysis, the anode attracts negatively charged ions from the electrolyte and oxidizes them. This generates electrons that flow through the external circuit to the cathode. At the cathode, positively charged ions from the electrolyte are attracted, and reduction occurs as they gain electrons.
The overall process of electrolysis involves the decomposition of the electrolyte into its constituent ions. For example, in the electrolysis of water, water molecules (H2O) are split into hydrogen ions (H+) at the cathode and oxygen gas (O2) at the anode.
Electrolytic cells have various applications, including electroplating, metal refining, electrorefining, production of chemicals, and water splitting for hydrogen production.
Electrolysis is a process that uses an electric current to drive a non-spontaneous chemical reaction. It involves the splitting of a compound into its individual elements or ions using electricity.
The process of electrolysis takes place in an electrolytic cell, which consists of two electrodes - an anode and a cathode - immersed in an electrolyte solution. The anode is positively charged and the cathode is negatively charged. When an electric current is passed through the electrolyte, positive ions migrate towards the cathode, while negative ions migrate towards the anode.
At the anode, oxidation occurs, causing the anode to lose electrons and become positively charged. This creates a flow of electrons through the external circuit, allowing the current to continue flowing. At the cathode, reduction occurs, causing the cathode to gain electrons and become negatively charged.
The electrolysis process can be used for various purposes, including extraction of metals from their ores, electroplating, and electrolysis of water to produce hydrogen and oxygen gas.
Electrolysis is governed by Faraday's laws, which state that the amount of substance produced or consumed during electrolysis is proportional to the quantity of electricity passed through the cell. This allows for precise control and measurement of the products formed during electrolysis.
Overall, electrolysis is an important process in various industries, providing a means for generating new chemical substances and extracting valuable materials from compounds. It plays a crucial role in areas such as metallurgy, chemistry, and energy production.
Electrolysis is a process that uses an electric current to drive a non-spontaneous chemical reaction. It involves the splitting of a compound into its individual elements or ions using electricity.
The process of electrolysis takes place in an electrolytic cell, which consists of two electrodes - an anode and a cathode - immersed in an electrolyte solution. The anode is positively charged and the cathode is negatively charged. When an electric current is passed through the electrolyte, positive ions migrate towards the cathode, while negative ions migrate towards the anode.
At the anode, oxidation occurs, causing the anode to lose electrons and become positively charged. This creates a flow of electrons through the external circuit, allowing the current to continue flowing. At the cathode, reduction occurs, causing the cathode to gain electrons and become negatively charged.
The electrolysis process can be used for various purposes, including extraction of metals from their ores, electroplating, and electrolysis of water to produce hydrogen and oxygen gas.
Electrolysis is governed by Faraday's laws, which state that the amount of substance produced or consumed during electrolysis is proportional to the quantity of electricity passed through the cell. This allows for precise control and measurement of the products formed during electrolysis.
Overall, electrolysis is an important process in various industries, providing a means for generating new chemical substances and extracting valuable materials from compounds. It plays a crucial role in areas such as metallurgy, chemistry, and energy production.
ordinary organic chemistry
The modern periodic table is based on the periodic law: "The chemical properties of elements are a periodic function of their atomic number." Let's see how is this different from Mendeleev's periodic table and how this solves for its predecessor's limitations.
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Created by Ram Prakash
Practical Chemistry with Experiments. Chemistry is the science of experiments. Scientific concepts can be easily understood by performing ...
Project-based learning (PBL) or project-based instruction is an instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world.
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Project-based learning is an instructional approach where students learn by actively engaging in real-world projects. These projects are typically interdisciplinary and require students to apply their knowledge and skills to solve a problem or complete a task.
What is PBL?
Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.
In Project Based Learning, teachers make learning come alive for students.
Students work on a project over an extended period of time – from a week up to a term– that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.
As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers.
And in case you were looking for a more formal definition...
Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.
Watch Project Based Learning in Action
These 7-10 minute videos show the Gold Standard PBL model in action, capturing the nuts and bolts of a PBL unit from beginning to end.
Project-based learning in chemistry teaching is an instructional approach where students actively engage in real-world, hands-on projects that require them to apply their knowledge and skills in chemistry. Instead of traditional lecture-based teaching, project-based learning focuses on student-centered learning, where students take ownership of their learning and work collaboratively to solve problems or complete projects.
In chemistry, project-based learning can involve various activities such as conducting experiments, designing and building models, analyzing data, researching and presenting findings, and solving chemical problems. These projects are often interdisciplinary, integrating concepts from other subjects like physics, biology, and environmental science.
The goal of project-based learning in chemistry teaching is to provide students with a deeper understanding of chemical concepts and principles, as well as develop their critical thinking, problem-solving, communication, and collaboration skills. By working on authentic, real-world projects, students can see the relevance and application of chemistry in their everyday lives, making the learning experience more meaningful and engaging.
Some examples of project-based learning in chemistry teaching include:
1. Designing and conducting an experiment to investigate the effect of different variables on a chemical reaction.
2. Creating a model or simulation to understand the behavior of atoms and molecules.
3. Researching and presenting a project on the environmental impact of a specific chemical or chemical process.
4. Collaborating with peers to solve a chemical problem or design a solution to a real-world issue.
5. Analyzing and interpreting data from a chemical analysis or experiment to draw conclusions and make predictions.
Overall, project-based learning in chemistry teaching promotes active learning, critical thinking, and problem-solving skills, while also fostering creativity, collaboration, and communication among students.
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The mole, symbol mol, is the unit of amount of substance in the International System of Units. The quantity amount of substance is a measure of how many elementary entities of a given substance are in an object or sample. The mole is defined as containing exactly 6.02214076×10²³ elementary entities.
