Copper reactions

Experiment 11 graph sheets :

Series of copper reactions video (Links to an external site.)

and another Series of Copper Reactions video (Links to an external site.)

and another Series of Copper Reactions video (Links to an external site.)

Video of copper (II) sulfate with hydrochloric acid and with ammonia (Links to an external site.)

Experiment 17 report sheets :

Video of Double Displacement Reactions (Links to an external site.)

Video of Predicting Solubility (Links to an external site.)

Video predicting Gas Formation (Links to an external site.)

Example for Prelab Predicted Reaction sheets:
Look at Sheet 12345 and find box 1
This box corresponds to the reaction between CuSO4 (aq) and MgCl2 (aq)
Write the double displacement reaction between these two reactants on line 1 below the chart.
If a precipitate or a gas would be an expected product, write that in box 1. If nothing happens, write NR in the box indicating no reaction.
Another example, find box 4
This box corresponds to the reaction between CuSO4 (aq) and Cu(NO3)2 (aq)
Do the same thing as above, but this reaction goes on line 4, and the expected outcome gets written in box 4.
Do this for all 10 reactions for each set you were assigned.

Based on the observations written in the report sheets, and the predicted outcomes of the reactions in the pre-lab sheets that correspond with your unknown solutions, determine the identities of your unknown solutions.

Video of solutions 12345 (Links to an external site.)Video of Solutions VWXYZ (Links to an external site.)
Disscussion post : Also help make a double displacement reaction. It should be like the ones using ionic compounds. You may not be able to use subscripts, so just leave the numbers big – people will know what you mean. (Ex. NaNO3 instead of NaNO3)

Sample Solution

36(3): 539-549.

This article asserts that physical appearance, especially being attractive, is a valuable and prominent asset in many situations of human interaction. Individuals judgements of others’ appearances are linked to body sizes which are depended on and influenced by a complex set of social and cultural values and norms. Thin bodies are appraised as they are in line with beauty norms while overweight bodies are stigmatized. The authors analyze the relationship between body weight, race and notions of attractiveness. They hypothesize that on various dimensions of attractiveness, white girls and black girls will be ranked differently based on body weights. Data for this study was drawn from the National Longitudinal Study of Adolescent Health with a sample consisting of 5947 white and black girls aged 12 to 18. Results show that white girls were more likely to be ranked physically attractive and described as having an attractive personality than black girls. The article concludes that overweight and obese girls are less likely to be perceived as attractive, well-groomed and having a likeable personality compared to thin girls. The stigmatization of overweight and obese girls was more prevalent among black girls; however, overweight white girls face more stigma than overweight black girls and this is due to the notion that all white girls are supposed and expected to be thin and beautiful.

Ali et al.’s article demonstrates that physical appearance determines how an individual is perceived by others and whether this individual meets the standards of beauty. White girls are automatically per

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