Practical work "Recognition organic matter».
Target: repeat the qualitative reactions characteristic of organic substances, consolidate the skills of a chemical experiment.
Reagents and equipment: test substances (glycerin, starch, citric acid, glucose), water, ammonia solution of silver oxide, copper sulfate, sodium hydroxide, iodine, spirit lamp, matches, test tubes, test tube holder.
Progress
Task number 1.Determine the substances given to you by qualitative reactions. Draw up the results and formulate conclusions.
| Substance to be determined | Qualitative response results |
|
| 1. Glycerin CH 2 -CH-CH 2 / / / OH OH OH | Cu(OH)2 | Bright blue solution of copper glycerate |
| 2.Starch (C 6 H 10 O 5 )n | Iodine solution | Solution of blue color |
| 3. Citric acid | A) Universal indicator. B) Metal B) Na 2CO 3 | A ) The universal indicator turns red B) gas is released B) gas is released |
| 4. Glucose C6H12O6 | Cu(OH)2 Ag2O | red sediment Recovery of silver from oxide |
Task number 2.Answer the suggested questions.
1. What substances are formed as a result of starch hydrolysis?
2. How to prove empirically that the substance given to you is acetic acid?
3. Why does sucrose not give a silver mirror reaction?
Conclusions:
"Practical work No. 2"
Practical work
“Reactions of ion exchange. Salt hydrolysis»
Goal of the work: to consolidate the skills of compiling ion exchange reactions, to repeat the signs of the course of ion exchange reactions to the end. To consolidate the concept of "hydrolysis of salts". Empirically investigate the pH of salt solutions. To consolidate the skills of a chemical experiment, repeat the safety rules.
Progress
Task number 1. Conduct an experiment between electrolyte solutions. Note the observed phenomena.
A) Na 2 CO 3 and H 2 SO 4 (gas)
B) BaCl 2 and H 2SO 4 (precipitate b.c.)
B) NaOH and CuSO 4 (precipitate of the c.c.)
D) NaOH and H 2SO 4 (water)
Write equations in molecular and ionic form.
Task number 2. Hydrolysis of salt solutions.
Test salt solutions with a universal indicator. Determine the pH of a salt solution, a medium by changing the color of the universal indicator.
Hydrolysis of salt solutions.
A) Na 2CO 3
B) NH 4 Cl
B) FeCl 3
Record the results in a table.
| Na2CO3 | NH4Cl | FeCl3 |
|
| Base | |||
| Universal indicator |
Write the hydrolysis reaction equations and write down the conclusion.
Bring your workplace in order.
Conclusions:
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"Practical work No. 3"
Practical work " Qualitative Analysis organic compounds"
Instructions for work
Goal of the work: develop skills for the qualitative determination of carbon, hydrogen and chlorine in organic compounds
Equipment, materials: paraffin candle, test tube holder, test tubes, chemical beaker, copper spiral, spirit lamp, dichloroethane.
Task number 1 Qualitative determination of carbon in organic compounds.
Light a paraffin candle. Place a clean test tube into the candle flame. What are you observing? Explain the results of the experiment.
Task №2 Qualitative determination of hydrogen in organic compounds. Cover a burning candle with a clean, dry glass. What are you observing? Explain the results of the experiment.
Task №3 Qualitative determination of chlorine in organic compounds.
Ignite the copper spiral on the flame of an alcohol lamp and add it to the chlorine derivative of the alkane.
Then bring the spirit lamp back into the flame. What are you observing?
Record the results of the experiments in the table. Formulate and write down the conclusion.
| What they were doing? | What did you observe? | ||
Practical work in chemistry
8th grade
Practical work No. 1 "Techniques for handling laboratory equipment"
Safety briefing.
Laboratory equipment
1. The device and principle of operation of a laboratory tripod (draw a tripod, designate its components)
2. The device and principle of operation of the spirit lamp (draw a spirit lamp, designate its components)
3. Dishes (draw test tubes, flasks, beakers)
4.Filtering:
1. prepare filter paper;
2. moisten the filter paper;
3. put into the funnel;
4. the liquid is poured over a glass rod, directing it to the wall of the funnel;
5. the filtrate flows down the wall of the glass, and not into the center, so that it does not splash out.
Find in the text the definitions of filtrate, sediment and filtration process.
Practical work No. 2"Observations of a Burning Candle"
Experience 1 . Physical phenomena during the burning of a candle
Light a candle. You will see how the paraffin near the wick begins to melt, forming a round puddle. What process (physical or chemical) is taking place here?
Take a glass tube bent at a right angle with crucible tongs, bring one end of it into the middle part of the flame, and lower the other into the test tube. What are you observing?
1. Paraffin melts. This melting is a physical process.
2. The walls of the test tube fog up - this is condensation - a physical process.
Experience 2 . Detection of combustion products in a flame
Take a piece of tin (2x2 cm) from a can or a glass slide with crucible tongs, bring a burning candle into the dark cone area and hold for 3-5 s. Quickly lift the tin (glass), look at the bottom plane. Explain what happened there.
Fasten the dry test tube in the holder, turn it upside down and hold it over the flame until it fogs up. Explain the observed phenomenon.
In the same test tube, quickly add 2-3 ml of lime water. What are you watching? Give an explanation.
1. A dark (black) spot appeared - this is soot (carbon) formed during the combustion of paraffin.
2. Moisture condenses on the walls of the tube. This condenses water, one of the combustion products of paraffin.
3. When adding lime water to a test tube, it becomes cloudy:
This suggests that the second combustion product of paraffin is carbon dioxide.
Experience 3 . Effect of air on candle burning
Insert a glass tube with a drawn end into a rubber pear, Squeezing it with your hand, blow air into the flame of a burning candle. How has the brightness of the flame changed?
Attach two candles with melted paraffin to cardboard (plywood, hardboard). Light them and cover one with a half-liter jar, the other with a two-liter jar (you can take beakers of various capacities). Which candle burns longer? Why?
Write down the equations of combustion reactions if the substances that make up the candle have the formula C 16 H 34 and C 17 H 36 .
1. The brightness of the flame has increased as the flow of oxygen has increased.
2. A candle in a larger jar burns longer because it contains more oxygen.
Practical work No. 3"Soil and Water Analysis"
Experience 1. Mechanical analysis of the soil
Place the soil in a test tube (the soil column should be 2-3 cm). Pour in distilled water, the volume of which should be 3 times the volume of the soil.
Close the test tube with a stopper and shake thoroughly for 1-2 minutes, and then arm yourself with a magnifying glass and observe the sedimentation of soil particles and the structure of sediments. Describe and explain your observations.
First, larger and heavier particles of sand and clay will settle, then smaller ones, but the solution will be cloudy for a very long time - the smallest particles are in suspension.
Experience 2. Obtaining a soil solution and experiments with it
Prepare a paper filter, insert it into the funnel fixed in the tripod ring. Substitute a clean, dry test tube under the funnel and filter the mixture of soil and water obtained in the first experiment. The mixture should not be shaken before filtering. The soil will remain on the filter, and the filtrate collected in the test tube is a soil extract (soil solution).
Place a few drops of this solution on a glass plate and use tweezers to hold it over the burner until the water evaporates. What are you watching? Explain.
Take two litmus papers (red and blue), apply soil solution to them with a glass rod. Make a conclusion based on your observations.
1. After the water has evaporated, the glass will remain white coating, is a mixture of substances that dissolve in water during mixing.
2. Universal litmus paper will not change color if the solution is neutral, will turn red if it is acidic, and blue if it is alkaline.
Experience 3. Determination of water transparency
For the experiment, you need a transparent flat-bottomed glass cylinder with a diameter of 2-2.5 cm, a height of 30-35 cm. You can use a 250 ml measuring cylinder without a plastic stand.
It is recommended to conduct an experiment first with distilled water, and then with water from a reservoir and compare the results. Place the cylinder on the printed text and pour in the test water, making sure that you can read the text through the water. Note at what height you won't see the font. Measure the heights of the water columns with a ruler. Draw your own conclusions.
The measured height is called the level of visibility.
If the level of visibility is low, then the reservoir is heavily polluted.
Experience 4. Determining the intensity of the smell of water
Fill the conical flask to 2
/
3
volume of the investigated water, close tightly with a cork (preferably glass) and shake vigorously. Then open the flask and note the nature and intensity of the smell. Rate the intensity of the smell of water in points, using table 8.
Use table number 8 (p. 183).
Practical work No. 4"Signs chemical reactions»
Experiment 1. Ignition of copper wire and interaction of copper (II) oxide with sulfuric acid
Light up the alcohol lamp. Take a copper wire with crucible tongs and bring it into the flame. After a while, remove the wire from the flame and clean off the black coating that has formed on a piece of paper from it. Repeat the experiment several times. Place the resulting black plaque in a test tube and pour a solution of sulfuric acid into it. Warm up the mixture. What are you watching?
Was a new substance formed when copper was heated? Write down the equation of a chemical reaction and determine its type based on the number and composition of the starting materials and reaction products. What signs of a chemical reaction did you observe? Was a new substance formed by the interaction of copper (II) oxide with sulfuric acid? Determine the type of reaction based on the number and composition of the starting materials and reaction products and write down its equation.
1. When copper wire is annealed, copper is oxidized and black oxide of copper (II) is formed. This is a compound reaction.
2. The formed oxide of copper (II) dissolves in sulfuric acid, the solution becomes blue, sulfate of copper (II) is formed:
This is an exchange reaction.
Experience 2. Interaction of marble with acid
Place 1-2 pieces of marble in a small glass. Pour enough hydrochloric acid into the glass to cover the pieces. Light a splinter and put it into a glass.
Were new substances formed during the interaction of marble with acid? What signs of chemical reactions did you observe? Write down the equation of a chemical reaction and indicate its type based on the number and composition of the starting materials and reaction products.
1. Marble dissolved in hydrochloric acid, a chemical reaction occurred:
Experiment 3. Interaction of iron (III) chloride with potassium thiocyanate
Pour 2 ml of a solution of iron (III) chloride into a test tube, and then a few drops of a solution of potassium thiocyanate KSCN - a salt of HSCN acid, with an acid residue of SCN-
.
What are the symptoms of this reaction? Write down its equation and the type of reaction based on the number and composition of the starting materials and reaction products.
The solution turned bright red and iron(III) thiocyanate formed.This is an exchange reaction.
Experience 4. Interaction of sodium carbonate with calcium chloride
Pour 2 ml of sodium carbonate solution into a test tube. Then add a few drops of calcium chloride solution. What are you watching? Write down the equation of a chemical reaction and indicate its type based on the number and composition of the starting materials and reaction products.
A white crystalline precipitate of barium sulfate is observed. This is an exchange reaction.
Practical work No. 5"Preparing a sugar solution and determining its mass fraction in a solution"
Use a graduated cylinder to measure 50 ml of distilled water and pour it into a 100 ml conical flask.
Weigh a teaspoon of granulated sugar (or two pieces) on a laboratory scale, then place it in a flask with water and stir with a glass rod until completely dissolved.
Now proceed to the calculation part. First, calculate the mass fraction of sugar in the solution. You have the necessary data: the mass of sugar, the volume of water, the density of water, take equal to 1 g / ml.
Grade 9
Practical work No. 1"Implementation of a chain of chemical transformations"
Carry out the reactions in which the following chemical transformations are carried out (according to options).
Write equations for the corresponding reactions. Write the ion exchange reactions also in ionic form.
Option 1.
Let's make the following transformations:
Option 2.
Option 3.
Option 3.
Practical work No. 2"Obtaining and properties of metal compounds"
Exercise 1
In mathematics, there is a rule - "the sum does not change from a change in the places of the terms." Is it true for chemistry? Check it out with the following experiment.
Obtain aluminum hydroxide by exchange reaction and prove it amphoteric character. To do this, you can use the reaction whose equation is
Carry out this reaction in two versions, using the same volumes of starting substances in each version: first, add a solution of another reagent dropwise to a solution of one of the starting substances (reagent), then change the sequence of introducing reagents into the reaction. Observe in which case a precipitate will fall, and in which it will not.
Explain the results and write down the equations of the reactions carried out in molecular and ionic forms.
Task 2
Carry out reactions confirming the qualitative composition of calcium chloride. Write down the reaction equations in molecular and ionic forms.
Task 3
Carry out the transformations according to the following scheme 1
:
1
For the second transformation, use chlorine water.
Write the equations of the corresponding reactions and consider them in terms of redox. Carry out qualitative reactions confirming the presence of reaction products. Write down the reaction equations in molecular and ionic forms.
Task 4
Get iron(II) sulfate in at least three ways. Write the equations for ion exchange reactions in ionic and molecular forms, and consider substitution reactions from the standpoint of oxidation-reduction.
Task 5
Carry out reactions confirming the qualitative composition of iron (II) sulfate. Write down the equations of the corresponding reactions in molecular and ionic forms.
Practical work No. 3"Experimental problems for the recognition and production of substances"
The three tubes given to you (options 1, 2 or 3) contain solids, and the other three (option 4) contain solutions of substances.
Empirically determine in which test tube each of the substances given to you is located. Write the equations of the corresponding reactions in molecular and ionic forms.
After this part of the work, complete one or two experimental tasks from the following list (as directed by the teacher).
Option 1
a) sodium hydroxide;
b) potassium carbonate;
c) barium chloride.
Option 2
a) calcium carbonate;
b) sodium sulfate;
c) potassium chloride.
Option 3
a) barium nitrate;
b) sodium sulfate;
c) calcium carbonate.
Option 4
a) sodium chloride;
b) aluminum chloride;
c) iron chloride (III).
Task 1. Prove empirically that the iron sulphate, the sample of which was given to you, contains an admixture of iron (III) sulfate. Write the equations of the corresponding reactions in molecular and ionic forms.
Task 2. Get iron(III) oxide from iron(III) chloride. Write the equations of the corresponding reactions, and the reaction equation with the participation of electrolyte and in ionic form.
Task 3. Prepare a solution of sodium aluminate starting from aluminum chloride. Write down the equations of the reactions performed in molecular and ionic forms.
Task 4. Get iron(II) sulfate from iron. Write down the equations of the reactions performed and analyze the redox processes.
Practical work No. 4Experimental tasks on the topic "Oxygen subgroup"
Task 1.Carry out reactions confirming the qualitative composition of sulfuric acid. Write reaction equations.
Task 2. Place 1-2 zinc granules in a test tube and add about 1 ml of dilute sulfuric acid to it. What are you observing? Write a reaction equation and consider redox processes.
Task 3. Pour the sodium sulfide solution into two test tubes. Pour chlorine water into one of them, and bromine water into the other. What are you observing? Explain your observations. Write the equations of the corresponding reactions in molecular and ionic forms.
Chlorine and bromine water- oxidizing agents, therefore, in both test tubes, sulfide will be oxidized to sulfur. Solutions become colorless.
Task 4. You are given three test tubes with solutions. Determine which one is hydrochloric acid, sulfuric acid and sodium hydroxide. Write the equations of the corresponding reactions in molecular and ionic forms.
Task 5. Determine if table salt contains sulfates. Write the reaction equations in molecular and ionic forms.
Task 6. Using characteristic reactions, establish whether the salt given to you is sulfate, iodide or chloride. Write the equations of the corresponding reactions in molecular and ionic forms.
Task 7. Based on copper (II) oxide, get a solution of copper (II) sulfate and isolate crystalline blue vitriol. Write the equations of the corresponding reactions in molecular and ionic forms.
Task 8. You are given three test tubes with solutions of sulfate, sulfite and sodium sulfide. Determine, using only one reagent, in which test tube each of the substances is located. Write the equations of the corresponding reactions in molecular and ionic forms.
Practical work No. 5Experimental tasks on the topic "Subgroups of nitrogen and carbon"
Task 1.Carry out reactions that can be used to prove that the substance given to you in closed vessels is:
a) ammonium chloride;
b) sodium carbonate;
c) ammonium nitrate;
d) ammonia;
e) calcium carbonate;
e) sodium silicate.
Task 2. Prove empirically that ammonium sulfate and ammonium nitrate should not be mixed with lime before applying these fertilizers to the soil, and explain why. Write reaction equations.
Task 3. Prove empirically that:
a) ammonium chloride contains NH ions 4 + and Cl - ;
b) ammonium sulfate contains NH ions 4 + and SO 4 2- .
Write the equations of the reactions carried out in molecular and ionic forms.
Task 4. Get ammonia from the following salts:
a) ammonium chloride;
b) ammonium sulfate;
c) ammonium nitrate.
Write the equations of the reactions carried out in molecular and ionic forms.
Task 5. Carry out reactions that are expressed by abbreviated ionic equations.Write the equations of the reactions carried out in molecular and ionic forms.
Task 6. In four test tubes you were given crystalline substances: sodium sulfate, zinc chloride, potassium carbonate, sodium silicate. Determine which substance is in each test tube. Write the reaction equations in molecular and ionic forms.
Practical work No. 6
Option 1.
Experience 1. Obtaining, collecting and recognizing hydrogen
Assemble the device for obtaining gases and check it for leaks. Put 1-2 zinc granules into a test tube and add 1-2 ml of hydrochloric acid to it. Close the test tube with a stopper with a gas outlet tube (see Fig. 43) and put another test tube on the tip of the tube. Wait some time for the test tube to fill with the evolved gas.
Remove the test tube with hydrogen and, without turning it upside down, bring it to a burning spirit lamp. If hydrogen explodes with a dull pop, then it is clean, and if with a “barking” sound, then hydrogen is collected in a mixture with air (“explosive gas”).
Questions and tasks
1. What happens when zinc reacts with hydrochloric acid? Make an equation for the reaction and characterize it according to all the studied signs of the classification of chemical reactions.
2. Consider the recorded reaction in terms of redox processes.
3. Describe physical properties hydrogen, directly observed during the experiment.
4. Describe how hydrogen can be recognized.
Experience 2. Obtaining, collecting and recognizing ammonia
Assemble the instrument as shown in Figure 113 and check for leaks.
Pour ammonium chloride and calcium hydroxide one spoonful each into a porcelain cup to burn substances. Stir the mixture with a glass rod and pour into a dry test tube. Close it with a stopper and fix it in the leg of the tripod (pay attention to the inclination of the test tube relative to the hole!). Put a dry test tube on the gas outlet tube to collect ammonia.
First, warm the test tube with a mixture of ammonium chloride and calcium hydroxide all over (2-3 flame movements), and then in the place where the mixture is located.
To detect ammonia, place a damp phenolphthalein paper upside down in a test tube.
Stop heating the mixture. Remove the test tube containing ammonia from the gas outlet tube. Immediately close the end of the gas outlet tube with a piece of wet cotton wool.
Immediately close the opening of the removed test tube with your thumb and lower it into a vessel of water. Remove your finger only under water. What are you observing? Why did the water rise in the test tube? Close the opening of the tube under water with your finger and remove it from the vessel. Add 2-3 drops of phenolphthalein solution to the test tube. What are you watching?
Carry out a similar reaction between solutions of alkali and ammonium salt when heated. Bring a wet indicator paper to the opening of the test tube. What are you watching?
Questions and tasks
1. What happens when ammonium chloride and calcium hydroxide react? Make an equation for the reaction and characterize it according to all the studied signs of the classification of chemical reactions.
2. Describe the physical properties of ammonia that are directly observed in the experiment.
3. Describe at least two ways to recognize ammonia.
Option 2.
Experience 1. Obtaining, collecting and recognizing oxygen
Assemble the instrument as shown in Figure 114 and check for leaks. Pour into a test tube about ¼ of its volume of potassium permanganate KMnO 4 and place a loose ball of cotton wool near the opening of the test tube. Close the test tube with a stopper with a gas outlet tube. Attach the test tube to the leg of the stand so that the end of the vent tube reaches almost to the bottom of the vessel in which oxygen will be collected. Check the presence of oxygen in the vessel with a smoldering splinter.
Questions and tasks
1. What happens when potassium permanganate is heated? Make an equation for the reaction and characterize it according to all the studied signs of the classification of chemical reactions.
2. Consider the recorded reaction in terms of redox processes.
3. Describe the physical properties of oxygen that are directly observed in the experiment.
4. Describe how you recognized oxygen.
Experience 2. Obtaining, collecting and recognizing carbon monoxide (IV)
Place a few pieces of chalk or marble in a test tube and add 1-2 ml of dilute hydrochloric acid. Quickly close the test tube with a stopper with a gas outlet tube. Lower the end of the tube into another test tube containing 2-3 ml of lime water.
Watch for a few minutes as gas bubbles pass through the lime water.
Questions and tasks
1. What happens when chalk or marble reacts with hydrochloric acid? Make an equation for the reaction and characterize it according to all the studied signs of the classification of chemical reactions.
2. Consider the reaction carried out in the light of the theory of electrolytic dissociation.
3. Describe the physical properties of carbon monoxide (IV), directly observed in the experiment.
4. Describe how you recognized carbon monoxide (IV).
This reaction is qualitative for carbon dioxide.
Grade 11
Practical work No. 1"Receiving, collecting and recognizing gases"
Option 1. Obtaining, collecting and recognizing hydrogen
Get, collect, recognize hydrogen and do experiments that characterize its properties. Write equations for the corresponding reactions.
A little hydrochloric acid was poured into a test tube and a zinc granule was lowered. The test tube was closed with a stopper with a gas outlet tube, the end of which was lowered into another test tube turned upside down. We observe the release of hydrogen gas bubbles. After some time, the second test tube was turned over and a carefully burning splinter was brought up. Hydrogen burns, water condenses on the walls of the test tube.
Option 2. Obtaining, collecting and recognizing oxygen
Receive, collect, recognize oxygen and do experiments confirming its chemical properties. Write down the equations of the corresponding reactions.
A little potassium permanganate was poured into the test tube, a lump of cotton wool was placed inside and closed with a cork with a gas outlet tube. Then the test tube was fixed on a tripod so that the end of the tube reached the bottom of the beaker in which oxygen would be collected. We heated the test tube, collected a full glass of oxygen (we check the fullness of the glass by a smoldering torch, it flares up) and covered the glass with cardboard.
Option 3. Receiving, collecting and recognizing carbon dioxide
Get, collect, recognize carbon dioxide and do experiments confirming its chemical properties. Write down the equations of the corresponding reactions.They took a piece of coal, heated it in the flame of a burner and lowered it into a vessel with oxygen, it caught fire with a yellow-blue flame.
Option 4. Receiving, collecting and recognizing ethylene
A mixture consisting of one part anhydrous sodium acetate and two parts sodium hydroxide (anhydrous) was placed in a test tube equipped with a gas outlet tube. The test tube was fixed horizontally on a tripod and heated. The evolved gas was passed into separate test tubes with bromine and potassium permanganate solution. Solutions do not change their color. They set fire to the gas escaping from the tube, it burns with a blue non-luminous flame. A small amount of concentrated sulfuric acid was placed in a test tube.
Presented the development of practical work for grade 11
"Practical work No. 2 - 11 cells"
Practical work №2
Identification of inorganic substances.
Goal of the work : using characteristic reactions to recognize the proposed
inorganic substances, determine the qualitative composition of the soil.
Equipment :
Reagents :
Progress :
Prepare a table to record the performance of the work in the form:
| What they were doing | Observations | Reaction equations | |
2. Run experiments
3. Fill in the table.
4. Make a general conclusion.
Safety regulations
Handle acids and alkalis with care. Accurately add concentrated acids into the test tube over the tray. If acid comes into contact with skin or clothing, wash off quickly. big amount water.
Don't taste anything.
Pour no more than 1 ml of substances into the test tube.
Sniff volatile substances carefully, directing the air with your hand from the test tube towards you.
Do not cover the test tube with your finger when shaking the liquid in it. Shake the contents by holding the tube by the top and gently shaking it.
Do not lean over the tube as splashes may get into the eyes.
Keep a test tube with a heated liquid with the hole away from yourself and from your comrades, since the liquid can sometimes splash out of the test tube.
When heating the test tube, do not touch the wick of the spirit lamp, as the wick is cold and the test tube may burst.
A burning spirit lamp must not be moved from table to table.
Only use matches to light the spirit lamp.
Extinguish the spirit lamp only with a cap.
Tidy up your workspace after work.
Experience. Qualitative reactions to inorganic substances.
Exercise: in three numbered tubes (1, 2, 3) substances are given:
AMMONIUM CHLORIDE
HYDROCHLORIC ACID
SODIUM SULFATE
With the help of characteristic reactions, recognize which of the test tubes contains these substances.
To perform this experiment, divide the contents of each numbered test tube into three samples.
1. To determine ammonium chloride - add a solution of sodium hydroxide into a test tube with ammonium chloride, heat it in the flame of an alcohol lamp.
What are you watching?
2. To determine hydrochloric acid, pour a solution of silver nitrate into a test tube with hydrochloric acid.
What are you watching?
Write the reaction equation in molecular, full ionic, abbreviated ionic forms.
3. To determine sodium sulfate, pour a solution of barium chloride into a test tube with sodium sulfate.
What are you watching?
4. Write the reaction equation in molecular, full ionic, abbreviated ionic forms.
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"Practical work No. 1-1"
Practical work No. 1
Goal of the work :
Equipment and reagents: a device for obtaining gases, test tubes (2 pcs.), a test tube stand, a spatula, a beaker, a splinter, matches, marble (CaCO 3), lime water (Ca (OH) 2), HCl (1: 2).
Safety: 
Progress :
| Actions | Observations | Reaction equations. conclusions |
| Getting carbon dioxide  | CaCO 3 + HCl → |
|
|
Transfer the end of the gas outlet tube to a test tube with 1 ml of lime water and pass carbon dioxide through it. Write down the equations of the corresponding reactions. | Ca(OH) 2 + CO 2 → |
Conclusion :
View document content
"Practical work No. 1-2"
Practical work No. 1
"Receiving, collecting and recognizing gases"
Goal of the work :
Equipment and reagents: test tubes (3 pcs.), alcohol lamp, matches, tripod, vent tube, ammonium chloride (crystalline), calcium hydroxide (crystalline), a glass of water, indicator paper, cotton wool.
Safety
: 
Progress :
| Actions | Observations | Reaction equations. conclusions |
|
| NH 4 Cl + Ca (OH) 2 → NH4OH↔ |
Conclusion :
View document content
"Practical work No. 1-3"
Practical work No. 1
"Receiving, collecting and recognizing gases"
Goal of the work :
Equipment and reagents: test tubes (2 pcs.), test tube rack, spatula, splinter, matches, potassium permanganate (KMnO 4), indicator paper.
Safety: 
Progress :
| Actions | Observations | Reaction equations. conclusions |
| Obtaining oxygen Getting oxygen.  | KMnO 4 → |
|
| Capturing and recognizing carbon dioxide Fill the test tube with gas for 1 min. Put a burning splinter into a glass. Observe changes. | CxHy+O 2 → |
Conclusion :
View document content
"Practical work No. 1"
Practical work number 1.
"Receiving, collecting and recognizing gases".
Lesson Objectives: check the correctness of the assimilation of knowledge about gaseous substances, methods for their production and recognition; continue to form the ability to conduct an experiment, observe and draw conclusions from what they see.
Equipment: computer, lesson presentation, test tubes, spirit lamp, matches, splinters, glass tubes; solutions: hydrochloric acid, acetic acid, hydrogen peroxide, lime water; zinc, marble,
During the classes.
I. Preparing for the lesson(check the readiness for the lesson of groups of students, equipment, class; mark absent students in the journal; report the topic and objectives of the lesson).
II. Safety briefing.
1. What effect do acids have on human skin and tissue? (If it comes into contact with human skin or tissue, acids destroy them).
2. What effect do alkalis have on human skin and tissue? (If it comes into contact with human skin or tissue, alkalis destroy them).
3. So how should acids and alkalis be handled? (Acids and alkalis must be taken with a tube and only in the right amount).
4. From whose spirit lamp can you light your own? (The spirit lamp cannot be lit from another spirit lamp. It can only be lit with a match).
I remind you that you need to handle glassware very carefully so as not to crush or break it. The chips from breaking glassware are very sharp and can cause very deep cuts.
III. Work instruction.
You will perform practical work according to the instructions.
In accordance with your option, give the name of the practical work, formulate the goal, determine the equipment and reagents. When submitting a paper, be sure to describe your actions and observations, write down the equations of chemical reactions, draw a drawing of the installation for obtaining the gas you specified, and write down the conclusion on the work.
At the end of the work, clean up the workplace.
IV. Completing of the work.
"Receiving, collecting and recognizing oxygen".
"Receiving, collecting and recognizing carbon dioxide".
"Getting ammonia"
Repeat the rules for safe work with alkalis. Follow these rules in the process of conducting a chemical experiment.
Obtaining, collecting and recognizing ammonia
1) Put two measuring spoons of ammonium chloride and calcium hydroxide into the mortar. Pound the mixture with a pestle. What do you feel?
2) Assemble the device for obtaining ammonia: draw in a dry test tube no more than ¼ of its height of the prepared mixture, close the test tube with a cork with a gas outlet tube, fix the test tube in the leg of the tripod with a slight inclination to the cork. Attach a dry ammonia collection tube to the gas outlet tube pointing upwards. 
3) Heat the test tube with the mixture.
4) Place a wet test paper over the opening of the ammonia tube. 
5) Stop heating. Remove the test tube with ammonia without inverting it, lower it with the hole down into a glass of water. Close the end of the gas tube with a damp cotton swab.
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"Practical work grade 11 equipment and reagents"
Practical work Grade 11
| Job title | Equipment and reagents |
|
| Acquisition and recognition of gases | Equipment: tripod with test tubes, spirit lamp, matches, splinter, glass gas pipes, cotton wool, spatula. Reagents: solutions: hydrochloric acid, acetic acid, hydrogen peroxide, lime water; zinc, marble., ammonium chloride, crystalline calcium hydroxide, indicator paper, potassium permanganate. |
|
| Identification of inorganic substances | Equipment : rack with test tubes, spirit lamp, matches, test tube holder. Reagents : solutions: ammonium chloride, sodium sulfate, sodium hydroxide, barium chloride, hydrochloric acid; blue litmus paper, zinc, silver nitrate. |
Compiled by Filippova A.V.
Practical work
for grade 7
Chemistry Tips-- Yagi
(safety regulations)
Now listen, my friend
I'll teach you a lesson
So that this time, dear,
You couldn't take your legs!
I have a whole treasure here:
potassium permangonate,
There is sulfur, there is phosphorus,
There is also potassium chlorate.
The components are precisely weighed,
Break up the mixture.
If everything goes right-
Will smash everything here as it is!
Prepare the explosive gas
Bring the match that hour.
There is a chain reaction
At times you will be left without eyes!
Pour water into acid
Take sulfate, not that one!
If you have time, you will see
Spray will fall a mile away!
What, you don't like the world?
Did you douse your hands with lye?
So rub your eyes with your hands
And you forgot about the hands!
Here, smell ash-two-es-
It always relieves stress. 
An antidote for him
Haven't found progress yet!
Early in the morning on an empty stomach
You take ammonia. 
He breaks through to tears
If you don't go limp!
Smell the chlorine, my friend,
He helped a lot!
Yes, breathe it in deeply
I couldn't breathe!
Lots of different recipes
Chemistry Yagi has:
If you like, you will remain without fingers,
Well, if you want, without a leg!
I will tell, granddaughters, to you:
You can live without TB
Even though it's bad, even if it's not for long,
But to your detriment
Date "___" ___________
Practical work No. 1
Safety regulations. Techniques for handling laboratory equipment.
__________
Goal of the work:
Learn the safety rules for working in a chemistry lab
Get acquainted with different types chemical glassware and the possibilities of its use in a chemical laboratory, to study the design of a laboratory tripod and develop skills in working with it;
Equipment:
set of chemical glassware: test tubes, flasks (conical, flat-bottomed), chemical beakers, measuring cylinders, porcelain cups, test tube holders, test tube stand, spoons, etc.), laboratory stand
INSTRUCTION.
The order of the work.
Consider the issued samples of chemical glassware. Determine the purpose.
Make drawings of three items of chemical glassware and explain what their purpose is.
Consider the components of a laboratory tripod, understand their purpose.
Assemble the tripod and fix the foot, ring on it.
Sketch the assembled tripod, indicate its main details.
Sketch the parts of the burning flame, indicate which part is the hottest.
Answer the following questions in writing:
What are the rules for collecting a solid substance from a bottle into a test tube?
What is the correct way to mix solutions in a test tube?
8. Make a conclusion based on the results of the work.
move work
Task 1. Samples of chemical glassware . (Draw and write the assignment.)
Flat-bottomed flasks.
Round bottom flasks.
Chemical glasses.
Porcelain cups.
Measuring cylinders.
Task 2. Study and draw a laboratory tripod
1) kernel;
1 ) supply;
2 ) clutch;
4) foot;
5) ring.
Task 3. Answers on questions.
1. Solids from jars should only be taken with a dry spoon. or dry tube?
2. Mixing the solutions in the test tube is carried out with quick and vigorous movements. Forbiddenwhether
shake the test tube by closing the hole with your finger?
Task 4. The structure of the flame
1.
2.
3.
4.
Conclusion:
Tidy up your workspace.
Date "____" _____________
Practical work No. 2
Study of physical and chemical phenomena
Target: study the physical and chemical properties of the proposed substances, using various methods.
movework
Consider samples of various substances given to you.
Investigate the solubility of solids. Find in the reference table data on density, boiling point, melting point. Enter the results of the study in the table.
2. Explore the chemical properties of zinc.
Interaction with water
Interaction with hydrochloric acid HCl
Interaction with copper chloride CuCl 2
Vipade nie siegeka as a resulte XAnd mAnd hesk Oth reactionai
Pour sodium sulfite and barium chloride into the test tube. Record your observations in the table.
INs dAnd linenie gasfigurative substances V resulte XAnd mAnd hother reactionAnd th.
Extinguishing soda.
Place a small amount of soda in a test tube and add drops of acetic acid solution.
How should you deal with acid?
What should you do if acid gets on your hands?
Record your observations in the table.
phi research zichother processco Vduring dissolution
Pour 1 ml of water into a test tube, add approximately 1 g of salt with a spatula and stir with a glass rod. What are you guarding? Warm up. Record your observations in a table.
Enter the results of the study in the table:
Conclusion: What methods did you use to study substances during your practical work?
How to identify gas by smell?
A) bend over the vessel and inhale
B) direct gas vapors towards yourself and take a careful breath
B) don't know
A) when tilted, the label was on top, in the palm of your hand
B) the label is on the bottom
C) it doesn't matter how you take the reagent bottle.
When spilling liquid on the table, you must:
A) inform the teacher or laboratory assistant
B) clean up the spilled substance yourself
C) pretend that nothing happened.
Why is it impossible to collect a lot of reagents at the workplace?
A) you can mix up the reagents
B) create chaos
C) you can stain a laboratory notebook
D) all of the above
Why it is impossible to heat a test tube with a solution in one place:
A) will not boil for a long time
B) liquid may be ejected and, as a result, a burn of the hand
B) doesn't heat up well
D) don't know
Reference table
Date "____" _____________
Practical work №2
Research on physical and chemical phenomena
Target: acquainted with characteristic features physical and chemical phenomena, learn to identify them; observe physical and chemical phenomena, describe observations, draw conclusions.
Equipment: test tubes, dry fuel, metal stand, glass rod, gas tube.
Reagents: blue vitriol, iron button, paper clip, nail, baking soda, lime mortar.
Progress
| Reaction scheme: iron + copper sulfate \u003d copper + ferum (11) sulfate |
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| Reaction scheme: |
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| Reaction scheme: |
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| Heat water to 100 degrees | ||||
Conclusion:
A physical phenomenon is ____________________________________
A chemical phenomenon is ____________________________________
Date "____" _____________
Practical robot number 3
Getting sour in the laboratory
Meta: learn how to make sour in a laboratory way using a path to spread potassium permanganate, learn how to sour with a tool for making sour, learn how to pick sour using the method of brewing sour, repeating that sour water, and learning the physical and chemical power of sour.
Ownership: a laboratory stand, a test tube with a gas-tipped tube, a chemical flask, a cylinder, glass plates, a conical flask, a spoon for spalling speech, crucible tongs, a crystallizer with water, cotton wool, a vial.
Reactive: crystalline potassium permanganate, vapnyana water, clay, sirka, water peroxide.
Hid roboti
Teacher's task:
Oxygen is obtained from (name 3 substances) _________________
Collect oxygen (specify method)____________________
Recognize oxygen ____________________________________
Chi can trimat burn the bottom of the dishes, pick up the kisen in the yak? Vidpovid wrap.
Chi is a rare kissen? Please explain.
How is the molecular weight visible to Ozone and Kisn?
Zagalny visnovok:
Oxygen has the following properties
Teacher's task (for additional 11 points)
20g. Sulfur (VI) oxide contains 12g. Sulfur and 8g. Oxygen. What are the mass fractions of the elements in the compound?
Practical work
for grade 8
Safety regulations
To avoid putting your life in danger
You need to know the safety precautions: 
You only do what you have to do
And at the same time very carefully.
First solve the problem theoretically,
Then do it practically.
Never in a chemical laboratory
Take substances with bare hands.
You pour (pour) the substances carefully,
Do not pour out (do not pour out) the substances back.
Be stingy with chemicals -
Use a small amount of them.
Experiment carefully
Above the table (tray) is required.
Vapors and gases must not be inhaled
If you are without a gas mask.
Substances in the laboratory are not studied for taste -
This is strictly prohibited.
Cannot be mixed or poured
All chemicals in a row.
It is possible to work with caustic substances (acids, alkalis),
But very carefully.
If acids or alkalis get on you,
Wash them off immediately with plenty of water.
Acid is added to water
This is the only way to dilute the acid.
If the liquid is flammable,
You work with her away from the fire.
With heating appliances
Work very carefully.
Workplace is clean and tidy
You always follow this rule.
Date "____" _____________
Practical work No. 1
Investigation of the properties of the main classes inorganic compounds
Target: perform some reactions typical for acids, bases, oxides and salts, explore some qualitative reactions for inorganic compounds.
Equipment: dry fuel, test tubes, tripod, test tube holder.
Reagents: indicators, chloride acid, sodium hydroxide, sodium sulfite, barium chloride, sodium carbonate, iron and copper wire, cuprum (2) oxide - powder.
Progress
General in conclusion:
What properties of substances have been studied? What signs of a reaction were observed ? What types of reactions did you carry out while doing practical work?
Will the reaction occur in experiment 2 if instead of zinc we take: a) magnesium, b) silver? Justify your answer.
Will the reaction occur in experiment 5 if the salt is replaced by: a) calcium carbonate; b) sodium nitrate? Justify your answer.
The unsigned tubes contain sodium chloride solution and dilute perchloric acid. Suggest at least two ways to recognize these fluids.
If you poured an excess of reagent solutions into a test tube, you must:
A) put it back
b) down the drain
C) notify the teacher or laboratory assistant
Solids
A) take by hand
B) take with a spatula
B) take with a spoon
D) take all of the above
If an acid solution comes in contact with the skin:
A) rinse with cold water
B) rinse with cold water, treat with 2% soda solution
The acid is diluted:
A) pouring water into acid
b) pouring acid into water
c) the order of mixing does not matter
D) don't know
Reaction sign:
A) change in the volume of liquid
B) precipitation
C) change in the shape of a substance
When heating the test tube, it must be held so that the hole is directed
B) away from you
D) away from oneself and from neighbors
Date "____" _____________
Practical work № 2
I am familiar with safety precautions (a) _________________
movework
Two bottles without labels contain solutions: one contains hydrochloric acid, the other contains sodium hydroxide. How to prove experimentally in which flask each of the substances is located?
Chemically clean a test tube contaminated with iron (III) hydroxide in a practical lesson
Prove that the given substance is perchloric acid.
From the reagents on the table, get copper sulfate (II) in several ways
(solve several problems as directed by the teacher)
Write the results of the experiment in any form, mark the observations, write down the reaction equations.
Safety test
A) it's aesthetic
D) doesn't matter
Why can't the excess of a substance (reagent) be drained (poured) back into the flask?
A) substances can be mixed up
B) pollute the substance
B) get your hands dirty
D) hard to open plugs
A) not allowed
B) it is possible with the consent of the teacher
A) rinse with cold water
C) treat with 2% acetic acid solution
A) on a separate sheet
C) in workbook
A) in the middle of the tube
B) at the opening of the test tube
B) at the bottom of the tube
D) doesn't matter
Conclusion:
Date "____" _____________
Practical work № 2
“Solving experimental problems on the topic “Main classes of inorganic compounds”
Purpose: to repeat the properties of oxides, acids, bases and salts and apply this knowledge in experimental problem solving; learn to recognize substances placed in bottles without labels.
I am familiar with safety precautions (a) _________________
movework
Task number 1. Solve the "Chain of Transformation", while writing down the formulas of substances correctly, taking into account the valency chemical elements and acid residues.
MgO Mg Cl _ Mg C O _ Mg Cl _ Mg _ (P O _)_.
Starting materials, reagents and equipment: magnesium oxide, chloride acid, solutions: sodium chloride, sodium carbonate, phosphoric acid; stand with test tubes.
Task number 2. "Valley of ions." Write the formulas of the ions that are part of such substances: magnesium nitrate, magnesium carbonate, magnesium orthophosphate, magnesium chloride, using chemical symbols.
Attention! To obtain the desired result when carrying out exchange reactions, add reagent solutions drop by drop, avoiding excess. In this way, side reactions can be prevented between the reagents used in this experiment and an excess of the reagent from the previous experiment.
Task number 3. "Find a reagent." In the table, write down the formulas of the reagents for the implementation of successive transformations:
Task number 4. "Designers". Carry out practical reactions based on task No. 1, write down your actions, observations, conclusions and reaction equations in the table:
| Experience 1. Carry out transformationsMgO mg Cl _ |
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| Reaction equation:… This is a reaction - ... (indicate the type of reaction) |
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| Experience 2. Implementation of the transformationmg Cl _ mg C O _ |
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| Reaction equation: ... Side reaction equation: …. This is a reaction - ... (indicate the type of reaction) |
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| Experience 3. Implementation of the transformationmg C O _ mg Cl _ |
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| Reaction equation: ... This is a reaction - ... (indicate the type of reaction) |
||
| Experience 4. Implementation of the transformationmg Cl _ mg _ (P O _)_. |
||
| Reaction equation: ... This is a reaction - ... (indicate the type of reaction) |
||
| General conclusion: During my practical work... |
Safety test
A) it's aesthetic
B) the presence of dirt can affect the conduct of the experiment
C) the color of the precipitate may change
D) doesn't matter
Why can't the excess of a substance (reagent) be drained (poured) back into the flask?
Why can't the excess of a substance (reagent) be drained (poured) back into the flask?
A) substances can be mixed up
B) pollute the substance
B) get your hands dirty
D) hard to open plugs
Conduct experiments that are not provided for in the instructions:
A) not allowed
B) it is possible with the consent of the teacher
C) you can, if you know what will happen
If an alkali solution comes into contact with the skin, it is necessary:
A) rinse with cold water
B) treat with 2% soda solution
C) treat with 2% acetic acid solution
How the results of practical work are formalized:
A) on a separate sheet
B) in a notebook for practical work
B) in a workbook
The test tube is fixed in the test tube holder
A) in the middle of the tube 
B) at the opening of the test tube
B) at the bottom of the tube
D) doesn't matter
Practical work
for grade 9
Date "___" ___________
Practical work No. 1
Preparation of a solution with a certain mass
solute fraction
Target: consolidate knowledge and skills in solving computational problems; formation of skills to prepare solutions with a certain mass fraction of a dissolved substance; the formation of practical skills in working with measuring instruments.
Equipment: chemical beakers with a volume of 500 ml, a glass rod with a rubber tip, a balance with weights, a spatula, a measuring cup.
Reagents: salt, water (cold and hot).
Progress
Why does salt dissolve faster in hot water than in cold water?
Why does sea water boil at a higher temperature than distilled water?
Conclusion: for cooking __________ g solution _________ with a mass fraction of salt _______% is necessary __________________________________
Control questions
Why does salt dissolve better in hot water than in cold water?
Why is dissolution called a physical-chemical process?
Which water boils faster: sea water or distilled water?
Date "___" ___________
PRACTICAL WORK № 2
"EXCHANGE REACTIONS BETWEEN SOLUTIONS OF ELECTROLYTES"
Target: to study in practice the conditions under which ion exchange reactions between electrolyte solutions are possible.
Equipment: stand with test tubes
Reagents: solutions NaOH, HCl, CuSO 4, BaCl 2, Na 2 CO 3, Na 2 SO 3, phenolphthalein.
Safety briefing :
Carefully take solutions in the right amounts of substances.
Take special care when working with solutions of HCl acids, and alkalis,
NaOH
Handle glassware with care.
Progress
General conclusion:
Electrolytes are ___________________________________________ to them relate___________________________________________________________
Ionic reactions-reactions ____________________________________________
Ion exchange reactions in electrolyte solutions proceed to completion in such cases:_____________________________________________________________
Date "___" ___________
PRACTICAL WORK № 3
Solution of experimental problems
Target : learn how to solve experimental problems in practice, consistently obtain inorganic substances (insoluble hydroxide, oxide, etc.), recognize inorganic substances by their chemical properties.
Equipment and reagents: test tubes, test tube holder, dry fuel, test tube stand, matches; cuprum sulfate, barium chloride, sodium carbonate, sodium sulfite, perchloric acid, sodium hydroxide or potassium hydroxide, indicators.
Progress
When performing work, use the table of solubility of substances, the table for the definition of ions.
Experiment No. 1. Sequential production of inorganic substances.
Practically carry out such transformations: cuprum (2) sulfate - cuprum (2) hydroxide-cuprum (2) oxide - cuprum chloride.
Break the task into stages.
General conclusion: We have learned while doing experiments...
Additional task - experimental task.
Issued with a solution of salt ferrum (3) chloride. Prove experimentally that salt contains ferrum cations and chlorine anions. Write the reaction equations in ionic forms.
Date "___" ___________
PRACTICAL WORK № 4
properties of acetic acid
Target: study and experimentally confirm the properties of acetic acid
Reagents: shavings or powder of magnesium or zinc, crystalline sodium carbonate (soda), solutions: acetic acid, ferrum (3) chloride, indicators, sodium hydroxide.
Equipment: test tubes, test tube rack, dry matter spoon.
Attention!
Progress
General conclusion:
« Report from the scene»
Today in class I learned...
I was surprised...
Now I can...
I would like to …
Task "Answer - ka"
1. What properties inorganic acids has acetic acid?
2. Which of the carboxylic acids do you use in our life. Their physiological effect on the body.
Task "Fix it"
Correct the mistakes and place the odds
Date "___" ___________
PRACTICAL WORK № 5
Solving experimental problems by organic chemistry
Target: consolidate knowledge of organic compounds and learn to experimentally confirm and determine substances using qualitative reactions.
Equipment: rack with test tubes, dry fuel, beaker, glass rod.
Reagents: iodine tincture solution, litmus, cuprum (11) sulfate, alkali solution, starch, acetic acid, glycerin, egg white.
Progress
Reaction equations:
Definition of starch____________________________
Determination of glycerin ___________________________
Definition of acetic acid _____________________
Protein definition________________________________
Determination of sodium acetate ____________________________
General in conclusion:____________________________________________
Exercise– experimental task :
Prove experimentally that:
A) potatoes and white bread contain starch;
B) a ripe apple contains glucose.
Make a list of reagents and equipment that you will need for conducting, an action plan for experiments.
Practical work
in 10th grade
Date "___" ___________
Practical work No. 1
Obtaining carbon dioxide and studying its properties
Target: learn to recognize inorganic substances, get carbon dioxide from marble, work with acids, carry out a qualitative reaction for a carbonate ion.
Equipment and reagents: test tube, funnel, vent tube, tripod, tweezers, beaker, marble or chalk, chloride acid, crystalline sodium hydrogen carbonate (soda), indicators, etc.
Safety regulations:
Follow the rules for working with acid solutions. Avoid contact with acids on the skin and mucous membranes.
Observe the rules for working with acids and toxic substances - barium chloride and silver nitrate. Avoid contact with skin and mucous membranes.
Progress
Exercise "True and False Statements".
Statements
1. Carbon dioxide is a wild gas.
2. The seas and oceans contain 60 times more carbon dioxide than earth's atmosphere.
3. Natural sources of carbon dioxide are called mofetes.
4. In the vicinity of Naples there is a "Dog Cave", in which dogs cannot be.
5. In laboratories, carbon dioxide is produced by the action of sulfuric acid on pieces of marble.
6. Carbon dioxide is a colorless and odorless gas, lighter than air, and highly soluble in water.
7. Solid carbon dioxide is called "dry ice".
8. Lime water is a solution of calcium hydroxide in water.
| General conclusion: Carbon (IV ) oxide is obtained by ... Carbon (IV ) oxide is recognized using ... Carbonates are converted to hydrogen carbonates under the following conditions: ... Hydrogen carbonates are converted to carbonates under the following conditions: ... |
The task of the teacher. Answer the questions.
Why are reactions between carbonates and acids called qualitative?
Is it possible to evaporate the calcium hydrogen carbonate salt from the solution? Why?
Date "___" ___________
Practical robot number 2
ROZV"YAZUVANNYA EXPERIMENTAL PROBLEMS
Meta : The development of "experimental tasks for obtaining, denoting and bringing the power of speeches, zastosovuyuchi theoretical knowledge and practical skills in practice.
Reactivation and possession:
ferum (II) sulfate, chloride acid, sodium hydroxide, calcium hydroxide, barium chloride, numbered solids sodium chloride, potassium chloride and barium chloride, solid sodium sulfate from houses magnesium sulfate, steel drіt, copper, cuprum (I) what to avenge the houses of the powder-like hall. a flask with well water, heating accessories, test tubes, test tubes, syrniki.
Hid roboti
| Task 1 |
Experimentally establish the interplay of ferum (II) sulfate with:
a) a meadow; b) middle; c) barium chloride.
Rozv "yazannya
A. Pour 1 ml of ferum (II) sulfate into a test tube and add 1 ml of a common base - sodium hydroxide. The reaction of the exchange, which is seen in the samples, can be expressed by equals:
FeSO 4 + 2NaOH -- > Na 2 S0 4 + …
Fe 2+ + S0 4 2- + 2Na + + 2OH - -- > 2Na + + S0 4 2- + …
Fe 2+ + 2OH - -- > … Vipadaє siege of a white color.
On the surface of the barrage, we grow green and far away we drill.
B. In another test tube, we place a sprat of a small piece of honey drota, which was previously cleaned in the form of oxide smelting. Add 2 ml of concentrated ferum (II) sulfate. Change is not determinable.
Fe S 0 4 + Cu -/- >
Mіd, as a less active metal does not equate to salt.
C. In the third test tube, pour 1 ml of ferum (II) sulfate and add droplets of barium chloride. Sposterіgaєmo the establishment of a white dribnocrystalline siege:
Fe S 0 4 + B аСІ 2 -- > Fe СІ 2 + BaS 0 4 ↓
Fe 2+ + S 0 4 2 ─ + Ba 2 + + 2Cl ─ -- > Fe 2+ + 2Cl ─ + BaS 0 4 ↓
S0 4 2 ─ + Ba 2 + -- > BaS0 4 ↓
| Task 2 |
Let me know that you have seen powdered cuprum (II) oxide to avenge the houses of the powder-like hall.
Rozv "yazannya
In a test tube, we put a little of the powder and 2 ml of chloride acid. The black powder of cuprum (II) oxide is differentiated, green powder of cuprum (II) is dissolved to chloride. To speed up the reaction, use the test tube carefully: Cu 0 + 2 HCI -- > H 2 0 + CuCI 2.
The gas that is seen is taken into a test tube turned upside down until it burns.
Pіdpalyuyuchi gas chuєmo characteristic cotton. Otzhe, tsey gas is water.
Є houses of the hall:
Fe + 2 HCI -- > FeCl 2 + H 2
0 2e 0
Fe + 2 H + + 2 CI -- > Fe 2+ + 2 Cl ─ + H 2 . Forgive speeches threw - vіdnovniki. Zalizo roztashovane in a row of activity up to a day - replacing atoms of Hydrogen in acid. Oxide and metal water do not vitiate.
| Task 3 |
Prorobit dosledi, for the help of which you can install Timchas's hardness of water.
Rozv "yazannya
Timchasovy hardness of water is carbonate, mixed with calcium and magnesium. Razchinnі hydrogencarbonate vyyavlyaєmo advancing doslidami. We diluted the water into two parts.
The first part of the bale is a very trivial hour. Variable hydrogen carbonates of metals are expanded to non-dispersed carbonates:
Me(HCO 3 ) 2 - t o -> MeCO 3 ↓ + H 2 O + CO 2
To the other portion, add the amount of calcium hydroxide. So the strength itself was sour to pass at the middle. There are a lot of such salts, more of them become kalamutnym.
Hourly, there is a white precipitation of calcium carbonate:
Ca (HCO 3) 2 + Ca (OH) 2 --> 2CaCO 3 ↓ + 2H 2 O
Ca 2+ + 2HCO 3 ─ + Ca 2+ + 2OH ─ --> 2CaCO 3 ↓ + 2H 2 O
| Task 4 |
Let me know that you see solid sodium sulfate to avenge houses with magnesium sulfate.
Rozv "yazannya
Interaction of sodium hydroxide and pure sodium sulfate - the reaction is toxic, not going to the end. Visible changes are not seen:
Na 2 SO 4 + 2Na OH < -- > 2Na OH + Na 2 SO 4
2Na + + SO 4 2─ + 2Na + + 2OH ─ <- -- > 2Na + + 2OH ─ + 2Na + + SO 4 2─
For the manifestation of the Mg 2+ ion, the reaction of the establishment of an important part of the spectrum was found. Magnesium looks like a white amorphous precipitate of Mg (OH) 2 is precipitated by sour meadows.
MgSO 4 + 2Na OH - -- > Na 2 S O 4 + Mg (OH) 2 ↓.
Mg 2+ + SO 4 2 ─ + 2Na + + 2OH ─ - -- > 2Na + + S O 4 2 ─ + Mg (OH) 2 ↓
Mg 2+ + 2OH ─ - -- > Mg (OH) 2 ↓
At the end of the day we saw the sum of the houses. Rozchin is cloudy. I depend on the precipitation of magnesium hydroxide.
| Task 5 |
Recognize (not going to the point of differentiation, but speeding up in the half-m "pits of the heating appliance) solid samples of sodium chloride, potassium chloride and barium chloride.
Rozv "yazannya
For skin salt, it is necessary to prepare cleansing bagatorazovim washing in hydrochloric acid and frying drіt (platinum eggplant).
Blackly on the dart, we bring in half a half-light (a sprat of crystals) of salt, which we have seen under the numbers. The first force to avenge the yoni Sodium - in the most hot, upper part of the poster is brightly yellow color.
Zhovtі spalakhi with other tastes indicate the same for houses with a lot of sodium, for that, for guarding the half-pits, it is fastened with a blue (cobalt) fold like a light filter. The presence of potassium ions is signified behind a purple border.
The rest of the salt, when played at the upper part of the half-moon, I give it a pale green color.
Otzhe, pid No. _know sodium chloride, No. _- potassium chloride, No. _- barium chloride.
Dodatkov's appointment. Podruchnik O.G. Yaroshenko - 10th grade.
Ferum, like a d-element with non-replacement d-orbitals, makes complex halfs. They - donors of electrons establish covalent bonds behind the atoms of the ferum behind the donor-acceptor mechanism.
Ferum's complex with semicolons є hexacyanoferate (II) K 4 - Zhovta krov "Yana strength i hexacyanoferate (III) potassium K 3 - red blood "yana sil (div. also assistant stor. 186), hexathiocyanoferate (III) potassium K 3, tetrachloroferate (III) acid H, octahydroxiferate (III) potassium K 3 thinly.
Under the hour of interplay of saline salts (II) with hexacyanoferate (III) potassium, the siege of the blue color is settled - turnbull blue:
3Fe 2+ + 2 3 ─ - => Fe 3 2 .
As a result of the reaction of Fe (III) salts with potassium hexacyanoferate (II), a precipitate of blue color is also established - Prussian blue:
4Fe 3+ + 3 4─ => Fe 4 3 .
Pіd hour vzaimodiї salt ferum (III) with thiocyanate (thiocyanate) ammonium NH 4 SCN and potassium KSCN dark-redcolor- thiocyanate (thiocyanate) ferum (III):
FeCl 3 + 3KSCN => 3KCl + Fe(SCN) 3 ;
"Rodanid Zaliz (III)"
Fe 3+ + 3SCN ─ - => Fe (SCN) 3 .
At the time of the overworld thiocyanate-ion in SCN - hexathiocyanoferate (III) is dissolved in potassium red color:
Fe (SCN) 3 + 3SCN ─ => 3─
Directed equalization reflects the same reactions to ion ferum (II) and (III). Potassium hexacyanoferate (II) K 4 and thiocyanate metals or aluminum with reagents for ferum (ІІІ)-ion, hexacyanoferate (III) potassium K 3 - for ferum (ІІ)-ion.
Continue to see you with ferum (ІІ) and (ІІІ), vicariously evident reactives for the most significant akіsnimi reactions.
Enter the results of the final results in the table:
| Fe2+ | Fe3+ |
Practical work
for grade 11
Tea and delicious sandwich 
Very much asking in your mouth.
Do not lie to yourself -
We can't eat or drink!
This, friend, is a chemical cabinet,
There are no provisions for food.
Let the roach smell in the test tube,
In the flask - like marmalade,
Do not taste the substances!
Even poison smells sweet.
How to sniff substances?
You can't poke your nose into a flask!
What can happen?
You can get poisoned!
Do you want to be cheerful and happy -
Always wear a bathrobe!
Suddenly your head is spinning
It's like your hands aren't yours.
If this happened
Tell the teacher right away.
Will help everyone, encourage,
Our teacher Aibolit!
Suddenly hit your skin
Toxic Chemical:
Rinse it off immediately with water
Otherwise you won't be happy!
Suddenly left the alcohol lamp
Open on the table.
Close it without delay
Otherwise, you will burn on fire!
Wash my dishes clean
After the experiments, always
And other kids
Never condemn.
You have to sniff carefully
And at the same time, waving his hand,
And then it won't be bad
The child has a head.
If it hit your hand
A drop of liquid
Hurry up to wash that place
You cold water!
Before you start working
The party needs to be cleared
Otherwise, the textbook will
At hand to disturb you!
Entering our chemical office, 
Don't break teachers' advice:
And even if you're not a coward,
Do not taste the substances!
And don't think about sniffing them.
Understand that these are not flowers!
Take nothing with your hands
You'll get burned, blisters!
Wash dirty dishes
Well, then go home!
We work in pairs
To keep from getting hot,
You open the tube
From the neighbor ahead.
Warm everything up first
tilt the corner
And then - stronger there,
Where there is a place for substances!
We warmed up the solvent
Substances have boiled over.
Gotta tame the flame
And close the alcohol lamp!
Leftover plums without permission
You won't get comfort.
The reaction can start
Then no one will help.
Do not touch the reagents with your hand -
Terrible abscesses will begin.
And if you touch acid,
Oh, you'll regret it soon!
In the chemistry classroom
Lots of stuff:
cones, test tubes,
Funnel and tripod.
And you don't have to pull.
In vain pens
And then you spill it by accident
Valuable reagent!
Date "___" ___________
Practicalon RO bot number1
Visible organic wandering from the surface of the fabric.
Meta: to show in the meantime zastosovuvat theoretical knowledge in practice and practical skills for the first time of the chemical experiment; learn to see the organic straying from the surface of the fabric; repeat the safety rules.
Reactivation and possession: claptices of tissue from the fermentation of various organic soils; different varieties: native for removing varnish, ethanol, ammonia, glycerol;, cute, synthetic miyny zasib; starch, test tubes, trimach tester, heating tool, syrniki, cotton wool, earthenware cups, chemical glasses, filter paper.
Hid roboti
Option I
Task 1. See the flame in the nail polish.
Task 2. See the flame from the top of the oil.
Task 3. See the flame in the mouth of the bag handle.
Task 4. See the flame from the grass.
Visnovok
The way to lie down with ploughs depends on a number of chinniks: the type of stray speech, the type of fabric, the age of zabrudnennya. Fresh plyami, especially dewy hike, can be seen with smaller susillis. All the same, you can lead all the fires in the form of organic pollutants for the help of organic retailers, following the rules of safety technology.
Option II
Task 1. See the flame from the lipstick.
Task 2. See the flame from the chocolate.
Task 3. See the flame in the black currant juice.
Task 4. See the flame in the tea.
Visnovok
The way to lie down with ploughs depends on a number of chinniks: the type of stray speech, the type of fabric, the age of zabrudnennya. Fresh plyami, especially a dewy hike, can be seen with smaller susilli. And yet, all the streaks in the form of organic pollutants can be seen by organic retailers, following the rules of safety technology.
