Oxidation Rules

This is a list of rules that we learned in class that we must use for classifying the oxidized and reduced substance, which are also the oxidizing agent and reducing agent.
1) Each atom in a pure element has an oxidation number of 0
2) Monatomic ions have an oxidation number equal to the charge on the ion
3) Fluorine always has an oxidation number of -1 in compounds with other elements
4) Cl, Br, and I always have an oxidation number of -1 in compounds, except when combined with oxygen or fluorine
5) The oxidation number of H is +1 and 0 is -2 in most compounds
There are exceptions:
in compounds with metals, H is -1
in peroxides, O has a charge of -1
6) The sum of the oxidation numbers for atoms in a neutral compound is 0
(no charge is shown at end)
In a polyatomic ion, the sum must be equal to the ion charge

http://www.drcruzan.com/Images/Chemistry/OxidationNumbers/OxidationNumbersTable.png

Here are some references to go through the process of figuring them out:
Video: https://www.youtube.com/watch?v=81WdyqvLlVA
Website http://www.occc.edu/kmbailey/chem1115tutorials/oxidation_numbers.htm

Metals Lab

Earlier this week we did a lab in class in which we tested the reactivity of several metals in different aqueous solutions. The lab was much more interesting to me than the others, because we could actually see the reactions happening through gas production, color changing and bubbling. We had to complete a chart on what we saw react and what we observed happening. From what we put down in our chart, we made our own reactivity series and this really helped me understand this concept. Here is a picture of one of the reactions that lasted longer, changed colors, and bubbled also:

Here's a link further explaining the reactivity series: http://www.cod.edu/people/faculty/jarman/richenda/1551_hons_materials/Activity%20series.htm

Now, this is what the standard reactivity series looks like. Those on top of the list are more reactive, and those toward the bottom are less. You use these comparisons in single replacement reactions.

Reactivity Series ADDED.jpg

Transfer of Electrons: Redox Lesson

Tuesday in class we were taught a lesson over redox reactions and the different types there are. Redox reactions consist of electrons being transferred from the metal to the nonmetal. If a species loses electrons, it is said to be oxidized, and this is considered the reducing agent. If a species gains electrons, it is said to be reduced, and this is considered the oxidizing agent. An easy way to remember this is from the acronym OIL RIG. It stands for: Oxidation is loss; reduction is gain. Here's a visual for it:

http://www.ict4us.com/r.kuijt/images/en_oxidation_reduction.jpg

The first type of redox reaction we learned of was redox single-replacement reactions. In this reaction, the metals have changed places, the reaction is based on reactivity, and the driving force is the transfer of electrons. For this type of reaction, it it good t remember that "like attacks like". In this way, metal attacks a metal, while a nonmetal attacks a nonmetal.

The second type we learned of was synthesis. These reactions happens when two or more reactants come together and form one product. So A+B creates AB. Decomposition is the exact opposite of this, so there is one reactant breaking down to two or more products. This would then be AB creates A+B. 

Here are some examples of synthesis reactions:

http://www.biochemhelp.com/images/synthesis-reactions.jpg

The final type we talked about was combustion reactions. In this type of reaction, when a hydrocarbon reacts with water, the products are always water and carbon dioxide. Here is an example:

Here are some video's to further explain these concepts:
https://www.youtube.com/watch?v=RX6rh-eeflM
https://www.khanacademy.org/science/chemistry/oxidation-reduction/redox-oxidation-reduction/v/oxidizing-and-reducing-agents-1

Acid Base Reactions Lesson

Monday during class we took our notes on reactions between acids and bases. These types of reactions will produce a water and a salt, and the water produced is the driving force of this reaction.
Here's a small example of what it would look like:

http://lrs.ed.uiuc.edu/students/mihyewon/images/HClNaOH.gif

Within the acid-base reaction, there is a possibility for both strong acids and bases, as well as a weak version of both. Here are some characteristics of both.

strong acids:

• produce H+
• protonate completely
• HCl, HBr, HI
• are the strongest if the oxygens outnumber the hydrogens by 2 or more

strong bases:

• contain an -OH- anion
• disassociate completely 
• all group 1 and 2 metals plus the -OH anion are the strongest

weak acids:

• do not protonate completely
• are not on our memorized list

weak bases:

• do not disassociate completely
• are not on our memorized list

A good thing to remember is when looking at the molecular diagram, to always look for the parents. If there are more parents, this means it is weak, or if there are less, it is strong. 

http://mgh-images.s3.amazonaws.com/9780073402680/5120-4-3IRC1.png

Here's a link to walk through the solving of these problems: http://science.widener.edu/svb/pset/acidbase.html
Here's a video for further explanation: https://www.youtube.com/watch?v=ANi709MYnWg

Driving Forces

This lesson was what I believe will be the first of many confusing ones. Our teacher, Mrs. Frankenberg began to teach us what driving forces are, and at least one of these must be present for two separate components to react. The various driving forces are the formation of a solid, liquid, gas, or the transfer of electrons. Driving Forces Video For Help
This lesson was focused on the formation of a solid product from aqueous reactants. This reaction is what is called a double replacement reaction where two different compounds react to create two different compounds, by switching the positive ions, or cations switching in the products. For this to occur, the products must be aqueous and ionic, and one of the products must be a solid, and in order to know which compounds are solid, we have to memorize the solubility rules.
Here are those rules:

https://45.media.tumblr.com/tumblr_ly36p9y1NI1r0vb3to1_500.gif

This is the standard for this type of reaction:

http://study.com/cimages/multimages/16/double_displacement_reaction.png

Chapter 7 in Class

Lately in class, we have started a new unit in class over chemical reactions. A few key things we learned to recognize if it is a chemical reaction is if: 1.) color changes 2.) a solid forms (this would be a double replacement reaction-precipitate) 3.) bubbles form 4.) heat and/or a flame is produced, or heat is absorbed. Some of the other basics we learned is within the reaction, everything to the left of the arrow is called reactants, while everything to the right is called products. Next, there are four main labelings we have been doing, these being gas (g), liquid (l), solid (s), and aqueous (aq), and these all play a part in how you go about breaking down and figuring out equations. Next, we learned that subscripts tell the number of atoms of each element in a molecule, and coefficients tell the number of molecules, and these are both clear when combining elements and balancing. This balancing I mentioned is also something we learned; it is making both sides of the reaction equal or balanced in the number of elements that are present on each side.
Here is a helpful video I found that reinforces all these basics: https://www.youtube.com/watch?v=sROBNKKJwfY

Solubility Lab

Friday in class we did a lab called the Solubility lab, and of course we had to pass a pre-lab to get in first. At first I did not get in because I did not properly finish the problem, but we were shown what we did wrong, and as long as we promised to never do it again, we got into the lab. The night before the lab, we were given a table where there were around 45 different double replacement or precipitate reactions. To prepare for the lab, we predicted the outcomes of the reactions, to whether it would form an aqueous product or a solid. Aqueous is a term that we learned that means it can be dissolved in water. It was very crucial in knowing the solubility rules of the products, here is a link listing all those we needed to remember:http://www.softschools.com/quizzes/chemistry/solubility_rules/quiz1333.html
Here is a picture of the chart of all the different combinations we had to predict.

Then Friday during class, we actually mixed the chemicals, and we were able to actually see in the dish if they were solid. Majority of what we predicted was right, and only a few were off, but it was fascinating to have a real- life example of what is normally seen as boring balancing and figuring out products. Here is what some of our dishes looked like after mixing: