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Question:the reactants. Write a chemical equation for each reaction that will occur. Ca and Sn(NO3)2 Ag and Ni(NO3)2 Cu and Pb(NO3)2 CAn you tell me how you got the answer because I'm having trouble and I really want to learn this. Any help would be great. Thanks.

Answers:Ca + Sn(NO3)2 -----> Sn + Ca(NO3)2 Ag + Ni(NO3)2 ------> no reaction Cu + Pb(NO3)2 ------> no reaction Use the Elecctrochemical Series. Any element below the series will be replaced by the element on top of the series. Example, since in the series, nickel is below calcium, zinc or aluminum then any of these metals can liberate elemental nickel from any compound that contains nickel. However, since silver or copper is below nickel, then addition of any of these metals to the nickel compound will not produce any reaction. The nickel will remain in ion (compound) form. On the other hand, addition of elemental nickel to a compound of silver or copper will produce elemental silver or copper.

Question:What are 5 real life examples of the 5 type of reactions? Combination/Synthesis Reaction Decomposition Reaction Single-Replacement Reaction Double-Replacement Reaction Combustion Reaction

Answers:Combination: the rusting of iron (4Fe + 3O2 2Fe2O3) Decomposition: the production of quicklime (Ca(OH)2 CaO + H2O) Single displacement: the polishing of silverware by soaking with aluminium (2Al + 3Ag2S 6Ag + Al2S3) Double displacement: the extraction of magnesium from seawater (MgCl2 + 2NaOH Mg(OH)2 + 2NaCl) Combustion: burning natural gas for heat (CH4 + 2O2 CO2 + 2H2O)

Question:Help with this one: A piece of copper is dropped into a container of water. What is the molecular or ionic equation for it?

Answers:Nothing happens. Copper is less active than the protons in water, which is why copper is used for plumbing.

Question:What type of reaction is the following? 2Fe2O3 + 3C -> 4Fe + 3CO2 Why is this not considered to be a single-displacement reaction? Provide two written definitions of an oxidation-reduction reaction. For each definition, tell which reactant in the above reaction is reduced and which is oxidized. Which of the two definitions is the most comprehensive? ...I don't get why it's not single-displacement...please help! @pisgahchemist: Why doesn't it classify as a single-dis/replacement reaction? What technically keeps it from being considered as such?

Answers:There are many, many reactions which do not fit the format of the common synthesis, decomposition and single and double replacement reactions. There are many more reactions which we classify as "redox" reactions, and while single replacement reactions are also redox reactions, there are many redox reactions which are not single replacement reactions. Oxidation-reduction reactions involve the simultaneous transfer of electrons such that one element is being oxidized (loss of electrons, increase in oxidation number), and another element is being reduced (gain of electrons, decrease in oxidation number). 2Fe2O3 + 3C -> 4Fe + 3CO2 In your example, iron is being reduced and carbon is being oxidized. The iron appears to be gaining 3 electrons per atom while the oxidation number decreases (being reduced, so to speak). Carbon appears to be losing four electrons while the oxidation number is increasing from 0 to +4. Keep in mind that in Fe2O3 iron does not have an actual charge of +3, and carbon does not have an actual charge of +4. Those are the oxidation numbers. The electron "transfer" is actually being mitigated by the oxygen which does not change its oxidation number. ----------- Follow up ----------- Typically a single replacement reaction occurs when one metal replaces another one in a compound, or when one halogen replaces another one. In this case the oxygen is originally part of a metal oxide, and then goes to a nonmetal oxide. The general format for single replacement is this: "An element and a compound react to form an element and a compound". I suppose from that standpoint you could call it single replacement.

From Youtube

Single Replacement Reaction (Exploding Egg) :This is not an exercise in teaching students to balance chemical equations (that skill is developed after students develop the following skills): 1. differentiating between elements, compound and mixtures 2. Learning to read the periodic table 3. Learning to tell the difference between chemical and physical properties 4. Integrating this knowledge so that students can understand why elements bond to form various compounds...or not 5. Learning about the different types of chemical reactions 6. Learning about the evidence of a chemical reaction 7. Learning about conservation of matter 8. And then finally applying this knowledge toward balancing chemical equations such that the mass of the reactants equals the mass of the products. Observation and inference are important skills for scientists to develop. Students at Parsons Junior High School in Redding, California participate in a hands-on science experience with direct application to California Science Standards. Students learn about safety procedures, the names of equipment, chemical reactions (in this example-a single replacement reaction), evidence of chemical reactions and their characteristics (ie, endothermic or exothermic, producing a gas, color change, or precipitate). This demonstration shows and egg exploding. It is really fun to do and the students enjoy it as well. If you have questions about the procedure, or reactions to the reaction (ha, ha), then drop me a note.

chemistry reaction project :creativly showing examples of synthesis, decomposition, single replacement, double replacement, and combustion reactions.