Evaporation and Intermolecular Attrations

First thing we did was get probe 1 and probe 2, wrapped square pieces of filter paper and tightened them with rubber bands.  In the methanol container we put probe 1 in, then we placed probe 2 in the ethanol container. After them being in their for 45 seconds we immedietly taped them at the edge of the counter at 5 cm. Once they were nice and secured we observed and waited for the temperatures were at their lowest. We got the highest temp and the lowest temp and subtracted to figure out the change during evaporation. After the whole process we repeated it with the exact steps and recorded the data.
           

Beer's Law

In the begining we got 4 beakers and labeled them from one to four. The first beaker we put 2 mL of NiSo4, the second beaker got 4 mL, The third got 6 mL,  and the fourth one got 8 mL. We then got the pipet and put 8 mL of distilled water in the first beaker, 6 mL in the second, 4 mL in the third, and then 2 mL in the last one. All the beakers then got stirred up with a stirring rod.

Trial Number	0.40 M NiSo4 (mL)	Distilled H2O (mL)	Concentration
1	2	8	0.08
2	4	6	0.16
3	6	4	0.24
4	8	2	0.32
5	~10	0	0.40

Then in the macbook we opened up to "Exp 11 colorimeter". We created our graphs on it and calibrated our colorimeter to help us out during the experiment. When using the colormeter we had to be gentle when handling the cuvette and clean it before we used it. Then we put 3/4 of each solution in the cuvette then copied the results.

Trial	Concentration (mol/L)	Absorbance
1	0.080	.124
2	0.16	.238
3	0.24	.714
4	0.32	.740
5	0.40	.880
6	Unkown number 3	.661
Concentration of Unknown		0.24 mol/L

acid/base lab

When it comes to acids and bases the similarity that they share is they both occurs on the Ph scale that ranges from 0-14. Other than that the similarities end, on the Ph scale numbers below 7 are considered acids and the numbers above 7 are considered bases. Then the number 7 is considered neutral and is neither an acid or base. 

Now this experiment was kind of at random and was just time for you to just observe and see how things react. We started with a red cabbage and it was bowled it until it literally turned into a liquid. We did not do this in the class Mr. Ludwig just told us and in the class it was all made for us to experiment with. Their was a bunch of different types of substances on the counter from pine sole that you clean the floors with to tums you take when your tummy aches. When I started I put this substance that was in the brown container and it made it a lighter pretty pink, i got so excited I started to add more stuff. Then I put one tum in and it began to fizz and make it a little white into the mixture.  Then I put this solution you put in your drain i think and that just made me so mad because it became this ugly yellow light green white color and no matter what I added the color stood the same. But the experiment was fun to play with. . . 

 

Making *Crystals* BROO!

First as a group we got a beaker and put distilled water in it, at no precise amount. Then we let it bowl over a mini heating stove thing, and once it was very bubbly we added potassium. My trick was to put not too much but not that little in and stir til it evaporated and then keep the process going. Soon enough we just stopped and class was over. We walked into class the next day with a beaker full of crystals not more than half way up but close. With all these crystals each one of us in the group tried to break up big crystals to tie up to a string. Then it was a self lab, I got my crystal and did the same process to a beaker but did not but the crystal in yet. Also I cold died my water with yellow and a few drops of red making it a light orange or a dark yellow. After putting as much dissolved potassium as I wanted I let the substance cool down and then later on added my crystal. Then next day my crystal got bigger and that day I did the same process . .  The last day came and this is what my crystal looked like:

The Hydrates Lab

Before I begin to talk about this experiment may I include that this crystal lab blew my mind! (CuSO4 5H2O) We got blue crystals that weighed 5 grams and put them in a test tube over a flame to heat them up. When they were over the burner they began to turn white because the water was evaporating from the crystals. After they were fully white we weighted them in a cup at 1.73, this means that 3.2 grams of water evaporated. We got distilled water and poured it in the white crystlas and BOOM they turned back to the same exaclty blue color they started with!!

The blue crystals(with water)

 The effects of it becoming white after heating it up

Silver/Copper Replacement Lab

We got a copper wire that was about 30 cm long and coiled it around a pencil forming a spring like structure. We placed the sprinted copper into a tube and made sure it reached from the top to the bottom. When it did, we set it aside for later use. . . We weighted some silver nitrate and it cam to 1.018 grams. We transferred the silver nitrate into the test tube and poured distilled water until the water was 2 centimeters from the top. Then we covered the top of the test tube with parafilm, and you place your thumb on top and shake until the silver nitrate was all dissolved. After that we took the stretchy parafilm off and observed the reaction it made, it set their all week because Mr. Ludwig said that it would take time for it to react. The very next Monday we came back to school and the craziest thing happened!

It looked so pretty i didn't want to mess it up but we had to in order to get to the next step. Nika shook the tube and poured the substance in a filter we made with paper that weighted .906 grams. We took the coiled copper out and placed it on the side on a paper towel it weight 3.17 grams. Then we let that sit for a day so it could filter out all the way out. The next day the silver was dry in the paper filter and we weighted it and it was 2.17 grams.

measurement and calculation

sample 1:
CuO-->   Cu= 1               Cu/ total> 100= 64/80= 80%Cu/20%O
                O= 1*16
sample 2:
Cu2O-->  2*64  128         128/144> 100= 89%Cu/ 11%O
                 1*16  16                                  
                           144 g/mol
Step by step process. . .
Write a balance chemical equation and identify the knowns and the unknowns.
25.0    50.0g  --->  ?g
P'4(s)  +  50'2(g) ---> P'4O'1O(s)

Determine the number of moles of the reactants by multiplying each mass by the conversation factor that relates moles and mass, the inverse of molar mass.
25.0 gP'4 * 1 mol P'4/123.9 g P'4 = .202 mol P'4
50 g O'2 * 1 mol O'2/32 g O'2= 1.56 mol O'2

Calculate the actual ratio of available moles of 0'2  and available moles of P'4.
1.56 mol O'2/.0202 mol P'4 = 7.72 mol O'2/ 1 mol P'4
Determine the mole ration of the two reactants fomr the balanced chemical equation.
5 mol O'2/ 1 mol P'4

Because 7.72 mol O'2 is available but only 5 mol is needed to react with 1 mol P'4, O'2 is in excess and P'4 is the limiting reactant. Use the moles of P'4 to determine the moles of P'4O'10 that will be produced.

Multiply the number of moles of P'4 by the mole ratio of P'4O'10 (the unknown) to P'4 (the unknown)
.0202 mol P'4 * 1 mol P'4O'10/1 mol P'4 = .202 mol P'4 O'10

and then i will add the yellow paper from the scanner in class. . .

How much water is in popcorn. . . .

In this lab we were suppost to find the mass of water loss from the certain amount of popcorn and calculate what percent of the original mass was the water given off in the popping. First we got a 1000-ml beaker and covered at the bottom with vegetable oil. Put foil over the top and it weighted 221 1/2 grams. Then we added exactly 28 corns and then it weighted at 225 grams. Pocked holes into the top of the foil then we lit that baby up. After all the popcorn was popped we let it set to cool and then weighted it at 2221/2 grams. We got that 1.9% of water was given of the popping.  mm then we got some popcorn for everyone:) it was a very good day lol

Metal Activity

Instructions: First we took a 24 plate that was 4x6 and the substances in the corrects numbering and lettering on the plate.

1st Column (A-C): 8 drops of copper(II)nitrate
2nd Column (A-C): 8 drops of magnesium nitrate
3rd Column (A-C): 8 drops of zinc nitrate
4th Column (A-C): 8 drops of silver nitrate
                  Then. . .
1st Row (A): place a small copper wire
2nd Row (B): place a small magnesium ribbon
3rd Row (C): place a few zinc granules

The Plate Results:

Cell letter.        Metal.       1.                   2.                 3.                  4.
                                       (Cu2+NO31-)  (Mg2+No31-) (Zn2+NO31-)  (Ag1+No31-)
   A                     Cu               NR                    NR                   NR                 PPT
   B                     Mg              PPT                   NR                   NR                 PPT
   C                     Zn               PPT                   NR                   NR                 PPT

NR= not reaction
PPT= precipitate

Observing this lab and the reactions that occured i noticed that the metal that reacted the most to the solutions was: Zinc and the metal that reacted the least to the solutions was: Copper.   From the most reactive to the least metals is: Zinc, Magnesium, then Copper

So then Mr Ludwig asked: So why in New York the Liberty girl is made of copper and not other metals? After seeing this experiment I knew why. With the statue having to deal with weather, copper was the metal that would not react or get destroyed by many elements.

Types of Reactions

•  Reaction 1: HCl+Mg-----> H2+MgCl2

What we did: Test tube 1/2 way full of hydrochloric acid, put a piece of magnesium metal in and then right away place a second tube on top. Once the reaction stops we got a matched flame and stuck it into the second tube.

What happened: A soon as the metal was put in, it bubbled like crazy and heated up the tube. Soon enough the metal was gone. . .  When the match was put in the tube, it made a loud high pitch noise. The hydrogen gas exploded and thats what caused the loud noise.

Belief: I believe that the gas that was created and the addition of the match caused an explosion, thats what caused the loud noise.

•  Reaction 2: Mg+O2---heat---> MgO

What we did: Grab a magnesium strip with a pair of tongs and light it on fire.

What happened: FIREWORK! The became a bright white light, the fire lit the metal quickly.

Belief: The magnesium strip and the fire caused a reaction that expanded, created the bright white light.

•  Reaction 3: Cu+O2 --heat--> CuO

What we did: Took a copper wire, used a sand paper to shine it up. Then we tongs we held the wire and lit it on fire.

What happened: The flames surrounded the whole wire and it was bright red looked as if the metal was melting. Once in awhile a bright little green color would show up and when it was done, the metal was burned black. If u washed it with water, the shiny copper would sort of show up.

Belief: I think that copper was such a strong substance that not even fire phased it just caused a little reaction, the fire couldn't meet coppers standards.

•  Reaction 4: (NH4)2CO3 ---heat---> NH3+CO2

What we did: We poured a small amount of ammonium carbonate into a test tube, then we heated up the test tube and shifted the scent it created.

What happened: To me it smelled like hair dye, it was very strong. My nose felt like it was burning and i thought my nose was bleeding but it just became a little runny. My eyes began to water cause it was so intense.

Belief: The fire increased the smell of the substance cause it already had a smell but after heating it up, it was defiantly a stinky smell!

•  Reaction 5: H2O2 ---mn2--> O2+H2O

What we did: We filled up a tube 1/2 way of hydrogen peroxide, and then we added a little amount of manganese dioxide. Immediately  we held another test tube over it. After the reaction was done, we lit a match and blew it a little out to where it glows, then stuck in into the top test tube.

What happened: The reaction in the tube turned all black, looked like black tar. When we put the small glowed match and it reflamed the flame.

Belief: The gas that was created was a conductor of fire or flames, it was an active gas that get the flame recreating.

•  Reaction 6: KI+Pb(NO3)2------> KNO3+PbI2

What we did: Put a small amount of potassium iodine in a test tube, then put lead nitrate into another test tube. Then we combined the too substances. . .

What happened: The two colors we started with were clear and when we joined them together, they made a bright some what powder substance.

•  Reaction 7: CuCO3---heat---> CO2+CuO

What we did: In a test tube was a small amount of copper carbonate, we covered another test tube over it and put it over the burner. When it was done reacting, we put a lit flame inside the top test tube.

What happened: When we put the flame match into the second tube, the burned substance made a gas the took the flame out.

Conductivity Lab

The idea of the lab was to see if different types of substances were able to conduct energy. We mixed 10 different chemicals with water and went to examine the conductivity. With a conductivity tester we put the two solid metals sticking out into the liquid and the meter showed the level of conductivity it had. Here is a graph showing our results:

Scavenger hunt

	Boiling point	Melting point	Density	Atomic radius	Electronegatvity	# of Isotopes
Element that is highest	Re	C	Ir	Cs	F
Element that is lowest	He	He	H	He	Fr
Highest of Alkali metals	Li	Li	Cs	Cs	Li
Lowest of Alkali metals	Cs	Fr	Li	Li	Fr
Highest of Alkali Earth Metals	Be	Be	Ra	Ba	Be
Lowest of Alkali Earth Metals	Mg	Mg	Ca	Be	Ra
Highest of Transition metals	Re	W	Ir	Y	Au
Lowest of Transition metals	Hg	Hg	Sc	Zn	Hf
Highest of Noble Gases	Rn	Rn	Rn	Rn	Kr
Lowest of Noble Gases	H	He	He	He	Xe
Highest of Halogens	At	At	I	At	F
Lowest of Halogens	F	F	At	F	At
Highest of the Oxygen Group	Po	Te	Po	Po	O
Lowest of the Oxygen group	O	O	O	O	Po
Highest of the Carbon Group	C	C	Pb	Pb	C
Lowest of the Carbon group	Pb	Sn	C	C	Si
Highest of the Boron group	B	B	Ti	Ti  and In	B
Lowest of the Boron group	Ti	Ga	B	B	Al

	Name	Discoverer(s)	Use	Atomic number	Most stable isotope #
Na	Sodium	Humphry Davy		11
Al	Aluminum			13
Ra	Radium	Marie Sklodowska-Curie		88
O	Oxygen	Carl Wilheml Scheele and Joseph Priestley		8
Ti	Titanium	William Gregor named by Martin Heinrich		22
Po	Polonium	Marie Sklodowska-Curie  and Pierre Curie		84
K	Potassium			19
Pb	Lead		Building construction, lead-acid batteries, bullets and shots, weights, as part of solders, pewters. fusible alloys and as a radiation shield	82

Light Spectrum

The colors are ROYGBIV: Red, Orange, Yellow, Green, Blue, Indigo, and Violet, in the light spectrum. Three types of spectrums are Continuous, Emission, and Absorption. . . 

Taking time to write what we saw with each chemical, as a class we discussed and wondered why it did what it did. The causes of the lights thats we shown and why some werent. We learned these words--->

CONTINUOUS SPECTRA: another name is thermal spectrums, they have ever light and wave. Show all the colors in the rainbow. So all in all, it shows ALL the colors.

EMISSION:  when the light passes through, the energy is lowered or weakened, being able to see little amount of light.

ABSORPTION: some light is absorbed by gas and only some can pass through.

Now we did some experiments and discovered light through different chemicals and this is the results we got------->

After separating mixtures. . .

The Very Next Day!

We used those filter sheets that i was talking about and drew a image on it with colorful markers. After that we poked a hole right in the center and rolled up a piece of paper towel into the hole. Placed the whole thing into a thin flat container full of water. With the rolled paper towel sucking up the water into the filter, it began to move the colors. In the end, the blue color was very easy for the water to move and was all on the ends. However, the green had a difficult time moving with the water. This whole process is called chromatography. Its a chemical separation for substances like ink. In ink. molecules have different characteristics such as size and solubility, this effects the speed of the movement. Soon enough our drawings looked like this---->

Chapter 4 Assessment

Pg 112 :

28.  All matter is composed of atoms which contains protons, neutrons, and electrons in the nucleus

35. the cathode ray

39. The electrons stay confined in the nucleus because they are negative, and the protons are positive which attract. So the electromagnetic force cause them to stay.

40. The tube is filled with low pressured gas so its not like its hectic in their. The particles connect to the opposite charges as the voltage and magnetic force runs.

50. The superscript in the notation represents the mass number and the subscript stands for the atomic number.

51. You know the mass number and atomic number but how do you find out the number of neutrons? Well  if you have those two things, you take the subtract the atomic number to the mass number which will figure out the number of neutrons.

60.  Vanadium (V) protons: 23 electrons: 23----> Manganese (Mn) protons: 25 electrons:25----> Iridium (Ir) protons: 77 electrons: 77----> Sulfur (S) protons:16 electrons: 16

64. Cs- protons & electrons: 55 neutrons: 80

      Co- protons & electrons: 27 neutrons: 32

      Tm- protons & electrons: 69 neutrons: 94

      Zn- protons & electrons: 30 neutrons: 50

65. a: 31 protons & electrons, 33 neutrons
      b. 9 protons & electrons, 14 neutrons
      c. 22 protons & electrons, 26 neutrons
      d 2 protons & electrons, 6 neutrons
68. percent abundance (mass) = atomic mass. .  51.992
72.  
85.  You cannot  pass your hand through an solid object even though atoms are primarily composed of empty space just because they are all connect in place vibrating.

Pulling apart mixtures

In the beginning I made a crazy mixture with my crew (Nika and Tasha)we put sugar,  calcium chloride and marble chips. Stir, stir, stir til its all mixed together and we swabbed mixtures with another group. Not knowing whats in their container i got a magnet trying to pull the iron out, finding out their is none. I could tell their was a bunch of sugar, a little of marbles chips, sand and calcium chloride. Using a wired net, we separated the big chunks with the little sugars and sand which is called filtration. Marbles chips and calcium chloride in one container, sugar and sand in the other. We weighed the sand and calcium chloride. Used water to dissolve the calcium chloride and subtracted the marble with the total amount. Then on to the next container, sugar, sand and we added water. It was like a filter (filtration), a funnel cup with a paper folded in a certain way, we poured the whole mix in and it separated the sugared water and the sand. This took long time but it sure did work. Used math to get the measurements and BOOM separation complete!


This is how it was folded------>

And this is an example of a different type of filter: