Metal Activity

Metal Activity Presentation

Reaction Lab

Types of Reactions

Purpose: The purpose of this lab is to discover the characteristics of different types of reactions

Safety:

1.       Wear eye protection and aprons throughout the activity

2.       Hydrochloric acid is dangerous! Use caution when handling!

3.       Dispose of the chemicals and solutions in the proper places!

Reaction Lab #1- 2HCl + Mg à MgCl’2 +H’2

1.       Take a test tube and fill it ½ full of hydrochloric acid

2.       Place the test tube in the rack

3.       Cut a piece f magnesium ribbon

4.       Place a second test tube into the test tube  holder

5.       Have one of your group member place the magnesium strip into the test tube of acid

6.       Hold the 2^nd test tube open side down over the tube with the magnesium inside

7.       Hold the test tube in place until the chemical reaction has stopped

8.       Angle the test tube away from anything or anyone

9.       Light a match, bring the match to the end of the test tube

10.   Record your observations

Observations: After placing the match inside of the test tube the gas from the magnesium mixed with the flame caused a sudden popping sound to occur.

Reaction Lab #2-2Mg + O’2 à 2MgO

1.       Light a Bunsen Burner

2.       Hold on to a magnesium strip wit tongs and hold it over the flames

3.       Allow to cool on watch glass

4.       Record your observations

Observations: The Magnesium strip lit up into a bright white light.

Reaction #3- 2Cu + O’2 à2CuO

1.       Shine up a piece of copper wire, using sandpaper

2.       Use tongs to hold the wire over the flame of the Bunsen Burner for several minutes

3.       Record your observations

Observations: The copper changed from its copper color to black when exposed to the heat from the Bunsen Burner.

Reaction #4- (NH’4)’2 + CO’3 àCO’2 +H’2O + 2NH’3

1.       Add a small amount f ammonium carbonate into a test tube

2.       Using the test tube holder gently heat the test tube

3.       Waft the gas coming from the test tube towards your nose

4.       Record your observations (smell and look)

Observations: The substance smelt terrible like cat and or horse pee

Reaction #5- 2H’2O’2 à2H’2O + O’2

1.       Fill a test tube ½ full of hydrogen peroxide

2.       Add a small amount of manganese dioxide to the test tube

3.       Using the test tube holder, immediately hold an upside down test tube over the first

4.       When the reaction is complete , hold the test tube upside down

5.       Light a splint, blow it out and put the glowing end into the test tube

6.       Record your observations

Observations: After placing the splint in the test tube a little pop was heard along with the mixture beginning to bubble.

Reaction #6- 2KI + Pb (NO’3)’2 à 2KNO’3 + PbI’2

1.       Pour a small amount of potassium iodide, into a test tube

2.       Pour a small amount of lead nitrate, into a second test tube

3.       Record the colors of both solutions

4.       Pour the chemicals into one test tube

5.       Record your observations

Observations: It turned a bright yellow! That’s why lead was used in paint back in the day because of the brightness of the colors it creates.

Reaction #7- CuCO’3 à CuO +CO’2

1.       Place a small amount of copper (II) carbonate into a test tube

2.       Use one test tube holder to heat the tube, and another tube and holder to collect the gas given off

3.       Light a wood splint and place it into the test tube that was on top

4.       Record your observations

Observations: The gas pushed the fire to a point in which it extinguished.

CLEAN UP TIME! DISPOSE OF CHEMICALS AND OTHER PRODUCTS CORRECTLY!

Chemical Bonds!!!

Chemical Bonds!!!

Magnesium Lab

Procedure:

Step 1: -Get 25 cm of clean magnesium ribbon
         -A Ceramic Crucible
         -A Bunson Burner
         -A Ring Stand
Step 2: Weigh the clean empty crucible before starting the lab
Step 3: Weigh the crucible with the magnesium ribbon roled up inside of it
Step 4: To get the amounts needed for the data table, subtract the two weights to get the measurement of the magnesium strip before the heating process begins
Step 5: Place the crucible with the magnesium ribbon inside of it on the ring stand directly above the bunson burner, being sure it is stable and will not fall through when being heated
Step 6: Light the Bunson Burner... With Mr. Ludwig's HELP! :)
Step 7: In this next step white smoke is supposed to appear as the crucible and magnesium start to heat up. However in some cases it doesn't always work out this way as it didn't with Serena and I's lab. Our magnesium didn't smoke or change like it was supposed to. But hey that is the great thing about science you never know what your going to get when you try a lab out.
Step 8: As soon as the magnesium and crucible begin to smoke turn off the bunson burner and let the crucible cool for a bit, until it can be handled safely with one's hand.
Step 9: As soon as the magnesium and the crucible is easy to handle you wil notice that the ribbon has turned into a white powder, due to the heat of the bunson burner.
Step 10: Weigh the crucible and magnesium ( be sure to have been writing down these weights in your data chart)
Step 11: Now to find the weight of the magnesium substance left over after heating, take the after heating weight and subtract it from the weight of the empty crucible from the begining of the lab. This will give you the weight of the melted down substance of magnesium.
Step 12: Finally clean up your mess and clean out the crucible so the magnesium doesn't get burned and stick to the crucible and you are all done, and ready to annalyze your data! 

 

Data Time!

Material                    Mass (g)

Empty Crucible               11.61

                                       Crucible and Magnesium Ribbon           12.01                                                  (Before Heating)
                                                        Magnesium Ribbon                .60                                         Crucible and Magnesium Ribbon         12.17                                                   (After Heating)                                                 Magnesium Substance                   .90                                                    (After Heating)

Conclusion: With this lab we learned about another way of testing conductivity levels, along with many other things. Not to mention this substance had a low level of conductivity as its electrons didn't distribute a high energy. Along with that magnesium tends to weigh more after being heated. Not only does the weight change but its structure does as well. Overall, the process of this lab was one of low difficulty, but it is neat to see how each persons masses and product turned out. Afterall no one person's lab comes out the same as anothers!

Here are two pictures of our heating of the magnesium and crucible! ~Enjoy~

Periodic Blog

Periodic scavenger hunt!!! Finally finished!! Yayyyy!!!

https://docs.google.com/document/d/1dmdu1zY6-0aXZFaEXQp8HfrxGcNF6_bbGzzqoZ8e3Dc/edit

Split Pea Lab

Bohr's theories are ones that are never forgotten, his theories in science play roles in man aspects. While doing this lab we tried to bring more clarity to Bohr's theories. Taking a cup full of split peas we poured them into a funnel that was placed on a ring stand. Underneath the stand was a target with different areas being marked by different colors of lines leading into the target. After setting this lab up we released the peas onto the target. The mess of peas scattered everywhere on the target which was numbered according to the lab sheet we were given. My group consisted of myself, Serena, and Leigh. We did two different runs on this lab. One with the funnel closer to the paper and one with it farther away.

Within the first run we placed the funnel at a higher level which allowed for more area to be covered by the split peas. This process increased the energy of the peas, which allowed them to scatter more. Therefor it is easily concluded that the split peas did not land just on the inner circles of the target. 
 Our data Table:

As one can see from the data we collected not many of the peas landed towards the center of the target. The higher velocity and level of energy from the funnel being raised to a higher level caused the split peas to land in various places both on the target and the table. This happens to be the same process of electrons as well. As an energy level increases the more spread out the electrons become as the spread across an area.


Within this second run, our group lowered the funnel, which ultimately decreased the energy of the split peas and allowed the peas whereabouts to land more along the center of the target rather then outside of the target.
The Data Table For the 2nd Run:

As you can see from the data table we collected, the lowering of the funnel, also lowered the energy level, which allowed the peas to land more directly on the main part of the target. This is once again related to electrons as for the fact that the less energy electrons have the less spread out they become, as they stick together more then those of higher energy levels.

Throughout this lab I learned a lot about the different energy levels of both split peas and electrons in general. Realistically electrons get their traits depending on the circumstances that they are placed in. Just like with the split peas the higher the funnel the more energy, the lower the funnel the less energy. Each of these things plays a role in electrons and allows them to move about an atom in the way in which they do.

Conductivity Lab

In this conductivity lab, we used many different types of solutions such as . After following the procedures for this lab Leigh and I learned that if there are more ions in a specific solution than the conductivity level is likely to increase. 

As you can see from the results up above in the solution of lactase hydrate and distilled water, the number of ions were at such a limited rate that the intensity was rated a 0 due to the fact that there was no visible reaction. However, when we looked at the mixture of calcium sulphate and distilled water, along with potassium chloride and distilled water they both showed outstanding conductivity. The ions that these two substances portrayed were clearly visible to the naked eye and resulted in a high conductivity level. Although the substances I have already discussed either had a high or very little conductivity level due to the ions, there are those that were simply mediocre or ranked a medium ion conductivity level. These substances included calcium sulphate and the corn starch mixture. The conductivity level in these substances were just average. There was not much to them, but still enough to be existent. Overall, conductivity levels vary depending on each substance or mixture being tested for the conductivity of ions.

Test Reflection

Who could have guessed that studying actually really helps when it comes to test time!!! This past test we took regarding the elements of the periodic table was one that I studied exceptionally hard for. My previous test I only received a 60% and it really upset me. I was not prepared for that test, and I was determined to be ready for this one. Since the first day that Mr. Ludwig informed us about this test taking place that friday I began taking the practice test over and over. I soon realized that by doing the test over and over i began memorizing and learning more about the topic in which I actually understood what I was reading. In the end i began getting closer to a hundred on my practice tests until eventually I got 100% on my practice test multiple times in a row. Thats when I knew I was ready! Friday came and I definitely was nervous after all I nearly failed my last test and I didn't want that same thing to happen this time! So I took a deep breath and pressed start and let my smarts do the talking! I breezed through this test with ease as I realized my memory was not going to let me down. I knew the answers and there was no way I wasn't going to do great! Making my way through the test I came to the end where the finish button was calling my name. Nervously I pushed the button and found that I got 100% on my periodic test! So overall, I came to the realization that to do well in this chemistry class you have to study and take the time to learn the material!

Light Spectrum Lab

Throughout the beginning of the first quarter we studied light spectrums. To demonstrate concepts of light and energy and their relation to the behavior of electrons in atoms. We used spectroscopes that revealed the different spectrums of various lights and gases. The spectroscopes helped in order to see the different colors, a.k.a wavelengths of light. We ultimately weren't just focused on the lights, but the spectrum in which the lights were giving off through the spectroscope.


The first light in which we analyzed was regular white light. This light simply was to help us learn to use the spectroscopes. The whole point of looking at a regular light is so we can get a general view of the continuous light spectrum of ROYGBIV. Within this regular light all the colors within the spectrum were visible with no breaks in between. This ultimately concludes that this light produces all the different possible wavelengths of light.

The next light we then looked at was the regular light with a red liquid placed in front of it. According to my observations with a bit of research the reasoning behind this spectrum missing the blue spectrum is that the red water absorbed the wavelengths corresponding with the blue light.

We then look at the white light with a blue liquid placed in front of it. As with both the waters placed in front of the light, some color from the spectrum went missing and as with this one the orange color was absorbed by the blue liquid and left a black place where its wavelength once resided.

After observing both absorption (wavelengths absorbed) and the continuous (all wavelengths shown) spectrums with the white light and the blue and red liquids we then moved onto other elements in their gas forms. Some of the elements we looked at included neon, helium, hydrogen, and iodine. In order to see the light within these gases a high voltage current had to be passed through the tubes containing the gases until the energy was high enough to see the light spectrum.

This is a picture of a neon light spectrum. As you can see most all of the colors of ROYGBIV are present but within this spectrum the black space lies between the yellow and green wavelengths.

When we observed Helium, it emitted red, orange, green and blue light, with black spaces separating the red, orange, and green wavelengths.

Next came a hydrogen spectrum. Within this spectrum it became very interesting when we viewed it simply because only three of the color bands were actually emitted or shown by the light it produced.

Iodine spectrum contained just about all of the ROYGBIV color spectrum excluding the indigo color. 

The color spectrum is a very unique attribute to the vies of light. ROYGBIV is simply the full spectrum and contains different energy levels for each of the colors produced. The highest frequency level lies with the violet wavelength whereas the lowest resides in the red wavelength. These colors are most easily seen when they are traveling from their "excited state" to their "ground state." By participating in this lab I have learned that each element gives off its own light spectrum. I have come to realize that even the simplest things such as placing colored water in front of a light ray can change its color spectrum depending on which color is absorbed. Overall the light spectrum has more to it then we may believe and the possibilities of the changing spectrum are endless and can vary in multiple ways, but I suppose thats why it is a part of science!

CERN!!!

CERN Article :)

We were given a link to an article to review. This article was found on http://www.huffingtonpost.com/2011/09/22/cern-light-speed_n_977014.htmlas an article published by the Huffington Post. Within this article I learned about a team of physicists that seemed to believe that they had discovered a particle that has the ability to travel faster than the speed of light. Einstein once theorized that E=MC², in other words energy equals mass times the speed of light squared. With the research that has been conducted it makes his theory and statement true.

A group of scientists in Geneva are involved in a group called CERN (European Organization for Nuclear Research), these scientists have claimed that they observed a neutrino, which happens to be a sub-subatomic particle, traveling at approximately 60 nanoseconds faster then the speed of light! This very idea is vast and critical to the scientific world. Skepticism and doubt automatically occurs as this very thought doubts Einstein’s discovery from so many years ago. Many people find this discovery to be unrealistic and merely to be a hoax. However, there are those who believe this discovery to be true. Although CERN made this discovery, they seem to be mutual in this “debate.” The reason being they themselves want for other scientists and physicists to attempt this controversial discovery simply to deepen the understanding and possibilities of this occurring. After all they want to be sure they are correct before calling to much attention to this situation. However if the results turn out to be true then so many of the bases of science will be uprooted and cause a new uprising of scientific discovery to occur. Overall it will take much time to ensure this particular situation, but one thing is for sure, scientists are continuously making discoveries and the science behind this situation without a doubt wont stop here.

Atomic Structure!

Atomic structure is made up of 3 different types of particles, electrons, neutrons, and protons. Each of these three particles have different characteristics to make them liable for their actions. Electrons have a negative charge and are very small and light weight particles. Neutrons have a neutral charge, they have no electrical charge positive or negative. Neutrons are large and heavy particles as are protons. Protons are large and very heavy particles, that have a positive charge opposite of an electron particle.

Within an atomic structure model the protons and neutrons reside within the nucleus whereas the electrons orbit around the nucleus. Depending on the type of element the amount of protons, electrons, and neutrons will change. The number of neutrons and protons are always the same whereas the electron number is different. Each element has an atomic number and a mass number.

The mass number of an element is the number on top of the element symbol. The bottom number is the atomic number. To fine the number of electrons within the element you simply look at the atomic number.The mass number is 56 and the atomic number is 26 which concludes that there are 30 neutrons and 30 protons. You simply subtract the two to get the number of neutrons and protons.

Elements are substances that are made up of only one type of matter, such as hydrogen or oxygen. Atoms happen to be the smallest particles of any element that actually obtain all the properties of the elements. Within the atom lies the nucleus in which protons and neutrons reside and become the mass of the atom. Within chemistry elements can be combined to create a new substance, these changes are called compounds. Compounds are substances where two or more elements are joined and lose each of their properties to create a new substance among those that have been combined.

Here is a Youtube Video of atomic structure and those scientist who created the atomic theory and provided ideas to support the structure that is behind these tiny particles.

Atomic Theory Song

Pretty Color Lab! Chromatography!

Chromatography=Filtration+Distillation+Centrifugation

              So hear is yet another separation post, in which we used chromatography. This one was way more fun. Each of us colored a design on a water filter paper, then poked a whole in the center and inserted a rolled up piece of a paper towel within the hole. Each end had part of the paper towel sticking out. We then set the paper in a little tray of water, being sure that the paper towel was all that was touching the water, not the paper itself. The paper towel acted both as a handle and an absorption method. From this point we let the paper and paper towel sit, and let science do the talking from there.

We Waited...

And Waited... 

Then Finally This Was The End Result, Our Chromatograph Lab Was Complete!!!

Chromatography happens to be in many situations that we have been doing within chemistry. Within this  lab we used chromatography to separate the colors within the markers in which we used. Filtration happens to be another form of separation. When using filtration a mixture is being separated whether they are different particles being separated or different densities of the color spectrum being separated. Filtration is basically when a filter is used to separate mixtures or materials.

Distillation is yet another form of separation. This is a form that is widely used in chemistry activities when separating mixtures based on differences in the conditions required to change the phase of components of certain mixtures. To separate mixtures that include liquids, one may heat the liquid in order to force elements that may have different boiling points out of the space. This can be conducted by transferring the liquid into a gas. From this phase the gas may be condensed back into a liquid form after it has been recollected. This process can be repeated in order to achieve a more purified product, which is called a double distillation. Double distillations are most commonly used within liquids but the reverse side of their process can be applied to gases as well, by liquifying gases by the changes in temperatures that they endure.

Centrifugation is a process in which it involves the use of centrifugal forces. These forces separate the mixtures within the tubes that are placed within side the machine. The basic act of this machine is the effect of gravity on the particles within a suspension state that cause them to split and separate due to the masses, density, and weight of each of the materials present within the mixture.

Separation Lab

Were back to the beginning again!!! The first Chemistry post of the year! And its all about the separation of particles and other substances!! Yay!!!!! :)
HERE WE GO.....

Materials:
-Pure Sugar
-Iron Metal Chips
-Small Boiling Stones
-Small Beaker
-Filter Paper
       
        We began by taking a small beaker and added 8.85 MG of pure sugar, 6.01 MG of Iron Metal Chips, as well as 6.56 MG of small boiling stones. After thoroughly mixing these combined elements we then traded with another group who did a separate mixture among themselves. We traded our mixture with Steven and Victor's. We then had to figure out a way to separate the solution. After much contemplation we decided to separate the solution in the easiest way. We decided to take out a magnet in order to separate the metal filings out from the mixture by pulling the magnet across. We weighed those and ended up with 3.05 MG of filings. This measurement isn't that far off from the measurement we began with at 4.23 MG. After physically trying to separated the calcium chloride and boiling stones we realized we failed and had to do it a different way from which we started. Without knowing how to do this particular step Mr. Ludwig lended us a hand, well an idea more like it. Calcium chloride is dissolved in water! However the boiling stones do NOT! After realizing this we measure the combined mixture and measure it at 20.14 MG. Using a water filter paper, a funnel, and a beaker we combined water with the mixture. We then poured the mixture and water into the funnel and let it rest overnight. The next day when last hour came around we found that the components were separated! We then found that there was 10.06 MG of the boiling stone and 10.08 MG of sand as well.