Wednesday, December 21, 2011
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 2nd 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!
Monday, December 19, 2011
Wednesday, December 7, 2011
Magnesium Lab
Procedure:
Here are two pictures of our heating of the magnesium and crucible! ~Enjoy~
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!
-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!
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!
Friday, December 2, 2011
Periodic Blog
Periodic scavenger hunt!!! Finally finished!! Yayyyy!!!
https://docs.google.com/document/d/1dmdu1zY6-0aXZFaEXQp8HfrxGcNF6_bbGzzqoZ8e3Dc/edit
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.
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.
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