Observing Changes in Matter

November 19, 2008 Observing Changes in Matter Day 1,Prd 4

***Please refer to p. 102-103 of your BC Science 9 book for the experiment.

Endothermic and Exothermic Reactions

November 13, 2008 Endothermic and Exothermic Reactions Day 1, Prd 4

Purpose: To investigate heal transfer in reaction

***Please refer to the hand-out given before the lab for the procedure and the materials used.








　
　
　
　
　

Observations:

Reaction 1:

When calcium chloride and phenolphthalein touched the water and when they were shook together, they were bubbles forming and along with them was a fizzing sound. Also, as the ziploc bag was shook and as the time passed, the bag felt hot and there was this smell. It smelled like burning plastic to me. Furthermore, as minutes passed, the calcium chloride and phenolphthalein mixture caught a pink tink and eventually, the contents of the ziploc bag turned pink.

Reaction 2:

There was a fizzing sound, big bubbles - bigger than the bubbles in the first reaction. The ziploc bag felt cold and its contents turned whitish when the bubbles were forming and turned cloudy when the bubbles from the reaction disappeared. The ziploc bag was also inflating as the bubbles were forming.

The burning splint lost its light when inserted in the bag. Our hypothesis is that the gas created was carbon dioxide because CO2 turns the flames off.

Reaction 3:

There were bubbles, and a fizzing sound. The reacton was odorless but it had colour. After the reaction, some bubbles stayed on the surface of the Ziploc bag. The liquid in the Ziploc bag was white and as the reaction passed, the colour of the liquid went from white to transparent.

Conclusion:

I learned that bubbles can affect the colour of the liquid. Also, water, when added to compunds, form bubbles.

Lab 9: The Synthesis and Detection of Copper

November 6, 2008 The Synthesis and Detection of Copper Julie Anne A. Day 1, Prd 4

Purpose: To transform copper (II) chloride into pure copper metal.

Materials:
-copper (II) chloride
-two medium-sized beakers
-aluminum foil
-crucible tongs
-waste container
-water
-bunsen burner


Procedure:
1. Pour 30 mL copper (II) chloride solution in the beaker.
2. Roll the aluminum foil and place it in the copper (II) chloride solution. Observe.
3. After 5 minutes, pick out the larger chunk of the aluminum foil with crucible tongs.
4. Put the solution to the waste container except for the copper at the bottom of it.
5. Put water on the copper and shake the beaker a bit.
6. Pour the water on the waste container. Then, take a piece of copper.
7. Light the Bunsen burner on to a roaring flame.
8. Do the flame test colour and burn the "made" copper. If the flame, turns green, you've made copper and your experiment is successful!

Data and Observations:

1. Copper (II) Chloride --- CuCl2

BEFORE:
It's a blue green, transparent-ish, thin liquid and it's not very viscous.
AFTER:
The same descriptions but it contained bits of black things which came off of the aluminum.
OBSERVATIONS:
Little bubbles formed when aluminum was submerged to the solution. The bubbles had an upward motion.


2. Aluminum Foil

BEFORE:
It's very shiny, smooth, metallic, easy to crumple and tear, odourless, noisy, and it seems to be ductile.
AFTER:
The part that was soaked with CuCl2 became soggy. Also, it sort of decreased in size. Furthermore, black things formed on it like barnacles on a boat. These black things increase in size and changed colour - from black to orangish brown. Also, these things looked powdery, as if they were fine grains. Finally, they fell off when the aluminum foil is shook.
OBSERVATIONS:
Bubbles formed on it and as the time passes, the bubbles became bigger and eventually, the black things formed.

3. The "Made" Copper
The copper looked soggy because it was saturated. Before it reached its orangish brownish colour, it started as black things on the aluminum foil. These black things were like barnacles on a boat when they formed on the aluminum foil. Then, they changed colour as 5 mins gone by. When the aluminum was shook, the copper fell off. When my lab partner and I burnt the copper, the flame turned green which meant we had a successful experiment.

Questions:

1. How can copper be extracted from a compound of copper, purified, and then tested to verify success.

Copper can be extracted from a compound of copper by saturating aluminum foil to that compound. The aluminum sucks the copper from the compound, copper (II) chloride, and this copper sticks to the aluminum. Another hypothesis could be that the aluminum turned to copper because as observed from the experiment, the aluminum became soggy; its pieces shortened in size; and some of the aluminum foil fell off after being saturated with copper (II) chloride.

In the BC Science 9 Book, on pg. 81, the copper was purified by putting hydrochloric acid to it. In our experiment, however, we used water because it worked as well as hydrochloric acid.

We tested the outcome of the experiment by burning it and referring to the flame test colour that we did in the earlier labs. (Basically, by flame testing.) If the flame turns green in a roaring flame, which it did for our experiment, copper is present.

Conclusion:
I learned that you can make copper just by adding/saturating aluminum foil in copper (II) chloride. I also realized that chemistry teachers may benefit from this reaction because they can use this copper made from this reaction for not-so special labs. By doing so, they don't need to buy copper for a not-so-special experiments.

Lab 8: The Synthesis of Oxygen

October 31, 2008 The Synthesis of Oxygen Julie Anne A. Day 1, Prd 4

Purpose: To observe what happens to the glowing splint when it's placed in a test tube with oxygen.

Materials:
-glowing splint
-candle
-H2O2---Hydrogen Peroxide
-KI----potassium iodide
-test tube
-dishwashing liquid

Procedure:
1. Put the catalyst for the experiment in the hydrogen peroxide which is in the test tube.
2. Then, light the splint and wave it in the air so that you'll get a glowing splint.
3. Insert the glowing splint inside the test tube where the catalyst and the hydrogen peroxide are. Don't let the splint touch the test tube contents.
4. Observe what happens.
5. Then, put in a drop of dishwashing liquid.
6. Observe.
7. Insert another glowing splint in the test tube.

Data and Observations:

1. Hydrogen Peroxide
-Before:
it was an odourless, clear liquid.
-After:
when the catalyst was added to it, it turned yellow and there were bubbles forming, too.

2. Catalyst
-Before:
the look rocky
-After:
they sunk to the bottom and i didn't see a lot of them at the bottom of the test tube.


Dishwashing Liquid
-Before:
an orange, very viscous liquid, with a soapy odor. It was really hard to manage it because of its viscosity.
-After:
it created big bubbles in the potassium iodide. Also, it's strong colour didn't affect the colour of the compound.


Glowing Splint
-Before:
it was glowing and a little bit burnt on the sides of the glowing part.
-After:
when it was put in the oxygen-filled test tube, it relit.

***Also, when the dishwashing liquid was combined with KI, the compound formed when the catalyst and H2O2 was combined, the compound in the test tube started to overflow. However, the only thing that overflowed were the bubbles, not the liquid.

Questions:

1. What happens to a glowing splint when it is placed in pure oxygen?

The glowing splint relights when it is placed in oxygen.

2. If you have practiced the burning splints test for hydrogen in a previous investigation, compare the test for oxygen with the test for hydrogen, using a lit splint for both.

a) How are the procedures different?
The procedures are different by the splints that are used. In the oxygen test, a glowing splints is used. In the hydrogen test, on the other hand, a burning splints is used.

b) How do the observations differ?
For the hydrogen test, a pop was produced when the burning splint was placed with hydrogen. In the oxygen test, the glowing splint relit.

Conclusion:
I have observed that when the glowing splint is put in with oxygen, it relits. It's because in order to have fire, little amounts of oxygen must be present. For example, when one lights a candle, the candle holds flame because there are little concentrations of oxygen around it.

Photos:
Putting in the glowing splint in the test tube. As you can see, it relit.







**When the catalyst was put in the hydrogen peroxide.

***Glowing splint relighting.

***Picture when the dishwashing liquid was put in.

Lab 7: The Flame Test (Ions)

October 22, 2008 The Flame Test Julie Anne Aguilar, Prd 1.4

Purpose: To observe the colours of some ions if they were burnt.

Materials:
-Element Ions
-Saturated Splints
-Bunsen Burner

Procedure:
1. Burn the saturated splint.

Data and Observations:
Strontium (Sr) Ion
Colour: Red
Accepted Flame Test Colour: Red

Calcium (Ca) Ion
Colour: Pink or Scarlet Red
Accepted Flame Test Colour: Yellow/Red

Barium (Ba) Ion
Colour: Yellow
Accepted Flame Test Colour: Yellow

Lithium (Li) Ion
Colour: Purple/Lilac
Accepted Flame Test Colour: Scarlet Red

Copper (Cu) Ion
Colour: Green
Accepted Flame Test Colour: Green/Blue

Sodium (Na) Ion
Colour: Bright Orange
Accepted Flame Test Colour: Bright Orange

Potassium (K) Ion
Colour: Orange
Accepted Flame Test Colour: Lilac

Conclusion:
I think some of my colour observations were wrong because when we were observing it, the splint started to burn. Therefore, if the splint started to burn, we were not observing the flame produced by the ion but we were observing the flame produced by the splint.

Melting and Boiling Pont of Elements

The general trends are:

-As you go down a family in the periodic elements, the melting point decreases.

-As you go across a family in the periodic elements, the melting point decreases.

-Finally, as Brainiac showed in the video, as you go down a family, the reactivity increases.

Where's His Favorite Candy---Elements Short Story

Where's His Favorite Candy?

Once upon a time there was a boy who loved this type of candy a lot. He could only buy it in the candy store near his house.

One day he went to the candy shop to buy his favorite treat. He saw his one favorite called Yummy Tummy's Gummy Bears and he quickly bought one for a Nickel (Ni). Then, he looked for his other favorite but he couldn't find it. Worrying where those treats had gone, he asked the cashier.

The cashier replied, "Oh those little gummy lollipops. I believe those Argon (Ar). We stop selling those already since only few people buy them. "

"Are you sure they Argon (Ar)?" The boy asked again.

"Yeah, I have Xenon (Xe) the paper that my boss was holding that the other store across the street would be selling them. But, I think those treats are still in the basement of the store. They may not have shelved them yet."

"Oh...Thank you very much."

The boy then raced across the street and snuck down the basement of the store. The Copper (Cu) didn't see him which was a good thing. In the basement, he Krypton (Kr) the Fluorine (F)order to look more sneaky. However, trouble was near him. He saw the copper's Silver (Ag) gun glistening in the dark. It was attached to the copper's waist. Seeing the big faded image of the Copper (Cu), he ran.

The copper ran after him but he couldn't catch up since he lacked Calcium (Ca) in his body. While he tried to chase the boy, he yelled with his funny accent, "Uranium (U) little boy! If I get you, I will Rhenium (Re) over with my car." After saying his last sentence, he gave a little chuckle.

Luckily, the boy was able to escape from the Copper (Cu). He went to the cashier in the store and told her what had happened. The cashier pretended to listen while she looked at the risks of pools without Chlorine (Cl).

The boy ended his story with the cashier with, "I hate candies."

The cashier caught the boy's last sentence and continued with what she was reading.

Lab 6: Generating and Burning Hydrogen Gas

October 9, 2008 Hydrogen "Pop" Test Julie Anne A. Day 1, Prd 4

Purpose: To observe what happens to hydrogen when it's burnt

Materials:

• big test tube
• small test tube
• test tube rack
• candle
• splint
• matches
• hydrochloric acid
• magnesium
• test tube holder

Procedure:

1. Put the hydrochloric acid in the small test tube. Then, put in the magnesium.
2. After putting in the magnsium, cover the test tube with the bigger test tube.
3. Wait patiently for about 30 seconds or a minute.
4. While waiting, light the candle and light the splint with the candle.
5. Take the big test tube off carefully without turning it upside down.
6. Insert the burning splint in the big test tube.
7. Observe.

Data and Observations:

• When the magnesium was inserted to the test tube with hydrochloric acid, bubbles were produced around it and hyrdrogen gas was being produced. Also, as it stayed in the hydrochloric acid, it lost its colour. It turned from black to white. The bubbles, while they were bubbling, moisture built up on the faces of the big test tube that covered the small test tube.

• The burning splint, when it was put in the big test tube, I saw this sort of mist like smoke produced in the big test tube. Also, when the burningn splint was put in the bigger test tube, a loud pop was produced. I thought the test tube would vibrate but it didn't. I didn't feel thing while holding the large test tube.

Questions:

• How can a burning splint be used to test the presence of hydrogen gas?

It can be used to test the presence of hydrogen since maybe, it reacts with the hydrogen gas.

Conclusion:

I learned in today's experiment that by combining magnesium with hydrochloric acid, you can produce hydrogen gas. I didn't know that before. Also, I learned that the "pop" that is produced when the burning splint was put in a test tube with hydrogen gas, is harmless and does not vibrate. I think the pop occured because the flame in the burning splint reacted with hydrogen, since hydrogen belonged to the most reactive chemicals, as my teacher said.

***This experiment can be represent in HCl + Mg ----> MgCl2 + H2 = pop

How Sodium Reacts With Water

October 9, 2008 How Sodium Reacts With Water Julie Anne A. Day 1, Period 4

Purpose: To observe the reaction between sodium (Na) and water (H2O).


Materials:

• sodium
• small bucket of water

Procedure:

1. Put the sodium in the small bucket of water.
2. Observe.

Data and Observations:

• When sodium was put in water:

- the water turned pink.

- a gas was released which is hydrogen gas.

- popping occured; the pops were quite loud.

- sparks formed then the sodium was on fire; it looked like flame was floating on water.

Questions:

NONE---This experiment was done by our teacher, Ms. Hughes. We just watched her.

Conclusion:

I learned that sodium, though it is metallic, one is able to cut it just by using a pointy tool like tweezers. I also learned that the sodium is so reactive that it produces flame when it touches water. Furthermore, I learned that the pink water that is produced is called potassium hydroxide.

The Imploding Soda Can

September 25, 2008 The Imploding Soda Can Julie Anne A. Day 1, Prd 4

Purpose: To be able to observe the energy of liquid inside a soda can. Also, to be able to observe what happens to a heated soda can containing a little bit of water when put in a bucket of cold water.

Materials:

• soda can with a little bit of water
• ring stand
• ring clamp
• wire gauze
• bucket of water
• bunsen burner
• beaker tongs

Procedure:

1. Set up the ring clamp and the ring stand and the wire gauze.
2. Set up the bunsen burner. Then, light it.
3. Place the soda can with a little bit amount of water on the ring clamp.
4. Wait until steams comes out.
5. Then, with beaker tongs, grab the soda can, head first, and plunge it in the bucket of water.
6. Record your observations.

Data and Observations:

Soda Can---Before and After

Before:

• smooth faces
• perfect cylindrical shape

After:

• imploded
• it doesnt have a perfect cylindrical shape anymore
• in the middle of it, the two faces were pushed backwards and it had sharp edges on it.

I think the can imploded because when the water particles gained kinetic energy due to the heat given by the bunsen burner, they truned to steam. The water particles that stayed inside were stuck to the edges of the soda can. When the soda can was placed in bucket of water, the water particles that were stuck on the edges of the soda can, condensed in the middle of the can. The condensation in the middle created a vacuum. Then, it imploded because there was a higher concentration of water outside the can than inside so this higher concentration of water outside pushed the soda can inward.

Questions:

NONE---This experiment was done by our teacher, Ms. Hughes, and we just watched it in front of the class.

Conclusion:

I learned that the concentration differences between outside and inside of the can is able to create a big impact on the soda can's structure.

***This was a late post. Sorry

Lab 5: Meet the Elements

October 7, 2008 Meet the Elements Julie Anne A., Day 1, Prd 4

Purpose: To be able to see different kinds of elements and observe their state, colour, crystallinity, if they conduct electricity and if they are magnetic.

Materials:

• different kinds of elements
  

Procedure:

1. Observe the elements and fill out the table.
   

Data and Observations:

1.

Name of the Element: ZINC
Symbol: Zn
Color: SILVERISH WHITISH
State: SOLID
Crystallinity: NO
Conducts Electricity?: YES
Magnetic? NO


2.















Name of the Element: COPPER
Symbol: Cu
Color: ORANGE
State: SOLID
Crystallinity: NO
Conducts Electricity?: YES
Magnetic? No

3.

















Name of the Element: LEAD
Symbol: Pb
Color: GREYISH BLACK
State: SOLID
Crystallinity: NO
Conducts Electricity?: YES
Magnetic? NO

4.


















Name of the Element: SULPHUR
Symbol: S
Color: YELLOW, CHARTREUSE
State: SOLID
Crystallinity: NO
Conducts Electricity?: NO
Magnetic? NO


5.

















Name of the Element: SILICON
Symbol: Si
Color: SILVER
State: SOLID
Crystallinity: NO
Conducts Electricity?: NO
Magnetic? NO

6.

















Name of the Element: NICKEL
Symbol: Ni
Color: SILVER
State: SOLID
Crystallinity: NO
Conducts Electricity?: YES
Magnetic? YES


7.

















Name of the Element: BISMUTH
Symbol: Bi
Color: METALLIC BROWN
State: SOLID
Crystallinity: YES
Conducts Electricity?: YES
Magnetic? NO

8.

















Name of the Element: TIN
Symbol: Sn
Color: SILVER
State: SOLID
Crystallinity: NO
Conducts Electricity?: YES
Magnetic? NO

9.

















Name of the Element: CARBON
Symbol: C
Color: BLACK
State: SOLID
Crystallinity: NO
Conducts Electricity?: YES
Magnetic? NO


10.

















Name of the Element: IRON
Symbol: Fe
Color: SILVERY BLACK
State: SOLID
Crystallinity: NO
Conducts Electricity?: YES
Magnetic? YES


11.

















Name of Element: ALUMINUM
Symbol: Al
State: SOLID
Colour: SILVER
Crystallinity: NO
Conducts Electricity: YES
Magnetic? NO

--Air Containing Elements

12.

Name of the Element: HYDROGEN
Symbol: H
Color: NO COLOUR
State: GAS
Crystallinity: NO
Conducts Electricity?: NO
Magnetic? NO

13.

Name of the Element: OXYGEN
Symbol: O
Color: NO COLOUR
State: GAS
Crystallinity: NO
Conducts Electricity?: NO
Magnetic? NO

14.
Name of the Element: NITROGEN
Symbol: N
Color: NO COLOUR
State: GAS
Crystallinity: NO
Conducts Electricity?: NO
Magnetic? NO

15.

Name of the Element: HELIUM
Symbol: He
Color: NO COLOUR
State: GAS
Crystallinity: NO
Conducts Electricity?: NO
Magnetic? NO

16.
Name of the Element: ARGON
Symbol: Ar
Color: NO COLOUR
State: GAS
Crystallinity: NO
Conducts Electricity?: NO
Magnetic? No

--End of the Air Containing Elements--

17.

Name of the Element: SODIUM
Symbol: Na
Color: METALLIC SILVER
State: SOLID

Crystallinity: NO

Conducts Electricity?: YES
Magnetic? YES

Questions:

NONE

Conclusion:

Getting to know the elements was very fun. I learned that some elements didn't look like what I had expected them to look like. I also learned that the elements we were shown were odourless and they had different colours and textures Finally, I learned that each element had its own property.

Lab Experiment 4: Observing the Malleability of Paperclips

September 23, 2008 Observing the Malleability of Paperclips Julie Anne A.


Day 1, Period 4


Purpose: To observe how many bends it takes for a paperclip to break without any treatment;
after being heated then cooled slowly; and after being heated and rapidly cooled by
plunging it to a beaker with cold water.


Materials:

• a big paper clip



• bunsen burner



• 100 mL cold water in a beaker

Procedure:

1. Straighten the paper clip by undoing its curves.



2. Bend the straightened paper clip backwards and forwards. Then, count how many bends it took for the paper clip to break in half.



3. Heat the half of the paper clip in a bunsen burner with a roaring flame for 10 seconds or until it glows. Then, put that paper clip in the beaker with cold water and wait for it to cool.



4. Take the other half and heat it again for 10 seconds with the roaring flame in the bunsen burner. Then , put it on the safety mat and wait till it cools.



5. When both of the paper clips cooled, take one and give the other one to your lab partner and do the procedures 1 and 2 again.



6. Record your observations.

Data and Observations:

1.) Paper clip without any treatment

Number of Bends: 6 bends

Before: The half paper clip was hard and pointy. It could poke and wound you. It didn't have odour. it felt a bit smooth but there were a lot of little bends on it.

After: When I bend and bend and bend the straightened paperclip, the spot where i bet it sort of lose its color. After losing its color, it breaks.

2) Paper clip plunged in water

Number of Bends: 101

Before: Refer to number 1 for the description.

After: It was a bit cold. It was hard and difficult to bend at first. However, as you continuously bend on the same spot, it kind of softens. My lab partner had a hard time bending it.

3) Paper clip cooled slowly

Number of Bends: 24

Before: Kindly refer to number 1 for the description.

After: It had this yellowy orangy faint colour to it. I think it's probably because of the heat that was applied to it. The heat, i think, caused chemical change. Surprisingly, while i was heating it, it didn't smell. I thought it would. When I was bending it, it was not as hard as the other clips. I think it's because the particles still had a little bit of space than usual due to the heat that was applied. It was easy to bend.

Questions:

Analyze p. 24

1. You compared the flexibilityof a metal wire that was heated and allowed to cool slowly with the flexibility of another that was cooled rapidly.

a) Which treatment resulted in a wire that was hard and brittle?

The rapid cooling resulted in a hard and brittle wire.

b) Which treatment resulted in a wire that was more flexible?
The wire that slowly cooled resulted in a more flexible wire.

Conclude and Apply p. 24

1. Write a short paragraph explaining the effect that hardening and heating can have on a metal?

Heating and hardening can affect the malleability of metal. If you heat a metal, its particles slowly move apart from each other and if it reaches the boiling point of the metal, it would turn to liquid. If you cooled the liquified metal very very very slowly, it will be hard and difficult to bend. However, if you slowly cooled it and took it when you felt that it was okay to touch even if there was a tiny bit of heat in it and bend it again, it would be flexible because of the heat left in it On the other hand, if you rapidly cooled the liquified metal, putting it in a cold water, for instance, it would turn out hard but brittle because the particles had no time to slowly stick together. The cold water quickly slows down the kinetic energy of particles, stiffening the metal.

Conclusion:

I thought the slowly cooled paper clip would be more hard to bend than the one rapidly cooled but I got the opposite results. We had different results than my other classmates. For my classmates, the slowly cooled paper clip was harder to bend than the rapidly cooled one. I think it was our fault why that happened. The rapidly cooled one had more time to cool than the one that slowly cooled. So, the one plunged in water had time for its particles to stick together again after being heated. Basically for the one slowly cooled, I just grabbed it when I felt that there was not that much heat in it and started bending it. It was easy to bend; easier than the rapidly cooled half. While I was bending it, the particles of that paper clip had a little bit space than usual because some of the heat was still trapped inside so it was still a bit flexible and easy to bend. I am contented with the results we got because we had a unique result! During this experiment, I learned that even a little bit cooling time difference between the two halves of paper clips would give us a totally different result.

Lab Experiment 2: The Heating Curve of Water

This is the Heating Curve of Water Chart

Lab Experiment 3: Having Fun With Chemicals

September 17, 2008 Having Fun With Chemicals Julie Anne A.
Day 1, Period 4


Purpose: To play and have fun with chemicals by combining them. Also, to determine whether a physical or chemical changes have occurred.

Materials:
5 sets of 3 mL dilute sulphuric acid
1/2 spatula copper carbonate
3 mL sodium hydroxide solution
3 mL vinegar
1/2 spatula bicarbonate of soda
1/2 spatula copper oxide
3 mL potassium iodide solution
copper foil
iron nail
2 cm magnesium ribbon
1 spatula iron fillings

Procedure: Combine the chemicals as written on the sheet that was given.



Data and Observations:

1.) 3 mL dilute sulphuric acid + 1/2 spatula copper carbonate
Before: The sulphuric acid was very clear and wasn’t very viscous. It had no odour and it was as clear as water. Copper carbonate was a green powder that looked like flour except for the colour of it. When one of my classmates was pouring it into the test tube, it wouldn't just flow gracefully, he had to give it a little shake in order for it to fall.

After: Sulphuric acid became a cloudy green mixture. The copper carbonate dissolved in the sulphuric acid and it looked like it had been liquified. Also, it stayed at the bottom. I saw like a water and oil effect between these two chemicals. The sulphuric acid was at the top of the mixture but the liquefied copper carbonate stayed at the bottom of the test tube. It still didn’t have odour.

***This is the result of the combination of sulphuric acid and copper carbonate.

Is new substance made? Yes, considering that the mixture turned cloudish green.
Type of Change: Chemical

2.) 3 mL dilute sulphuric acid + 3 mL sodium hydroxide solution
Before: For the description of the sulphuric acid, refer to number 1. The sodium hydroxide solution was not viscous. It looked like water but it had a brownish tint to it. However, you can still look through it. It had no odour.
After: Nothing interesting happened but if you look at the mixture, you wouldn't be able to recognize the sulphuric acid. The mixture had this brownish tint and it had no odor and it was not very viscous.

***You can't really see the brownish tint here because it's too faint and even if the camera is on burst, it still gave off light so maybe, that contributed to why the brownish tint cannot be seen.
Is a new substance made? Yes
Type of Change: Chemical

3.) 3 mL vinegar + 1/2 spatula of bicarbonate soda
Before: The vinegar flows very well and it was almost as clear as water except for these microscopic things floating it in. It's probably pulps of something. It had a very strong smell. Baking soda was a white powder and it had no odour. Also, it looked rough to me.
After: The mixture fizzed and rose out the test tube. The vinegar looked cloudy due to some dissolved baking soda and the fizzing effect. It also lost its odour. The baking soda settled at the bottom of the test tube and some dissolved.

***My lab partner and I didn't have the time to discuss what was happening because the battery of the camera was dieing and I didn't expect that the mixture will actually rise that high. I expected it to rise but I didn't expect it to rise above the test tube. Maybe, it's because of the amount of baking soda that my lab partner put in. (I really hope that we're not breaking any lab safety rules here.)

Is a new substance made? Yes
Type of Change: Chemical due to bubbles

4.) 3 mL sulphuric acid + 1/2 spatula copper oxide
Before: Refer to #1 for the description of sulphuric acid. Copper oxide is a black powder with fine grains but not as fine as copper carbonate. It had no odour and it looked rough to me.
After: The mixture turned black and some of the copper oxide dissolved while some settled at the bottom and I think I saw some of it on top of the mixture. The mixture had no odour you can see bits of grains in it.
***This is the result of sulphuric acid and copper oxide. I suppose that the black lining on top of the mixture is some copper oxide.
Is a new substance made?Yes
Type of Change: Chemical



5.) 3 mL lead nitrate solution + 3 mL potassium iodide solution
Before: The lead nitrate solution was a clear fluid and it was not viscous. It was as clear as water and it had no odour. The potassium iodide had a very faint color and it had no odour. It flows well too.
After: The mixture turned very bright yellow, brighter than potassium iodide and brighter than I have expected. It also thickened. It was as if powder had been added to it. It had no odour.
***This is the result of the mixture of lead nitrate and potassium iodide. I didn't think that it would look that thick.
Is a new substance made? Yes
Type of Change: Chemical



6.) 3 mL sulphuric acid + copper foil
Before: Refer to #1 for the description of sulphuric acid. The copper foil looked flimsy. It was coloured bronze and it had no odour. It also had pointy edges.
After: Nothing interesting had happened. The copper foil stood in the bottom of the test tube.
Is a new substance made? No
Type of Change: Nothing happened



7.) 3 mL water ­+ iron nail
Before: Water was very clear and it wasn’t viscous. It had no odour and it looked smooth.
After: We didn’t see anything happened but I predict that the iron nail would oxidize or rust as time goes by. Also, I think that the rust would smell because that's what I smelled when I accidentally smelled a rust before. Moreover, I predict that the water will have an orangy color.
Is a new substance made? Yes, I bet
Type of Change: Chemical



8.) 3 mL sulphuric acid + 2 cm magnesium ribbon
Before: Refer to #1 for the description of sulphuric acid. The magnesium ribbon was flimsy and it was a small and tiny strip of grayish metal.





9.) 3 mL copper sulphate solution + 1 spatula iron fillings


Questions:

1) How is liquid different form solid in shape and volume?
Solids have a definite shape and volume while liquids don’t. Liquids follow the shapes of their containers. This is mainly because of the formation and the motion of their particles.

2) How are gases and liquids similar in shape and volume?
The similarity between the volumes and shapes of gases and liquids is that they both have indefinite shape and volume. They also follow the shapes of their containers. However, gases have more indefinite shape and volume. This similarity occurs due to their particles.

3) How are solids and gases different in the amount of space between particles?
There's a big difference between the particles of solids and gases. Solids have particles that are very close together and because of that, they can only vibrate. Gases, on the other hand, have particles that are very far apart from each other and their particles are very hyper and bump into each other.

4) a) How does the space of particles change as energy is added to the particles?
When energy is added to particles, their kinetic energy increases and their spaces become wider.

b) How do the spaces change, as energy is lost?
As energy is taken from the particle, the spaces between the particles become narrower. It is due to the decreasing kinetic energy.

5) a) How does the behaviour of particles change as energy is added to particles?
The particles become more hyper and full of motion as energy is added to it.

b) How does the behaviour of particles change, as energy is lost?
The motions of particles slow down as energy is taken away from the particles. If there is no longer energy, the motion within the particles will be very slow.

6) What happens during condensation?
During condensation, gas is turned to liquid due to heat taken away from it.

7) What is the difference between sublimation and deposition?
Sublimation is the process in which solid changes directly to gas without reaching the liquid state. When deposition occurs, however, gas directly turns to solid, skipping the liquid state.


Conclusion:

The lab experiment today was full of fun because we were able to combine solution and other elements and watch how they change when combined with other things. I learned that when you combine chemicals, sometimes, you wouldn't really get what you expected to result. For example, when combining potassium iodide and lead nitrate solution, I didn’t get what I thought of getting. I thought I would get a faint, thin mixture but I got the opposite. After doing this lab, I learned that some chemicals could dissolve other chemicals in a few seconds after you shake them together. That is what I have observed when I combined sulphuric acid and copper carbonate. Moreover, I learned that copper carbonate, after being liquefied, is denser than sulphuric acid. I saw an oil and water effect while combining the two of them and I didn’t expect that. I think these changes happened because of the things in the chemicals. Maybe, there are some things in the vinegar and the baking soda that reacted with each other which caused the mixture of vinegar and baking soda to produce bubbles. Finally, I learned that some chemicals could be an environmental hazard because our teacher didn't let us throw some of the mixtures down the sink.

Additional Photo:

***This is our test tube rack! (The sulphuric acid and copper carbonate mixture, where are they?...Maybe, I was holding it, my bad!)


***This is our test tube rack with the sulphuric acid and copper carbonate mixture. I wasn't able to put the other chemical mixtures because the we we're already in a hurry to clean up.

Lab Experiment 1: Combining Elements

September 13, 2008 Combining Elements Julie Anne A.

Day 1, Period 4

Purpose: To practice observation skills by describing changes that occur when chemicals are combined.


Materials:
· 1 large test tube
· 10 mL of water
· 20 mL of vinegar
· 3 raisins
· 5 g or 2 scoops of baking soda
· Timer




Procedure:
1. Pour 10 mL of water into a large test tube.
2. Add 20 mL of vinegar.
*Record Observations*
3. Add the raisins.
*Record Observations*
4. Slowly add 5 g of baking soda.
*Immediately record observations and describe changes at 1 min, 3 min, and 5 min.


Data and Observations:
Step 2:
Water and vinegar
The water became cloudier and the strong smell of the vinegar became slightly weaker.


Step 3:
Adding the raisins
Bubbles were form on the raisins. The mixture became a bit clear. The vinegar still has its odor.
*The raisins are still at the bottom. This is the picture before the addition of the baking soda.


Step 4:
Adding the baking soda
A lot of fizz was formed in the mixture and bubbles were on top of it. Two raisins floated for a few seconds on top of the mixture. There are bubbles going upward. The smell of the vinegar was not as strong as it was in the second step.
*Baking soda was added. The mixture has bubbles on top of it.*

*The mixture started to bubble up and rise*
*The mixture was rising*


Step 4:
1 min
One raisin floated for a long time and it was followed by the other two raisins and while the three raisins were floating, bubbles were going upward. The vinegar odor became weaker.
*This one raisin floated for a long time while the other two tried to float. I notice some discoloration of the raisin here.


Step 4:
3 min

One raisin was on top for a long time while the other two floats for a few second and drops. There were also still bubbles that had the upward motion. The vinegar odor is gone.
*As you can see, one raisin was one top and the other two stayed at the bottom but those two floated too but only for a few seconds.


*Inside of the test tube*

Step 4:
5 min

After five minutes, three raisins floated then two of them dropped. At 05:40, three raisins floated but after about fifteen to seventeen seconds they started to float again. By this time, the mixture is very cloudy and there’s completely no vinegar smell.

***The End***

Questions:
1. List and describe the different changes you observed in the beaker.

There were a lot of changes that occur in this experiment. Before combining the water and the vinegar, the water was very clear and the vinegar had a very strong odor that you can smell it even if you are a few centimeters away from it. After combining the vinegar and the water, the water became cloudy and the strong smell of the vinegar became cloudy and the vinegar’s strong smell became slightly weaker. The raisins looked like normal raisins before it was added to the mixture. When it was combined with the mixture, little bubbles were formed on them and they stayed at the bottom of the test tube. Also, the mixture became a bit clearer. The baking soda had solid quite fine grains. When it was added to the mixture, it reacted with the mixture and fizz and bubbles were created on top. In addition to that, the mixture became cloudier and started to rise. Furthermore, when the baking soda reached the bottom of the large test tube, bubbles were going in an upward motion. Moreover, raisins were floating on top for a few seconds and some floated for a long time. Finally, the vinegar odor was very weak.

2. What happened to the solid baking soda that you added to the beaker?
The baking soda was still in its solid form and it stayed at the bottom of the test tube.

3. Describe and explain what happened to the raisins after the baking soda was added.
When the baking soda was added to the mixture, the raisins floated up and dropped after a few seconds. Also, I noticed a pattern regarding the raisins’ movement. One raisin stayed on top for a long time while the other two stayed at the bottom. However, after about 15 to 17 seconds, the two raisins would float and they would dropped again after about 15 seconds. I think the movement of the raisins was caused by the upward motion of the bubbles that were created by the reaction of vinegar and baking soda.

Conclusion:
The experiment today improved my observation skills because before this project, I didn’t really pay attention to the detailed description of how something felt and how something looked like. However, when I started to write my observations, I had to jot down a lot of words and I didn’t know what to add to my list so I started examining the mixture carefully to fully see the detail of it. I started to use some of my five senses and I learned that by using them, I could prolong the details in my observations. Also, in this experiment, I learned that the reaction between the baking soda and the vinegar was so strong that it can move the raisins.