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.