1. How do we determind the enthalpy of a reaction between magnesium and hydrochloric acid?

Heat Up Reaction Lab

2. Abstract

- This experiment was conducted to help students practice solving thermal equations and convertion skills. As a group we didn't have a problems with the procedure, but did have a problem when it come to calculating some of the reactions. Methods we use to anwser these questions were asking Mr. Hall for help, checking anwser and teamwork. Overall we had a precent error of 8.09% and was able to caculate the enthaply which is 429 kJ/mol.

3.Safety consideration

-Wear goggles

-wear close toe shoes

4.Materials

-calorimeter

-beaker

-magnesuim ribbon

-HCL 1.0M

-spark probe and themometer

5. Procedure

1 put on goggles and gather all equipment

2. Weigh the calorimeter

3, cut 0.2 g of magnesuim ribbon, form to a ball

4. measure 50 ml of HCl and pore into calorimeter

5. Weigh the calorimeter w/ liquid

6. Turn on Spark Probe and measure the temperture.

7. places the ball into the calorimeter and write down the temperture every 15 secs until the ball is fully dissolve.

8. collect data

5, DATA

After calculations, the enthalpy of the reaction between the magnesium and HCL acid is 429 KJ/mol

7. Scientific explanation

The calculation portion to find out the enthalpy was guided by the 6 questions. Which included convertions and past knowledge in order to solve. We were able to see how close we were by calculating the percent error.

Biorenewable Paper Feed back- Quynh Dang

The person that gave me the feedback was Pete Hondred, Graduate Assistant-Research in the dept of Graduate Assistant-Research

The feedback was over all understandable. The comments I recieve were straight to the point and is fully valid. I didnt provide enough evidence to support my statements. My paper also lack flow. And I need to empathize on the arugements I gave and explain my ideas better. I need to expand the vocabulary and use more scientific words then common phases. I didnt have any questions from the feedback but I was suprise to not get a comment regarding my atrocious grammer errors.

Research

Question: How are pH and concentration correlated in strong vs. weak acids and bases?

Abstract

This experiment purpose was to help student identify PH levels of different acids and bases, and a better understanding of PH calculations. The only real problems that we encounter was forgetting how to created a diluted solution, and creating the final data graph. Briefly before the lab had started the instructor revisit how to create a stock solution solving problem one. Problem two was self solve with the thanks of Microsoft excel and a little fiddling . In the end we were able to identify the PH concentration through PH paper and do PH calculations.

Safety Consideration

• wear safety goggles in lab at all times
• wash hands after/before lab
• follow lab instruction
• dispose of solution appropriately

Material(S)

• safety goggles
• distill water
• beaker
• pipets
• test tube
  
• PH paper
• marker
• paper towels
• PH level color chart
• solution of HCl, KOH, Acetic Acid and NH4OH 

Procedures

1. create a data chart of the lab

2. each solution gets 4 test tube, gets a label ranging from .1, .01, .001, .0001 , (for example        HCl .1, HCl .01, HCl .001 , AA.1, AA.01 and so on...)

3. Using pipets pip in 20 drops of solution into the (.1) test tube.

4. Take two drops of the .1 test tube and place it into the .01 test tube.

5. drop 18 drops of distill water into the test tube. take 2 drops from the .01 test tube and place it into .001

6. repeat step 4 and 5 for test tube .0001 and 3 to 5 for the other 3 solution

7. when everything is label and done take out the PH paper

8. place the PH paper on top of clean paper towels to get a more accurate reading.

9. place a few drops of the solution on the PH paper

10. wait 90 secs and record number according to the color of the PH paper and the color on the chart

Evidence

Claim

With the graph show we are able to show a understanding of how to indefity PH through PH paper. And with a fully filled out graph and work we as students are able to prove we know how to calculate the math of the PH  lab.

Scientific explaination

To me this lab was mainly to give some extra practice on PH problems. And a easy lab to help us familarize us with some equipment like the spark system again. It did help me remeber some stuff that we did last semester and get into the practice of typing up write ups again. Naturally PH are thing that we see everyday plus with the online challenge it was easy to follow and understand.

Research Question : "Can we verified Beer's Law using the colorimeter?"

ABSTRACT:

This experiment was to empathize a direct connection/relation with the diluted solution and the red absorbance. Not only that, like good scientists we were challenge with mathematical issues which helps served as some reviews. Overall majority of the process was self explanatory, however there were some pre lab issues we had to face. It took a while until we were able to figure out how much stock solution we had needed. With the help of other classmates and some guidance from the instructor we were able to finish the lab smoothly. As a final result we were able to conclude, that the more diluted and less concentrated the solution is, the smaller the absorbance level is. With our data we were able to confirm Beer's law.

SAFETY CONSIDERATION:

• Always wear safety goggles.
• Wash hands
• No horseplay
• Clean up station when finish
• Put away all equiment
• If there is ever broken glass, get instructor to dispose correctly

MATERIAL(S):

• CuSO4 solution
• 6 test tubes
• Colorimeter/spark system
• Pipets
• Sharpie
• Distilled water
• Glass curvettes
• Graduated cylinder
• Eletric scale
• small flat bottom flask

PROCEDURE:

1. Create data table and with Electric scale, weigh 3.1g of CuSO4

2. on the flask there is a white mark  indicating how much water is needed, and after putting the CuSO4 in add distilled water. put cork on flask and shake until the CuSO4 dissolve, creating stock solution.

3.label 6 test tubes from 1-6

4. In prelab there was a chart students were to filled out showing how much to add of the solution and distilled water, if not go to step 5

5. in the first test tube add 1 ml of CuSO4 stock solution, in test tube add 2 ml, in test tube 3 add 3 ml and so on. Till test tube number 6 which should have 0 ml of CuSO4 solution.

6. the key to the total amount of water needed in each test tube should be 5 ml. So with test tube 1 which contains 1 ml of CuSO4 you need to add 4 ml of water to equal 5 ml, test tube 2 has 2 ml adding 3 ml of distill water equals 5 ml , test tube 3 (3ml) needs 2 ml of distilled water and it contiune until test tube 6 where 5 ml of water is needed. (aka the control solution)

7.Turn on and connect the Spark system

8.With all the dilluted solution created, one by one transfer the solution into the glass curvettes

9. In order to use the Colorimeter, you must first turn it on and press the green button, then wait for it to reach 100% before using

10. Press the red transmittance and then press show, the next page you see well have a graph and on the corner there is a a green arrow press it and you are set

11. Place the curvettes into the colorimeter and press play, repeat the step for each curvettes and collect the data table

EVIDENCE COLLECTED:

(download)

Click here to download:

beer-s-law-ntxDeaovnrrHuothnecI.zip (78 KB)

CLAIM:

With the data collected we were able to show the connection between the amount of concentration and absorbance. The more concentrated a solution is the more absorbance can be found. This also applies to a less dense solution, meaning less red absorbance. Which in short is a verification to Beer's law.

SCIENTIFIC EXPLANATION:

Overall I think this experiment was more a more challenging follow up of the Serial lab. Instead of being first time users, this time we were to put ourselves in a perspective of a curious scientist who try to verify data/task given to him/her. And because of this I was able to learn a bit more about diluted solutions and how useful a colorimeter.

Abstract

This experiment was used to teach students about liquid dilutions and how to use the Colorimeter and Spark system. By doing this experiment we are able to create a standard understanding of creating simple dilluted solutions and how to measure these solution transmittance.

During the whole lab majority of the instruction was understood. However when it comes to actually using the Colorimeter some issues on using it correct was arised. With a little experimenting and asking instructor this problem was quickly erased.

Safety Concerns

-Bluing may stain, handle with care

-Must wear safety goggles at all time

-Wash hands when finish with lab

-Avoid any loose clothing and wear closed toe shoes.

- Be careful with lab equiment

Materials

-Distilled water

-10 test tubes

-2-3 Pipets

-Bluing solution

-Pasco Spark and Colorimeter

-Glass Cuvettes

-Graduated cylinder/Beakers

-Sharpie

Procedure

1. With sharpie label the test tubes from 1 to 10.

2. Measure out 5ml of bluing and pour it into test tube 1.

3. Take 4.5 ml of distilled water and place it into test tube 2

4 Take 12(.5 ml estimated)  drops from test tube 1 and put it into 2.

5.Take 4.5ml of distilled water and pour it into test tube 3

6. from test tube 2 take 12 drops and place it into 3.

7. Repeat taking 12 drops from the previous test tube and adding it to the next. Also filling the next test tube with 4.5ml of distill water until all 10 test tube is filled.

8. Then connect the cord of the Colorimeter and Pasco Spark

9. Turn on both equipments and press the green button on the Colorimeter

10. On the Colorimeter wait for the pecentage to reach 100% after that you can press the red transmittance and  then press show

11. You well be presented with a graph, because the graph is not need for this lab, on the top of the screen there well be a arrow and in order to see the percentage you have to press it.

12. With the Colorimeter set up, one at a time transfer the bluing solution in the test tube into a glass cuvette.

13. Place the cuvette into the Colorimeter and press play. By doing this you are able to see the transmitance of the solution

14. Record data and repeat step 12 and 13 for all test tubes.

Result

Claim

The less diluted and dense the concretration is, the less light capable of moving through the solution.

Scientific Explanation

In short this lab was to teach students, how to use new equiments like the colorimeter and skills like learning how to create diluted solution. Also because of some vague instructions, students were able to flourish new observant skills and handy tips of combine workmanship among peers.

--Why has the Standard Model become such an important tool for scientists?

The Standard Model is a chart to classified and organize sub particles. The model is simple to understand and can easily be modified as the science field progress to explore new findings.

--Explain how subatomic particles are classified. Include information about the properties used to classify.

According to our model there are 3 main classifications, Lepton, Force carriers and Quarks. Most of the sub particles are listed under one of those 3. however there are some that unclassfied like proton and a theories particles. 

The first group is lepton and are supposely elementary sub particles. Lepton consist of 3 generations and consists of: electron, tau, muon, muon neutrino electron neutrino, and tau neutrino.

The second group is  Force carriers, which holds photon, gluon, W boson and z boson. Known for weak and strong nuclear forces.

The third group is quarks,said to create hardron particles. There are 6 current quarks; up, down, strange, charm, top and bottom. They too are seperated into 3 different generations,

--Describe any updates of modifications you could see coming to the Standard Model during your lifetime.

Modifications to the model seem very possible right now, since there are few sub particles that are still in the therotical stage. I'm sure as science progress we well be able to indentify them and officially put them on the standard model, or at least until we can find all the sub particles that exist.

Research question : In what locations will the given objects be found in (Cork, Brass, Steel, Acrlyic, Polyurethane, zinc, Paraffin Wax) in canola oil, water, and corn syrup?

Abstract: This experiment was created to help students understand more about density and the varies from differents forms of liquids and matters. The problems for this lab was to figure out the the density of the seven objects through measuring the weight and volume, with those information we were able to conclude if the object would float in the 3 locations. We use the methods of comparing the density of the objects to its locations. As a result I concluded, if the object density was greater than the liquids density than it wouldn't float. However if the denisty was lighter the object well float.

Safety Considerations:

• Cleans hand after finish with lab
• Be safe around the objects

Materials:

• Liquids ( corn syrup, water, oil)
• Substances- one of each ( Corks, Steel, Paraffin wax, Arylic glass, zinc, brass)
• graduated cylinder
• electric scale
• computer

Procedure:

1. Prepare all the materials
2. set up table for lab, seperate columns for the object's name, mass volume and density
3. set electric scale to 0 and carefully weight each substances
4. fill the graduated cylinder to a easy to count number like 30 ml, drop the substances inthe cylinder and count how many ml the water went up, that should give you the volume.
5. repeat 4 for the rest of the substances.
6. do a brief research for the density of corn syrup, water and oil.
7. collect and write data

Evidence Collected

Claim:

The cork, paraffin wax, and polythene well be located in the oil. The acrylic glass well be above the corn syrup and near the bottom of the water. And the rest of the objects well be located at the bottom of the cylinder in the corn syrup.

Scientific Explanation:

In short, objects with lower density than the liquid it is place in, well float and if the density is higher it well sink. I believe the cork(.20g/ml) and polythene(.90g/ml) well float because both the denisty of both these substance is lower than the oil density which is .92g/ml. However I do think the paraffin wax well be near the bottom of the oil instead of floatting in the water, simply because the density of the wax(.93g/ml) is closer to the oil than the water(1.0g/ml). The acrylic glass well be in the water and near the top of corn syrup because the density of the glass isn't great enough to sink into the corn syrup. As for the zinc(5.5g/ml) , brass(8.0g/ml), and steel(7.9g/ml)  I believe those well sink all the way to the bottom of the corn syrup (1.38g/ml) because there density is far beyond the corn syrup density.

Resources:

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