What is the change in enthalpy in a reaction of HCl and Mg.

Abstract

• This experiment was conducted to calculate the a reaction's change in enthalpy experimentally.  We used a styrofoam calorimeter to calculate the enthalpy of HCl and Mg. we learned that it was pretty easy to calulate the enthalpy, and we had a percent error of 8%

Safety Concerns

• Wear Safety Goggles
• Tie hair back
• if skin touches HCl then you should wash your hand imedialtly
• Fumes may be irritating so keep fumes and calorimeter away from your face

Materials

• Styrofoam Calorimeter
• Safety Goggles
• 50 mL HCl
• .2 g Mg
• Spark system with thermometer

Directions

1. Measure out 50mL of HCl and pour it into the calorimeter
2. Weigh the Calorimeter + HCl and record
3. Record the initial temperature of the HCl
4. Measure out no more than .2 g of Mg, and then calculate the actual mass.
5. Roll up the Mg into a ball
6. Put the Mg into the calorimeter and put the lids on. Stick the temp probe in and record the temperature.
7. Make sure to continue to stir the HCl to keep the temp constant
8. Record the temp after every 15 seconds
9. When the reaction is complete, clean up your tempurature probe, and your othe equipment.

Evidence

1. 2HCl + Mg = MgCl2 + H2
2. Q=3432
3. J=3.432 kJ
4. .008 mol Mg
5. 429 kJ per mol
6. -466.75 kJ
7. 8.09%

Refer to Lab page for experiment details.

• http://www.hallscience.info/home/advanced-chemistry/heat-of-reaction-lab

Claim

•  the change in enthalpy for the reaction between HCl and Mg is 429 kJ/mol

Explanation.

• The enthalpy shows that this reaction is exothermic. With this we can learn learn how much energy it takes to make different reactions. We could also learn how much energy it takes to make pudding. The evidence was calculated using quescion from the lab page at the website above

Overall the feedback was negative but it was helpful in improving my paper. The feedback explained that I should explain the research projects in more detail. I should have made sure to have cited the paper better. Also he said I need to format it a different way. His review of my paper helped me understand what they are doing in CBiRC.

I would probably research the subjects more to get a better understanding of them. I would also get rid of unnecessary information and sentences that distract form the point of the paper. I will try to make the conclusion alot stronger. I will also make reformat the paper to actually reflect what an actual research paper might look like in college. I will also change the cover picture so it matches the theme of the paper.

I do have one question though. Did I explain the different thrusts correctly? I wasnt sure if I explained them correctly since I had trouble with them when writing the paper.

I would like to thank you  Bryon Upton for evaluating my paper. It is greatly appriciated.

Research Question

• How do the pH and concentration relate in weak and strong acids and bases/

Abstract

• This experiment was conducted to see how the pH and concentration relate in weak and strong acids/bases. the problem we adress is what method should we use. My partner and I used the method with the Spark system and pH probe. My partner and I felt this was more accurate than using the pH paper. We made sure to obtain the data for the concentrations of the solutions, and the [H+] ions. Overall I concluded that for acids the [H+] ions are the highest when the acid has a high concentration. 

Safety Considerations

• You must wear safety glasses at all times
• You can choose to wear gloves

Materials

• Spark system with pH probe
• 16 beakers, 4 for each solution
• Distilled water
• 50 mL HCL 
• 50 mL Acetate
• 50 mL KOH
• 50 mL NH4OH
• a graduated cylinder

Directions

1.   for all the chemicals you are going to create a table with each solution on the left and the headings of concentrations of each solution, the pH, [H+], pOH, [OH-], and strong or weak for the top.
2.  for each chemical you are going to need to make a serial dilution
3. You must measure out 50 mL of the original solution into a beaker1. 
4. Take out 5 mL from the beaker of the previous steps beaker, and place it into another
5.  Fill the rest of beaker2 with with 45 mL of distilled water
6. Take 5 mL of the solution from beaker 2 and put it into beaker 3. fill the rest of the beaker with 45 mL of distilled water
7. Take 5 mL of the solution from beaker 3 and put it into beaker 4. Fill it up with 45 mL of distiled water
8.  Repeat that step with the rest of the chemicals
9. Next you set up the spark sytem with the pH probe.
10. Once the pH probe is connected to the spark system. turn it on and pre pH
11. Put the pH probe in each dilution of each solution and record the pH in the table.
12. You then must calculate the the [H+], pOH, and [OH-] and record it
13. you can use the equation      pH= -log[H+]   pOH= -log[OH-]  14 - pH = pOH
14. to figure out if a base is strong or weak use pH paper to test it
15. Compare the colors the paper shows. The more intense colors are strong, the duller colors are weak bases
16. FInsih filling in the table

Evidence Collected

Click here to download:

chemph.xlsx (13 KB)

(download)

Click here to download:

chemph.xlsx (13 KB)

•  Here is the data we collected. it contains the chart we used and a graph of the concentration and [H+] ions.
• You may have to download file to see graph

Claim

If anacidic solution has a high concentration, then it gives off more hydrogen ions.

If a basic solution has a high concentration, the less [H+] there are.

Scientific Explanation

We found that the higher the concentration in a acid related. The higher concentration in an acid the more [H+] produced. The data table helps show this becuase you can look at the acids, HCl and Acetate, and see that as the concentration decreases the [H+] ions decrease. this data helps  you tell if a dolution is a base or acid since acids give off [H+] ions

Research Question  

• Can you verify Beer's Law through Colorimetry?

Abstract

·     This experiment was conducted to learn how to make a stock solution for a serial dilution, and to understand the concepts of Beer's law through concentration and absorbance. The problem we tried to address was how to verify Beer's law. To solve this problem we used colorimetry.We diluted some Copper (II) Sulfate and created some serial dilution each with a different concentration of Copper (II) Sulfate and amounts of distilled water. He results we found were that the as the volume of distilled water increased the concentration of Copper (II) Sulfate decreased, and a decrease in absorbance. The overall conclusion I came up with was that the concentration of a solution is related to the amount of absorbance. As the concentration increases the more absorbance there are and vice versa. 

Safety Concerns

•  Wear goggles at all times during this lab
•  Wash hands after the lab

Materials

·     Spark System and Colorimeter

·     Test Tube Holder

·     6 test tubes

·     Distilled water (15 mL)

·     Safety Goggles

·     Copper (II) Sulfate (3.121g)

·     2 Pipets one for the water , and other for the stock solution

·     a Graduated Cylinder

·     Beaker

·     Digital Scale

·     25mL Volumetric Flask with cork, for stock solution

·     6 Glass cuvettes 

Procudure

Stock solution

1.   Gather all the equipment, and put on the safety goggles.

2.  You then must create and fill in the chart given to you like in Fig.1. You can’t fill in the read absorbance until you have created your dilution and started to measure absorbance.

3.  You then have to create the stock solution, which starts out with you measuring the 3.121g of Copper (II) Sulfate with the digital Scale.

4.  You then put the Copper (II) Sulfate into the volumetric flask and fill the flask to line, that represents 25mL, with distilled water.

5.  Close flask with Cork and shake until all the Copper (II) Sulfate had dissolved in the water 

Dilutions

1.  Label the test tube 1-6

2.  Using the chart you filled in you must now make the dilutions. The columns titled Volume of Stock Solution and Volume of Water is where you get the needed data to create the dilutions

3.  In test tube 1 you are going to add 1 mL of Copper (II) Sulfate solution and 4 mL of distilled water using the pipet, to measure precisely you should use a different pipette for the water and stock

4.  You must also use the graduated cylinders no measure exactly how much you need of the stock and water and also use different graduated cylinders to prevent contamination.

5.  In the second test tube you add 2 mL of Copper (II) Sulfate solution and 3 mL of distilled water

6.  In test tube 3 you add 3 mL of Copper (II) Sulfate solution and 2 mL of distilled water

7.  In test tube 4 you add 4 mL of Copper (II) Sulfate solution and 1mL of distilled water

8.  In test tube 5 you add 5 mL of Copper (II) Sulfate solution and no distilled water

9.  In test tube 6 you add 5 mL of distilled water and no Copper (II) Sulfate Solution

 Measuring Absorbance

1.  You want to take the cord of the colorimeter and connect it to the spark system

2.  Turn on the Spark system, and calibrate the Colorimeter by pressing the green button on the Colorimeter 

3.  Once the Spark system is calibrated then  press the red absorbance and press show

4.  This will lead you to a graph; you want to just see the percent of the red absorbances, so you press the arrow at the top of the screen.

5.  Now that the Spark system is calibrated and set up you can start to measure the red absorbance of your serial solutions

6.  You start by putting the solution of test tube1 in one of the Glass Cuvettes.

7.  You place that Glass Cuvette into the colorimeter, close the lid, and start the recording of the red absorbance through the Spark system

8.  You record your results in the chart given at the beginning of the experiment

9.  You must continue steps 6-8 with test tubes 2-6

10.  If you have a red absorbance level that is off just recalibrate the colorimeter using the solution of test tube 6.  

11.  Clean up you lab when you are all done by washing all of the glass and pipets and putting them away, also put away the spark system and colorimeter where they belong

12.  Then using the data from the chart create a graph using the concentration of final solution and red absorbance

Evidence Collected

Figure 1

Figure 2

Claim

• With the data we collected we were able to verify Beer's law, which states that the higher concentration a solution has the higher the absorbance is. Figure 2 shows this data in a graph to show the relations.

Scientific Explanation

•     I learned about the general concept of Beer's law. Beer's law pretty much states that the more concentrated a solution is the more light it absorbs.  An example being if I had a highly concentrated solution of Iodine, the absorbance of the iodine would be high to since not a lot of light is able to pass through it. I can apply this information whenever I make a dilution. Knowing this I can somewhat predict the absorbance’s of a serial dilution. This law applies to life because doctors and nurses use it to test blood. they use it to make sure you have the right amount of nutrients in your blood. you could also use colorimetry to find someones blood alcohol concentration.

   

This experiment was conducted to help use familarize with the Pasco Spark system. this experiment also helped learn how to use the colorimeter which measures the concentration of a liquid is in terms of  the liquids ability to allow light to pass through. this experiment also taught use hkow to make a standard serial dilution

The problem we had in this experiment was how to use the spark sytem and how to make a serial

dilution. To solve the problem of making the serial dilution we followed the instruction given by our instructor. At first we werent quite sure how to create the solutinos because the directions wer confusings but we were able to figure it out. When were were beging to use the spark system we had some problems with its calibration, since it would continue to give us very skewed answers. to solve that we made sure to calibrate it again. When it continued to give use skewed answers we tried calibration the colorimeter with distilled water. That seemed to solve the problem so we were able to finish our experiment.

Overall we obtained that the more concentrated a liquid is, the less light that can pas thorugh to liquid. 

Safety concerns

• Wear safety googles to protect from getting any of the liqud blue in your eyes
•  Wash your hands throughly after handleing the liqud blue
• The liquid blue may stain hands

Materials

• Distiled water
• Dilution Well plate
• Liquid Blueing Solution
• Beakers
• 10 Test tubes
• Pipets
• Pasco Spark w/ Colorimeter
• Glass Cuvettes

Procedure

1. Label your test tubes 1-10
2. Place 5 mL of Liquid Blueing liqud in test tube 1. This is a 100% solution and can be reffered to as 1x
3. Take 12 drops(.5ml) of liquid blue from test tube one and put it in test tube 2. 
4. Add 4.5 mL of distiled water to test tube 2.
5. Then take 12 drops of solution 2 and put it in test tube 3 
6. Add 4.5 mL of distile water.
7. Then take 12 drops of solution 3 and put it into test tube 4. 
8. Add 4.5ml to test tube 4
9. You must reapeat this process of takeing 12 drops of the previous solution and putting it into a new test tube, and adding 4.5mL, until you have filled all the test tubes
10. You then want to set up the Spark sytem and the Colorimeter
11. you want to take the cord of the colorimeter and connect it to the spark system
12. Turn on the spark system, and calibrate the colorimeter by pressing the green button 
13. You wait until all the precentages on the spark system are 100% and then you press the red transmittance and press show
14. This willl lead you to a graph, you want to just see the percents of the transmittances, so you press the arrow at the top of the screen.
15. Now that the spark system is calibrated and set up you can start to measure the transmitaces of your serial solutions
16. You will pour the liguid from test tube one into the glass cuvettes
17. Place the glass curvette into the colorimeter and close the lid
18. You will then turn to the spark system screen and  press the play button to start recording the transmitance of the solution
19. You then record the transmitance and switch out the curvette with the one filled with the second solution.
20. You repeat this process of testing with all the test tubes
21.  If for some reason you get a percent higher than 100 try recalibrating your sytem with dystilled water.

Results

Claim

• It seems that the more concetrated the solution was the less light that went through. 

Scientific Explanation

In this experiment we were supposed to learn how to make a standard dilution, and how to use the Spark sytem. I learned how to make a standard dilution, and how the concentration affects the transmittance. I learned how easy and very convient the spark system is to our class. the big scietific principle i learnd was Colorimetry. Colorimetry is the process of measuring the concentration of a solution. Colorimetry lookes at how concentrated a solution is in terms of its ability to allow life to shine through.

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

The standard model is a way for scientist to keep all the known sub particles in an organized manor. It also helps when there is a new particle that is found and it needs to be categorized. Since the chart is neatly organized it is easy to put new particles into the model.

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

There are 3 classes in the standard model. They are leptons, quarks and Force-carriers.

Leptons are sub-particles that are true elementary particles since they are not composed of anything smaller. Leptons have a ½ spin. There are types of 6 leptons and they are called the, electron, muon, tau, electron neutrino, muon neutrino, and tau neutrino. The Electron, muon and tau are put in a section together because they have an electrical charge. The Neutrinos are put together because they have no electrical charge. The leptons are put together with their opposite particle, called generations, and arranged from lightest to heaviest. The first generation is electron neutrino and electron. The second generation is muon neutrino and muon. The third generation is tau neutrino and tau.

Quarks are the sub-atomic particles that combine to create particles known as hadrons. There are 6 types of quarks. They are the up, down, bottom, top, strange, and charm quark. The up, charm , and  top quark have a  charge of  +2/3. They are on the top of the quark section.  The down, bottom and strange quark have a charge of – 1/3 and are on the bottom of the quark section.They are classified into 3 generation. The first generation is th up and down quark. The second generation is the charm and strange quark. The third generation is the top and bottom quark. The generations are arranged from lightest to heaviest.

Force particles are sub-atomic particles are exchanged between matter. The four force particles the photon, gluon, W boson and z boson. They are arranged by their force, top to bottom, electromagnetic force, weak nuclear force, strong nuclear force and strong force.

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

 As we learned in the Particle zoo, that there are some theoretical particles that scientist are trying to prove they exist. They are called the tachyon and higgs boson. I expect to see the standard model change in my lifetime by adding both the tachyon and higgs boson. the European Organization for Nuclear Research, CERN, will hopefully be trying to find the Higgs Boson, in their Hadron Collider. CERN also had attempted to find a tachyon by measuring the speed muon neutrino. I hop ethey find those 2 particles in my life time. Also, I believe scientist will continue to look for smaller particles than sub particles until there is nothing left to find.

Density Lab

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

Abstract:

This experiment was conducted to learn about density and some of its properties. To solve the problem we used the research question In what locations will the given objects be found in? Cork, Brass, Steel, Acrlyic, Polyurethane, zinc, Paraffin Wax. the locations are canola oil, water, and corn syrup. We obtained the densities, mass and volume of all the objects. We obtained the densities of the different locations too.  I concluded that if one substance has a smaller density than another than it will float in the substance that has the greater density.I believe that 2 of the objects will end up in the oil, 1 objects will end up in the water, 1 object will end in the corn syrup, and the 3 other objects will not float in any of the locations. The cork and polyurethane will end up in the oil. The parifin wax will end up in the water. The brass, steel, zinc, and acrylic will end up in the corn syrup, but not float in it.  

Safety Considerations:

Materials:

Procedure:

1. Set up a table to include the mass, volume and density of each object to keep the data neat and organized
2. Gathered all the objects and materials need for the experiment
3. We measured the mass of all the objects using the electronic scale and recorded them on
4. fill the graduated cylinder with warter to about 50mL. try to be exact as possible.
5. drop in one item and use the new heighth of the water to find the volume of the object. you take the new height - where you started. that should give you the volume. Record the volume on the table.
6. You should repeat step 5 using all of the objects, and make sure to record the data.
7. the next thing you need to do is find the density of each object. to find density you take the mass and divide it by the volume. make sure you have the right label for density which is g/cm^3  or  g/mL
8. Next you find the density of the different locations, which are canola oil, water and corn syrup, and record it on your table
9. then figure where the object will land if dropped into a graduated cylinder filled with corn syrup, water and canola oil. The locations just stated are placed from bottom to top.

Evidence Collected:

May included data collected in sentence or bullet point format. If necessary, you may insert graphs, tables and charts of data.

Claim

I believe that 2 of the objects will end up in the oil, 2 objects will end up in the water, 3 object will end in the corn syrup, . The cork and polyurethane will end up in the oil. The parifin wax and acrylic will end up in the water. The brass, steel, and zinc will end up in the corn syrup.

This is a brief statement (answer) that specifically addresses your research question.

Scientific Explanation:

I believe that 2 of the objects will end up in the oil, 2 objects will end up in the water, 3 object will end in the corn syrup, . The cork and polyurethane will end up in the oil. The parifin wax and acrylic will end up in the water. The brass, steel, and zinc will end up in the corn syrup. Well, the density of canola oil is .92g/mL, so if the object has a greater density than the oil it will sink and if it has a smaller density than it will float. The Cork has a density of .20 g/mL and polyurethane has the density of .90 g/mL, since that is less than the density of the oil, .92 g/mL, it should float. Water has a density of 1.0 g/mL so anything below 1.0 and above .92 will float in water, if it has a higher density it will sink. Paraffin Wax has a density of .93 so it should float in the water. the acylic has the density of 1.2 so it should sink to the bottom of the water but not go into the corn syrup.. Corn Syrup has the density of 1.38 g/mL, so the object will float if it has a density higher than 1.0 g/mL and less that 1.38g/mL.. Brass 8.0 g/mL, Steel 7.9 g/mL,  and Zinc 5.5 g/mL, all have a density greater than the density of oil so they will all sink to the bottom of the graduated cylinder and end up in the corn syrup.

Resources:

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