The Chemistry Pennium Lab post 3

OBJECTIVE:
In this lab we investigated the concept of atomic mass and how it was derived. we developed our own unit of measure, the CMU, and used it to measure the relative masses of other coins. at the conclusion of the lab we were able to explain how scientists developed the system for AMU's (atomic mass units) and how it is applied to determine the relative masses of other atoms of other elements.

PROCEDURES:
1. Obtain a packet of pennies.
2. Sort the pennies onto two groups: pre 1982 and 1982 and newer.
3. Measure the mass (in grams) of each stack of pennies. Record the mass of each penny stack in a data table. Count the number of pennies in each stack.
4. Measure the mass in grams of a half dollar, quarter, nickel, and dim. Record these values in a data table.
5. Answer the questions below and then continue with part 2.


Hypothesis:  Different types of coins represent the different types of isotopes. Such as the pennies, Nickels, dimes , and quarters. By weighing the different types of coins and knowing the quantity of each, we will be able to figure out the atomic mass.

Questions: 
1. Does each penny have the same mass?
2. Can you identify two "penny isotopes" based on the masses of the pennies? Explain.
3. What does your data tell you about the relationship between mass of a penny and date of a penny?
make a generalization.


Answers:
1. No there was a significant difference between the post and pre mass.
2.Post and pre. The dates on the pennies indicate what metal the penny is made of.
3. The difference between pre and post pennies is that the pennies, weather older than 1892 or newer that 1982 are up of different materials.

CONCLUSION:

Our hypothesis was true and was accurate.

SIDE NOTE:

 Most elements consist of a mixture of 2 or more naturally occurring isotopes. If you don't know already, isotopes are atoms of an element that vary because they have different mass numbers, and numbers of nuetrons)

 

The Candy Lab #4

INTRODUCTION:
 Purpose-
 To use a Candium model to explain the  concept of atomic mass.
 To analyze the isotopes of Candium and calculate its atomic mass.

HYPOTHESIS:
The different types of candies represent the different types of isotopes. M$M's, Skittles, Six lets, and Gobstoppers. By weighing the different types of candies, and knowing the amount of each we will be able to figure out the atomic mass.

MATERIALS:

• A tipple beam balance
• Samples of Candium ( The different Candies )

PROCEDURES:

• Obtain sample of Candium 
• Separate it into it's 4 isotopes.
• Determine the total mass of each isotope.
• Count the numbers of each isotope. 
• Record data and calculations in the data table create a data table that has the following:

DATA:

	Gobstoppers	Six lets	Reg.            M$M's	Skittles
Relative Mass	19.52g	22.52g	25.82g	20.11g
Relative Abundances	12	28	30	19
Avg. Mass	1.63g	0.8	0.86	1.06
% Abundance	7.40%	3.20%	3.00%	4.70%

DISCUSSION:

This lab helped us to better understand atomic mass. By following the lab procedures we were able to grasp the idea better as students. The lab was fun and unique with the different twist with the candy. 

CONCLUSION:

Our hypothesis was correct and we were able to understand the atomic mass of each type of candy. 

SIDE NOTE:

Atomic mass:is a unit used for indicating mass on an atomic or molecular scale. It is defined as one twelfth of the rest mass of an unbound atom of carbon-12 in its nuclear and electronic ground state,

#2 Chemical Lab

Introduction:

     Prior the the experimenting in the lab, we read and understood the lab procedures that were needed for a successful experiment. Thinking of what might happen to the aluminum foil , we then created a hypothesis, keeping in mind the supplies needed, and the processes that were going to take place.

Hypothesis:

    We presumed that the coper sulfate and the water would have a chemical reaction creating some sort of a temp. change. Then with the added aluminum we suggested that the aluminum would melt do to the water and coper sulfate solution. With the arrival of the salt we then made the assumption that it was going to speed up the process, acting ling some sort of food or energy for the chemical reaction.

Materials:

• A glass stirring rod
• A thermometer
• A 100ml. graduated cylinder
• A small square of aluminum foil
• Copper (II) sulfate pentahydrate
• Water

Procedures:

• First, form a lab group of two or three people. Go to your lab station after taking all appropriate safety precautions we have discussed in the safety lecture.
• Go the the appropriate source and add some water in your beaker. The exact amount is not important, although it should be between 75 and 100ml.
• Now using the scoopula, obtain some of the copper sulfate. Again the exact amount is unimportant, but your scoopula should be about one quarter filled with the solid.
• Stir with the stirring rod until all the solid has dissolved.
• Obtain the aluminum foil sample in front of you and crumple it into a loose ball. Place the aluminum ball into the copper sulfate solution, and stir gently for about 15 sec.
• Now add some salt with the same clean and dry scoopula.
• Stir until all the salt is dissolved.

Data:

    Observing what took place during the experiment.

• There was not an exact set amount of ingredients
• The copper sulfate did not dissolve easily, it took grate amounts of stirring
• The copper sulfate turned the water a bluish looking color.
• The temp. was consistent for most the duration of the experiment, but as we added the salt which created a chemical reaction, the temp. also rose
• There was a distinct smell when the chemical reaction took place
• There was a gaseous vapor, as well as bubbles with in the graduated cylinder.

   
Discussion/ Condlusion:

    The expermint was fun ad intresting. We came to an understanding that the salt served as a sort of energy that caused the chemilc reaction ( copper sulfate and water ).We found that our hypothesis had somewhat been right about the aluminum being mealted.













   

Bubble Lab

Questions to be answered:
1. Did you observe any differences in your ability to produce bubbles using the mixtures in cup 1 and cup two?
2. Did you observe any differences in making bubbles in cups 1 and 3?
3. what can you conclude about the effects on of table sugar and table salt on your ability to produce bubbles?

Background info.
Each group member predicted a different cup would produce the most bubbles out of all. Each of us having  a diverse background with bubbles we all had similar hypothesis but didn't pick the same cups.

Hypothesis- All the cups had a base solution of dish soap which produced bubbles already, but with the added ingredients such as the sugar and salt. The production its that with the sugary substance it is going to create a more sticky solution for better creating stronger bubbles. Thus we went with the cup with the added sugar.

Procedures- 
1. Label three drinking cups 1, 2, and 3 . Measure and add one teaspoon of liquid dish detergent to each cup. use the measuring cup to add two thirds of a cup of water to each drinking cup. then swirl the cups to form a clear mixture. CAUTION! Wipe up any spills immediately so that no one will slip and fall.
2. Add a half teaspoon of a table sugar to cup 2 and a half teaspoon of table salt to cup 3. Swirl each cup for one minute.
3. dip the drinking straw into cup 1, remove it, and blow gently into the straw to make the largest bubble you can. Practice making bubbles until you feel you have reasonable control over your bubble production.
4. Repeat Step 3 with the mixtures in cups 2 and 3.

Data- We readily observed that when a surface is wet you can blow large bubbles. We also noticed the swirling colors that inhabit the bubble.