Flame Colors

So the main reason I wanted to take Chemistry was to play with fire and chemicals. Now I know doing either one of its safe. But you have to admit its pretty fun and in our last lab we combined the two reasons i really wanted to take Chemisrty FIRE and CHEMICALS. Earlier in the week we learned about the color emission spectrum. It goes from red, orange, yellow, green, blue, violet this order also goes from the least powerful to the most powerful. We also learned that certain elements emit a colored flame when put into a flame. The electrons of a atom usually try to get as close to the nucleus as possible or its ground state, but when the are put in a flame they gain energy and become excited. When they are excited they dont stay that way, they jump from one level to another the go back to its ground state in less than a second. When they move back to ground state the energy is released in small packets of light called  photons. These photons are what actually make the color that we see. Some elements burn off the same color so you cant exactly tell which element it is by burning it. The way you can tell which element is which is by the light passing through a prism and the Atomic Emission Spectrum. After its passed through it leaves its mark almost like a tattoo. So no matter what you do to the element it will always have to the same absorption spectra. The absorption spectra is when the element absorbs certain colors. No element has the same absorption pattern. So in the lab the elements we test all had names except the last three. The last three where a combination of one of the other elements and we had to guess to which one they where. These are some of the pictures.

H-Bombs

In Chemistry we've been learning about some chemical reactions. So we did a lab called The Atomic Mass Lab. The whole purpose of the lab was to make hydrogen gas. In the lab you needed Clips and shavings of magnesium

and calcium

with Hydrochloric acid.
We used a pneumatic trough, Wheaton Bottles, and graduated cylinders. We had to fill the trough half way then fill the bottles to the brim. Once we filled the bottle we poured the water that was in the bottle into the cylinders to take the mass. After we massed to water we had to fill the bottle back up, covered the top of the bottle and turned it upside down in the trough without getting any air bubbles in the bottle.

When we got the two bottles in the trough we put the acid in the flask along with the magnesium or calcium. Once the bottles where filled it would start bubbling out the sides so we would use the glass cover to take the gas filled bottle out and move the water filled bottle over the hole where the gas would bubble out. To test if we did make hydrogen gas we lit a stick and quickly put in the bottle, this way it would make a "pop" sound. This proved it was hydrogen because hydrogen reacts with fire, that's how H-Bombs explode. Along with learning how to make Hydrogen we learned that the same mass of Magnesium has a greater reaction to HCL than calcium. When we combined the calcium with the acid it took a little less than a bottle and a half to trap the hydrogen gas. When we combined the shavings of Magnesium with acid it took a little over two bottles to trap the hydrogen gas. So out of this lab we learned how to make mini H-Bombs and the reactions of magnesium and calcium with HCL.

What is Matter?

In chemistry class we started learning about the history of matter. While learning this we also learned that in the late, late past it didn't matter if you were right it just mattered how many followers or people believing you had. So a lot of the early scientist where wrong. The first person we learned about was Aristotle.

His idea was that there was no such thing as empty space and matter can only be made of earth, fire, air, and water. We proved his idea wrong because while learning about gas particles we learned about how the flow freely through empty space. The second was Dalton all his ideas where based around the atom. They ranged from color, shape, size, and motion of the atom. A few of his ideas where right such as atoms are invisible and indestructible, atoms of the same element are the same size and color, and atoms of different elements are different, and when you combine elements they create a compound. When learning about Dalton we did an online computer assignment that showed all of the scientist experiments. He also thought that protons and neutrons and electrons where just scattered all over the place in and atom. 

The scientist that proved Dalton wrong was JJ Thomson. He used his cathode ray experiment to show the charge to mass ratio and that the mass an electron is less than the mass of the lightest element.

Next was Robert Millikon who discovered that an electron carries a negative charge and used Thomson’s ratio to calculate the mass of an actual electron. Rutherford discovered the atom is mostly empty space and the proton and neutrons are all in the nucleus, through an experiment.

Also protons and neutrons are bigger than an electron, making the nucleus the densest part of an atom.

Dry Ice

In chemistry we did an experiment with dry ice. Dry ice is very cold and made of Carbon Dioxide. Because it’s so cold it burns you if you touch it. The difference between dry ice and regular ice is if you add regular ice to water it eventually turns to a liquid, when you add dry ice to water it skips a stage and goes straight to gas. When a solid can go from a solid straight to a gas it’s called Sublimation. First, we had to put 150 mL into our calorimeter and take the temperature of the water then go get our chuck of dry ice from our teacher. After we took the mass of our piece of dry ice when took it to our calorimeter and placed it into the water.

If you watched carefully and blew the smoke away every once in  a while you would see as the ice was subliming it created white bubbles on top of the water and if you were to touch the bubble or let it burst on its own the gas would come out.

The gas would then spill over the sides. As you watched the smoke go over the sides of the calorimeter it reminded me of the fog they have that comes out in the fog machines people use for Halloween.

Stirring the ice in the water helped it sublime faster. Even though the solution created smoke, the smoke was fairly cold. To verify it was cold there was a drop in the temperature of the water. If you were to compare how much energy it takes to separate the particles when a substance is subliming to how much energy it take in melting/ fusing. It takes 333 J/g to melt ice compared to 640 J/g to takes to see ice sublime. From this lab I learned there was a thing as sublimation.

This was my favorite picture 😊.

Hot Metal

In chemistry we've been learning about heat and energy. We found that heat is a factor of energy. Heat is the energy transferred between you things that don't have a equal temperature and are touching. The symbol for heat is a lower case letter q (q). The scientific measurement units are Joules (J), KiloJoules (kJ0, Calorie(cal), and Calories ((Cal) food). Specific heat is an object ability to absorb or release heat without it chemically change. We also learned the there is a equation that relates all these things.

• q= the heat absorbed (+) or released (-)
• m= Mass
• c= Specific heat
• (triangle)T= change in temperature

You determine the mass by mass the object you are using. You find the change in temperature by subtracting the final temperature from the initial temperature.
This equation came into play when we did a lab called " Determining the Specific Heat of Metals". In this lab we used a Bunsen burner, tongues, thermometer, iron and copper fittings, balance, graduated cylinder, and a home made calorimeter. First, we had to fill the calorimeter with 200 g of water and place the thermometer in the water and record the temperature.  After we massed the fittings we used the tongues to hold each fitting or the burner we waited until the metal change colors to predict the temperature of the fitting.

Once we recorded our predicted temperature we plunged the hot fittings into the cups or water. As we watched the thermometer we noticed the temperature continued to rise but it wasn't a hug jump. After we had all or information recorded We used the formula to calculate the heat and specific heat. Resulting from this lab I learned that the energy really does bounce back and forth through objects that have come into contact with each other until they are even and just because something is really hot doesn't mean the temperature or change dramatically.

Icy hot patch or icy hot experiment

In Chemistry we did a lab called the " Icy Hot Lab". This lab was all about seeing the temperature of water as it changed from a solid from a liquid then a liquid to a gas. For this lab you need a Burner, matches, a breaker, ice, a computer, and a temperature probe. First you'll need to crush the ice and place the ice in to beaker. After place the temperature probe into the ice and plug the probe up to the computer so it can record the temperature on a chart as the time goes by. The most important thing about this lab is that you don't leave your station because sometimes the computer will stop recording, so you have to be there to restart and restore the graph so you don't lose any critical information. Before  we conducted the experiment the class hypothesized that the relationship wouldn't be direct but it would have an upward slope.

But the graph actually had plateaus and upward slopes.

The low temperature plateau was when the ice was changing to water,melting from a liquid to a solid, and had Eph- phase energy; arrangement of particles. The region of temperature change was when the water was stuck in the liquid phase and had Eth- thermal energy; particle motion. The high temperature plateau was when the water was evaporating from a liquid to a gas and had Eph. The last upward slope was when the water was completely evaporate to the gas and had Eth. So from the results we got our hypothesis wasn't that off. The reason I think the graph had plateaus when the water was changing phases was because the particles where just having space added between them and the upward slopes where when the water was boiling which meant the particles where moving faster.

The Deflated Can 🙊

In chemistry class we've been learning about the behavior of gas. We learned that the particle of gas are in constant motion they never stop. The paritcles could never lose energy because the have elastic collisions. That's when the particles collide and the energy is transferred to the particle it collided with. We also learned that pressure volume and temperature are all related. Temperature and pressure have a direct relationship. The higher the temperature the higher the pressure, the lower the temperature the lower the pressure. Volume and pressure have an indirect relationship. If there's more volume theres less pressure, if there's less volume it's more pressure. So we did this experience with a pop can. You first had to put 10ml of water into the can and put it over the flame.

You had to hold the can over the fire with the tongues until it started to boil. Ways you knew the water was boiling was because if you listened closely you could hear it, you could see the steam come out of the top of the can, or you would feel a tiny vibration threw the tongues. Once the water started to boil you would put the can face down into cold water. You couldn't just sit it on top of the water you would have to plug it into the water otherwise it wouldn't work. When you did this the can would deflate or crumble.

I believed the reason the can crumbled like this was because of sudden change of temperature. When you put the can over the flame it caused the particles to move faster and create more pressure because when temperature increases so does pressure. Then when you put the hot can face down in the cold water it was a change in temperature. So the particles slowed down a lot really fast causing the can to crumble. because the change was so sudden the can crushed.

Gases

There are gases you can see and some that you cant. For instance a gas you encounter daily is the atmosphere. You can see water vapor or steam but you can see air. The Kinetic Particle Theory of Gases describe and explain the behavior of gases.

• They are in constant random motion and are always colliding with themselves or the container they are in
• They have what are called elastic collisions and they never lose energy because when they hit each other there energy is transferred
• Gas particles don't stick together; they aren't attracted or repelled  by each other, they floe freely 
• Different particle move at different speeds and speed is related to temperature because heat gives the particle energy and cold decreases their energy
• Pressure is related to how many times the particles hit each other

Particles will move in a straight line until they hit another particle and deflect into another direction. When they collide they have an elastic collision which mean they bounce off each other and they never loss energy because when they collide the energy is transferred to the different particles. Gas particle don't stick together because they are constantly bouncing off eachother. When the temperature is increased the particle move faster and when the temperature is decreased the particles move slower. The pressure is related to the frequency and impact that the particles to each other and their container. Gases have lower densities because the particles are more spaced out then in a liquid or solid. Gas particle also like to travel from areas of high concentration to areas of low concentration. This is because the particles flow freely with out attracting or repelling each other. The can move pass each other easily to spread out.The particles can easily compress and expand because there is a lot of space between gas particles unlike the particles in water or a solid.

HUMAN DENSITY DUNK

One day in chemistry Mrs. Lee asked do you think we could take the mass of a Human. The class answered yes. So Friday in class we did a human density dunk. Before we actually did the experiment we started planning the week before. The supplies we need where a kiddy pool, a big garbage can, containers to collect the water, beakers, paper and pencil, and a shower curtain. We had everybody signed a paper saying the job they would be responsible for . We also came to the conclusion that we would have to transfer pounds to grams and that we would have to take the volume and mass of the garbage can filled with water to subtract from the water that came out. The jobs where: Recorders, Dunkies, Helpers, Collectors, Media, Set up, and Clean up. The recorders where the people that wrote down all the information and transferred pounds into grams (g). Dunkies where the people that actually got into the water. Helpers helped the dunkies into the pool so they wouldn't get hurt. Collectors collected the water that feel out of the garbage can when the dunkie got in so we could find the volume. Media where the people that took pictures and video of the experiment. Set-up where the people that got the kiddie pool set up and the garbage can filled with water. Clean-up was of course the people that clean up after the experiment. we did a boy and a girl from each of the 3 hour chemistry classes so when we plotted the data we had 6 points. Of course the boys had a higher density, but the thing we found to be strange was that the density of a human was close to the density of water. We came to the conclusion that the density of a human is so close to water because we're made of mostly water.http://wiki.answers.com/Q/What_is_the_average_density_of_the_human_body This is a website that explains more about how a humans density is close to water.

Mass Volume Density

Mass is the about of matter in a subtance. Volume is the about of space occupied by an object. Density is the direct relationship between the both. Mass is measures with a three beam balance and the unit is grams (g). Volume is measured by water displacement and the unit is liter (L) or length x width x height. In your data you measure accuracy and precision. Accuracy is when something it's done correct and precision show how close measurements are close to one another . Significant figures are all the digits known plus an estimated digit. To count a significant figure you must know that none zero numbers are always significant, zeros in the middle of a number are significant, zeros at the end and to right of the decimal are significant, and place holder zeros are not significant. When determining significant figures in a measurement with adding and subtracting; the final measurement must have the same amount of digits as the number with the least amount of digits. When multiplying and dividing the final measurement must have the same total of significant figures as the measurment with the least numbers. There could be a physical and chemical change in matter. The physical change is changing the appearance with out changing its composition. A chemical change means one or more substances are changing into a new substance. If the density if a object is higher than that of water it woll sink and if it is lower it would float.