Lab 7: Flame Test

Unkown #1: We put unknown #1 as Strontium Nitrate. We did this because in both the Strontium Nitrate and the unknown #1 when burned turned the flame a vivid solid red.  Lithium Chloride also has a reddish pink hue, but when we burned the Lithium Chloride it burned inconstantly as well as flickered. So, we thought the unknown substance compared better with the striking scarlet Strontium Nitrate rather than the coral Lithium Chloride.

Unknown #2: We thought unknown #2 was Potassium Chloride because compound turned the flame when burned a shade of fuchsia and violet that the only compound close to it was the Potassium chloride which also possessed a lavandar flame when burned..

Use Link To see the Video

https://plus.google.com/112388463111199653366/posts/bvZ2mhhem2D?pid=6177013114767068210&oid=112388463111199653366

Lab 8: Electron Configuration Battleship

Challenge:  The biggest challenge of this game was using the periodic table to try to find the electron configuration. It was hard to go back and forth from the s, p, d, and f block. My biggest help was listening to the last orbital to find the element.

What I learned:  What I was able to better lean is where the elements fall based off their last orbital and to use the periodic table to find the last orbitals by separating the s, p, d, and f blocks, and then counting the electrons in them.

Lab 6: Mole-Mass Relationships Lab

Summary: The purpose of this experiment was to use what we learned from Stoichimetry to find the theoretical mass of the salt using the limiting reactant and determine the percent yield based on our actual result.
Error in Percent Yield: The error of 5% was probably due to the fact that while we were boiling the water out of the salt, some of the salt escaped from the evaporating dish changing the overall mass of the actual data.

Lab 5B: Composition of a Copper Sulfate Hydrate Lab

Prediction: I predicted that we did not let the water in the copper sulfate evaporate enough, so we our empirical formula for the hydrate had a smaller coefficient than then actual formula for the Hydrate. So, there would be more water in the actual equation than our equation, because we did not let all the water evaporate.
Data: Mass of Evaporating dish: 42.22g
Mass of evaporating dish + hydrate : 43.16g
Mass of evaporating dish + anhydrous salt : 43.01
Mas of anhydrous salt: 0.94g
Mass of evaporated water: 0.15g
Percent of water: 16%
Percent error: 58%
Equation: CuSO4 ●2H2O
Actual Equation: CuSO4 ●5H2O

Lab 5A: Mole Baggie Lab

1. In bag A2 there was Potassium Sulfate. We got the answer of Potassium Sulfate by weighing the bag, subtracting the empty bag's mass from the full bag's mass, and then dividing by the number of moles to find molar mass. We wrote out all the compounds formulas as well as the elemental mass. We added the mass of each element in each of the compounds together to find the weight of 1 mole of the substance and then found the compound with the same molar mass as the molar mass in the bag.

2. In bag B1 there was  Sodium sulfate. What we did in this one was we divided the number of atoms by Avogadro's number to find the amount of moles in the bag. Then by repeating the process we used to find the compound in bag A2.

Lab 4: Double Replacement Reaction Lab

Challenge: I think the biggest challenge of this lab was writing out an equation (neatly) and balancing it. This was the first time I had balanced equations in a while so, sometimes I found it difficult. The other hard part was following the rules for solids and liquids, because there is much to remember as well as check, which add to my growing list of Chemistry rules. What surprised me about the lab was how little was actual lab work, and how much of the Lab was writing down equations, balancing equations, and finding the solids.

Lab 3: Nomenclature Puzzle

Goal: The goal of this activity was to see if we could use what we learned about Nomenclature to pair binary ions as well as polyatomic ions formulas together with the name of each compound.

Challenge: The biggest challenge for me was finding the matching piece of the puzzle because there were so many pieces as well as having to think of the formula or name that would be a match to the compound.

Contribution: I thought my biggest contribution was helping separate and match pieces together as well as matching a few bigger segments of the puzzle together. I think that we worked really well together to complete the puzzle in a sh

 The Completed puzzle

Lab 2B: Atomic Mass of Candium

Purpose: The purpose of the lab was to see if we could use what we learned in class, isotopes, as well as the formulas for finding the atomic mass,  to determine the relative atomic mass based of the cadium isotopes that we were given.

1. The Atomic mass of the group nearby us was 1.25 while ours was 1.49. Their atomic mass was different then our atomic mass because they different amounts of the different isotopes of candium, so their calculations varied from ours, making ours different due to differnce in decimal abundence and average mass of an isotope.

2. The differences  of our atomic mass would be smaller if we had closer ratios of each isotope in each bag, if that happened then the calculations would be closer as well the atomic mass, because there would be closer decimal abundance as well as closer average mass. However if the backpacks had huge differences of the ratios of isotopes then the difference would be larger because the  difference in decimal abundance.

3. If a random piece of candy was taken and placed on a scale it would be profoundly unlikely that  it would have the exact average atomic mass because it is an average based off three isotopes so each atomic mass would not be necessarily close to any of the individuals isotopes averages' mass. It is possible that there is a chance that it could weigh the average atomic mass because each atom of candium has a slightly differently mass, so it could possibly happen but it is slim chance that it would happen.

4.

The Periodic Table Symbol for Candium 

The Different Isotopes of Candium

Lab 2A: Chromatography

1.The water needs to be absorbed slowly into the filter paper for the ink to separate to for a chromatogram. The inks separate due to their attraction to the filter paper. If the water is absorbed quickly not all the ink will form the rings of color.

2. Some variables that could affect the different pigment bands is what type of marker was use, the what figures are drawn on the filter paper, how far away the dots are from the center,  and how long the chromatogram is absorbing the water. The  different types of makers could have different pigments which leave different color bands. The ink of the figures could spread more or less depending on the size of the figure. The distance between the center and the ink could change the spread if the filter paper has been saturated in water and the ink has not fully saturated. Finally if the chromatogram has only been absorbing water for a short amount of time the water might have parted the various inks.

3. The ink separates into different ink bands because different inks make up the black ink. Each are attracted to the paper in some ways, but some inks are much more strongly adsorbed than other inks as the water is absorbed up the paper, this creates rings of the different colored inks contained in black ink.

4. I chose the color blue which was present in what I could observe two types of ink. However they were not the same shade of blue. One was a dark blue that was toward the middle of a chromatogram, and the other was a lighter blue that was on the outside of a chromatogram. I will talk about the lighter blue. This blue from what I could  discern was almost exclusively on the edge of the chromatograph. So, the pigment appears to always give the color in the same way. The pigment for the darker blue is most likely different because it was expressed by a different pen that from what I could see had no light blue ink. The marker that did have the light blue also had a ring of dark blue just below it, so they have to be different pigments because they are in different rings. The light blue pigment only appeared in one of the four markers we tested so it seems it is not a commonly used pigment in ink.

5. Water-soluble pens were only used in this activity because since it is water soluble. This means the black ink comes of in water, meaning the inks separate in water. "Permanent" markers which are more hydrophobic would have a harder time  being separated by the water they are supposed to at least somewhat repel. I would modify the experiment by adding  soap to the  solute because "permanent" markers are much more soluble to soap and water than to water, so it would be easier to the pigment rings.
Links to research of ingredients of some ingredients in Sharpies
Diacetone alcohol  http://www.inchem.org/documents/sids/sids/123422.pdf
Propyl alcohol http://www.inchem.org/documents/icsc/icsc/eics0553.htm
Butyl alcohol http://www.inchem.org/documents/icsc/icsc/eics0111.htm

Look at the blues in the ink rings

Lab 1B: Aluminum Foil Lab

Procedure:

1. Obtain a piece of Aluminum from your instructor
2. Weigh piece of Aluminum on a scale (in grams) to find the mass
3. Observe and Record the mass of Aluminum
4. Fill a graduated cylinder with 100 ml of water
5. Gently tip graduated cylinder and slide piece of Aluminum into the cylinder without splashing water out of the cylinder
6. Record the the amount in the graduated cylinder
7. Subtract 100 ml from the amount of ml in the graduated cylinder (this is water displacements, which is a way to find volume) 
8. Observe and record Volume of Aluminum
9. Use Density formula to find density  of Aluminum(SEE Lab 1A for Equation)
10. Observe and Record Density of Aluminum
11. Obtain a rectangle of Aluminum from Instructor
12. Measure the width and length of the rectangle using the cm side of the ruler
13. Weigh the rectangle of Aluminum on a scale in grams
14. Using data found set up this equation D x V = L x W x H (H is the variable, use density found with piece of aluminum)
15. Solve for H
16. Record Data

Data Type	Data Amount
Density	2.73 g/cm3
Mass	0.42 g
Volume	1.1 cm3
Length	11.05 cm
Width	11.55 cm
Height (Thickness)	0.089 mm

Find The Thickness of the foil

Lab 1A: Density Block Lab

With the Density Lab we had to work backwards. Instead of using volume and mass to find the density of an object . Instead we used density and volume to get the mass of a plastic block. The purpose of the lab was to see if we could get an accurate estimate of the mass just by knowing the density and the volume .

Measure the block length, width, and height to find the volume of the cube.

Procedure:

1. Gather materials which are a ruler with mm markings and a block with the density labeled on the block.
2. Measure the length, width, and height to find the volume. The equation for volume is length x width x height = volume
3. Multiply volume by the density to find estimated mass
4. Weigh block to find exact mass
5. Find the percent error by using the percent error equation
6.  Observe and Record Data

Density Equation on top density triangle in middle percentage error equation on bottom

Type of Data	Data Amount
Calculated (Experimental) Mass	84.8 g
Actual Mass	85.1 g
Percentage Error	0.35%
Width	3.25 cm
Height	2.45 cm
Length	7.5 cm
Volume	59.7 cm3
Density	1.42 g/cm3

Conclusion: My conclusion is that you can calculate mass with density and volume fairly accurately but there mus be accurate measurements  done to come to the amount of mass. It is important to use the proper significant figures, as well as to look carefully at measurements. Also measurements will almost never be completely 100% correct, but they can be close.