Lab 4.1

) When there is a decrease in pressure it causes the volume of the balloon to increase because there is less air pressure. Particles inside of the balloon are moving at a fast rate, and are colliding rapidly which is what is causing the volume to increase because the pressure from the conditions outside and inside are colliding.

2) When you add more gas to a bottle the pressure will increase because as the pressure begins to rise, the molecules begin to collide with one another.

3) As the volume of a cylinder increases the pressure will remain the same because it has already reached the highest point in which that pressure can reach. If there is an equal amount of gas as before and your volume is increasing.

4) Increasing the pressure in a tire by adding more gas, will cause the volume to increase. As you increase the pressure inside of the tire, the tire begins to expand more causing it to have a higher volume from when it was deflated. 

5) As the temperature of a closed container of water is increased, the amount of water vapor above the water causes an increase in vapor pressure. Increase in temperature, the more water that will be vaporized which means there will be more gas molecule collisions.

6) As the air pressure above a liquid is increased by adding more air, the boiling point of the liquid will decrease because the liquid substance is being vaporized so the boiling point is less. 

7) If a balloon filled with air is taken under water to a depth of 10 feet, its volume will decrease because there are less molecules so there would be less air pressure under water.

8) The temperature of a beaker of boiling water will remain the same as more heat is added because water has reached its reached its potential energy level so it can't get any hotter. It either remains the same or cools down.

9) Hot air rises because it is less dense with the cool air around it. When there is more energy, the less dense it is so it will rise.

10) When heated, the volume occupied by air in a balloon will increase because the more molecules inside of the balloon and when it hits against the atmospheric pressure, the balloon begins to expand more and causes its volume to increase.

Enrichment: 
In the picture of the tanker car, it was demolished because of the behavior of gas particles. When you flush the tank out with hot water, it caused more water vapor because of the temperature. As the temperature over night decreased, the water vapor decreased which caused a phase change from a gas to a liquid. With the water vapor pressure non-existent, the air pressure outside of the tank was able to to crush it because of the average kinetic energy of particles.

Lab 3-1: Properties of Ionic and Covalent Compounds

1.The properties of an Ionic Compound is:

-high melting point

-the are hard, due to their crystalline structure which is a unique arrangement of atoms -in a solid.

-is a strong conductor when dissolved in a liquid.

2. Properties of Covalent Compounds:

-low melting point

-they exist at room temperature, as liquids or gases. 

-doesn't conduct electricity when dissolved in a liquid.

-brittle

3. The elements that combine to form ionic compounds are metals and non metals.  Ionic bonding happens when metals lose electrons to form positive ions, while the nonmetals gain electrons, which form negative ions, which creates a neutral charge. The bond occurs because of the attraction

4.Nonmetals that combine make covalent bonds. Electrons are shared to enable a molecule to be in a stable state with a valence electron of 8, which causes a stable octet.

5. Covalent bonds are not good conductors both as a solid, and when dissolved in a liquid, because they are made up of nonmetals; and nonmetals cannot conduct electricity anyway, so it is impossible to conduct anything as a sold.

6.While it is in a solid state, it is unable to conduct an electric current, because most of the electricity isn't able to pass through. When it is dissolved in water, it can conduct substances, or other liquids that an electric current can pass through the the solution.

Enrichment:

1.Electrolytes are essential substances that are needed for the body to carry on its various functions. These nutrients, when dissolved, create solutions that are able to conduct electric currents and they are important in maintaining your body's health. Gatorade advertises the fact that the drink contains electrolytes because it is good for your body.

2.Electrolytes are chemical substances which, when dissolved or lost in sweat, are missing the electrically charged particles or ions. When you exercise, you sweat, which causes you to lose electrolytes and the Gatorade restores them.

3. Electrolytes help your body function optimally, sending the correct messages through your fluid and across the cells. Muscles are contracting and relaxing, and nerve impulses sending the right directions out to parts of your body.

4. Sodium, potassium, or chloride, required by cells to regulate the electric charge and flow of water molecules across the cell membrane.

Lab 2-2 Bag of Ions and Periodic Table Chem Crunch

Part one!
The Periodic Table of Elements is arranged from left to right, it is organized on the basis of atomic numbers. Atomic Number is the number of protons( or electrons) present in a single atom. For example, Hydrogen has 1 proton ( 1 electron) present , it has the atomic number 1. The table is divided into 18 groups and 7 rows in increasing order of atomic numbers. Due to this systematic organization it is easily possible to determine the different properties of each element.
The reason the periodic table is the shape that it is has to do with the electronic configurations of the elements. The periodic table is arranged so that all the elements in each period (row) have similar electronic configurations to the other elements in that period. That also often means that elements in the same group (column) show similar chemical reactivity. Electrons in atoms are arranged in different orbits. Elements in the same group all have the same number of electrons.


Part two!


-Atoms and Ions of the same element have the same number of protons, which means they have the same atomic number.


-Atoms have a neutral charge, but an ion has an a positive or negative charge. An ion is trying to get to a perfect octet (which means the valence elections are eight) or two, which is a perfect duet, so it can be stable.


- The groups will help you figure out the charge of the ion. Many ions that are non metals will have a negative charge because you want to gain elections, and the noble gases will have a positive charge because they will need to lose electrons.

Grouping Of Elements

1) The groups of elements at the end of the lab were: lead,aluminum,zinc,silicon,sulfur,carbon and 

phosphorus.

2) The four properties that our group tested in the lab were appearance, electric conductivity, the crush test, and the elements reactivity with acid. Appearance is a physical property, because the elements appearance is a property that you can see with your eyes. Also, the crush test is a physical property to see if the element is brittle, or malleable, which means it's ability to bend or break. It’s a physical property because if or if not the element breaks has nothing to do with any chemical properties inside of the element. The element’s reactivity to acid is a chemical property, this is because the acid is reacting with all of the atoms inside the element, and so it’s reacting with the element and and creating new bonds of atoms. 


 3A) What’s unique about elements that are Metalloids is that they are not full metals, or none metals, they are “Semimetals”, which is sometimes used in place of the word Metalloids.


 3B) The only metalloid we tested in our lab experiment was Silicon (Si)


 3B) The metalloids are Boron (B), Silicon (Si), Geranium (Ge), Arsenic (As), Antimony (Sb), Tellurium (Te), and Polonium (Po).


 4A) The trend that appears as you read the Periodic Table from left the right in terms of Metallic Character is that as the table moves to the right, the elements become less and less Metallic. Whereas if the table moved the opposite way, the elements would become more metallic.


 4B) The trend that appears as you read the Periodic Table From top to bottoms in terms of Metallic Character is that as the table goes down, there are most Metallic elements in each of the  rows.

Lab 1-4 Physical and Chemical Changes

In a chemical change, bonds are broken and new bonds are formed between different atoms. This breaking and forming of bonds takes place when particles of the original materials collide with one another. An example of a chemical change is Photosynthesis - a process in which carbon dioxide and water are changed into sugars by plants. This is a chemical change because two different chemicals taken into the plant when combined with the sun give off the chemicals in a different form.
A physical change is a change in which original substances remain unchanged and no new substances are produced. An example of a physical change is pulling copper into a thin wire - a change of shape, but not a change of composition. No new substances are produced; the only thing that changes is the shape. The type of evidence that you could be looking for in a physical change is physical properties of the element being tested or changing. 

The type of evidence you could be looking for in a chemical change the chemical bonds or chemical reaction to different elements have changed or have varied in different ways. When you are stuck in a scenario and you do not know whether a physical or chemical change is being taken place, a resource you can use is refer back to what you know about physical and chemical changes, you could see if heat/light is being absorbed or released or if a solid substance appears. The solution of sodium polyacrylate and water looks like pectin, and it could not be clear whether it is a chemical or physical change. This change would be a physical change because the reaction could be reversed and chemical changes cannot be reversed.

This is a physical change because it is a phase change.

Separating a Mixture Lab

In this lab, we separated a mixture of sand, salt, and iron. We then gathered all the materials necessary to complete this experiment. Then we combined all the ingredients to make a mixture of the different substances which were salt, sand and iron. Since our goal was to separate the mixture we made an outline on how we were going to complete this task. First, we took a magnet to separate the iron filings from the salt and sand. After that we added water to the mixture of salt and sand, and then used the filter. Once the sand was in the filter paper we began to heat up the water to get rid of the water which would leave us with only the salt. Then we had all three ingredients separated and we then measured how much we were left it and compared it to how much we started with. We then proceeded to clean up our area.

2) The reason we ended up with less iron than we started with because the magnet wasn’t as powerful as it needed to be so it didn’t pick up every last iron filing. The reason we ended up with less salt than what we started with because it could possibly be that it didn’t dissolve fully, and it could have gotten stuck with the sand in the filter paper. A possible reason we ended up with slightly less sand than what we started with is because the smaller parts of it could have gotten stuck with the filter paper, or it could have evaporated with the water.

3) We could have made our separation better by using a larger and more powerful magnet to get all of the iron filings out of the mixture. A way to make the measurement for sand more accurate is to not use the filter paper and add water, but to just put the salt and sand into a strainer with small holes that would only catch the sand. The same process works for getting a better measurement on the salt.

3) You chose how many digits to round your final answer by rounding it to as many digits as your first answer

This experiment relates to what we’re doing in class because in class we are learning about different mixtures and how they are chemically and physically changed, for example, homogenous and heterogeneous mixtures. A homogenous mixture is uniform throughout.  A heterogeneous is a mixture that is not identical throughout the entire mixture. The mixture that we created and separated is a heterogeneous mixture because it was not uniform throughout the process. There were different substances in various places at different times.

A question that I have is what are the other different methods to separating all different types of mixtures?

ENRICHMENT QUESTIONS:

Scientists use many different methods to purify extracted chemicals. For example, they use crystallization, evaporation, filtration, refining, electrolysis, and sublimation.

Indirect Measurement, Lab 1-2

In this lab, we first gathered our materials, two different kinds of aluminum foil, copper wire, a ruler, a graduated cylinder, and a scale for mass which is available in the classroom, and proceeded to experiment.  We collected the data for the aluminum foil, which included the length, width, mass, and density among other things. The length of the regular aluminum foil was 18.7 cm, the width was 13.8 cm, the mass was 1.1 grams, and the density was 2.698 g/cubic centimeter.  Then we found out the volume by substituting the mass and the density into the formula, mass equals density divided by volume. The volume ended up being .4077 cm cubed. Then, we substituted the volume into the formula volume equals length times width times height, which came out to be .0015. For the heavy duty aluminum foil, we followed the same process but with different measurements. For example the length was 24.1 cm, the width was 13.7 cm, the mass was 1.5 grams, and the density was 2.698 cm cubed. The height of the heavy duty foil was, .0017 cm. After we calculated the thickness of both types of foil, we then received copper wire in which we had to determine the diameter.  For the copper wire we determined about the same measurements as we did the aluminum foil. The length was 7.3 cm, the width was .2 cm, the mass was 5.2 grams, and the density was 8.960 grams per cubic centimeters. Then we determined the volume which ended up being .5803 cm cubed. The diameter was .028. We then proceeded to put all of our materials away.

1)      Water displacement is an inaccurate method for finding diameters and thickness, because the difference between the original water line and the new water line is minuscule so it is very hard to determine. Using the ruler is unreliable because you can very easily make a mistake with the measurements.

2)      This will represent a close measurement, but not an exact measurement. This is because mistakes in length, width, and different measurements could cause the formula to be inaccurate.

3)      The measurements used by the ruler could have been inaccurate because they could have been read wrong. This could cause an error in our diameter value.

ENRICHMENT QUESTIONS :

B) To figure this out, you can find out how large both aluminum foil rolls are, then apply the durability. Which is the thickness, and then compare that to the price and see which one is a better deal.

Green Stuff Lab

1)      In this lab, we first gathered all of our materials. This included: two beakers of the same or different size, one filled with water, and the other filled with the “Green Stuff” in it, and aluminum foil. We made observed the characteristics of the “Green Stuff” and poured the water into it. It then started to change colors as it started to disintegrate into the water. After it fully disintegrated into the water, we used the dropper and put a small amount of the mixture onto the aluminum foil. We proceeded to drop the liquid substance onto the aluminum foil, it started to bubble and soon it became a rust-like layer on the foil.  The color of this rust-like layer was a dark red, and eventually burned through to the table. We then placed the aluminum foil into the beaker of the “Green Stuff” and water mixture. The aluminum foil started to disintegrate into the mixture. We then made more observations and proceeded to clean up our work areas.

2)      A: You can determine if a property of the “Green Stuff” is a physical property because of its color. Color is part of the substance’s physical appearance; therefore it is a physical property. You can also determine if a property of the “green stuff” is a chemical property because of its reactivity with water, once it was placed into the water it immediately changed into a light blue color.

     

      B: The different phases of the matter of the chemicals used in the experiment were solid, liquid, and gas. The “Green Stuff” was a solid, because it of definite shape and volume; neither liquid nor gaseous. The water was a liquid because it didn’t have a definite shape but it was not a gas. Once the water and the “Green Stuff” were mixed, it became a liquid. The aluminum foil was a solid, because it had a definite shape, it was also a solid when the water mixture was on it. When it was fully placed into the water mixture, it was also a solid.

3)      The material relates to what we have been doing in class, because the energy is released and absorbed in different situations when exposed to different chemical compounds. For example, when the “Green Stuff” was placed into the water energy was released because the water changed color which gives us proof that the energy was released. Also when the “Green Stuff” and water mixture was placed onto the aluminum foil energy was released because it started to bubble and steam.  Heat was being produced which gives us evidence that the chemicals interacted and released energy.

A question that I have about this lab is when we placed the mixture of water and “Green Stuff” onto aluminum foil why it changed into a dark red?

4)      An experiment that I would like to try using the “Green Stuff” would be if we heated it, we could put it over a fire and see how it reacted. If we heated it, it might turn a specific color just like it did when we mixed it with water. The heat from the flame and the “Green Stuff” would cause a chemical reaction, thus causing it to change colors.