I. Research Question

What is the enthalpy be determined when you combine magnesium and hydrochloric acid together?

II. Abstract

We combined magnesium and hydrochloric acid together to figure out the enthalpy. After finding out all of the temperatures and masses, we proceeded along with the SPARK. After some calculations, our results showed us that the enthalpy was 387.22.

III. Safety Considerations

-Safety Goggles on at all times

-Do not come in contact with chemicals

-Arms length away

IV. Materials

-Calorimeter

-SPARK

-HCl

-Magnesium

-Graduated Cylindar

V. Procedure

1. Weigh Calorimeter

2. Weigh HCL in Calorimeter

3. Weigh .2g of Mg ribbon

4. Find the starting temp. of the HCl

5. Place Mg in HCl.

6. Place the SPARK probe in the calorimeter

7.Record temperature every 15 seconds.

8. When reaction is complete, record the final temperature.

VI. Evidence Collected

2HC l---> MgCl2 + H2

Q = 49.27 x 15.4 x 4.2

Q= 3,186. 78 J

3186.78 J = 3.19 kJ

.2g = .008 moles

3.19 kJ / .008g = 387.22

Triange H degrees = 801.15 - 2(-167.2)

Triangle H degrees = -466.75

(387.22 + 466.75 / 466.75 ) x 100 = -17% error

VII. Claim

The enthalpy of magnesium and hydrochloric acid combined is -466.75.

VIII. Scientfic Explanation

 When combining magnesium and hydrochloic acid the enthalpy equaled about -466.75. This was determined by balancing the equation, determining the temperature change, converting it to kilojoules, changing the grams to moles, diving the kJ by the number of moles, and then determining the heat summation. 

This means that -466 is the amount of change in energy during a reaction. Because the number was negative, it indicates that the system lost heat as the surroundings warmed up.

The feedback that I got was mostly positive. Michael Nolan is the person that gave me feedback. He is the website chair for the Student Leadership Council of CBiRC. I knew the things that I wanted to take out before reading the feedback letter and most of the things that he mentioned matched the things that I wanted to take out. There are 2 sentences that I want to get rid of because it doesn't really flow in with my point. I want to get more information about the costs of making aluminum cans and how much the cost is when we waste aluminum cans and don't recycle them. I'm going to try to find more sources that aren't bias about the environmental issues and just look into sources that doesn't make my paper bash on the aluminum can industry.

I. Research Question

How are concentration and pH correlated in strong acid/bases and weak acid/bases?

II. Abstract 

We tested the pH of four different chemicals and determined if they were an acid or a base. We made for sets four each chemical and each was diluted by a tenth. The we used pH paper to figure out the pH and this data helped with the [H] and [OH] calculations.

III. Safety Considerations 

• Protective eyewear

IV. Materials 

• test tubes
• pipets 
• HCl
• KOH
• Acidic Acetate
• NH4OH
• water 
• pH paper 

V. Prcedure 

I. Research question

What will happen to the concentration as the absorbance increases? 

II. Abstract 

This experiment was conducted to verify Beer's Law. We tested how much red absorbance was in each final solution and used the SPARK Pasco to calculate the red absorbance. There was a notable difference as we were adding more water to each test tube, there was a deffernce of shade for each one. As the absorbance increased the concentration increased. 

III. Safety Considerations

• safety glasses

IV. Materials

• volumetric flask
• cork
• 6 test tubes
• SPARK Pasco 
• colorimeter
• scale
• copper sulfate
• pipets 

V. Procedure 

1. Do equation

M1*M2=M2*V2

concentration of stock solution* vol. of stock solution= M2*5mL (volume of final solution)

2. Find molar mass (on bottle)

Molar Mass=249.38

3.Get 3.151 g pf copper sulfate

4. Put in volumetric flask

5. Fill water up to line in flask

6. put cork on and shake

7. Put amount of solution indicated on chart for each test tube

8. Put each solution in a separate colorimeter

9. Test volume of water and solution for red absorbance on SPARK 

10. Record on chart

VI. Evidence Collected

VII. Claim 

 The less volume of water used in the final solution the higher the red absorbance is. The more volume of stock solution the higher the red absorbance is. This assignment did verify Beer's law

VIII. Scientific Explanation 

The less water used in the final solution, the less the red absorbance there would be. Water itself has a red absorbance of 0 as shown in tube #6. The higher the volume of stock solution used the more red absorbance there would be as shown for test tube #5. The red absorbance is higher as it gets further away from using water. 

I. Research Question

By using Pasco SPARK , will more distilled water added to solution make more light transmit through?

II. Abstract

This experiment was conducted to familiarize with the Pasco SPARK system and to learn how to deal with making a standard serial dilution. We were trying to figure out how concentrate a solution is in terms of it's ability to allow light to shine through. We used Pasco SPARK to figure out what the transmittance percentage was. There was a distince difference as we began to lessen the concentration in each tube and noticed the transmittance percentage go down. The less concentration used , the more light transmittance will go through.

III. Safety Considerations

For this experiment we had to wear safety glasses.

IV. Materials

• Liquid bluing solution (blue iron suspension)
• Dilution well plate
• Plastic dropper
• Distilled water
• 10-glass test tubes
• Pasco SPARK w/ colorimeter
• Glass cuvettes

V. Procedure

1. Label test tubes 1-10
2. Place 5mL of liquid bluing in test tube #1. This is a 100% solution and can be referred to as 1X.
3. Take 0.5mL (exactly 12 drops) from test tube #1 and put it into test tube #2. Using a clean dropper, add 4.5 mL distilled water to the 0.5mL of original solution.
4. Test tube #2 should now have 0.5mL of 1X solution and 4.5m. This is your 0.1X solution.
5. Repeat this dilution process until you can barely see the blue dye in the test tubes. Record the concentrations of each dilution on worksheet.

VI. Evidence Collected

VII. Claim

This procedure is valid because the percentage of transmittance begins to increase as the concentration decreases. The closer the liquid in the test tube becomes clear the higher the transmittance is.

VII. Scientific Explanation

The less concentration there is to a tube, the more transmittance of light there will be. As the water got nearer to clear and dissolving the blue solution, there was a higher transmittance percentage. There was a visible difference when the solution concentration was decreasing because the water started at an very dark indigo blue at test tube #1 to a barely visible blue, almost clear color at test tube #10.

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

-The Standard Model has become an important tool for scientists because it is the basis to building and discovering more particles.

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

- The subatomic particles are classified into three generations of matter: Quarks, Leptons and Guage Bosons.Positively charged protons and neutrally charged neutrons are located in the nucleus of an atom. Protons and neutrons are made up or quarks that are held together by zero-mass particles called gluons. Quarks DO have mass and each of the 6 quarks have an anti-quark that, when they meet, destroy one another.

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

There will be new additions to the Standard Model because there are some theory particles that are not confirmed yet but with the technological advances there should be confirmation of the theoritical particles soon.

Research Question: Where will the objects fall in the density column?

Abstract: This experiment was conducted to learn about density. It would explains why objects float in certain liquids and why they don't float in others. We used the density formula and a scale to conduct the experiment.

Safety Considerations: None

Materials:

• Corn syrup
• water
• canola oil
• Brass
•  cork
• steel
• parafin wax
• low density polyethylore
•  zinc
• acrylic

Procedure:

1. Weighed all objects on a scale.

2. Collected volume of objects

3. Figured out density of all objects

Evidence collected: v=volume, d=density 

• Cork 1.35g v= 12mL d= .11g/mL
• Brass 34.30g v=4mL d=8.58 g/mL
• Steel 31.43g v=4mL  d=7.86g/mL
• Parafin Wax 22.30 g v=9mL d=2.47g/mL
• Low Density Polyethore .04g v=3mL d= 1.33g/mL
• zinc 6.58g v=1mL d= 6.58g/mL
• Acrylic 4.80g v=4mL d= 1.2g/mL

Claim:If the denisty of the object is lower than the liquid than it will float and if the density of the object is higher thant he liquid that it will sink.

Scientific explanation: If the density of the object is higher than the density of the liquid then it is higher than the displaced volume so it will sink.The density of the objects will help determine if they wil float or not in each level of liquid.

Resources: Chemistry book