Density Lab
Abstract:
In the experiment we had to determine
the density of carbon dioxide. How can you find carbon dioxide using gas and
water? What we did in our experiment is, we figured out the how much gas it
takes to lose half of the water in the test tube. We did the experiment three
times. The first two times all of our water came out of the test tube from the
effervescent tablet. We finally discovered that if we don't use the whole tablet
and just use 1/4thof it, we wont
lose as much water. We researched about how much of the effervescent tablet to
use without loosing all of the water in our test tube.
Introduction:
My partner and I had to make up are own
experiment to create density. We created density out of effervescent tablets, to
create the gas, and we combined the gas with water (H2O). We used 1 gram of
water with the gas in an Erlenmeyer flask with a rubber stopper on the top and a
rubber tube coming out of it. There was 35 ml of water in a erlenmyer flask. We had a beaker filled with 26g of
water. Inside of the beaker we had a test tube filled with 90ml of water. Going
from the erlenmyer flast to the beaker and the test tube of water we had a
rubber tube controling the gas and the water to go together. When the gas hit
the water in the test tube it caused the test tube to lose about 27ml of water.
Density is a physical property of matter, as each element and compound has a
unique density associated with it.
Methods/Meterials:The methods that we used in this experiment is, we tried the
experiment three times and the first two completely failed. First, we throught
that we used to much water it the beaker and the Erlenmeyer flask. So we tryed
to use less water and that didn't work. Second, we tried to use more gas and
more water and that didn't work, so lastely we tried less gas and same amount of
water. That's how our experiment worked. You don't need to use your whole
effervescent tablet, it's just too much. The mattierals that we used in this lab
are, Erlenmeyer flask, effervescent tablet (to create the gas,) water (H2O,)
pinch clamp, rubber stopper, beaker, rubber tubing, test tube, Graduated
cylinder, and safety goggles.
Results:
Spectroscopic investigation of metals in salution: lab
Abstract:
During the lab, my partner and I started out with the
Qualitative Investigation using different salt solutions, and nichrome wire in
a test tube, with melamine foam stuck to the wire. We dipped the wire with the
foam in different salt solutions. We put the foam and the wire with the salt
solution on it in to a flame from the bunsen burner to determine what color the
flame would change to. Next, my partner and I did the Spectrometer part of the
lab. We had to figure out the intensity and wavelength of the different flames
with the salt solutions. We used an optical fiber that was hooked up to a
computer, to measure the different wavelengths and intensities. Lastly, we did
the Spectrum Analysis with a spectroscope part of the lab. We had to use a
spectroscope to identify the unknown spectrum tubes. We had to use a light and
point it in to the slit in the back of the spectrum. When it was alined there
was several strands of light on the wavelength. We used colored pencils to copy
down the different colors that were shown on the spectroscope.
Introduction:
The Bohr model
is very useful because it explains many experimental results and is easily
understood. It shows the nucleus in the center distinct orbitals and electrons.
It's not the most current model. It helps explain concepts needed to be
understood in science. 2,8,8,18,18,32,32 this
is the order of a filled orbital in an atom and the Bohr model helps to
understand it. Unlike the Bohr model the quantum mechanical model shows an
electron cloud rather than a distinct orbitals and electrons. The darker spots
on this model show where more of the electrons are.
The higher/lower the
frequency is the different color it produces. How are energy and frequency
related? Each element produces different colors due to the
way photons excite the electrons and how when they've dropped back down they
make light. In the Bohr model the electrons jump up to a different orbital due
to the amount of energy a particular photon produces, and when it falls down it
admits light. Only certain elements produce a specific amount of light and from
that light on the spectrum you may be able to identify the element.
Methods and Materials:
The purpose of this lab was: to understand the Bohr and quantum
mechanical models of the atom and how they can be used to explain atomic
emission, Perform spectum analysis on seceral samples to develop proficiency
with a spectroscope and a spectrometer. These chemicals are toxic if ingested
and if you get any on your skin wash thoroughly immediately. Lose hair and baggy
clothes need to be tied back and out of the way. The materials that we used in
the Qualitative Investigation were, Sodium Chloride, Potassium Chloride, Calcium
Carbonate, Calcium Sulfate, Melamine Foam, Copper Chloride, Calcium Chloride,
Sodium Carbonate, Bunsen Burner, 2 Unknown Substances, Lithium Chloride,
Strontium Chloride, Potassium Sulfate, and Nichrome wires.
The materials that we used in the spectrometer part were, Sodium
Chloride, Strontium Chloride, Melamine Foam, Computer, Lithium Chloride, Bunsen
burner, Unknown Substance, Potassium Chloride, Nichrome wires, and Spectrometer.
The materials that we used for the Spectrum tube and Analysis part were, a
spectroscope, 3 Unknown spectrum tubes, Atomic Emission Spectra Key, and colored
pencils.
Results
Discussion:
The purposes of this lab are: i) To understand the Bohr and
quantum mechanical models of the atom and how they can be used to explain atomic emission
spectrum lines ii.) perform spectroscopic analysis on several samples to develop proficiency
with a spectroscope and a spectrometer iii.) to develop an understanding of how samples
collected during our River Watch sampling will be analyzed iv) apply critical thinking to solve
problems related to chemistry
In part one our results showed that anions made colors such as
green while cations made no change in color. In part two we used a spectrometer to record the
wavelengths and intensities of each solutions and we found some with very high wavelengths as well as
very low ones. In part three we used the visible spectrum to figure out what our three unknowns were
and we concluded that unknown 1 was Neon, unknown 2 was Hydrogen, and unknown 3 was
Mercury. This experiment can be very useful to scientists trying to
determine a solution because there are
many different ways to figure out its properties and these were
only 3 of them. We used “rainbow
glasses” in class to show the spectrum and the Bohr model online
to show how the photons excite the
electrons and when they fall down they make specific colors.
These colors are different for every
element and solution.
We could have improved by knowing the solutions to being metals
or nonmetals before the
experiement was given or been given a source to find them. This
was a fun experiment I just wish we
had more background on finding the different solutions with the
results of the flame colors or a key like
the one given with the spectrometer.
Chemistry letter for Revlon hair dye
Animas High School
3206 Main Ave.
Durango, CO 81301
December 11th, 2012
Revlon, Inc. Company
237 Park Ave.
New York, NY, 10017 United States
Dear Revlon Company,
My name is Natalie Erkkila and
I am a student at Animas High School in Durango, CO. I am a Revlon hair dye
costumer and your hair dye affects me. In my chemistry class we are doing a
project on products that we feel strongly about that have bad or good chemicals
in them. Also, I dye my hair a lot and I use your hair dye and that's why I
chose to research on your Revlon hair dye. I would recommend that you replace
sodium laureth sulfate. Recently I was researching the safety of SLES because
of safety concerns that were brought to my attention.
Sodium laureth sulfate causes damage to hair and your skull to itch. This certain ingredient is causing all of
your customers hair to damage and get thin. It also can result in having a very
itchy skull. I was distressed to learn sodium laureth sulfate, depending on how
much you use at a time, can cause permanent damage. Sodium laureth sulfate is in
hair dye because it's the chemical that makes the hair dye easier to wash out of
hair and makes the color stay in your hair.
You can replace sodium laureth
sulfate with disodium laureth sulfosuccinate which is less toxic and damaging.
Disodium laureth sulfosuccinate is proven to be gentle to skin, even in high
concentration. Also, it has a good cleaning ability, resistance to hard water,
medium foaming ability, and easiness of rinsing. Disodium laureth
sulfosuccinate would be a great replacement to sodium laureth sulfate.
The chemical formula of sodium
laureth sulfate is, C12\\H25NaO4. The molar mass in
sodium laureth sulfate is 288.38 g/mol. Even though sodium laureth sulfate is an
inexpensive and affective foaming agent, it's not worth damaging peoples hair
and bodies. The chemical formula of disodium laureth sulfosuccinate are,
C22H40Na2O10S. The molecular weight is 542.59g/mol. Disodium laureth
sufosuccinate is more healthy and safe and less damaging then sodium laureth
sulfate. Sodium laureth sulfate is a compound and covalently bonded.
The bigger molecule, disodium
laureth sufusuccinate is less harmful then sodium laureth sulfate because
disodium laureth sufusuccinate has more healthy and organic chemicals in it thus
it has a lower chance of damaging hair and causing the skull to itch. It does
almost the same thing as sodium laureth sulfate, it's just a healthier version.
It's understandable that its more expensive to make your product with disodium
laureth sulfate but just think about the costumers that buy your product, you
wouldn't want their hair to be damaged.
Thank you for your
consideration,
Natalie Erkkila
In the experiment we had to determine
the density of carbon dioxide. How can you find carbon dioxide using gas and
water? What we did in our experiment is, we figured out the how much gas it
takes to lose half of the water in the test tube. We did the experiment three
times. The first two times all of our water came out of the test tube from the
effervescent tablet. We finally discovered that if we don't use the whole tablet
and just use 1/4thof it, we wont
lose as much water. We researched about how much of the effervescent tablet to
use without loosing all of the water in our test tube.
Introduction:
My partner and I had to make up are own
experiment to create density. We created density out of effervescent tablets, to
create the gas, and we combined the gas with water (H2O). We used 1 gram of
water with the gas in an Erlenmeyer flask with a rubber stopper on the top and a
rubber tube coming out of it. There was 35 ml of water in a erlenmyer flask. We had a beaker filled with 26g of
water. Inside of the beaker we had a test tube filled with 90ml of water. Going
from the erlenmyer flast to the beaker and the test tube of water we had a
rubber tube controling the gas and the water to go together. When the gas hit
the water in the test tube it caused the test tube to lose about 27ml of water.
Density is a physical property of matter, as each element and compound has a
unique density associated with it.
Methods/Meterials:The methods that we used in this experiment is, we tried the
experiment three times and the first two completely failed. First, we throught
that we used to much water it the beaker and the Erlenmeyer flask. So we tryed
to use less water and that didn't work. Second, we tried to use more gas and
more water and that didn't work, so lastely we tried less gas and same amount of
water. That's how our experiment worked. You don't need to use your whole
effervescent tablet, it's just too much. The mattierals that we used in this lab
are, Erlenmeyer flask, effervescent tablet (to create the gas,) water (H2O,)
pinch clamp, rubber stopper, beaker, rubber tubing, test tube, Graduated
cylinder, and safety goggles.
Results:
Spectroscopic investigation of metals in salution: lab
Abstract:
During the lab, my partner and I started out with the
Qualitative Investigation using different salt solutions, and nichrome wire in
a test tube, with melamine foam stuck to the wire. We dipped the wire with the
foam in different salt solutions. We put the foam and the wire with the salt
solution on it in to a flame from the bunsen burner to determine what color the
flame would change to. Next, my partner and I did the Spectrometer part of the
lab. We had to figure out the intensity and wavelength of the different flames
with the salt solutions. We used an optical fiber that was hooked up to a
computer, to measure the different wavelengths and intensities. Lastly, we did
the Spectrum Analysis with a spectroscope part of the lab. We had to use a
spectroscope to identify the unknown spectrum tubes. We had to use a light and
point it in to the slit in the back of the spectrum. When it was alined there
was several strands of light on the wavelength. We used colored pencils to copy
down the different colors that were shown on the spectroscope.
Introduction:
The Bohr model
is very useful because it explains many experimental results and is easily
understood. It shows the nucleus in the center distinct orbitals and electrons.
It's not the most current model. It helps explain concepts needed to be
understood in science. 2,8,8,18,18,32,32 this
is the order of a filled orbital in an atom and the Bohr model helps to
understand it. Unlike the Bohr model the quantum mechanical model shows an
electron cloud rather than a distinct orbitals and electrons. The darker spots
on this model show where more of the electrons are.
The higher/lower the
frequency is the different color it produces. How are energy and frequency
related? Each element produces different colors due to the
way photons excite the electrons and how when they've dropped back down they
make light. In the Bohr model the electrons jump up to a different orbital due
to the amount of energy a particular photon produces, and when it falls down it
admits light. Only certain elements produce a specific amount of light and from
that light on the spectrum you may be able to identify the element.
Methods and Materials:
The purpose of this lab was: to understand the Bohr and quantum
mechanical models of the atom and how they can be used to explain atomic
emission, Perform spectum analysis on seceral samples to develop proficiency
with a spectroscope and a spectrometer. These chemicals are toxic if ingested
and if you get any on your skin wash thoroughly immediately. Lose hair and baggy
clothes need to be tied back and out of the way. The materials that we used in
the Qualitative Investigation were, Sodium Chloride, Potassium Chloride, Calcium
Carbonate, Calcium Sulfate, Melamine Foam, Copper Chloride, Calcium Chloride,
Sodium Carbonate, Bunsen Burner, 2 Unknown Substances, Lithium Chloride,
Strontium Chloride, Potassium Sulfate, and Nichrome wires.
The materials that we used in the spectrometer part were, Sodium
Chloride, Strontium Chloride, Melamine Foam, Computer, Lithium Chloride, Bunsen
burner, Unknown Substance, Potassium Chloride, Nichrome wires, and Spectrometer.
The materials that we used for the Spectrum tube and Analysis part were, a
spectroscope, 3 Unknown spectrum tubes, Atomic Emission Spectra Key, and colored
pencils.
Results
Discussion:
The purposes of this lab are: i) To understand the Bohr and
quantum mechanical models of the atom and how they can be used to explain atomic emission
spectrum lines ii.) perform spectroscopic analysis on several samples to develop proficiency
with a spectroscope and a spectrometer iii.) to develop an understanding of how samples
collected during our River Watch sampling will be analyzed iv) apply critical thinking to solve
problems related to chemistry
In part one our results showed that anions made colors such as
green while cations made no change in color. In part two we used a spectrometer to record the
wavelengths and intensities of each solutions and we found some with very high wavelengths as well as
very low ones. In part three we used the visible spectrum to figure out what our three unknowns were
and we concluded that unknown 1 was Neon, unknown 2 was Hydrogen, and unknown 3 was
Mercury. This experiment can be very useful to scientists trying to
determine a solution because there are
many different ways to figure out its properties and these were
only 3 of them. We used “rainbow
glasses” in class to show the spectrum and the Bohr model online
to show how the photons excite the
electrons and when they fall down they make specific colors.
These colors are different for every
element and solution.
We could have improved by knowing the solutions to being metals
or nonmetals before the
experiement was given or been given a source to find them. This
was a fun experiment I just wish we
had more background on finding the different solutions with the
results of the flame colors or a key like
the one given with the spectrometer.
Chemistry letter for Revlon hair dye
Animas High School
3206 Main Ave.
Durango, CO 81301
December 11th, 2012
Revlon, Inc. Company
237 Park Ave.
New York, NY, 10017 United States
Dear Revlon Company,
My name is Natalie Erkkila and
I am a student at Animas High School in Durango, CO. I am a Revlon hair dye
costumer and your hair dye affects me. In my chemistry class we are doing a
project on products that we feel strongly about that have bad or good chemicals
in them. Also, I dye my hair a lot and I use your hair dye and that's why I
chose to research on your Revlon hair dye. I would recommend that you replace
sodium laureth sulfate. Recently I was researching the safety of SLES because
of safety concerns that were brought to my attention.
Sodium laureth sulfate causes damage to hair and your skull to itch. This certain ingredient is causing all of
your customers hair to damage and get thin. It also can result in having a very
itchy skull. I was distressed to learn sodium laureth sulfate, depending on how
much you use at a time, can cause permanent damage. Sodium laureth sulfate is in
hair dye because it's the chemical that makes the hair dye easier to wash out of
hair and makes the color stay in your hair.
You can replace sodium laureth
sulfate with disodium laureth sulfosuccinate which is less toxic and damaging.
Disodium laureth sulfosuccinate is proven to be gentle to skin, even in high
concentration. Also, it has a good cleaning ability, resistance to hard water,
medium foaming ability, and easiness of rinsing. Disodium laureth
sulfosuccinate would be a great replacement to sodium laureth sulfate.
The chemical formula of sodium
laureth sulfate is, C12\\H25NaO4. The molar mass in
sodium laureth sulfate is 288.38 g/mol. Even though sodium laureth sulfate is an
inexpensive and affective foaming agent, it's not worth damaging peoples hair
and bodies. The chemical formula of disodium laureth sulfosuccinate are,
C22H40Na2O10S. The molecular weight is 542.59g/mol. Disodium laureth
sufosuccinate is more healthy and safe and less damaging then sodium laureth
sulfate. Sodium laureth sulfate is a compound and covalently bonded.
The bigger molecule, disodium
laureth sufusuccinate is less harmful then sodium laureth sulfate because
disodium laureth sufusuccinate has more healthy and organic chemicals in it thus
it has a lower chance of damaging hair and causing the skull to itch. It does
almost the same thing as sodium laureth sulfate, it's just a healthier version.
It's understandable that its more expensive to make your product with disodium
laureth sulfate but just think about the costumers that buy your product, you
wouldn't want their hair to be damaged.
Thank you for your
consideration,
Natalie Erkkila