Penny Candy

Intro: In this lab we explaining the uses of different tools and measuring several different substances. First we are measuring pennies quarters dimes and nickels. Then we will move on to slightly more tasty gobstoppers, sixlets, skittles, and m&ms.We are using this lab to practice using atomic numbers and relative masses.
Procedures: (Pennium) 

1) Obtain a packet of pennies.

2) Sort the pennies into two groups: pre 1982 and 1982 and newer.
3) Measure the mass (in grams) of each stack of pennies. Record the mass (in grams) of each penny stack in a data table. Count the number of pennies in each stack. 
4) Measure the mass in grams of a half dollar, quater, nickel, and dime. Record these values in a data table.
Questions to answer: 
 1. Does each penny have the same mass?
2. Can you identify two "penny isotopes" based on masses of the pennies? Explain.
3. What does your data tell you about the relationship between mass of a penny and date of a penny. Make a generalization.
 Procedures: 
1) Determine the average mass of pre-1982. (Record Average)
2) Determine the average mass of post-1982. (Record Average)
3) Determine the percentage of your pennies that is pre-1982 and the percentage that is post-1982. These percents should add up to 100%. What you have calculated is the percent abundance of each group of pennies (penny isotope).
4) Let's choose one of your coins to make a CMU (coin mass unit). Let's say that  the mass of a nickel (Fivecentium), quarter (Quarterium), dime (Dimeium), pre-82 pennies (Pre-82 Pennium), post-82 pennies (Post-82 Pennium). Again, show all calculations, and record all data in a data table.
5) Determine the average mass of Pennium in CMU's using the percent abundance (from #3) of each pennium isotope (pre-82 and post -82) and the mass of each pennium isotope in CMU's (from #4).

Questions to answer:
 1) Make a statement about the average penny mass of pre-82, post-82, and pennies in the packet.
2) Explain how you derived the unit "CMU".
3) Using the idea you explained in #2 above, how did scientists obtain the Atomic Mass Unit (AMU) to measure the ass of atoms of different elements?
4) What is your weight in CMU's? (Remember 1 lb = 2.205 Kg)
5) Write a statement that compares what you did in this lab to what scientists have done to find the average atomic masses of the elements. 

Conclusion:

	Pre 1982	Post 1982	Nickel	Dime	Qaurter
Mass	2.5	3.04	5	2.3	5.7
Relative Abundance	13	14	1	1	1
Average Mass	.5g	.61g	1g	.46g	1.14g

Procedures: (Candium)
1. Obtain sample of Candium.
2. Separate it into its 4 isotopes. (M&M's, Skittles, Sixlets, Gobstoppers)
3. Determine the total mass for each isotope.
4. Count the numbers of each isotope.
5. Recorde data and calculations in the data table creat a data table that has the following:
   1. Average mass of each isotope.
   2. Percent abundance of each isotope.
   3. Relative abundance of each isotope
   4. Relative mass of each isotope
   5. Average mass of all isotopes
Discussion:
1. Summarize what you did.
2. Define the term isotope.
   Isotope- One of two or more atoms with the same atomic number that contain different numbers of neutrons. 
3. Explain the difference between percent abundance and relative abundance. 
   (Hint: What is the result when you total the individual percent abundance values for each isotope?
             What is the result when you total the individual relative abundance values for each isotope?)
4. Compare the total values for rows 3 and 6 in the data table. How does the average mass differ from the relative mass?
5. Compare your value for  relative mass to that of the class.
6. Comment on your percent error in the activity, and provide suggestions for improvement.
7. Comment on how the activity is a model for calculating atomic mass of real elements.

Conclusion:

 

 

Candy	Gobstoppers	M&M's	Skittles	Sixlets
Average Mass of Each	1.61	.9	.9	.5
% Abundance	.19	.26	.21	.32
Relative Abundance	9	13	10	14
Relative Mass of Each	2.06	1.07	1.33	1
Average Mass of All	1.11	1.11	1.11	1.11

Copper!!!!!

INTRO:  This lab is the intro to the chem lab!!!  We will be observing chemical reactions.




MATERIALS:

• beaker(150 or 250 ml)
• copper(2) sulfate pentahydrate - caution, toxic substance scoopula 
• 100ml graduated cylinder
• thermometer
• small square of aluminum foil

PROCEDURE:
1. We were handed a piece of paper with all of the instructions on it.  Then we ( lab partner and I) went in to the lab and got all of our lab safety equipment and started on the lab.

2. We were told to go get all of the needed materials that we should have and go to our lab station.  First we added 80 ml of water to our 150ml beaker.  Then we measured the temp. 22 degrees Celsius.

3. Next, using our scoopula, we obtained some copper(2) sulfate pentahydrate. (the amount not important)  placing into the beaker with the water;  my partner stirred the two to together until the solid dissolved. It became a blue liquid. (the picture in the bottom) Temp. 23 degrees Celsius.

4. Then obtain the aluminum foil sample in front of you and crumple it into a loose ball.  Put it into the copper (2) sulfate solution and stir for about 15 seconds. Nothing happened. Temp. 23 degrees Celsius.

5. Last we cleaned the scoopula and got a large scoop of sodium chloride and added it to the beaker.  We stirred until all of the sodium chloride was dissolved and made detailed observations.

RESULTS:
  After everything was done, we made some very interesting observations about this lab.  Like the temperature jump from a constant 23 degrees Celsius to 55 degrees Celsius!!! Also there was bubbling and the water has now become greenish. All indicators of a chemical change!

DISCUSSION:
We had a hypothesis that there would be a chemical change, but not like the one that it under went.  My group was wondering, if we added more of everything, what would happen? So we did: what happened was a huge spike in temperature which in the end would reach 55 degrees Celsius.

CONCLUSION:
We were right in some ways and wrong in others.  Our group made a hypothesis that there, in some point in the lab, would be a chemical reaction. We thought that there would just be color change.  Our group was right, but there were more chemical reactions that we didn't think of,  like the bubbles and heat change.

Soapy bubbles.

Intro
We are trying to answer the question: does sugar or salt help the relative size of a bubble?
We observed that the light and air flow is constant.
That sugar will help but salt will hinder the bubbles
Materials
1. 3 Plastic.
2. Liquid dish detergent.
3. Measuring cup and spoons.
4. Water.
5. Table sugar.
6. Table salt.
7. Drinking straw.
Procedures
When we came into class we wrote the lab procedure on the board and then proceeded into the lab and began. We first gathered our materials (see above). We then mixed the liquid dish detergent with ordinary tap water to get the control. With our other two cups we added half a teaspoon of table sugar to one and salt to the other. Then using the drinking straw we blew bubbles like little children.

We observed that the sugar added some serious elasticity to the bubble thus making them bigger. The salt make little or no difference to the bubbles.
Discussion/Conclusion
We learned that sugar is a mild adhesive when added with water. We also learned that soap makes bubbles. We could have gone wrong in our measurements of sugar and salt thus resulting in incorrect results.
I accept our hypothesis because our data supports the earlier hypothesis of the lab.