~Pennium & Candium Labs~

Pennium Lab

INTRODUCTION/PURPOSE:

• To investigate the concept of Atomic Mass and how it is derived.
• Develop unit of measure-CMU, and use it to measure the relative asses of other coins. 
• When this lab was through we were able to explain how scientists develop the system for AMU's, and how it's applied to determine the relative masses of other atom of other elements.

HYPOTHESIS:
We believe that the Pre 1982 pennies will have the most abundance percent, the most mass, and contain a higher amount of materials that make them different than the Post Pennies.

MATERIALS:

•  9 pre-1982 Pennies 
• 10 post-1982 Pennies
• 1 nickel
• 1 Dime
• 1 Quarter 
• Triple Beam Balance Scale

PROCEDURES:

• Obtain a packet of pennies.
• Sort the pennies into two groups: pre 1982 and 1982 and newer.
• Measure the mass (inn 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. 
• Measure the mass in grams of a quarter, nickle, and dime. Record theses values in a data table.
• Answer the questions below and then continue with Part II.

QUESTIONS Part I:

•  Does each penny have the same mass?
• Can  you identify two "penny isotopes" based on masses of the pennies? Explain.
• What does your data tell you about the relationship between mass of a penny and date of a penny. Make a generalization.

PROCEDURES Part II:

• Determine the average mass of pre-1982 pennies. (Record average).
• Determine the average mass of post-1982 pennies. (Record average).
• 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).
• Let's choose one of your coins to make a CMU (coin mass unit). Let's say that the mass of a nickel (Fivecentium) is one CMU. Use the mass of a nickel to calculate the mass of a 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.
• 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 AND CONCLUSIONS Part II:

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

DATA:

DISCUSSION: We measured the different kinds of coins individually, the pennies in a cup since they were so many. (No worries; we subtracted the mass of the cup from the total mass over-all.) With every step, we took down notes about how much the pennies weighed. CMU took a few moments to figure out, but when we did, it turned out to be very understandable and easy to figure out.

CONCLUSION:As it turns out, the Pre 1982 pennies turned out to be heavier in mass, have more abundance percent and CMU even when they have one less penny than the Post 1982 Pennies. In conclusion, the Pre Pennies are made out of a heavier substance and contained most of the abundance in the coin collection.







Atomic Mass of Candium


INTRODUCTION:

• Use Candium model to explain the concept of atomic mass
• analyze the isotopes of Candium and calculate its atomic mass

HYPOTHESIS:

• We thought that the Candium sample would turn out to have many Isotopes within the one sample, and we believed that we would be able to separate them out.

MATERIALS:

• Candy: 6 Gobstoppers, 14 Sixlets, 13 M&M's, and 20 Skittles
• Triple beam balance scale

PROCEDURES:

• Collect different types of Candium
• Separate out into different isotopes
• Determine the total mass of each isotope
• Count numbers of each
• Record data on a data table

The data table should include: average mass of each isotope, percent abundance of each, relative abundance of each, relative mass of each, average mass of ALL. (5 columns & 7 rows)

DATA:

DISCUSSION:

1. We separated out the different Isotopes within the sample of Canduim. Then, we measured the masses of those Isotopes and used those numbers to figure out the abundance percent and to come to a conclusion which Isotope had more mass and such.
   
2. Isotope: One of two or more atoms with the same atomic number but with different number of neutron.
3. The percent abundance is the number of each type divided by the total number. The relative abundance is the number of each kind of candies.
4. The relative mass is larger than the average mass
5. Our data considering the relative mass to the rest of our fellow classmates is that ours are a bit higher, but are generally very close to the same amount.
   
6. Our percent error was off a little bit; perhaps we could have been able to measure out our Isotopes to a better 'T' and make sure our measurements and math calculations were correct.
   
7. It shows that we are able to separate the Isotopes of an element and figure out what exactly Isotopes make up the element.
   

CONCLUSION:

• To wrap it all up, we were able to successfully separate out the Isotopes and measure the mass of each accordingly. Generally, there was more than one identical Isotope within the Canduim sample, and we added those all together in their similiarities to weigh them accordingly. After that, we used information obtained from class to figure out what the abundance percent of every Isotope. In the end, we were surprised to find that the Gobstopper Isotope was the lightest even thought it seemed to be the larger overall isotope.

Chemical Lab

Introduction:
This is a lab that is purposed to help us become familiar with the laboratory and to make qualitative and quantitative observations about physical and chemical changes during a chemical reaction.

Physical Change: A change during which some properties of a material change, but the compsition of the material does not change.
Chemical Change: A change that produces mater with a different composition than the original matter.
Qualitative: An observation that depends upon the Quality.

Quantitative: An observation that depands upon the Quantity.

Idicators of a Chemical Change

Color Change
Temperature Change
Bubbling without Heat
Solid that drops out of a liquid (A precipitate)
Hypothesis:

We think that the temperature will rise whenever we add something to the mixture due to the fact that adding more think will cause a chemical reaction and create heat that way (the creation of heat will indicate that it is a chemical change as well)
 Materials:

• Copper (II) sulfate pentahydrate
• Scoopula (copper is toxic)
• 100mL graduated cylinder
• Stirring rod
• Thermometer
• Small square of aluminum foil

Procedures:

• Form lab group with 2 or 3 people
• MUST wear safety goggles and apron
• Collect all the needed lab materials
• Fill beaker up with water, anywhere between 75 and 100mL
• Use the scoopula and get some of the copper (II) sulfate pentahydrate. Fill scoopula about 1/4th of the way (doesn't have to be exact)
• Place the copper in the beaker containing the water
• Stir  with the stirring rod until all the solid has dissolved
• Make observations
• Crumple the small aluminum foil into a loose ball
• Place the aluminum ball into the solution
• Stir gently for about 15 seconds
• Make observations
• Clean scoopula with water and dry with a paper towel
• Get a large scoop of sodium chloride (NaC1) from the labeled container
• Add NaC1 to the beaker containing your mixture
• Stir until NaC1 is dissolved 
• Make observations
• After about 10 minutes, take beaker to large funnel and beaker and slowly pour mixture into the beaker
• Instruction will then show you a way to do this to insure that all the liquid ends up in the funnel.
• Clean your beaker thorughly with soap and tap water
• Rinse beaker with distilled water
• Clean your lab station
• Return all safety equipment to proper location

Data: 

• When we put 90mL of water in the beaker it was clear, with a few air bubbles. The temperature was 23.5 degrees celcius. 
• When we added the copper(II) sulfate pentahydrate the temperature slightly went up to 24.0 degrees celcius. Adding the solid caused it to rise to 90.5 mL. After stirring for a long time, the solid dissolved. The mixture was then blue and clear.




The Mixture is a light blue


• After adding the foil, the temperature stayed the same but it rose to 91.0mL. We stirred as directed for about 15 seconds. The solution stayed blue and the foil floated in the mixture.
• Once we added the sodium chloride, the aluminum foil changed colors and started to disinigrate. The solution got darker. The temperature went up to 32.9 degrees celcius.

The Tinfoil is able to foat upon the surface of the water;
the chemicals in the tinfoil cause the copper in the mixture to separate from the liquid.



The Copper during the Chemical Reaction drops to the bottom
(a precipitate)



Discussion:

• Adding the sodium chloride to the copper(II) sulfate pentahydrate and aluminum foil mixture caused a chemical reaction.

Conclusion:


There was a chemical reaction when we added the sodium chloride to the solution. The way that we know it was a chemical reaction is because there was a formation of precipitate and there was also a change in temperature, a creation of heat without another source of heat. The chemical make up of the tinfoil when clashed with the Sodium Chloride caused the copper in the mixture to drop out and settle at the bottom (a precipitate). There was also a slight change in the color of the mixture, which also means a chemical change.

The Bubble Lab

This is the salt mixture. We could only make bubbles by blowing into the cup with the straw.

This is the sugar mixture. It made the best bubbles.

Introduction:

How does table salt and table sugar effect the bubble blowing mixture? This is a lab to test out if perhaps a bit of salt and sugar will cause the normal soap blowing bubbles to either be formed at an easier rater or to see if they can't be effected at all. With a little bit of research, we learned that bubble soap is created with sodium salts of fatty acids and this lead to our hypothesis.

Hypothesis:

We think the table sugar mixture will produce more bubbles than the table salt and the plain liquid dish detergent mixtures. Due to the fact that sugar is sticky the bubbles will be bigger and stronger. Salt on the other hand has sodium and the soap already has sodium in it so when you add more sodium it throws the balance of the mixture off.

 Materials: 

 3 plastic drinking cups, liquid dish detergent, measuring cup and spoons, water, table sugar, table salt, drinking straw.

Procedures:  

1. Label 3 drinking cups 1, 2, and 3. Measure and add one teaspoon of liquid dish detergent to each cup. Use the measuring cup to add two thirds of a cup of water to each drinking cup. Then swirl the cups to form a clear mixture.
2.Add a half teaspoon of table sugar to cup 2 and half a teaspoon of table salt to cup 3. Swirl each cup for one minute.
3. Dip the drinking straw into cup 1, remove it, and blow gently into the straw to make the largest bubble you can. (Please don't suck in with the straw--we don't need people burping up bubbles.) Practice making bubbles until you feel you have reasonable control over your bubble production.
4. Repeat step 3 with the mixtures in cups 2 and 3.

Discussion (Observations):

When we added the correct amount of sugar and salt into the appropriate labeled cups, we noticed changes in the substances immediately. When we stirred up the salt mixture, the water seemed to become misty and a bit foamy upon the surface. When we tried to blow bubbles with this mixture, it didn't work out that well. However, if you blew into the straw with the end in the mixture, bubbles could be formed. While the mixture with no salt nor sugar changed at all, the mixture with the sugar obtained a lighter color and when bubbles were blown with this mixture, the bubbles skin showed in our light purple hues and swirls of mixing blues. It was as if the sugar mixed up is chemical color as well.

Conclusions:

Once we were all done playing around with the soapy mixtures, we came to the conclusion that the salt-soap mixture was the one of which didn't work very well at all. Although it was possible to blow bubbles with it, it overall took too much time. We came to conclusion that, due to the fact that soap is created from sodium salts of fatty acids, since we added more salt to the mixture of the soap, it created an unbalance in the chemical make up of the soap mixture.

The Reason that the soap mixture with sugar lasted longer is because how long a bubble lasts depends on how quickly the surface dries. Glycerin slows down the drying process and that's exactly what sugar is made out of--it allowed the surface to stay wet longer.