Kool-Aid Lab

Kool-Aid Questions
Molarity calculations:
A. Add up the total grams of sugar and kool-aid mix you used and record in your data table. Convert grams of Kool-Aid/Sugar Mix to moles (the gram formula mass for the Kool-Aid/Sugar mix is 342 grams/mol)
B. Convert your volume of solution (145 mL) to liters:
C. Molarity= ____mols solute/ _____L of solution

1. What flavor of Kool-Aid did you use?
2. Describe the taste of your Kool-Aid:
3. What is the Molarity of the Kool-Aid in your cup?
4. What would the Molarity of 2 quarts of Kool-Aid be if you followed the directions on the package?
5. Explain how the recipe for Kool-Aid is like a balanced chemical equation.

Charles law

Charles and boyles law

gay lusaac's law

charles law is represented by a hot air balloon beacause as the temperature increases so does the volume. and thats what makes the balloon fly. gay lusaacs law is represented in winter wehn your tires are under constant pend the temperature is decreasing so the volume is also. boyles law is represented by peoples ears popping while theyre on an airplane. temperature is constant inside as the plane get higher so does the pressure and the volume of the air inside your eardrums.

Real life Gay-Lussac's Experiment

Real life Charles's Law

Real life example. (Boyle's Law)

Real Life Situations

Boyle's Law: An example that happens in real life is popping your ears on an airplane. When the plane is ascending, it is going from high air pressure to low air pressure. The pressure on the inside of your ears is also building up, causing the volume to increase as well. Popping your ears lets the pressure escape.

Charle's Law: If you blow up a balloon on a cold winters day and then take it outside, it will start to shrivel

up. Then bring it back inside and it will begin to expand again. This is because when the temperature decreases, the balloon becomes less dense, making the volume go down also. The same with increasing the temperature. When the temp. goes up, the balloon gets more dense, making the molecules less concentrated, increasing the volume.

Gay-Lussac's Law: When it is hot outside, sometimes the tires explode because the pressure of the gas inside the tires increases with the temperature. The pressure builds up inside causing it to explode.

Gas Law's Applying to Real Life

Boyle's Law

Boyle's law is like popping a balloon. When you squeeze the balloon, the volume decreases, the pressure increases. The force of someone pushing a balloon forces the molecules into a smaller room. When the balloon cannot hold the pressure, the balloon pops

Charle's Law

Charle's law is like when someone buys a balloon on a cold winter day, in the store you buy a common helium balloon. When you go outside, you notice the balloon collapses. This is because of Charle's Law. As the molecules slow down, they contract together. This decreases the volume, so the balloon collapses.

Gay-Lussac's Law

Gay-Lussac's law is how car tires explode more during hot weather than in cold weather. This is because of the molecules heating up, the molecules expand, increasing volume. This also increases the pressure because the molecules are in a enclosed area. When the pressure gets too high, the tires explode

Real Life Examples of the Gas Laws

Gas laws

Crush the can was Gay-Lusaac's law. The reason this is Gay-Lusaac's law is because there was a constant volume, but the pressure and temperature did change. During this experiment we put five to ten mL of water into a pop can. We then placed the can on a hot plate and waited for the water to begin to steam once there was steam coming out of the can we grabbed the pop can with a pair of tongs then we quickly turned it upside down into a beaker of ice water then the can was crushed. The reason we did not put the bottom in to the water is because that would have changed the volume. The next experiment was Egg in/out of flask. We put hot water in a flask then we pored out the hot water put the hard boiled egg on top of the flask and the egg was pulled into the flask. We then had to put our mouth on the flask and blow into the flask and the egg was then forced out. This was Boyles law, because there was a constant temperature but there was a pressure and volume change. The next experiment that we did was Marsh mellow in a syringe. The syringe was at five mL we then pulled the plunger back and the marsh mellow expanded then we pushed down the plunger and the marsh mellow shrunk. This is Boyles law because there was no temperature change but there was volume and a pressure change.

Real Life Examples

Boyle's Law: A real life example of Boyle's law is when a balloon pops. The temperature stays constant. When you squeeze a balloon the volume decreases and there is less space for the molecules to move around. This creates more pressure, if you squeeze a balloon hard enough it will pop because the balloon can't withstand the added pressure.

Charles's Law: A real life example of Charles's Law is a hot air balloon. The balloon's pressure stays constant. The air inside the balloon is at a higher temperature and requires less air to expand and fill the balloon than if the air were at the outside temperature. The volume increases as the hot air fills the balloon and the density is lowered and takes flight because it becomes lighter than air.

Gay-Lussac's Law: An aerosol can is a real life example of Gay-Lussac's Law. If you increase the temperature, the pressure increases because the molecules have more collisions. The buildup of pressure can cause the can to explode.

Friday Blog 11/11/11

Today in class we worked on our study guides for the test that has been moved to Monday. A couple groups also presented which gas law goes with which silent lab we did. Oh & its also Veteran's Day, soo Happy Veteran's Day! Thanks to all who are serving/ have served. And yeahh.. thats pretty much our day in Chemistry. Oh its 11/11/11 make a wish :)

Thursday Blog

Today in Chemistry we went to the media center and did a study guide, in between questions, we talked about how each states of matter lab worked. We also listened to Sammie, Michael, Taylor, and Brianna talk about what happened in the states of matter lab. They covered the egg in the flask and the books on the pipet.

Exploding Pumpkin (Thanks Mason Schreck)

Pressure Unit Conversions Assessment

Pressure Unit Conversions Assessment

1 atm=760 mmHg = 101,325 Pa= 14.7 psi =1.013 bar


Squares:

1. The air pressure for a certain tire is 109 kPa. what is this pressure in atmospheres?

3. The weather news gives the atmospheric pressure as 1.07 atm. What is this atmosphereic pressure in mm Hg?

4. An experiment at Sandia National Labs in New Mexico is performed at 758.7 mm Hg. What is this pressure in atm?

9a. 2 atm= ______________bar

9d. 4.9 bar =_________________psi


Triangles:

5. A bag of potato chips is sealed in a factory near sea level. the atmospheric pressure at the factory is 761.3 mm Hg. The pressure inside the bag is the same. What is the pressure inside the bag of potato chips in Pa?

6. The same bag of potato chips from problem 5 is shipped to Denver, Colorado, where the atmospheric pressure is 99.82 kPa. What is the difference (in Pa) between the pressure in the bag and the atmospheric pressure?

7. The pressure gauge on a compressed air tank reads 43. 2 psi. What is the pressure in atm?

9b. 2 bar=____________atm

9e. 113 kPa = __________bar


Stars:

2. The air pressure inside a submarine is 0.62 atm. What would be the height of a column of mercury balanced by this pressure?

8. The pressure in the tire of an automobile is 34.8 psi. What is the pressure in kPa?

9c. 669 mmHg = __________bar

9f. 35 bar =____________Pa

10. On a warm, sunny day, a student uses a tire pressure gauge to test the air pressure of her tires. While listening to the weather report on the way to the garage, she finds the barometric pressure is 780 mmHg. If the gauge reads a pressure of 35 psi, what is the actual pressure inside the tires? Please give your answer in psi, mm Hg, atmospheres and Pascals.

Chemistry 11/9/2011

First in class Mrs. Sorensen gave each pod two of the sheets with lab names and we were supposed to discuss, as a pod, which law the lab (or part of the lab) used. Mrs. Sorensen then went to every pod to discuss with them WHY the law they chose made what happened happen. Mrs. Sorensen also passed back the pressure unit conversion mini-pop-quiz, with a mark (square, triangle, or star) that corresponds to a worksheet with questions on it (the shape on your quiz corresponds to certain questions), page 390 is the pressure unit conversion numbers. If you were gone, you do the triangle and square problems. The problems will be on Mrs. Sorensen's teacherweb website and this blog if you don't have them.
(http://teacherweb.com/IA/IndianolaHighSchool/Sorensen)

You need to comment on other's gas law lab blogs by Friday.

Daily Blog 11/8

Today in class we reviewed the gas laws and applied them to real life situations.

Boyle's Law: There is constant temperature, and the pressure and volume were inversely related.

Charles Law: Constant pressure but temperature and volume are directly related.

Gay-Lusaacs Law: Constant volume but pressure and temperature are directly related.

For example, the lab we did with the egg in the flask is an example of Gay-Lusaacs law. The volume wasn't changed, but when the temperature was decreased, causing the pressure inside the flask to go down. The outside pressure then forced the egg into the flask.

The balloon and heater experiment is an example of Charle's Law, because when heat is added to the balloon the molecules move faster and expand. The reaction to this is the volume and pressure increase causing the density to decrease and the balloon rises. When the balloon rises the temperature decreases causing the volume the decrease and making the density in the balloon to increase and make the balloon fall.

The tire inflate experiment would be and example of Boyle's Law, because adding pressure into the bottle causes the bottle to expand and making the volume of the syringe to increase. When letting out the pressure the volume decreases and the bottle would contract the temperature would never change in this experiment.

The egg in the bottle with hot water is and example of Gay-Lusac's Law, because when the hot water is in the bottle causes the molecules to move faster When the egg is put on top of the bottle the pressure on the inside of the bottle doesn't change, but the pressure on the outside of the bottle increases pushing the egg inside of the bottle.

Gas Laws

Boyles Law- (the book and blue water lab). This lab has to do with contest temperature. The temperature of the blue water stayed the same all through out the whole experiment. The thing that changed was the pressure and volume, as you added textbooks onto the pipet.

Charles Law- (heated balloon lab). This lab has to do with contest pressure. This means the pressure stayed the same through out the whole experiment. The things that changed was temperature, and volume.

Gay-Lusaac's Law- (The "Egg In" Lab). This lab has to do with contest volume. The egg in this experiment stayed at the same volume all through out the experiment. The thing that changed was pressure and temperature.

Gas Labs

Exploded tire in hot climate: Gay Lusaac's Law
Hot air balloon flying: Charles' Law

Filling up a tire: Boyle's Law

The egg lab showed two of the three laws. Boyle and Gay-Lusaac. When the water in the beaker was warmed, the egg went into the beaker because the pressure and temperature both went up and volume was kept constant when the water was warmed. this is due to Gay-Lusaac's law. When I blew into the beaker it increased the volume and decreased the pressure of the beaker and pushed the egg out. This is due to Boyle's law. The Crush the can lab showed Charles' law. The pressure remained constant while temperature and volume went down.

Laws ( Boyles, Gaylusaac's, Charles)

One experiment I did was to show how Boyles Law works; it involved just a straw. I twisted it until the pressure was forced into the middle of the straw and my hands were on both ends of the straw to hold in the air. As I twisted the space in the middle of the straw decreased while the pressure was building. My partner flicked the middle and it popped. Why? Well do to the increase of pressure and decrease volume, the pressure was building inside and the forced applied to the outside was too much for the inside of the straw. The loud sound was all the gas escaping. Pressure and volume increased and temperature stayed the same.

When outside pressure presses on a balloon, the volume inside increases causing the pressure to decrease. This makes the outside pressure greater than the pressure inside making the balloon burst.

http://www.google.com/imgres?um=1&hl=en&safe=off&tbm=isch&tbnid=E3zf0dXw1BLMTM:&imgrefurl=http://highhopesballoon2.wikispaces.com/Air%2BPressure&docid=tfwA7RN30l91OM&imgurl=http://highhopesballoon2.wikispaces.com/file/view/IMG_0007.jpg/222273906/IMG_0007.jpg&w=2048&h=1536&ei=Lo_BTrWVIuOA2AWY9Jy_Bw&zoom=1&iact=hc&vpx=296&vpy=291&dur=6425&hovh=193&hovw=258&tx=34&ty=92&sig=101224118638014281289&page=1&tbnh=141&tbnw=159&start=0&ndsp=27&ved=1t:429,r:8,s:0&biw=1228&bih=783
Gay-Lusaac's Law is explained by the one experiment with a hard-boiled egg, hot and cold water, and a flask. We swirled hot water around and then dumped out the water. We placed the egg on the top of the flask and put the whole thing in cold water. The egg went in.
The hot water caused the molecules to move fast and pressure to increase from the bottom of the flask. When placed it in cold water the molecules slowed down and the pressure decreased causing the force on the outside to increase and the balloon to be pushed in. Temperature and pressure changed while volume stayed the same.

http://www.youtube.com/watch?v=SQrvPY5hamY&feature=related-

Charles Law is explained by a balloon being heated up. A balloon with constant pressure was heated up and rose but when heat was removed, the balloon fell. The molecules were expanded and so the volume increased. The pressure on the outside was the same while the temperature and volume increased.

Charles Law-

Gas Laws

Boyle's Law: gas law that states when the temperature remains constant, the pressure and volume are inversely related, meaning that if one increases, the other decreases. An example would be with the marshmallow lab. When the marshmallow was in a syringe and the pressure was being increased, the volume decreased.

Charle's Law: gas law that states when the pressure remains constant, volume and temperature are directly related, meaning that if one decreases, for example, the other will also decrease. This law ties in with the temperature vs. pressure lab where the bottle's inside pressure decreased, and the temperature and volume would increase and decrease together.

Gay-Lusaac's Law: gas law that states when the volume remains constant, pressure and temperature are directly related. An example of this law would be the balloon in the earlymeyer flask lab. the balloon became more dense when temperature and pressure was changed and sank into the flask.

The Gas Laws

Boyle's Law
State's that temperature stays constant, if the pressure goes up, the volume goes down.
This is like pipet, the blue liquid, and the books. The temperature in this experiment stood at a constant temperature. The pressure went up because the books compressed the air in the pipet. This caused the volume to go down, because the books compressed the pipet and pushed the liquid farther out.

Gay-Lussac's Law
This law states that the volume stays constant, the pressure and temperature are directly
related
This law is also like what happened in the balloon going into the flask, the amount of the gas in the flask stood the same while the temperature changed and the pressure pulled the balloon into the flask. When the flask cooled down, the molecules slowed and contracted, this pulled the balloon into the flask.

Charles' Law
This law shows that if there is a constant pressure, the temperature and volume are directly related
This is like what happened in the balloon in front of the heater. The balloon has a constant pressure, when the heat went up, the volume went down. Causing the balloon to float The heat made the molecules speed up and expand, making the balloon expand and made the volume go up. Since the mass was the same, the density went down and the balloon floated. When the balloon floated away from the heater the molecules cooled down, contracted, the density increased and the balloon fell.

Gas Laws and the Labs

Gay-Lusaac's Law- Is keeping a constant vloume. The lab that we did that I think relates to this law is the egg lab. The reason being is because the egg always keeps the same volume no matter what, but when changing temperature such has heating it the pressure in the flask changes and pushes the egg upwards because the pressure is trying to escape the flask.

Boyle's Law- The lab that relates to this law would be the marshmallow in the syringe. It relates because when the pressure in the syringe increased the volume decreased.

Charles's Law- Relates to the balloon and heater lab. The reason is because when you hold the balloon to the heater it got a constant pressure that was less dense than the air which made it float upwards, but once it cooled off it became more dense causing it to sink.

Gas Laws

Blue liquid with Chemistry books- This was an example of Boyles' Law. The liquid stayed at a constant temperature. As books were added to the tube of liquid it added pressure. When the pressure went up so did the volume. As the books were taken off the pressure was released and the volume went down.

Charles Law- the object is under constant pressure. The temperature and volume are directly related, which means when one goes up so does the other. The temperature and pressure lab is a good example for this law. The bottle was always under pressure, but the temp and volume would change.



Egg Station- This was an example of Gay-lusaac Law. The volume of the egg stayed constant. Warm water was swirrled around to produce gas. After the warm water was removed the egg was placed on the mouth of the flask. Then the flask was placed in cold water which dropped the egg to the bottom of the flask. The temperatures changed and the pressure changed aswell. But the volume of the egg stayed the same.

Gas Laws

Boyles Law: The temperature is constant, but the pressure and volume are inversely related. An example of this law would be the the marshmallow station. When the syringe was pushed in, the pressure was increased and it caused the volume to decrease. Also when the pressure was decreased, the marshmallow got bigger and the volume increased.

Charles Law: The pressure is constant, and the temperature and volume are directly related. For example, the heated balloon lab showed this law by keeping the pressure the same, but when the temperature increased, the volume of the balloon went down, causing it to be less dense so the balloon floated up. When the temperature was decreased, the balloon was more dense so the balloon sunk to the floor.

Gay-Lusaacs Law: The volume is constant, but the pressure and temperature are directly related. The lab that represented Gay-Lusaacs law was the egg leaving the beaker by using the hot water. This happened because when the temperature was increased, the molecules began moving faster and colliding more building up pressure. The pressure couldn't escape the flask because the egg was blocking the opening. The force pushed the egg up and out of the flask.

Boyles Law is just like the book and the blue liquied in the pipet. Because everything stayed at a constant tenperature. When we added the books onto the pipet the pressure increased and so did the volume of the blue liquid. But it all stayed at the same temperature threw out the whole lab.

.

Charles law is like the air balloon because constant pressure and volume are directly related. So as the balloon sat infront of the heater it built up a constant pressure and was more dense then the air causing it to go up. But as it cooled it got less dense and floated down.

Gay-lussacs law is that constant volume and pressure and temp are directly related. This is like like the egg and the flask. When u heate The egg it fell into to the flask but when blowing into flask and putting in cold water the egg came out.

Gas Laws

Charles law states that an object is under constant pressure and temperature and volume are in direct relation which means when one of them goes up the other one does too, and when one goes down so does the other. This relates to the temp. and pressure lab because the bottle was always under a little bit of pressure and the temp and volume would rise and fall at the same time.

Boyles law states that temperature always stays the same and volume ad pressure are inversely related which means that when pressure increases the volume decreases. An example of this is in the marshmallow lab, because when you decrease the volume by pushing the syringe in the pressure increases and the marshmallow shrinks up. But when you pull the syringe out the volume increased as the pressure decreased by the marshmallow expanding.

Gay Lusaacs law states that the volume will always stay constant and that the temperature and pressure are related directly. An example of this is in the pressure and temperature lab. As you increase the pressure in the bottle the temperature increases. As you decrease the pressure the temperature also decreases.

Gas Laws and Gas Labs

Gas Laws

Boyle's Law:

If temperature is constant, doubling the pressure of a fixed amount of gas decreases its volume by one half.

Charles's Law:

The volume of a given mass is directly proportional to its kelvin temperature at a constant pressure.

Gay-Lussac's Law:

The pressure if a given mass of gas varies directly with the kelvin temperature when the volume remains constant.

Boyle's law applies to the lab in which a marshmallow was placed in an airtight syringe and pressure was exerted to lower the volume.

Charles's law applies to the lab in which a balloon was placed in front of a heater, and inflated slightly and rose.

Gay-Lussac's law applies to the lab in which the balloon was pushed into the flask by lower pressure inside the flask due to lower temperature.

Gas Laws

Boyle's Law: The volume vs. pressure was Boyle's Law because it had a constant temperature but the pressure and volume changed and were inversely related. As you added air or pressure to the bottle the volume went down. This is because you put in air so there was less room or volume because of all the molecules that were being pumped into the bottle. when you released the pressure there was more room or volume because there was less molecules taking up space.

Gay-Lusacc's Law: The experiment with the balloon stretching inside the bottle was Gay-Lusacc's Law because it had a constant volume but the the temperature and pressure changed and were directly related. When you heated the water some of the water evaporated causing there to be a lot of molecules in the flask. That is why you had to cover the flask with a balloon really fast after you stopped heating it, so molecule wouldn't escape. Once you put cold water on the flask, the molecules slowed down causing less collisions. The cold water made the pressure on the inside of the flask less than the pressure on the outside so the pressure pushed down on the balloon to equal out the pressure and reach equilibrium. When you took the balloon off, that popping sound was due to the equaling out of pressure.

Charles's Law: The experiment with the balloon over a heater was Charle's Law because it had a constant pressure but the temperature and volume changed and were directly related. The heater was releasing constant warm air. Since the air was warm there was more molecules and more collisions. There was so many molecules that they need more room to move so they started to take up more room or more volume. Since it increased the volume but the mass stayed the same it made the density of the balloon less than the density of the air around it causing it to float to the top. When it got to the top the wasn't as much hot air so the molecules contracted and the volume decreased causing the density of the balloon to be more than the density of the air around it causing it to sink.

Gas Law

Boyle's law: the marshmallow lab where you put the marshmallow into the syringe. When you added pressure the marshmellow shrunk. When you lessened pressure the marshmellows volume increased.

Charles' Law: the lab where you stuck a hot pop can into cold water is Charles' lab because the temperature and volume changed. The temperature cooled and the volume got smaller.

Gay-Lussac's Law: the lab with the balloon in the flask was Gay- Lussac's Law because pressure and temperature changed. The pressure increased causing the balloon to be pulled inside the flask. The temperature also increased.

The gas laws and the labs

The balloon that was forced into the flask was using Gay-Lusaac's gas law. His law states that the volume will stay constant and pressure and temperature are directly related. If pressure increases, volume will increase and vice-versa. The flask was heated( an increase in temperature) and the balloon was placed over the mouth of the flask. The pressure around the flask became greater than the pressure within the flask because once the flask was cooled off, the molecules within the flask moved slower, causing the balloon to sink into the flask.

The "popping" straw lab in which the straw was wound very tight, flicked and then popped used Boyle's Law. Boyle's Law states that the temperature will stay constant and the pressure and volume are inversely related. If pressure increases, volume will decrease and vice-versa. The straw was twisted causing a decrease in volume, which caused more collisions and increased the pressure. The pressure was then released by the flicking of the straw and the volume went back to normal.

Charles's Law states that the pressure will stay constant and the temperature and the volume are directly related. If the temperature increases, the volume will increase. During the Toy Story balloon lab the balloon without heated air sat stationary on the ground. After the balloon was heated, the air around it became less dense and the volume increased and the balloon rose. After the air around the balloon cooled down, the volume decreased and the balloon floated to the ground. The pressure stayed the same throughout the entire lab.

REAL WORLD EXAMPLES

Boyle's Law

-- Deep sea fish die when brought to the surface.

The temperature within the fish stays constant as the fish rises to the surface. The pressure increases, which causes the volume of gases inside the fish to increase. This ultimately causes the fishes insides to burst and kill the fish.

Charles's Law

--Basketball loses shape in hot sun

A new basketball is placed out in the sun for long period of time (1 month). The ball will eventually increase in size due to the increase in volume. If the ball was placed back into normal conditions, it would regain it's shape.

Gay-Lusaac's Law

--A propane tank bursts

If a propane tank is left out in the sun with even a little amount of propane inside, there could most likely be an explosion. If the temperature increases, (which it will because its a hot summer day) the pressure will increase causing the molecules to speed up and it will burst.

YAY! GAS LAWS!

so gas laws! remember ptv! Pressure, temp., and volume.
now imagine ur holding a piece of paper with PTV written on it. hold the letter P and move the paper, this is charle's law. While the pressure is contast the tem and volume increase and decrease at the same time, the best way to remember this is Charlie's angels are under constant pressure

now boyle's law is that the temperature is constant, while when the pressure increases the volume decreases. and thats about it

Now this one you'll just remember from his name. this is Gay-lusac's law(lol). it is when the volume is constant but the pressure and temp increase and decrease at the same time.

Laws and Labs

These beach balls show Gay-Lusaac's Law. It shows what happens when you leave your beach ball outside in the cold.

This video shows Boyle's Law. The straw through the potato. It shows that at a constant temperature when the pressure goes up the volume will then at the same time go down.

• Gay-Lusaac's Law-The "Egg In" the Flask-This lab has to do with constant volume. The volume of the egg is always the same throughout the whole lab. When the temperature of the flask goes down the pressure also goes down making the egg go into the flask.
  



• Boyle's Law-The Book and Blue Water Lab- This lab has to do with constant temperature. The temperature of the Blue Water is the same throughout the whole lab. the pressure increases as you put books on the pipette and the volume of the blue water in the tube part of the pipette increases at the same time.

• Charles's Law- The Heated Balloon Lab- This lab has constant pressure. The pressure on the balloon stayed the same throughout the whole lab. As the temperature of the balloon went up, because of the heater the balloon was less dense so the balloon went up. As the temperature got colder the balloon got more dense than the density of air, so then the balloon went down.

This video shows Charles's Law. It shows that when you increase the temperature the volume also increases and the same time, if there is a constant pressure.

Friday. October 25th

This post is for last Friday's class. Today we did silent labs. My group got to about 3 labs. The first one we did was the heater with the balloon. We were supposed to hold the balloon to the heater for about a minute with out melting it and observe what happened. The first time the balloon started to inflate but then there was also some static and it followed Seth wherever he went. The second time we did it, it floated up a little bit. The next lab was trying to get the egg out of the beaker. This lab was pretty stinky. But we got the egg out! First we had to put the hot water in and swish it around and then dump it out and then put the egg in the flask and tipped it upside down to get the rest of the water out. Then we had to blow on it and it almost came out, and finally with a helpful hint from Mrs. Sorensen to put the flask in the cold water it finally popped right out! And that's what went down in chemistry on Friday! :)

Tuesday November 25, 2011

Today mrs. Sorensen showed the class a few videos about triple point which is a point In time where all of the states of matter exist at once (solid, liquid, and gas). Then we discussed how sublimation happens and some examples of it like air fresheners or mothballs. Next we looked at phase diagram. If the point is below100 it is a solid, if it's at 100 it's a liquid and if the point is above 100 it will be a gas. Then we answered a few questions over triple point. Next we discussed where youbwo
uld want to be if u wanted to boil water fast, Colorado or new Orleans

Happy Mole Day!!

Celebrating 6.02 X 10^23!

Happy mole day!!!! :)

Today is October 24th; one day after mole day. We didn't have school yesterday so we celebrated today. we learned what mole is (6.02 x 10^23). We spent the class period coloring pictures of moles and eating cake and brownies. We also listened to Pandora. It was a pretty fun day in chemistry :)

October 20th, 3rd period chemistry

I'm trying to not make this a very boring blog.... Today we are working with the graphs. Also, we answered questions about the vaporization lab. And, its really cold out.. but I'm over it.. Everybody worked on completing the graph with their partner. it would be great if there were more outlets.. my battery is about to die.. I guess the question of the day that is baffling everyone is... "do we have an assembly?!" but nobody knows(<---- creepy voice..) We are supposed to finish up the graph and questions from home... have a great day.

October 19, 2011 Wednesday

Today we went over the homework assignment about triple point. Then we did the dry ice lab if we didn't finish last time. Last we worked on the vaporation graph on google docs.

Tuesday October 18th 2011

Today is my 1/4 birthday! Today in class we learned about freezing points, boiling points, and phases by doing a worksheet. Then we had time to work on a vaporization graph and Quia quizzes.

The Daily Blog

Today we didnt do too much, we had a sub Mama Bertsch. She gave us our instructions and the whole period we worked on the three assesments Mrs. Sorensen gave us last week. We have to get at least 80% on each of them before we can be done.

Ice Lab (Thursday)

Today we worked on freezing water by filling a beaker full of ice and salt then put 10mL of water in a test tube and holding it in the ice for 15 minutes. We watched the temperate drop on our calculators and noticed that it stopped at -2 and would move slightly up and down.
When we took out the test tube we saw that ice was forming in the tube. Not all of the water had frozen.

science world

April 19 2010

Lights Camera Action

This article was about a family hosting a TV show for people to learn about nature. Ryan Jacobus and his family decided to move to Costa Rica when he was 10. The reason they decided to do this was Ryan and his two younger brothers were always interested in nature shows and they would go outside after them and pretend that they were looking for nature. They moved to Costa Rica and came up with the idea of hosting a TV show for people to learn and care for nature. The artical is explaining about how Ryan is getting up a 4 in the morning to go to a observation site to study some migratory birds. The artical said that Ryan had to go up there 4 times before he actually go to see them. It explains that the boys want to teach people that nature is apart of us and that we should take care of it. Another reason why the boys want to show people this is because rought 25% of our medicine were derived from plant life. The family would like to see videos other people have made to see what is in their backyards. They are incouraging classrooms to do this for them. The name of the TV show is called Super Natural Adventures. They seem to be enjoying themselves very much.

This is my blog about reading magazine articales about sience and summerizing about what we learned. I found the artical i read very interesting that a normal American family decides to move to Costa Rica to help people learn about nature by creating a TV show.

Jessica Starman

Science world

October 5,2009

Disease Detectives

In San Antonio, Texas, High school two students started to show flu like symptoms and the high school was shut down. They normally wouldn't act like this for flu symptoms but they believed that they had the h1n1 virus which was first and Mexico and then spread to the united states and Canada.Silk's team showed up in Texas to examine the H1N1 out break. There were only a few amount of students at the high school had caught the virus but there could have also been other cases that had not been detected yet. Silk created a case definition to help identify who might have gotten the H1N1 virus. they were looking for anyone with upper respiratory infection. While they were trying to find out who was infected they were also trying to figure out why.They were also trying to figure out the origin of this virus and they believe that it originated from pigs which is how it got the nick name swine flu. The more they researched they found that the virus also contained genes from bird and human flu virus also. Silk's team decided that the H1N1 virus may not be As dangerous as they seem. Antiviral drugs can treat H1N1 and be very effective. Still the best treatment and way to prevent from getting the H1N1 is still to get a vaccine.

Magazine Articles

ScienceWorld
April 9, 2010
Hairy Hearing

A man named Radhakant Bajpal has made a Guinness World Record. He made the world record for the longest ear hair. When they measured his hair from the outer ear it was 13.2 centimeter (5.2 inches) long. A dermatologist from North Carolina was explaining about how hair on your body grows at the same rate, but some fall out before others. He also explained what a hair follicle (is like a root of a plant) was. Dermatologist say that the hair is coming from extra large follicles under the skin of his ears. Dermatologist said he was lucky just to have hair grow out of his ear, and not his nose too.


ScienceWorld
April 9, 2010
Sleep Deprived

A man named Danice Eaton led a study on teenage sleep at the Center for Disease Control and Prevention. He found out that about 92% of high school students don't get the right amount of sleep at night. According to the National Sleep Foundation teenagers should be getting at least 9 hours of sleep a night. Danice Eaton did a study that found out that to little of sleep can lead teenagers to depression, headaches, and very poor grades. It's very important teenagers get the right amount of sleep.

ScienceWorld
April 9, 2010
Out To Dry

Today dyers are some of the biggest electricity hogs in America. Many people have chose to have money and energy and line dry their clothing. But there are also many people who don't like the look of clotheslines. It says a few communities have even banned them. A group called Project Laundry List is fighting the right to hang clothing outside to dry. Using clotheslines can reduce households energy use by 8%, and there are many more benefits to using clotheslines. Also they make your clothes smell better and make them last longer says Alexander Lee, executive director of Project Laundry List.

10/11/11 Chemistry

Today 10/11/11


Mrs. Sorensen was not here today and we went in the library and did the quiz things.
In Chemistry we took 2 assessment quiz like things.
We couldn't do some of the question on the States of Matter Quiz because there was no graph and you were supposed to answer the question and to get the information you had to look at the graph. The 3 questions you couldn't answer are #1,14,20.

Monday, October 10th, 2011

Today we are making a spreadsheet over our vaporization lab. My partner and I did methanol and water. We recorded the time and temp. Then we discussed what flubber and ooblec was-liquid, or solid. Flubber stretched if pulled slowly, but broke if you pulled it hard and fast. Also it took ink. It can also bounce. Oobleck is runny, but if you shake it, it will stay in the container.

Vaporization of Liquids

Vaporization of Liquids

In this experiment we tested the temperature of which each liquid vaporized. In my group, we tested Acetone and Ethanol.

Materials Needed:
5cm^2 of Paper Towel
Liquid of Choice - (Ethanol/Acetone)
Non Latex Rubber Bands
Graphing Calculator
Temperature Probe

Procedure:
The first step that you need to do is attach your temperature probe to your graphing calculator. You choose the option for it to record every .5 of a second, and set it to graph for 2 minutes (120 Seconds). You take the end of the temperature probe and put the 5x5cm of paper towel on it. Use the rubber band to secure it to the probe. Once you have your probe all set up, you dip the end into the liquid and hold it in for about 3 seconds. after this, quickly lay it down flat on the table and do not move it. Drafts in the room can affect your data because the wind can cool it down faster. Once you've got this all done hit start on your calculator and then wait till it gets done. Then record your results.

Karsyn Blog for 10/7/11

In class today we finished up the lab vaporization of liquids. We found the temperature change of 2 different liquids in two minutes.we also finished up the oobleck lab and the flubber lab.

To make Oobleck:

• Dixi cup of water


• add corn starch


• stir

To make Flubber:

• 30 ML of water


• 2 spatula scoops of borax


• heat


• 60 ML of glue


• 30 ML of water


• stir


• add 2-4 drops of food coloring

Wednesday Oct 5, 2011

Today in Chemistry Mrs. Sorensen was gone. Mr. Blythe was the teacher. We ended up not finishing the flubber and Oobleck, but we will finish it Thursday Oct 6, 2011. We watched Mythbusters and had to answers 10 questions about one of the myths that was tested.

10/4/2011 Chemistry

Today in chemistry, first we went to page 399 in the textbook and discussed the states of matter.

Solid: amorphous or crystalline, definite shape and volume

Liquid: no definite shape, definite volume

Gas: no definite shape or volume

Discussed information:

The density of solid materials is usually more dense than the other states of matter, with the exception of water and some other materials. Water expands as it freezes, instead of shrinking in volume like most materials. This is why ice floats. Crystalline solids have molecules that are arranged in a repeating pattern. Most solids are crystalline. Mrs. Sorensen makes an analogy between little kids and the states of matter, in warm weather they run around (like a gas' molecules move quickly with no order), in fall temperatures they kind of huddle up, but still run around a bit (like a liquid's molecules), and in winter they huddle up (like a solid). Crystalline solids sometimes form crystals. We briefly discussed what a unit cell (page 400) was, and then we read about amorphous solids (page 403). We discussed how the myth started that glass is a liquid, but it is actually is an amorphous solid, and how some old textbooks say that it is a liquid. This myth was started by the observation that in old houses, the bottoms of the windows were thicker than the tops. We also discussed that the bigger the crystals, the more imperfections that they have and the less clear they are. Mrs. Sorensen also has two bouncy balls, one that is a "happy" ball and one that is a "sad" ball. They look exactly the same, but the "sad" ball is an amorphous solid and the "happy" ball is a crystalline solid, and the "happy" ball bounces and the "sad" ball does not.

(page 397) We also discussed viscosity, which is a measure of the resistance of a liquid to flow. Mrs. Sorensen also "raced" marbles inside of graduated cylinders with different liquids inside. Two of the liquids did not allow the marble to quickly move down, and they went very slowly. One of the liquids had a dent in the surface because of the marble impact. Seth dropped his marble too quickly and we had to retest between him and Brandon, with the result that Brandon's was found to be faster. Dustin's marble was in 3rd place, and Carson's marble was last. The fastest liquid was water, the second fastest was bubble water, the third fastest was corn syrup and the least fast was Germ-X.

Later, we started to make oobleck and flubber.

Oobleck:

Dixie cup + water + corn starch + stir

Flubber:

Person 1:

30mL water + 2 scoop spatulas of borax + heat (be careful) + stir while being heated

Person 2:

60mL glue NOT IN GRADUATED CYLINDER (measure 60mL water, put in a Dixie cup, mark level with sharpie, empty cup, fill with glue up to mark) + 30mL water + food coloring + stir

yay! finished the polls today, remember flamibility and reactivity are chemical properties not physical.

we also talked about the molecular structure of solids, liguids and gases. Solids are tightly packed and vibrate slowly, but not all solids are egually. There are amorphous, which are tightly packed but are disorganized, while crystalline are very organized and tightly packed.

Liguids are further apart then in solids and they slide and glide passed each other.

They have no definite shape, but they have a definite volume

Gases have no definite volume or shape!

They are very loosely packed and are shooting all over the place

and that's it for today!

Chemistry in a Bag

The first thing we had to do was gather all of our items. We got one scoop of calcium choride, one scoop of sodium bicarbonate, one pipet of phenol red, and one pipet of water.

OBSERVATIONS:

Calcium chloride- solid white pebbles

Sodium Bicarbonate- white fluffy powder

Phenol Red- Red liquid

Water- was a clear liquid

Steps: On video.

Post lab questions.


1. Phenol red with the calcium chloride or water with the calcium chloride.


2. Yes phenol red and sodium bicarbonate turns cold.


3. It turned orange. And so did many of the others that we tested.


4. No. The color changes first then the gas bubbles appear and then temperature change.


5. Our group used calcium chloride and sodium bicarbonate mixed together and nothing happened. Phenol red reacted with both of the non-liquid variables.


6. All of the variables except phenol red need to be included to produce gas in this expiriment.


7. Let all of the water evaporate and see if the calcium chloride is still in the bag.


8. I don't believe it does because the temperature change could be caused by the shaking of the bag.

Chemistry 9-30-11

Today in Chemistry period 3 we finshed taking our vocabulary quizzes on quia. We also learned about properties of substances: chemical, physical, intensive, and extensive. A physical property is when you can observe it without changing it. A chemical property is when it reacts and changes. Intensive property is independant on how much of a substance is. Extensive property is dependant on how much of a substance is. Once we learned these we did an electronic poll on these properties.

Chem. Period 3 9/28/11

Today we finished working on the Cemistry in Bag lab. There is a vocab Quiz tomorrow and for all the homework people your vocab words are due!!! There is also questions on Mrs. Sorensens website that you have to post on the blog.

9/26/11 Blog

Today, we used Blogger for the first time and started writing our blog about the "Chemistry in a Bag" lab. We also started testing the variables in the "Chemistry in a Bag" lab.

Chemisty in a bag

Chemistry in a bag. During this lab we used 1 pipette of phenol red, 1 scoop of calcium chloride, 1 scoop of baking soda, and 1 pipette of water. When we started this lab we had to get a small baggy and put all the solids in one corner of the bag, and then kept them separated from the liquid. The phenol red will stain very badly. The calcium chloride is an irritant. During this lab we were required to wear safety goggles. The observations I took was that the mixture turned and orange red. The mixture became cold, also the baggy was filled with gas as we shook the baggy.

surprise in a bag

When doing surprise in a bag i was the recorder of the lab. My partner Mackenzie shook the bag to see and feel the reactions. She felt warmth and cold and we witnessed the pressure of the bag increasing as the chemicals of the bag were mixing. The chemicals that we used were calcium chloride, sodium bicarbonate (baking soda), and phenol red. The hazards of these chemicals is that phenol red can stain if it got on cloths, calcium chloride is irritant (would dry and irritate or skin). Our first test was with our two liquids, phenol red and water. When the two liquids were mixed together the only chemical reaction that occurred was the color changing to pink. Our next test was with calcium chloride and phenol red. The chemical reaction that occurred was the warmth of the bag increased and the smell that came from it was similar to rubbing alcohol. Our third test was phenol red, baking soda, and calcium chloride. The results of the test was the it got a little warm, it turned yellow, the pressure of the bag increased, and the smell was still similar to rubbing alcohol.We then tested water with calcium chloride and the results of that was the heat in the bag increased. Then we tested baking soda and water, the chemical reaction that occurred was the bag went cold. Our finally test was water, calcium chloride, and baking soda the results were the bag did get a little warm, the pressure increased, but there was no smell that came from the test.
1. The chemicals that made the temperature go up was calcium chloride mixing with either liquid.
2. There was a temperature change when me and my partner mixed baking soda with water and calcium chloride with either liquid. We discovered that when baking soda was mixed calcium chloride and phenol red that the heat didn't get as hot as when calcium chloride did with just water. We figured that it was either the two powders chemical compound caused the temperature to balance out.
3. The color change we observed was yellow and the only color change we observed with the controlled experiments was with phenol red and water mixing.
4. Yes we did notice that when the temperature increased or decreased or when the color changed we saw gas bubbles forming and we figured that when the gas was building up and the chemicals were mixing that the reactions were caused of this.
5. Baking soda with water and phenol red and calcium chloride with water and phenol red and there were no changes in temperature when water was not in the experiments.
6. When the to powders are mixed together with the liquids it creates a sort of solid liquid type substance. The chemicals that are responsible for this could be either liquid mixing with either powder substance.
7. Water mixing with calcium chloride
8. A temperature does always indicate a chemical reaction, because when the temperature increases or decreases that means the substances are reacting to each other.

Chemistry In A Bag

Observations Before Lab:
Water- Clear, Liquid
Calcium Chloride- Round balls, White
Sodium Bicarbonate- White Powder
Phenol Red- Red, Liquid

Test With All Of Them Together:
Turned Yellow, Bubbly, Produced Gas That Inflated Plastic Bag, Hot, Then Turned Cold, Smells Like Rubbing Alcohol Afterward.

Test With Individuals:
Calcium Chloride With Water- Hot
Sodium Bicarbonate With Water- Cold
Calcium Chloride With Phenol Red- Warm
Sodium Bicarbonate With Phenol Red- Pink, Cold
Phenol Red With Water- Cold

Post- Lab Questions
1.Calcium Chloride Made It Hot, Phenol Red Made It Cold
2.No, It Turned Hot And Cold In The Overall Reaction. We Had Thoses Same Results In The Controlled Experiment.
3.No, Red Turned To Yellow In The Overall Reaction. The Only Color Change In The Controlled Experiment Was Red To Pink.
4.Yes, They Are Mixed Together
5.Yes, Water Doesn't Seem To Effect The Reactions Of The Experiment.
6.The Gas That Is Created And The New Color And The New Temperature Shows That It Is A New Substance.

Chemistry in a Bag!!!

We used:



Phenol Red- stains easily, low viscosity, used 1 pipet



Baking soda- looks similar to flour, used 1 scoop



Sodium Bicarbonate- resembles dippin dots, used 1 scoop



Water- used 1 pipet


What Happened:


We mixed all of these substances together in a ziploc baggie and shook the bag. While we were shaking the bag was inflating. There were two temperature changes. As we were shaking it was getting hotter and slowly began getting colder. When the bag was totally inflated we unzipped the bag and the smell of the bag was similar to the smell of rubbing alcohol or peroxide.

1. phenol red and calcium chloride


2. yes when we mixed phenol red and calcium chloride


3. it turned red then yellow


4. when we shook the bag and when it had baking soda it made gas bubbles


5. there is no reaction without the water


6. calcium chloride phenol red and baking soda

Chemistry in a Bag

In Chemistry in a bag we placed a spoonful of Calcium Chloride, and a spoonful of Sodium Bicarbonate in a pipit full of Phenol Red, and a pipit full of water into a bag sealed with little to no air left inside. After we did this, we mixed the bag from the bottom and all of the materials combined. When all this happened one person continued to shake and the other person wrote down the observations

Materials:
1.)Calcium Chloride
2.)Sodium Bicarbonate (Baking Soda)
3.)Phenol Red
4.)Water

Observations:
It turned yellow, bubbly, and it got hotter
Then it turned to a liquid and got cold, still yellow
The bag expanded and about exploded but it didn't
It smelled like permanent marker

Warnings:
Phenol red stains clothes and won't come out.

We then tested to see what material contributed some of these senses.

First we tried out the Phenol Red and Sodium Bicarbonate. We noticed that the combination turned a bright pink. We wafted it and it smelled like a sharpie.
Then we tried the Phenol Red and the Calcium Chloride, it started to heat up and turned a shade of red. We opened it up and wafted, it smelled like a sharpie. From this we could tell that the Phenol Red is the cause of the sharpie-like smell.
We tried the Calcium Chloride and water. The water dissolved the Calcium Chloride and the liquid became cloudy. We also noticed that the temperature rised, from this we concluded that the heat came from the Calcium Chloride.
Baking Soda and water started to fizz and the water then got cloudy. From this we could tell that the Baking Soda was the cause of the fizzing in the Chemistry in a Bag.
We tried out the Baking Soda and the Calcium Chloride nothing happened.
Our last test was the Sodium Bicarbonate, Calcium Chloride and Phenol Red. Our first observation was it dissolving the Calcium Chloride and turning yellow, there was no fizzing without the water.

Post-Lab Questions
1.) The Calcium Chloride causes the heat, the Sodium Bicarbonate causes the fizzing and expanding, the Phenol Red is the cause of the smell, and the Phenol Red is also part of the color

2.) The temperature rose, but no combination ever turned colder at the end, it just stayed warm

3.) No, we combined all the chemicals and we never got a yellow color. It was either red, or bright pink.

4.) Yes, as the fizzing occured, the color turned from red to yellow.

5.) Water is needed to complete the thing, all liquids were required in order for this experiment to work out. Without the water there would not be any fizzing. Because there is nothing to react with the Baking Soda.

6.) Because there wasn't any 2 chemical combination to get the yellow coloring, we tried out the Baking Soda, Calcium Chloride and the Phenol Red and got yellow color.

9/27/11 Chemistry in a Bag

• Chemical Hazard

• the Phenol Red will stain

• waft substances DO NOT SMELL
  

Observation

• 
  
  
  observe every substance and tell the color, odor, what it looks like and so on

Procedure

• take one pipet of water
• one pipet of Phenol Red
• one scoup of Calcium Cholride
• one scoup of Sodium Bicarbonate also known as Baking Soda
• then put the solids in one corner and twist it off and then add the liquids and slowly un-twist the corner
• one person needs to shake the bag and also tells what is happening (observations) and the other person needs to write down the observations

After the combination

• it turned red, then orange, it was hot, then yellow with red spots, the bag was getting air in it, the bag was yellow, the liquid was orange, and it smelled like alcohol swabs

Questions/Answers

#1:

#2:

#3:The color went from red, to orange,to yellow with red places, to yellow on the bag, and the liquid was orange. Yes, because without the Phenol Red the mixture didn't turn yellow, if it had either Calcium Cholride or Sodium Bicarbonate, it would turn white and it would be a liquid with some pebbles

#4:

#5: We combineded Calcium Cholride, Sodium Bicarbonate, and water, then Calcium Cholride, Sodium Bicarbonate and Phenol Red. Yes...

#6:

#7:

#8:

#8: The temperature change could have occured, because of the shaking, while we were trying to combine the substances.

Chemistry in a bag!

I worked Brandon, we took one spoon full of the Calcium chloride, and one of the Sodium bicarbonate or known as baking soda. With one pipette of phenol red solution and one pipette of water and mixed it in a zip lock baggy together. We actually had to do the experiment twice because when you put the substances in the baggy your supposed to separate it until your ready to mix it together. then shake the baggy to mix. but we didn't mix it well enough the first time so it didn't produce the gas it was supposed to. So we did it all again and shook the baggy for about 5 minutes. and as we were shaking the chemicals started to react and the temperature of the baggy went from hot to cold. Then it filled with chemical gas. and the baggy popped. Now what we have to do is test what made the chemical reaction. First we tested the phenol red with the baking soda nothing happened we got a thick pink liquid. The second thing we tested was the phenol red with calcium chloride, the baggy hot really hot but there was no pressure being produced. We wafted it and it had a rubbing alcohol smell. The third thing we tested was phenol red with Calcium chloride and the baking soda the Contents turned yellow and the pressure/gas was produced. W wafted it again and has the same smell as the phenol red and calcium chloride. Then we tested the calcium chloride with water and do the same with the baking soda and water. Nothing happened to either of them there was no pressure/gas produce just with the calcium chloride the temperature changed just like it did with the phenol red. The last thing we have to test is the calcium chloride, baking soda, and water all in one baggy to see if we get the same reaction as you would when we substituted the Water for phenol red. We are going to see if awe get the same amount of pressure. After testing, we found out that the the phenol red with the calcium chloride is what makes the smell, but when you put the baking soda and calcium chloride with any liquid that's what produces the pressure/gas because what happened when we did the last test was we got the gas just no smell it bubbled a little but more than any other time but that and the smell are the only thing that changed.
1. The calcium chloride with either liquids produced temp change.
2. Yes, the temperature turned very cold. It wasn't anywhere near room temperature.
3. The phenol red with just one if the substances turned pink. But when you but both substances with the phenol red then it changed yellow.
4. No, when we put just phenol red and baking soda there was no bubbling just turned color. But when you put it with the calcium chloride the bubbling and color changed happened at the same time but because we were shaking the bag at the same time.
5. We found out that when you put the baking soda with the calcium chloride with either liquids a reaction does occur, the gas was still produced.
6. The bubbling and the smell change, I think that the phenol red and calcium chloride are the ones that make up the new substance.
7. change the liquid that the calcium chloride is mixed with.
8. i believe that a temperature change is always and indication of a chemical reaction has and is occurring.

Chemistry in a Baggy

Chemistry in a bag. we used phenol red, calcium chloride, sodium bicarbonate, and water.


the calcium chloride looks similar to dip n dots, it is white, and very clumpy. Sodium Bicarbonate is white and looks similar to flour. and phenol red is a dark red liquid substance with a very low viscosity. Then we mixed one scoop of calcium chloride, one scoop of sodium bicarbonate and one pipet of phenol red and one pipet of water. Then we allowed all the chemicals to mix, and started to Observe the observations.

Observations of test 1

• the temperature didn't change at first


• the bag started to inflate


• it turned yellow


• smelled like rubbing alcohol

Observation of test 2

We used everything but water

• Pink not doing anything


• looks like sand


• dryed out


• smells like rubbing alcohol

Observation of test 3

We used water, phenol red, calcim chloride

• Hot


• pink


• no gas production


• smell-alcohol

Observation of test 4

• we used baking soda,and calcium chloride


• it started to get cold


• it smelled like rubbing alcohol

1. i beleave that it was phenol red and calcium chloride that mixed and cause the temperature change.

2. yes, some were colder then others

3. the colors were mostly pink then changed to yellow if you did the experiment right

4. yes, because the chemicals that mixed may be causing the color and the bubbles.

5. usuall no because water doesnt do anything

6. calcium chloride and phenol red and baking soda

7. add something diffrent

8. not always because some chemicals can change but it stay the same temperature.

Chemistry In a Bag Lab

Calcium Chloride was in little white balls.



Sodium Bicarbonate was fluffy white powder.



Phenol Red was was a cold red liquid.



Water was room temperature and liquid.





First we put the calcium chloride and sodium bicarbonate on one side of the bag, while we put the phenol red and water on the other side. After sealing the bag, we mixed all four of the ingredients. What we found that happened was it got warm, the color turned yellow, and the bag expanded to the point where the bag was going to explode. After we did that, we also tested more individual controlled experiments to figure what substances caused which reactions.

• Calcium Chloride made the mixture warm.




• Sodium Bicarbonate and the Calcium Chloride mixed with any liquid produces gases to make the bag expand.




• The color change was because of the phenol red and calcium chloride.




• The smell was also caused by the phenol red and calcium chloride.

Post-Lab Questions

1. With all four of the substances combined, the mixture got warm.


2. When we tested the individual controlled experiments, we found that the calcium chloride made the temperature go up.


3. In the overall experiment, the color went from being red to yellow. The Phenol Red and the calcium chloride mixed with the sodium bicarbonate made the color change.


4. With the formation of the gas bubbles, the temperature of the mixture went up and the color changed from red to yellow.


5. The controlled experiments showed that as long as the calcium chloride was mixed with a liquid, the temperature went up. Water was not needed for this reaction.


6. The color was changed and the temperature was also changed. Also, the calcium chloride dissolved in the liquid.


7. Do a controlled experiment in which the liquid that the calcium chloride is mixed with.


8. No. It does not always mean that a chemical reaction occurred. Sometimes there is just a transfer of heat. It is just one chemical dissolving into another chemical.

chemistry in a bag

Put the Calcium Chloride and Sodium Bicarbonate on one side of the bag. Other side of the bag we put Phenol Red and water. Then mixed them and it should turn a yellow color. When you are holding the bag at first it seems like its getting warm but as you continue to shake and mix the bag the colder the feeling of the bag gets. Also the more you shake and mix whats in the bag the bigger the bag got. Some bags might pop open because of all the gases being produced and others just got really inflated. Calcium Cholride makes the bag warmer. Sodium makes the bag inflate. Water helps with the infaltion. Calcium Chloride mixed with the Phenol Red makes the smell.


1. Calcium chloride mixed with water.


2. Calcium Chloride makes it warmer.


3. The overall color was a yellow orange color. Yes.


4. No not always, the bag turned color right away and as you continued to shake and mix the chemicals the temperature changed.

Today my lab patner and I finished up our Chemistry in a Bag lab. We made of video of what we did and wrote down our results.

Chemistry, in a BAG!

Materials:



-9 sandwich bags



-phenol red




-calcium chloride (rock salt)




-sodium bicarbonate (baking soda)




-water




-safety goggles




Procedure:
PUT ON SAFETY GOGGLES-



PHENOL RED STAINS, CALCIUM CHLORIDE IS AN IRRITANT.

1. Place all four chemicals in a baggie, liquids in one corner and solids in the other, and make sure that they do not touch by pushing the baggie with your hand in between the corners.

2. Prepare to take observations.




3. Remove your hand from under the bag and begin mixing the materials.







4. Record observations.




5. Throw away baggie.




6. Place phenol red and calcium chloride in opposite corners of a new baggie and separate them as in step 1.




7. Repeat steps 2, 3, 4, and 5 with the phenol red and calcium chloride baggie.




8. Place phenol red and sodium bicarbonate in opposite corners of a new baggie and separate them as in step 1.




9. Repeat steps 2, 3, 4, and 5 with the phenol red and sodium bicarbonate baggie.




10. Place water and calcium chloride in opposite corners of a new baggie and separate them as in step 1.




11. Repeat steps 2, 3, 4, and 5 with the water and calcium chloride baggie.




12. Place water and sodium bicarbonate in opposite corners of a new baggie and separate them as in step 1.




13. Repeat steps 2, 3, 4, and 5 with the water and sodium bicarbonate baggie.




14. Place phenol red, water, and calcium chloride in opposite corners of a new baggie and separate them as in step 1.




15. Repeat steps 2, 3, 4, and 5 with the phenol red, water, and calcium chloride baggie.




16. Place phenol red, water, and sodium bicarbonate in opposite corners of a new baggie and separate them as in step 1.




17. Repeat stets 2, 3, 4, and 5 with the phenol red, water, and sodium bicarbonate baggie.




18. Place phenol red, sodium bicarbonate, and calcium chloride in opposite corners of a new baggie and separate them as in step 1.




19. Repeat steps 2, 3, 4, and 5 with the phenol red, calcium chloride, and sodium bicarbonate baggie.




20. Place water, sodium bicarbonate, and calcium chloride in opposite corners of a new baggie and separate them as in step 1.




21. Repeat steps 2, 3, 4, and 5 with the water, sodium bicarbonate, and calcium chloride baggie.

OBSERVATIONS:
All four materials:

Turned yellow, produced a gas, exothermic reaction, and later endothermic reaction

Phenol red and calcium chloride:

Turned magenta, produced heat

Phenol red and sodium bicarbonate:



Turned magenta, became a bit cold




Water and calcium chloride



Became very hot, water became almost opaque




Water and sodium bicarbonate



Became a bit cold, water became almost opaque




Phenol red, water, and calcium chloride



Became hot, dark magenta color




Phenol red, water, and sodium bicarbonate



Became a bit cold, was reddish-magenta







Phenol red, calcium chloride, and sodium bicarbonate:



Became warm, then cold, produced gas and was yellow







Water, calcium chloride, and sodium bicarbonate



Became warm, produced gas







Lab Questions:



1. Based on the results of the controlled experiments, what combination of substances seems to be responsible for the observed temperature change in the overall reaction?

Water or phenol red mixed with calcium chloride produced heat, and water or phenol red mixed with sodium bicarbonate caused an endothermic reaction.


2. Was there a temperature change observed in any of the controlled experiments that was NOT observed in the overall reaction in part A? Explain.

No, the controlled experiments became both hot and cold, and so did the overall reaction.


3. What color change was observed in the overall reaction? Do the controlled experiments provide any evidence concerning the combination of chemicals responsible for the observed color change?

It became yellow; yes, phenol red, sodium bicarbonate, and calcium chloride became yellow also.


4. Are temperature or color changes always observed at the same time as the formation of gas bubbles? Explain.

No, usually the gas bubbles appear before the temperature change, but after the color change.


5. What controlled experiments were done to evaluate if a liquid is necessary for the observed effects in part A? Does any reaction occur in the absence of water?

All of the experiments without water; yes, phenol red causes reactions with different substances without water being present.

6. What evidence suggests that a new chemical substance is produced in the overall reaction of the substances mixed in part A? What combination of chemicals may be responsible for the new substance?

The filling of the baggie with gas is a key to identifying if a new chemical is produced. Obviously, the gas wasn't compressed inside the baggie when we closed it, so the gas must have been created by the chemical reaction. Water, calcium chloride, and sodium bicarbonate created the gas. This may be because either (a) the calcium chloride cannot react with the sodium bicarbonate while in a solid state or (b) the water needs to react with both of these chemicals to produce a gas.

7. Let's assume that the chemical identity of calcium chloride is not changed when it is mixed with water. Suggest an experiment that could be done to test this hypothesis.

After mixing the calcium chloride and the water, you could let it sit out to evaporate the water, and if what remains in the dish has the same properties as calcium chloride, it proves that the water does not change the chemical identity for the calcium chloride.

8. Temperature changes are sometimes used as evidence to indicate that a chemical reaction has occured. Discuss whether a temperature change always indicates that a chemical reaction has occured.

I do not think so, because the calcium chloride mixing with the water produced heat, but no new chemicals were generated by the chemical reaction, and I don't think either of their chemical formulas changed.

*Sorry if the spacing is all messed up, this doesn't always save correctly for some reason.

Brianna's Blog 9/27/11

We have just completed the lab call "Chemistry in a bag." The first thing we did was grab the bag and added one scoop of sodium bicarbonate (baking soda) and one scoop of calcium chloride into one side of the baggie. One the other side, we filled a pipet with phenol red and put in on the other side of the baggie, not letting the two mixtures touch. We sealed the baggie and mixed the ingredients. The color turned magenta, and then a deep to bright yellow. The baggie also began to increase in temperature as the mixture was shaken. We let the bag sit and the bag filled with air and popped. The mixture smelled similar to rubbing alcohol.







To test which combinations created each reaction we tested one scoop of sodium bicarbonate and one pipet of phenol red. The experiment resulted in showing that the phenol red mixed with sodium bicarbonate did not cause the heat or the yellow color. The temperature did not change, but the phenol red was cold going into the baggie. The mixture had a gritty feeling and a reddish color.







The next mixture we tested was a pipet full of phenol red and one scoop of calcium chloride. This resulted in the heat of the experiment. The results showed that the two mixed together create a magenta color, but not the yellow color of the starting experiment.





WEe mixed one scoop of calcium chloride, one scoop of sodium bicarbonate, and one pipet of water. The mixture became warm and produced a gas that filled the baggie.





We then mixed one pipet of phenol red, one pipet of water, and calcium chloride. The mixture became hot and turned a deep magenta color.





We mixed one pipet of phenol red, one pipet of water, and one scoop of sodium bicarbonate. The mixture became cold and turned a red-magenta color.







We next tested one scoop of calcium chloride and one pipet of water. This mixture resulted in the heat of the experiment of all three mixtures. The color was a milky white and the calcium chloride didn't dissolve. The color didn't turn red nor yellow. This also didnt create the air that was prdouce in the first experiment.





We mixed one pipet of phenol red, one scoop of sodium bicarbonate, and one scoop of calcium chloride. This resulted in a warm temperature that eventually turned cold. It also produced gas and turned yellow.





POST LAB QUESTIONS





1. I can say for certain that one fator to the heat was the calcium chloride. In both experiments, the phenol red/water and the calcium chloride both produced heat. It seems as though all calcium chloride needs is a liquid to increase in temperature.





2. The phenol red mixed with sodium bicarbonate did not have a temperature increase. The mixture did become lower than room temperature after the phenol red was added, but I think the phenol red was colder that room temperature. Water mixed with sodium bicarbonate did result in a temperature decrease.








3. The color in the overall reaction changed dramatically. At first the mixture turned magenta, but after it was shaken up it turned a yellow-ish color. In the controlled experiments, the mixture not including water, resulted in the yellow color of the experiment.





4. No. For example: the phenol red and the calcium chloride mixed together created a temperature change (heat) and color change (magenta) all without gas bubbles. The first experiment did create gas bubbles though.





5. We tested both substances with water, with phenol red, and with no liquid at all. The reaction that happened with no water, resulted in the yellow color, the gas, and the heat.

6. The evidence suggests that it is a new substance because the color and the temperature. Neither the color or the temperature would've happened with out combining all of the necessary items.

7. Mix calcium chloride with a different liquid to test what the reaction is.

8. This doesn't always mean a chemical reaction has occured because the temperature of the liquid plays a part in the temperature.