Carolina Wasinger
Chemistry I
12-9-2015
Ms. Bowser
With Partner: Sophie Horn


Purpose:
To discover which liquids are attracted to a negatively charged wand; from this, determine which molecules are polar and nonpolar. Also to observe the property of cohesion in each of the liquids through an experiment involving placing droplets of the substances on waxed paper.

Materials:

• Glass wand
• Cheese cloth
• Beaker
• Syringe (to create the stream)
• Water
• Isopropanol
• Hexane
• Acetic Acid
• Waxed paper. 
• Pipette. 

Procedure:

• For each liquid, pour the respective liquid in a steady stream and hold a charged wand (charge by rubbing a glass wand with a cloth.) next to the running stream, 
• Observe whether or not the stream bends/ is attracted towards the wand. 
• Next, use a pipette to drop droplets of the liquids onto a piece of waxed paper and observe the shape the liquid takes (or does not).

Background:

A polar molecule is a molecule whose atoms contain different electronegativity values and therefore attract additional electrons (Stacy). Nonpolar molecules contain atoms of equal or very similar electronegativity values (Stacy). Polar molecules tend to mix easily with water and have cohesive properties (Bowser). Cohesive properties means the molecules stick together in order to create surface tension; which is what creates perfectly round drops for molecules like water and acetic acid.

Data:

Compound	Effects of Charged Wand	Behavior on Waxed Paper
Water	Attracts	Round drop
Acetic Acid	Attracts	Round drop
Isopropanol	Attracts	Spreads thinly
Hexane	Does not Attract	Spreads thinly

Analysis:

Water Molecule:

Acetic Acid

Isopropanol Molecule.

Hexane Molecule:

Conclusion:

This lab demonstrated the properties of polar and nonpolar molecules as evidenced in the liquids reaction to the charged wand and wax paper.
Water, Acetic Acid and Isopropanol were all polar.
The only nonpolar molecule was Hexane.

Discussion of error:

In this lab error occurred for mainly the reason that there was not a sure way of determining if the wand was properly charged.



Citations:
Water molecule, http://blog.science-matters.org/2012/04/10/drawing-lewis-structures/

Acetic Acid molecule, http://chemistry.about.com/od/factsstructures/ig/Chemical-Structures---E/Ethanoic-Acid---Acetic-Acid.htm

Isopropanol Moecule, ww.123rf.com/photo_30181595_stock-vector-structural-chemical-formula-of-isopropanol-molecule-2d-and-3d-illustration-isolated-on-white-backgro.html.

Hexane Molecule, 

http://www.edinformatics.com/interactive_molecules/3D/cyclohexane_molecule.htm.

Attractive Molecules. Attractions between molecules. Lesson 15 lab packet. Handed out by: Lindsey Bowser. December 10 2015. Chemistry 1. Period A Foxcroft School, Middleburg VA.

Bowser. (2015). Attractive Molecules: Attractions between molecules.  [Lab worksheet]. Chemistry. Foxcroft School. Middleburg, VA.

Stacy. Angelica. M. (2011). Chapter 2, section 15. Ladie Malek, Jeffrey Dowling. Living by Chemistry (168-171). Emeryville, CA. Key Curriculum Press.

Ester Synthesis Lab

Carolina Wasinger
Chemistry
Ms. Bowser.
12/2/2015
Partner: Sophie Horn

Purpose:

To create different smells within a lab experiment transforming different smells into Esters and sweet smelling compounds. 

Procedure :

1. Fill 50 mL beaker with 30 mL of water 
2. Drop into the beaker, a boiling stone 
3. Put the beaker on a hot plate and bring water to a boil
4. Label test tubes with the following numbers: 1, 2 and 3
5. Using the wafting technique, smell the acids and record in a data table. Add 5 drops of the respective carboxylic acids to each of the test tubes 
6. Again, using the wafting technique, smell the alcohols and record in the data table (Bowser lesson 7). Add ten drops of each alcohol to to each tube (look in the following table)

Test tube:             Carboxylic Acid                Alcohol

1                             acetic acid                       isopentanol

2                             acetic acid                       butanol

3                             butyric acid                     ethanol

1. Add 1 drop of the sulfiric acid (H2SO4) to each test tube
2. Place a boiling stone into each test tube
3. Carefully smell each compound by using the wafting technique
4. Slice a plastic pipette to a length that is shorter than that of the test tube. Put the pipette into the test tube so that the bulb somewhat seals off the test tube
5. Put the test tubes into boiling water n heat for 5 minutes, or until the compund no longer smells putrid
6. After, remove the test  tubes from the water and turn off the hot plate
7. Take the pipette out from the test tube. There should only be vapors in it
8. squeeze the pipette and waft the vapors, Record the smell on the data sheet
9. Dispose properly of chemicals (Bowser, Lesson 7)

Materials:

• 50 mL beaker
• Hot plate
• 3 microscale test tubes
• Boiling stones
• 3 plastic pipettes
• scissors 
• pencil 
• organic acids and alcohols
• Acetic Acid C₂H₄O₂
• Butyric Acid  C₄H₈O₂
• Concentrated Sulfiic Acid  H₂O₄S
• Ethanol C₂H₆O
• Isopentanol  C₅H₁₂O
• Butanol C₄H₁₀O

(Bowser, lesson 7)

Safety:

Hot Plate; Hot plate can burn. Do not  directly touch the heated surface of the hot plate and use tongs to move items on and off the hot plate (Common knowledge). 

Boiling Stones: Hazardous if swallowed or if comes in contact with eyes in powder form. (Material Data Safety Sheet). 

Acetic Acid, can be erosive to the skin. Keep out of eyes and off skin and clothing (CDC). 

Butyric Acid, Is corrosive to skin, combustible and flammable. Keep away from open flames (CDC). 

Sulfuric Acid. Is corrosive to skin and can cause burns to skin (CDC). 

Ethanol: Can be hazardous id swallowed or if comes into contact with eyes and skin (CDC). 


DATA:

Test Tube #	Smell of Carboxylic Acid	Smell of alcohol	Smell of mixture before heating	Smell of mixture after heating
1	Vinegar	Medicinal	Cherry flavored medicinal syrup	Sweet, fruity
2	Vinegar	Sharpie	Chemically	Slightly like gasoline
3	Putrid	Rubbing alcohol	Putrid	Cherry, sweet fruity medicinal.

After 1 minute: the liquid at the bottom of the test tubes turned yellow (because there is a chemical change that is happening). After, the contents turned to a light pink color.

Background: 

The word Synthesis in this experiment means bringing together specific compounds through a controlled experiment (Bowser lesson 7). 

The sweet-smelling molecules known as Esters have a key structure piece in all of them: A Oxygen atom linking to Carbon atoms one of which is double bonded with another Oxygen atom (Stacy). 

Carboxylic Acids are putrid smelling molecules (Stacy). The key piece in a the structure of a carboxylic acid is an Oxygen atom singly bonded with a hydrogen, and on the other side, a carbon atom. The carbon atom is doubly bonded with a separate Oxygen atom (Stacy). 

Alcohols often smell very strongly medicinal (Stacy). A key part of an alcohols structural formula is a hydrogen singly bonded with an Oxygen atom (Stacy). 

A catalysts role in an experiment is to help the reaction to take place or speed it along (Stacy). Catalysts are not consumed into the reaction (Stacy). 

Analysis:

       From the questions of lesson 8 we analysed the chemical reaction that occurred in the lab. None of the mixtures smelt sweet in the beginning of the lab but rather putrid or strongly medicinal, in the end, all of the compounds should have smelled sweet. 

      In the final molecule, the Ester functional group was present in all three of the compounds. To build new molecules, two hydrogen atoms and an oxygen were taken out of the compounds and the remainder of the two compounds were added together, forming the alcohol and acid mixture. 

     We know from the color changing of the liquids that a chemical reaction was taking place in the test tubes. 

Graphs:

Conclusion:

In conclusion, the chemistry students were able to create new smells and transform organic acids and alcohols from putrid or medicinal to sweet. 

Discussion of Error: Errors in this lab could of occurred to errors such as heating liquids too long but also the perceptions of the different smells. 

Questions:
5.)

• C8H16O2
• C7H14O
• C9H18O
• C6H12O2

6.)

• Isopentyl Methanate
• Butyl Caproate
• Ethyl Salicate. 

Citations:

Acetic Acid. (N.d.). In: Center for Disease Control and Prevention: NIOSH Pocket Guide to Chemical Hazards. Retrieved from: www.cdc.gov.

Bowser. (2015). Create a Smell Ester Synthesis. [Lab worksheet]. Chemistry. Foxcroft School. Middleburg, VA.

Bowser. (2015). Making scents analyzing Ester synthesis.  [Lab worksheet]. Chemistry. Foxcroft School. Middleburg, VA.

Butryc Acid. (N.d.). In: Center for Disease Control and Prevention: NIOSH Pocket Guide to Chemical Hazards. Retrieved from: www.cdc.gov.

Carborundum Boiling Chips. (N.d.). In: GFS Chemicals: Material data safety sheet. Retrieved from: sds.gfschemicals.com/atn/CARBORUNDUM%20BOILING%20CHIPS%2c%2014%20MESH_Default_MSDS%20US.pdf

Ethyl Alcohol. (N.d.). In: Center for Disease Control and Prevention: NIOSH Pocket Guide to Chemical Hazards. Retrieved from: www.cdc.gov.

Stacy. Angelica. M. (2011). Chapter 2, section 6. Ladie Malek, Jeffrey Dowling. Living by Chemistry (168-171). Emeryville, CA. Key Curriculum Press.

Sulfuric Acid. (N.d.). In: Center for Disease Control and Prevention: NIOSH Pocket Guide to Chemical Hazards. Retrieved from: www.cdc.gov.

Caroline Magnani helped me with graphs section.

Carolina Wasinger
Chemistry I
Ms. Bowser
11/17/2015

Pre-lab

Purpose:

To create different smells within a lab experiment. 

Procedure:

1. Fill 50 mL beaker with 30 mL of water. 
2. Drop into the beaker, a boiling stone. 
3. Put the beaker on a hot plate and bring water to a boil.
4. Label test tubes with the following numbers: 1, 2 and 3
5. Using the wafting technique, smell the acids and record in a data table. Add 5 drops of the respective carboxylic acids to each of the test tubes. 
6. Again, using the wafting technique, smell the alcohols and record in the data table. Add ten drops of each alcohol to to each tube (look in the following table). 

Test tube:             Carboxylic Acid                Alcohol

1                             acetic acid                       isopentanol

2                             acetic acid                       butanol

3                             butyric acid                     ethanol

1. Add 1 drop of the sulfiric acid (H2SO4) to each test tube.
2. Place a boiling stone into each test tube. 
3. Carefully smell each compound by using the wafting technique. 
4. Slice a plastic pipette to a length that is shorter than that of the test tube. Put the pipette into the test tube so that the bulb somewhat seals off the test tube. 
5. Put the test tubes into boiling water n heat for 5 minutes, or until the compund no longer smells putrid. 
6. After, remove the test  tubes from the water and turn off the hot plate. 
7. Take the pipette out from the test tube. There should only be vapors in it. 
8. squeeze the pipette and waft the vapors, Record the smell on the data sheet.
9. Dispose properly of chemicals. 

Materials:

• 50 mL beaker
• Hot plate. 
• 3 microscale test tubes. 
• Boiling stones. 
• 3 plastic pipettes. 
• scissors 
• pencil 
• organic acids and alcohols ( Acetic Acid, Butyric Acid, concentrated Sulfiic acid, Ethanol, Isopentanol, Butanol.)

Safety:

Hot Plate; Hot plate can burn. Do not  directly touch the heated surface of the hot plate and use tongs to move items on and off the hot plate. 

Boiling Stones: Be sure to handle with tongs. Boiling stones can cause burns. 

Acetic Acid, can be erosive to the skin. Keep out of eyes and off skin and clothing. 

Butyric Acid, Is corrosive to skin, combustible and flammable. Keep away from open flames. 

Sulfiric Acid. Is corrosive to skin and can cause burns to skin. 

Ehanol: 

Carolina Wasinger
Ms. Bowser
11/2/2015

The Conductor has lost his train of thought...

Procedure:

• Test the conductivity of each of the substances when dry. 
• After that, put each of the substances in water and observe whether or not the substance dissolves. 
• If the substance dissolved in the water, test whether or not the water is conducting electricity. 

Materials:

-Conductivity tester. 

-Beakers to hold distilled water. 

-Distilled water. 

-Aluminum Foil. 

-Sucrose (sugar). 

-Sodium chloride (salt). 

-Silicon Dioxide (sand). 

-Paraffin (wax). 

-Ethanol. 

-Copper.

-Calcium Chloride. 

-Copper (II) Sulfate. 

Background:

   

             Whether or not an element conducts electricity is largely dependent on the type of bonding the atoms make with each-other. For instance, Network Convalent bonds tend to be extremely strong and very hard to break, The toughness of a diamond comes from this type of bond. 

             An Ionic bond is when the metal valence electrons move to the nonmetal atoms atoms. Molecular Covalent bonds occur when some atoms but not all share valence electrons. Metallic bonds occur when  the valence electrons are free to move throughout the substance

Hypothesis:

Substance:                            Conduct? Yes/No                       Dissolve? Yes/No

-Distilled water.                    No                                                Yes

-Aluminum Foil.                   Yes                                                No

-Sucrose (sugar).                    No                                                Yes

-Sodium chloride (salt).         No                                                Yes

-Silicon Dioxide (sand).        No                                                 No

-Paraffin (wax).                     No                                                 No

-Ethanol.                                No                                                 No

-Copper.                                Yes                                                 No

-Calcium Chloride.               No                                                  Yes

-Copper (II) Sulfate.             Yes                                                No


Actual Data:


Substance:                        Conduct? Yes/No             Dissolve? Yes/No           Conduct when Dissolved

-Distilled water.                    No                                          Yes                               No

-Aluminum Foil.                   Yes                                         No                                N/A

-Sucrose (sugar).                    No                                         Yes                               No

-Sodium chloride (salt).         No                                          Yes                              Yes

-Silicon Dioxide (sand).        No                                           No                               N/A

-Paraffin (wax).                     No                                            No                               N/A

-Ethanol.                                No                                           Yes                              No

-Copper.                                Yes                                           No                              N/A

-Calcium Chloride.               No                                            Yes                             Yes

-Copper (II) Sulfate.             Yes                                           Yes                              Yes

Analysis. 

For the experiment, the class used a conductivity tester to see whether of not a substance could be a conductor. If so, the class tested if the substance could dissolve in water. If the substance could dissolve in water, the class tested the substances' ability to conduct in water. 

5.) The substances that could light up the bulb were metals, copper, aluminium Both these substances were conductors. 

6.) The substances that did not light up the bulbs were not pure metals. 

The types of bonding predicted for each substance:

Ionic - Sodium Chloride, Copper (II) Sulfate, Calcium Chloride. 

Molecular Covalent-Water, Ethanol. 

Metallic-Aluminum and Copper. 

Network Covalent- Sucrose, Paraffin, Silicon Dioxide. 

The only substances that conducted electricity were in either the Ionic group or the Metallic group. The substances had to have contained metals in order to conduct. 

Discussion:

There were a few instances were the results of our group were different from those of other groups. This was largely due to (we suppose) the condition the conductivity testers were in. The Substances chosen to test would have to be carefully picked because if not, us students could possibly get electrocuted.

Conclusion:

For this lab, my hypotheses were mostly right.  I was wrong in some cases though: I did not predict that Ethanol would dissolve. I did not correctly predict that Copper (II) Sulfate would dissolve. The reasons for my incorrect decisions is mostly due to that I did not know what either of the substances were and I could therefore, not make a reasonable prediction. 

Questions:

1.) 

• Glass Water Bottle- Network Covalent. 
• Plastic binder-Network Covalent. 
• Metal Lamp-Metallic. 
• Thumb-tacks- Mettallic. 
• Orange Juice-Molecular Covalent. 
• Water-Molecular Covalent. 
• Salt- Ionic
• -Ionic 

2.) 

1. Copper Jewelry- Metallic. 
2. Glass Jewelry-Network Covalent. 
3. Jewelry made from rocks -Molecular Covalent. 
4. It is impossible to make jewelry from an Ionic compound because it would dissolve in water and be very brittle. 

Works Cited:

You Light Up My Life. Classifying Substances. Lesson 25 lab Packet. Handed out by; Lindsey Bowser. October 26th, 2015  Chemistry I. Period A. Foxcroft School. 

   

Carolina Wasinger
Chemistry I
9/30/2015

Out Of The Frying Pan And Into The Flame

With Partners Fabiana Byles and Sophie Horn

Procedure:

Light the Bunsen Burner for each station as follows:

1.Make sure the tube for the Bunsen Burner is hooked up to the gas and away from anything it could get caught on. 

2. Turn on the gas. After it is on, use the striker to create sparks which will then create a flame. 

3. Adjust the flame until it resembles to cones on top of each other, the first being a lighter blue color underneath a darker blue flame. 

4. Using the tongs, pick up one of the wooden sticks from the beaker of water (that should be labeled "clean" and place the tip in the substance that is being tested. 

5. After some of the substance is on the wooden stick, use the tongs to place the stick with substance over the flame. 

6. Record the observations that can be made. 

7. Turn off the Bunsen Burner and place the used stick in a second beaker of water labeled "used"

Hypothesis:
I think that the flame test must be used to determine the presence of elements in a compound. Certain elements present in a compound will give the flames distinctive colors.

Background:

Bohr was a physicist and came up with the Bohr theory in which he stated that high energy electrons can jump from their place in the orbit of an atom  but as the electron falls back down, it emits a colored wavelength. This is what we see during the flame test lab. The metal atoms are responsible for the particular color of a compound.

Materials:

1. Sodium Carbonate
2. Copper (II) Chloride
3. Strontium Chloride
4. Potassium Chloride
5. Sodium Chloride
6. Copper Nitrate
7. Sodium Nitrate
8. Strontium Nitrate
9. Copper
10. Copper (II) Sulfate
11. Potassium Nitrate
12. Pennies
13. Bunsen Burners.
14. Gas, to light the Bunsen burners with and a tube to carry the gas to the Bunsen burner.

Safety:

Wear goggles while performing the experiment

-Sodium Carbonate: Do not inhale as it can cause coughing a soreness of throat. Can cause redness in skin if coming into contact with.

-Copper (II) Chloride: Avoid contact with Copper (II) Chloride as it can cause irritation of the skin. Avoid inhaling the chemical. Inhalation can cause a burning sensation in the throat (N. A. Copper Chloride.).

-Strontium Chloride: Can cause damage to the respiratory tract if inhaled. Can be irritating if making direct contact with skin (N. A.Strontium Chloride.)

-Potassium Chloride: Is poisonous if ingested. Avoid direct contact with skin and lungs do not inhale as irritation can occur (N.A. Potassium Chloride).

-Sodium Chloride: Can possibly cause irritation of the skin, eyes and can cause irritation if inhaled (N.A. Material Safety Data Sheet: Sodium Chloride)..

-Copper Nitrate: Can cause severe irritation of the skin and eyes and can cause severe and very serious problems to the lungs if inhaled (N.A. Material Safety Data Sheet: Copper II Nitrate).

-Sodium Nitrate: Can be cause sever irritation if Sodium Nitrate comes into contact with eyes, skin and can be fatal if inhaled ( N.A. Material Safety Data Sheet: Sodium Nitrate. ) .

-Strontium Nitrate: Can potentially cause dermatitis and other skin irritation. Can cause severe  damage to the eye and is extremely harmful if inhaled (mostly mental) (N.A. Strontrium Nitrate).

-Copper: Can cause pain if ingested or inhaled. Can cause redness if in contact with skin or eyes (Centers for Disease and Control.).

-Copper (II) Sulfate: Can Cause sensitization and other irritations to the skin. Can be very harmful if coming into contact with the eyes. Extremely harmful if swallowed or inhaled (N.A.Material Safety Data Sheet: Copper II Sulfate).

-Potassium Nitrate: Is not highly dangerous to the skin. However, can cause eye problems and is dangerous if inhaled ( N.A. Material Safety Data Sheet: Potassium Nitrate).

Pennies: Virtually harmless. Do not swallow.

Data:


Orange Flame: Sodium Carbonate, Sodium Chloride, Sodium Nitrate,

Green Flame: Copper (II) Chloride, Copper Nitrate, Copper, Copper (II) Sulfate, Pennies.

Red Flame: Strontium Chloride, Strontium Nitrate.

Lilac/ Light Pink: Potassium Chloride, Potassium Nitrate.


Analysis: 

1.) Among the groups,  I noticed that the color of the flame depends upon what the metal element in the compound is.

2.) Potassium Chloride would be a lilac to light pink color.

3.) The color of the flame depends upon which metal is present in the compound. For the compounds involve copper, all of the flames were green.


Conclusion:
The previously stated hypothesis was proved correct by the experiment. The color of the flame did depend upon what elements were present in the compound.

Discussion of Error:
Holding the wooden stick (that was holding the substance) over the flame and also avoiding lighting the wooden stick on fire was quite difficult. At first, we thought many of the compounds were orange but then our group realized the orange flame was just the wooden stick lighting on fire.

Questions:
1.) The flame is producing multiple colors of light but what the naked human eye can see is only the blend of these colors. So the green flame was actually many more colors than just green but we can only see the average of colors (green, in this case).

2.) The color varies on how far the electrons in the atom move out of place and when they return to their proper placement in the orbit. This determines what wavelength the electron will admit.

Citations:


Centers for Disease and Control. (July, 1 2014). Copper.  Retrieved From: http://www.cdc.gov/niosh/ipcsneng/neng0240.html

N.A. (2015). Copper Chloride. ESPI Metals. Retrieved from: http://www.espimetals.com/index.php/msds/536-copper-chloride

N.A. (2015). Strontium Chloride. ESPI Metals. Retrieved From:http://www.espimetals.com/index.php/msds/722-strontium-chloride

N.A. (2015). Potassium Chloride. ESPI Metals. Retrieved From: http://www.espimetals.com/index.php/msds/230-potassium-chloride

N.A. (2015). Strontium Nitrate. ESPI Metals. Retrieved From: http://www.espimetals.com/index.php/msds/724-strontium-nitrate

N.A. (8/14/2001). Material Safety Data Sheet: Sodium Chloride. Retrieved From: http://avogadro.chem.iastate.edu/MSDS/NaCl.htm

N.A. (8/14/2001). Material Safety Data Sheet: Copper II Nitrate. Retrieved From: http://avogadro.chem.iastate.edu/MSDS/Cu(NO3)2-2.5H2O.htm 

N.A. (8/14/2001). Material Safety Data Sheet: Sodium Nitrate. Retrieved From: 
http://avogadro.chem.iastate.edu/MSDS/NaNO3.htm

N.A. (8/14/2001) Material Safety Data Sheet: Copper II Sulfate. Retrieved From: http://avogadro.chem.iastate.edu/MSDS/CuSO4-5H2O.htm

N.A. (8/14/2001) Material Safety Data Sheet: Potassium Nitrate. Retrieved From: http://avogadro.chem.iastate.edu/MSDS/KNO3.htm

Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore, Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck (2015-03-27). Purdue Owl. Retrieved From: https://owl.english.purdue.edu/owl/resource/560/10/

Carolina Wasinger
Ms. Bowser
9/8/2015
Chemistry

Lab: The Copper Cycle  rough Draft  

With Partner: Sophie Horn

When I Cu Again

Purpose: To learn what effects different reactions have on Copper. Most importantly, this lab is to show how matter cannot be destroyed through being able to understand where copper is throughout a series of experiment.

Materials:
250 ml beaker
100 ml beaker
2 graduated pipettes
50 ml graduated cylinder
funnel
filter paper
scoopula
copper powder (.1 g)
8 M nitric acid  H2S04, (2 ml)
1 M sulfuric acid, H2SO4 (15 ml)
8 M sodium hdroxide, HaOH (2 ml)
Stirring Rod
Hot plate
beaker tongs
balance
zinc filings, (.1 g)
25 ml of water




Procedure:
Measure the copper (.1 g) and place the measured copper into the fume hood. Measure 2 ml of the 8 M Nitric acid  H2S0  and mix it into the copper. Observe the reaction.
After the brown gas is no longer being produced take the beaker out from underneath the fume hood. add 25 ml of water to the beaker. and then add 2 ml of the concentrated sodium hydroxide HaOH and slowly pour the liquid into the 250 ml beaker. Observe.
Put the beaker onto a hot plate (on medium heat) and stir the liquid with a stir rod until the concoction is a dark green colour and little specks of a solid begin to appear.


 Use the tongs to remove the hot beaker from the hot plate and onto the lab bench.

Set up the filter into a funnel like shown:
    

Then, set up the funnel filtering contraption as shown:




Use a scoopula to scrape whatever remains in the filter and place the (looks like a dark brown powder) substance into the 100 ml beaker stir in 15 mL of 1 M sulfuric acid, H2SO4. Observe the changes.


Measure .1 g Zinc filings and add to the 100 ml beaker. Observe the changes.


Proper dispose of the liquid into the correct waste disposal. Ask you teacher . Clean up your area and glassware .

Safety:
Wear closed-toe shoes, an apron and goggles. Be sure to use the fume hood and properly dispose of chemicals.

Nitric Acid: If Nitric acid comes into contact with water heat and toxic fumes can be produced.

Sulfiric Acid: Can cause serious burns if comes into contact with skin.

Sodium Hydroxide: Reacts with many substances including with water and gives off a lot of heat when in contact with water.



Data:
View Photos.

Works Cited:

 All Photos. Horn, Sophie September 9th 2015. Chemistry I.  period A. Foxcroft School.

What Goes Around Comes Around. Conservation Of Matter. Lesson 8 lab Packet. Handed out by; Lindsey Bowser. September 9th, 2015  Chemistry I. Period A. Foxcroft School.

The title of this lab was the result of a collaborative creative effort by Carolina Wasinger and Michelle Arubi.


Duncan, Ian. (2015, September 28) Nasa Goddard building evacuated after nitric acid spill. Baltimore Sun.
Retrieved from:  http://www.baltimoresun.com/news/maryland/bs-md-nasa-nitric-acid-20150928-story.html

N.A.n.d.  Be cautious with Sulfiric Acid. Toolboxtopics
Retrieved from: http://www.toolboxtopics.com/Gen%20Industry/Be%20Cautious%20with%20Sulfuric%20Acid.htm

N.A. (2011, April, 4). NIOSH Pocket Guide To Chemical Hazards. Center of Disease Control and Prevention.
Retrieved from:
 http://www.cdc.gov/niosh/npg/npgd0565.html

Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore, Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck. (2015, March 27). Reference list: Electronic Sources
 (Web Publications).
Retrieved From:
https://owl.english.purdue.edu/owl/resource/560/1/

Carolina Wasinger
Ms. Bowser
9/8/2015
Chemistry

                                                       When I Cu around

Purpose: To learn what effects different reactions have on copper. In the experiment, copper will go through a series of  different test designed for students to see what exactly is happening in different situations and how copper reacts to other elements. Most importantly, the experiment will show that Matter cannot be destroyed.

Background:
Many people have tried (and failed) to create gold. Is it actually possible to turn matter from one substance to another? The answer is no, unfortunately (but also fortunately, in many ways) we can not turn another substance into gold, or anything else for that matter (no pun intended). This experiment will prove that.

Materials:
250 ml beaker
100 ml beaker
2 graduated pipettes
50 ml graduated cylinder
funnel
filter paper
scoopula
copper powder (.1 g)
8 M nitric acid  H2S04, (2 ml)
1 M sulfuric acid, H2SO4 (15 ml)
8 M sodium hdroxide, HaOH (2 ml)
Stirring Rod
Hot plate
beaker tongs
balance
zinc filings, (.1 g)
25 ml of water




Procedure:
Measure the copper (.1 g) and place the measured copper into the fume hood. Measure 2 ml of the 8 M Nitric acid  H2S0  and mix it into the copper. Observe the reaction.
After the brown gas is no longer being produced take the beaker out from underneath the fume hood. add 25 ml of water to the beaker. and then add 2 ml of the concentrated sodium hydroxide HaOH and slowly pour the liquid into the 250 ml beaker. Observe.
Put the beaker onto a hot plate (on medium heat) and stir the liquid with a stir rod until the concoction is a dark green colour and little specks of a solid begin to appear. Use the tongs to remove the hot beaker from the hot plate and onto the lab bench.
Set up the funnel contraption as shown:







use a scoopula to scrape whatever remains in the filter and place the (looks like a dark brown powder) substance into the 100 ml beaker stir in 15 mL of 1 M sulfuric acid, H2SO4. Observe the changes.
(this is what it looks like)


Measure .1 g Zinc filings and add to the 100 ml beaker. Observe the changes.

Proper dispose of the liquid into the correct waste disposal. Ask you teacher . Clean up your area and glassware .


Safety:
Wear closed-toe shoes, an apron and goggles. Be sure to use the fume hood and properly dispose of chemicals.

Hi Ms. Bowser!  Enjoy my blog!