Friday !2/13/13

1. Recently, I have completed all my finals (YIPEE!) In this class specifically we just finished Unit 4 of thermodynamics and have moved on to Unit 5 relating to electrons and energy jumps and shells and more fun stuff. In AP English I was crowned and was asked to read my timed reading response which was an accomplishment I am indeed proud of. I'm also officially done with AP Calculus AB and ready to move on to BC and get it over with already!  Lastly, this week (not the week this is actually due for but THIS week) I completed my interviews for the BA/MD program in Alb which is also a huge weight lifted off my shoulders.

2. Well, as my senior year is officially half way over, I have learned to handle break downs in class a little better. Realizing it was OK to struggle a little in my classes was tough at first, then I remembered "Oh yeah, I signed up to take the hardest classes at Mayfield...." Who knows why, but I did, and plot twist: I am surviving! I have also learned that Kingery has a millionaire best friend supposedly, and that Disney no longer makes Ms. Gardner's favorite Goofy coffee cup :(

3. What I plan on doing next is something I am quite excited about...wait for it....SLEEPING IN! After this semester I could not be more ready for this well deserved break. Not only is class out, but my cheer coach is giving us a break also (GASP). So, therefore, I am not yet ready to even think about what my classes will be like next semester and what my teachers are devising next. However I can think about Christmas, since it is 6 days away, and eating all these goodies I have successfully collected thus far :)  

* A CHEMISTREE 

http://www.ontario.k12.or.us/index.php?id=1692

Chocolate gum?

Solubility is the property of a solid, liquid, or gas able to dissolve in a solute. Solvation is the process of the disassociation of the attraction between molecules of a solvent. In the Sticky Situation: Chewing Gum and Solubility lab we tested the solubility of various components of chewing gum. We first tested the results of water and sugar mixture, water and oil, and sugar and oil. After observing the reactions we then tested sugar coated gum in water and oil. The sugar coating dissolved in the water, but not much change was observed in the oil. Finally, we tested the chewing gum with a Hershey's chocolate kiss. This was surprising because our saliva didn't disassociate the gum, but an ingredient in the chocolate did; the gum seemed to dissolve in the "sea of chocolate" in our mouths.

This lab ultimately tested the intermolecular forces in the gum. Intermolecular forces are the attractions or repulsive forces between neighboring atoms in a substance. In solvation, the dissassociation of the molecules requires more energy if the intermolecular forces are stronger. Stronger intermolecular forces occur when the substances aren't similar. For example, the sugar dissolved in the water because both substances were polar. This idea of "like dissolves like" is introduced as a connection between intermolecular forces and solubility.

http://newsletter.schoolbox.com/2011/01/16/delicious-sensory-writing-with-hersheys-kisses/

Friday 11/1/13

1. Here we are yet again writing about the last couple of weeks. I'd like to think of this week as the "calm before the storm" as we make our way to Mayfield Cruces week. However it was anything but calm. I have completed most of the worst chapter in calculus AB: the dreaded chapter 5. I've also completed poem analyses in AP English and also basically the gas unit in here. Not to mention all the planning for the parade tomorrow and my first submission of the Common Application!

2. You know what they say, "You learn something new everyday." I've learned that chocolate and gum don't mix well. I've also learned that my addiction to Starbucks isn't going away any time soon. Life changing facts I learn at school, I know. Besides all the gas stuff, of course.

3. I plan to conquer the mountain of homework you just assigned us today...(hence getting the easy stuff out of the way). I also plan to read some of the new book we were given in English, the load of Calc homework, study for the many tests to come, and prepare for next week (eek). Oh, and also eat some (LOTS) of this leftover Halloween candy :)

 
http://newsnewmexico.blogspot.com/2010_10_08_archive.html

Friday 10/18

Well last friday was the end of a short week (thankfully). I have completed my Common Application essay finally, the Hamlet essay in Comer's, the derivative chapter in calculus, and have started Unit 3 in this class- gas laws (dun dun dun). Personally, Gas Laws aren't my favorite. But we will quickly go through this chapter like all the rest so I suppose I'll survive.

I've learned about gas laws obviously. I also learned that I'm a bigger nerd than I thought in my AP English class; I was crowned (with a paper crown) and was asked to read my analysis on a poem. Yes it is a big accomplishment OK. As always, I'm learning how important time management really is, especially senior year.

I plan on finishing Unit 3 as fast as possible and moving on to the next exciting concept in the AP chemistry world. I also plan to start a new book in honors English, begin another essay in AP English, and finish chapter 5 in calculus. I'm also planning on filling in details of the MHS LCHS parade and spirit week in student gov, learning a routine for the assembly, and also finishing touches to the bonfire plans. Oh and can't forget the parliamentary training for the newlings of NHS tomorrow and Tuesday! I guess you could say I'm a little bust this time of year...

http://librarygrits.blogspot.com/2010/11/little-miss-busy.html

The Q's

Completion check list for the week: Determining actual percentage of H2O2 in a drugstore bottle of hydrogen peroxide lab, unit 2, more quizzes, more homework, prep for the test tomorrow, the usual.

Last week was definitely one of the most chaotic of the year (homecoming). Despite the craziness with cheer and SGA, I managed to learn a thing or two about redox reactions. Basically redox reactions include oxidation and reduction- a change in oxidation numbers. I also learned that patience does come a long way when it comes to learning new things (working on it).

Most importantly I plan on not failing the test on unit 2 tomorrow. I also plan on decorating the school for pink week bright and early tomorrow morning. This is a short week with fall break around the corner, but my teachers really don't care. I am writing my Hamlet essay, AP English essays, calculus test, finishing college applications, and of course continuation in chemistry and moving on to unit 3 this week. 

http://sebreg.deviantart.com/art/You-Just-Need-Coffee-334631370

Determination of an Activity Series

 

The purpose of this lab was to determine the oxidation potential of different metals with small scale chemical reaction activity series (basically finding which is more active). The results concluded that the different metals tested (Mg, Zn, Fe, Cu) were not equally active; Magnesium was the most active with four total reactions and a reduction potential of -2.37V, Zinc came in second with three reactions and -0.76 V potential, and Iron (2.87 V) and Copper (0.34 V)  tied for third with 2 reactions. The most reactive to the least seemed to have a connection towards the charge of the reduction potential. The most active, Mg, had the lowest potential while the least active metals had the highest potentials. This is because the negatively charged potentials need electrons. All of these reactions were single replacement and redox reactions. Redox reactions, or oxidation reduction reactions, involve the transfer of electrons between atoms and a change in the oxidation state. A single replacement reaction is when one element is replaced by another. Single replacement reactions are also redox reactions because the transfer of electrons occur with the transfer of elements.

Friday 9/20/13

1. Well this past week has been stressful to say the least. But I am happy to say I have completed the intimidating cation and anion lab along with the rest of the class. I have also completed a quiz, and yet another lab (surprise surprise). So total that makes 11 labs... yay us!
2. It's a proven fact that you learn something new every day. That means a lot of new facts have entered my brain, but the question is which ones stayed? I guess it could be the ways of determining molarity with the titration lab, how to determine net ionic equations, more particle diagrams, and most importantly: to start bringing lab clothes every day :)
3. I believe our class is planning on catching up to our set schedule (hopefully). And also the dreaded ending to Unit 2.. meaning another test... something all of us look forward to. And more than likely many more labs and particle diagrams. YAY science.



http://www.keepcalm-o-matic.co.uk/p/keep-calm-and-calculate-moles/

(our future t-shirts)

Solubility!

Preceding the week long "Separation and Qualitative Determination of Cations and Anions" Lab, we did a pre-lab lab. This mini lab consisted of multiple solutions containing different cations and anions. From the reaction between the different combinations, we determined general solubility rules that helped us in our monster lab. The results below were used to create basic solubility rules:

cations

-all alkaline metals are soluble (Na, K, NH4)

-Lead is always insoluable except for NO3

-Silver is always insoluable except for NO3

anions

-NO3 is always soluble

-SO4 is always soluble except for lead

-Cl is always soluble except for Pb and Ag

-PO4 is generally soluble except for alkaline metals

Mini Titration

According to Bronston and Lowry, an acid is what donates a proton (or H+) in a reaction and a base is the acceptor. All acid-base reactions are neutralization reactions, and produce salt and water. Tirtration is an analytical technique used to calculate the concentration of a solute in a solution. Since we are a bit rusty in our chemistry game, this titration  lab helped us (or me, at least) get back in the swing of molarity. Our goal was to determine the molarity of a dilute solution of sulfuric acid. To do this, we measured 20 mL of the H2SO4 in a flask. Then measured approximately 50 mL of NaOH into a buret. After placing the flask with the sulfuric acid solution onto a magnetic stir plate, 2 drops of phenolphtaleine was added as an indicator. Drops of the sodium hydroxide was added until the solution was a very light pink (not dark pink). This indicated the molatiry of the solution was the same as the 1M NaOH. This took several tries, however (with the execption of Sophia's group, of course). After a couple tries we concluded that it took exactly 18.4 mL of NaOH to neutralize the acid.Therefore, .0184mol of NaOH we used. Then we then multiplied that by the mole ratio of H2SO4 to NaOH, which told us we used .0092 moles of H2SO4. We then divided this by .020L of the H2SO4, giving us the molarity of 0.46M.

Electrolytes & Water

There are four objectives directed towards the lab we did today in class:

1. Review definitions of solution and electrolytes

2. Can you draw a particle diagram of the salt solution?

3. Can you create two different concentrations of salt solutions and qualitatively demonstrate this?

4. Can you mathematically show concentration difference and provide calculations to justify it?

Well I'm not going to lie, electrolytes were not the first thing to pop in my head when you asked about the salt water ( unlike Evan), but of course it did click afterwards; that amazing OOHHH moment happens to me often. Electrolytes are basically compounds that ionizes when dissolved in solvents such as water. A solution is a homogeneous mixture containing two or more pure substances. 

Second comes my favorite thing: particle diagramming! YAY (sarcasm)

The solutions with  different salt concentrations ended up with ratios of 100mL of DI water to 2.5g of salt (salt water) and 600mL DI water to .1g of salt (mimic tap water). We proved this with the electrodes and a light bulb...fun/scary stuff. 

                           original solution (tap water)                                 

                                                                                                                       our solution(tap water mimic)

  our salt water solution

The mathematical part of this pie is difficult to show on a computer... however my calculations were set up like so- 

Mimic tap water: 0.1gNaCl x 1 mol/57.45g NaCl = .001741molNaCl

and since molarity is calcluated by mol/Liter....

600mL=.600L

.001741molNaCl/.6LH20 = .029 mol/L

Salt water: 2.5gNaCl x 1mol/57.45g NaCl = .0435molNaCl

.0435molNaCl/.1LH2O = .435mol/L

Therefore, different salt ratio creates the difference in molarity which proves different the salt concentration solutions. BOOM. 

Friday 9/6/13

http://theorganizedwife.wordpress.com/2012/01/30/organizing-with-the-number-three/

1. Our AP class has recently completed our first unit of the year (the first....of many). It included nomenclature, molecular and empirical formulas, percent composition, combustion analysis, and stoich. Labs were thrown at us left and right... but somehow we survived the fist weeks with the GPA KILLA. 

2. Personally, I've learned that a year without chemistry is a lot longer than I thought it would be, haha. I've also brushed up on my stoich skills and learned how to create my own procedures for the AP labs, which is definitely a lot harder than you'd think. Atom economy is also something I've learned about recently along with the guided lab's green chemistry. 

3. First off, I plan on NOT failing this upcoming test (which I was currently studying for). I also plan on learning chemistry more in depth as we move on from the review part of this AP class. I don't know if I should be excited or terrified honestly; but hey, bring it. 

Electrolysis of Water

Electrolysis of Water

OBJECTIVES

1. What is the balanced chemical equation of this experiment?

2. Is there qualitative evidence to support the balanced reaction?

3.Could you collect quantitative data to 'prove' the balanced equation?

4. Can you draw the particle diagram?

So this experiment basically separated the components of water into hydrogen and oxygen gases. The procedure first included filling two tubes with a baking soda solution and lining the tubes up with the tacks in the bottom of a small plastic cup. Next was seemingly most challenging part of this lab... flipping the cup with the tubes in it upside down and quickly (very quickly) filling the cup with tap water before any gas bubbles could escape. This ensured all the gas was trapped. Lastly, the bottom of the tacks at the bottom of the cup had to be lined up with the battery spokes and observed the magic happen. 

A balanced equation for this experiment was concluded to be 2H20(l) --> 2H2(g) + O2(g). The baking soda (NaHCO3) was not included in this equation because it was not a reactant; it was simply a conductor or electricity through the water. The qualitative evidence to support this reaction was the bubbles we observed because the bubbles indicated the gas that was captured inside the tubes. We observed one tube producing bubbles at a faster rate than the other side and also a universal indicator was added to the solution in the tubes and the tap water on the outside. The class began to see the differences in the colors between the two tubes, indicating different compositions; more specifically, an acid and a base. The quantitative data that proves the balanced equation can be collected by measuring before and after masses of the solution in both tubes. The masses should be the same, proving the balanced equation through the law of conservation of mass. Thanks to my very artistically drawn particle diagram, the equation can be visualized (woohoo) : 

Just the Beginning

Our very first blog addresses our very first lab with our very first objectives:

1. The difference between pure substance and a mixture?

2.The significance of the technique used?

3.Can you mathematically support your conclusion?

4. How can you validate these results?

 The purpose of this lab was to determine if a hydrate was a mixture or a pure substance. Well what's the difference? A pure substance contains only one kind of molecule/atom while a mixture is composed of different pure substances. The significance in the technique we used to test this question was basically how it supported the law of definite proportions... XY + H20(s) --heat--> H20(g) + anhydrous(s). Now, chemistry can be intimidating if math isnt your best subject. BUT have no fear. What this equation means is when heat is applied to a substance combined with water (hydrate), the product is water in the form of gas and a solid substance (anhydrous). The rest is easy, after calculating the percent composition of the anhydrous a conclusion can finally be made. This conclusion can be mathematically supported by the percent composition calculations. If they vary, the hydrate must be a mixture. So of course, if there is a specific percent, it must be a pure substance. I guess Ms. Gardner helped us cheat a little by telling us the percent "we should have gotten": implying the specific percent composition. However, the percents from all 3 groups seemed to be reasonably close to that percent (which was 48.8%). Lastly, validating these results requires calculating percent error. The End (of the beginning).





Matter Classification 
http://schoolsites.schoolworld.com/schools/ThousandIslands/webpages/eoliver/files/matter%20&%20energy.pdf