Types of Reactions Lab

This is the Prezi I created to talk about the process involved in the types of reactions lab and the information I gathered while doing the lab!

Types of Chemical Bonds

We have been talking a lot about Chemical Bonds in Chemistry...


Ionic Bond:
First we started by identifying ionic compounds, which wasn't too hard. You just have to look for a compound that includes a metal and a nonmetal. So identifying them aren't very hard. This sheet to the left is a worksheet we did to identify compounds that are either ionic, covalent, or both. After we learned about ionic bonds we moved on to covalent bonds.





Covalent Compounds:
Below on the far left is a worksheet we did in Chemistry to work on naming covalent compounds. You can see the list I wrote in. It shows all of the prefixes involved in naming the compounds. For example on number 1 you can see that it says CO2. C is the element Carbon and O is the element Oxygen. When they are together they are Carbon Dioxide because there is a 2 and the prefix for 2 is Di! Another thing that helped in naming these compounds was the chart that Mr. Ludwig gave us. It is below on the right side and was really helpful in figuring out how to go about naming a compound if I got stuck on a really hard one.

Chemical Names and Formulas

One of the major things we have been working on this quarter is writing out the formulas for compounds and being able to identify the name of compound by it's formula. I had a lot of trouble with this at first, but once i got the hang of it it became really easy and actually pretty fun!

This first sheet is an activity that we did to help us with naming compounds and writing out formulas. This helped me a lot. There is a lot of confusion when it comes to some of them at first but it really helped to use a  "cheat sheet" Mr. Ludwig gave us that basically listed some different elements and their number of protons or electrons and how they can combine to make a compound! 

Below is a test I took in Chemistry that shows my ability in naming and identifying names and formulas of compounds. I only missed one question on this test!

Ionic Compound Lab

Ionic Compound Lab:

Pre-Lab:
1. Read the entire procedure. Identify the variables. List any conditions that must be kept constant.
-In this experiment I think that the amount of Magnesium must be kept constant. And we must make sure we get a correct mass value before we burn the Magnesium and a correct mass after it is burnt. 
2. Write the electron configuration of the magnesium atom.
-The electron configuration is 1s2 2s2 2p6 3s2
     a. Based on this configuration, will magnesium lose or gain electrons to become a magnesium ion?
I think that magnesium will lose electrons to become a magnesium ion.
     b. Write the electron configuration of the magnesium ion.
-The electron configuration of the magnesium ion is 1s2 2s2 2p6.
     c. The magnesium ion has an electron configuration like that of which noble gas?
-The magnesium ion has an electron configuration like that of Neon.
3. Repeat question 2 for oxygen and nitrogen.
-The electron configuration of the oxygen atom is 1s2 2s2 2p4.
-I think that Oxygen will gain electrons to a  oxygen ion because it has six valence electrons.                  - The electron configuration of the oxygen ion is 1s2 2s2 2p6.
-The electron configuration of the Nitrogen atom is 1s2 2s2 2p3.
4. Prepare your data table.
5. In your data table, which mass values will be measured directly? Which mass values will be calculated?
-The mass values that will be measured directly are the masses of the empty crucible, the mass of the the crucible with the Magnesium in it before heat, and then the mass of the the crucible with Magnesium in it after heat. The masses that will be calculated are the mass of the Magnesium before heat and then the mass of the the Magnesium Product at the end of the experiment. 
6. Explain what must be done to calculate each mass value that is not measure directly. 
-To calculate the masses that aren't measure directly we will have to subtract the mass of the empty crucible from the mass of the crucible and the magnesium. And then subtract the mass of the empty crucible from the mass of the crucible and magnesium after heat. 

What we used:

Magnesium Ribbon
Crucible
Ring stand and ring
Clay Triangle
Laboratory Burner
Stirring Rod
Crucible Tongs
Centigram Tongs
Centigram Balance
10-mL Beaker
Distilled Water
Conductivity Tester

Procedure:
1. We set up our area. We put the ring on the ring stand and placed the clay triangle on the ring.
2. We measured out the mass of the crucible and wrote it down.
3. We used a ruler to measure out 25 cm of magnesium ribbon. And then rolled the Magnesium into a ball. We placed the ball into the crucible and recorded the mass of the crucible and Magnesium.
4. We put the crucible on the clay ring, and turned on the gas for the burner.
5. Mr. Ludwig lit the flame, and we placed the crucible over the flame.
6. We waited for the Magnesium to burn.
7. After it had burned we turned off the flame and left the Magnesium to cool.
8. After it had cooled we measured the mass of the crucible and Magnesium product and wrote it down.
9. Then we dumped the Magnesium Product into a beaker with 20 mL of distilled water.
10. We then tested the Conductivity of the solution and recorded it.

Analyze and Conclude:

Click Here! For my Conclusion!

Conductivity Lab

Recently in Chemistry we conducted a lab to test the conductivity of different solutions we made as a class.

Definition of Conductivity:
"The ability or power to conduct or transmit heat, electricity, or sound. "

What we used:
Different Compounds
Distilled Water
Beaker
Conductivity Testers
Stir Sticks

The Process:
1. Destini and I set up our station, we put out the beaker, stir stick, and Conductivity Tester. We decided to make a solution using Sodium Bicarbonate.
2. We put four scoops of Sodium Bicarbonate into the beaker and then added the distilled water, and stirred until all of the Sodium Bicarbonate dissolved.
3. Then we used the Conductivity Tester by turning it on and dipping the two wires at the end into the solution.
4. Then we determined the level of conductivity by the brightness of the red and green lights on the Tester.
5. After we wrote down the level of conductivity for our solution we tested the conductivity for five other solutions, made by our classmates. Which included: Potassium Chloride, Corn Starch, Ice Cream Salt, Calcium Chloride, and Sodium Acetate.

Data:
Below is the chart from our expriment, as you can see we have some different numbers involved. When we did this lab, the conductivity tester would give us the exact response as to what the conductivity level was. To represent that I used numbers in our graph.

2 is low conductivity

4 is medium conductivity 

6 is high conductivity 

8 is very high conductivity

Conclusion:

As you can see most of the solutions had a pretty good level of conductivity. The only one that showed a level of low conductivity was the corn starch, but it still showed at least some conductivity.  Which means that all of the solutions can conduct or transmit electricity!

Periodic Trends: An Adventure in Prezi

My first Prezi! I am pretty proud of this thing and I think it does a wonderful job of explaining some interesting things about periodic trends of course involving...the periodic table!
Check it out!

Atomic Structure...an update

             The thing we have been focusing on the most in Chemistry is Atomic Structure. I have found that this is  a lot more complex than I thought it was.
We have been going over many concepts that have to do with Atomic Structure, the first one is light-why it is the way it is and how it is the way it is. Analysis of light emitted by certain elements showed that and element's chemical behavior is related to the arrangement of electrons in its atoms. That is why it is so important to discuss light.
First, there are two natures of light: Wave Nature and Particle Nature.
Wave nature of light can be described by many different characteristics like...

• Wavelength-The shortest distance between equivalent points on a continuous wave. Usually expressed in meters, centimeters, or nanometers
• Frequency-the number of waves that pass a give point per second. Measure in Hz (1 Hz=one wave per second)
• Amplitude-The wave's height from the origin to a crest, or from the origin to a trough.

• Speed- ALL electromagnetic waves, including visible light, travel at a speed of 3.00 x 10^8 m/s.

Particle nature of light:

The Particle Nature of Light is important because it explains why heated objects emit only certain frequencies of light at a give temperature, it also explains why some metals emit electrons when certain colors of light with a specific frequency shines on them. This is something that the wave nature of light can't do. 

This is a Concept Map I created to further explain the information I have learned about the two different natures of light!

Notes from the light Spectra lab

As you can see this is a picture of the notes and drawings I took when we did the light spectrum lab. During the lab we used spectrascopes to look at different forms of light...I found it really interesting the way the spectrums appeared for the different types of light.
Sunlight passing through a prism is separated in to a continuous spectrum of colors. You can see this in my drawing to the left, in our lab we looked at an incandescent light bulb to see the spectrum.

We also looked at an absorption spectrum. We looked at green light (a glass full of green water in front of the light) and it changed the spectrum. The green was absorbed and there were some oranges and reds. We then looked at red light (a glass full of red water in front of the light) and found that the red dye blocked the red part of the spectrum and there were many blue and greens. Green plants are green because they mostly use red light...the reds are absorbed and then the green color is what is reflected!

Green Plants mostly use Red Light

The Electromagnetic Spectrum includes all forms of  electromagnetic radiation and shows the differences in their frequencies and wavelengths.

An Atomic Emission Spectrum of an element is the set of frequencies of the electromagnetic waves emitted by atoms of the element.
For example...Neon, if you look at my drawings of the spectrums above, Neon's spectrum consists of several individual lines of color, not a continuous range of colors as seen in the Visible Spectrum. Each element's atomic emission spectrum is unique. 

Different Models and Theories in Atomic Structure:

Bohr Model of the Atom-Taking from the ideas Einstein and Planck had on quantized energy.
He proposed that the HYDROGEN atom has only certain allowable energy states. The Ground State is the lowest allowable energy state of an atom. Bohr suggested that the single electron in a hydrogen atom will move around the nucleus in only certain allowed circular orbits.

From the Glencoe Chemistry Book

THE GROUND-STATE ELECTRON CONFIGURATIONS
An atom's electron configuration is the arrangement of electrons in an atom.

The aufbau principle: States that each electrons occupies the lowest energy orbital available.
Features of the aufbau diagram:

• All orbitals related to an energy sublevel are of equal energy. 
• In a multi-electron atom, the energy sublevels within a principal energy have different energies.
• In order of increasing energy, the sequence of energy sublevels within a principal energy level is s, p, d, and f.

The PAULI EXCLUSION PRINCIPLE:

States that a maximum of two electrons may occupy a single atomic orbital, but only if the electrons have opposite spins.

HUND'S RULE

States that single electrons with the same spin MUST occupy each equal-energy orbital before addtional electrons with opposite spins can occupy the same orbitals.

Also taken from the Glencoe Chemistry Book

This diagram shows the order in which orbitals are usually filled.

Obviously there was a lot of information in this post, it is just a basic overview on the world of Atomic Structure, I know that I am definitely still learning more, but I think this post really shows the beginnings of what I am learning about in Chemistry, and I look forward to learning much more in the second quarter!

Basic Atomic Structure

In Chemistry lately we have been talking about the atomic structure of atoms, and the way numbers come in to play. I have really enjoyed working on this Glog which includes some basics about atomic structure, like protons, electrons, and Neutrons. I look forward to taking a more in depth look at all of the terms and elements involved in Atomic Structure!

Separation Labs

In the past week we did a couple labs in Chemistry class to helps us understand what a mixture is and how they work.  Below is the popplet that I created to show how I did the Mixture and Chromatography Lab and what I understood from the labs.

An Early Overview of (some) Chemistry

           An Early Overview of (some) Chemistry!

             "Chemistry is the study of the properties and behavior of matter ." In my opinion, this means that chemistry is a science where we learn about what stuff is made up of. Stuff=Matter. And in Chemistry we study matter to learn more about it and what makes water, water and air, air, etc., etc.
Chemistry is based on the composition, structure, and properties of matter and the changes that matter undergoes.
Solid, liquid, and Gas are important words when it comes to chemistry. They are the basic forms of matter here on earth.
Solids hold their shape and have a fixed volume.
Liquids conform to the shape of the container they are in, they have a free surface and have a fixed volume.
Gases will also conform to the shape of the container, but they also take on the volume of the container as well.

"Vocabulary Words" -The following are some basic words and their definitions that are important to chemistry:

Mass: The measure of the amount of matter in an object. Measured in the SI unit: Kilogram
Matter: All the physical "stuff" in our universe. Anything that has mass and occupies space.
Air is matter because it takes up space and has mass.
Compound: Pure substance containing more than one different element. The elements combined in a compound are combined in a  definite ratio.
Element: The purest/simplest form of a substance is an element. There are 117 known elements. 94 of them occur naturally.
Atom: The smallest particle of an element is an atom.
Solution: A homogeneous mixture that combines a solute and a solvent.
-Solute: The solid part that dissolves.
-Solvent: The liquid that does the dissolving, water is a very common solvent.
Molecule: A substance of two or more atoms in a definite arrangement held together by chemical bonds
                -A diatomic molecule contains only two atoms.
                -A polyatomic molecule contains more than two atoms.
Substance:A matter of a particular kind with it's own unique blend.

A salad is a good example of a mixture.

Mixture: Consists of two or more different substances physically combined.
Two Types of Mixtures:
-Heterogeneous means "different". You can see the different parts of the mixture easily. An example would be oil and water, or a slice of supreme pizza.
-Homogeneous means "the same". You cannot see the different parts of a mixture. An example would be some Dr. Pepper, or a glass of orange juice.
Colloidal Suspension: If the particles are spread evenly throughout the mixture but are not quite but almost visible, a colloidal suspension exists.
Properties:
-A physical change changes appearance, caused by a release or input of energy.
Physical properties can be judged on size, odor, color, mass, hardness, shape, density, and texture.
-A chemical change is a reaction that transforms a substance into a new substance. (Ex: Match burning, explosion, rust)
Density: Measure of the concentration of matter in an object.

This is the Periodic Table, it shows all of the known elements.

*Periodic Table picture from modelscience.com