The Pennium Lab

THE PENNIUM LAB

INTRO:  What is the average atomic mass of different pennium isotopes. Use the mass of a nickel to determine relative mass of all pennium isotopes. Investigate the concept of atomic mass and how it was derived. You will develop you own unit of measure, the CMU, and use it to measure the relative masses of other coins. At the conclusion of this lab you will be able to explain how scientists developed the system for AMU's ( atomic mass units) and how it is applied to determine the relative masses of other atoms of other elements. 

OBSERVATIONS: We used pre 1982 pennies and post 1982 pennies, one dime, one nickel, and one quarter. 

HYPOTHESIS: Weigh all coins and conclude the average amount of the individual sets of coins. Ex) post 1982 pennies, pre 1982 pennies, dime, nickel, and quarter. We separated all the coins out into there catagories. Then we weighed these coins on a triple beam balance scale. We believe that the older pennies will weigh more, because they are made out of different metals.

Materials:   1) 8 pre 1982 pennies.
                     2) 8 post 1982 pennies.
                     3) 1 dime.
                     4) 1 nickel.
                     5) 1 quarter.
                     6) Triple beam balance scale.

                 

PROCEDURES:  PART 1
1) Obtain a packet of pennies.
2) Sort the pennies into two groups: pre 1982 and 1982 and newer.
3) Measure the mass (in grams) of each stack of pennies. Record the mass (in grams) of each penny stack in a data table. Count the number of pennies in each stack.
4) Measure the mass in grams of a quarter, nickel, and dime. Record these values in a data table.
5) Answer the questions below and then continue with Part 2.

PROCEDURES: PART 2

1. Determine the average mass of pre-1982 pennies. (Record average)
2. Determine the average mass of post-1982 pennies. (Record average)
3. Determine the percentage of your pennies that is Pre-1982 and the percentage that is post 1982. These percents should add up to 100%. What you have calculated is the percent abundance of each group of pennies (penny isotope)
4. Let's choose one of your coins to make a CMU (coin mass unit). Let's say that the mass of a nickel ( Fivecentium). is one CMU. Use the mass of a nickel to calculate the mass of a quarter (Quarterium), dime (Dimeium), pre-82 pennies (Pre-82 Pennium), post-82 pennies (Post-82 Pennium. Again, show all calculations, and record all data in a data table.
5. Determine the average mass of Pennium in CMU's using the percent abundance (from # 3) of each pennium isotope (pre-82 and post 82) and the mass of each pennium isotope in CMU's  (from # 4).

Discussion:  In summary, the Pre 1982 pennies weighed more which may be result to using metals to make the coins. IN the lab we weighted various kinds of coiniums on a triple beam balance scale.


Isotopes - are atoms of the same element that have the same atomic number but different masses. 
MASS: measure of the amount of matter that abject contains.
MATTER: anything that has mass and ocupies space.
ATOMIC NUMBER: number of protons in the nucleus. 
MASS NUMBER: is equal to protons plus electrons. 


CONCLUSION:  We accept our hypothesis. We said that the post coins would turn out to weigh more. And when we tested. This is what the outcome was. They weighed almost a hole 3 more grams than the "pre" pennies did. Then when we weighed all the other coins it really wasn't that big of a shock for what they would come out to be. We new of course the quarter would weigh more, and that the dime would be the smallest in mass.   

Candium lab

CANDIUM LAB

Introduction:   We are using a model of candium to explain atomic mass also to analyze the isotopes of candium and to figure out its atomic mass.     The only observation we had was that the 4 different types of candy all had different atomic masses due to size. The candies that are smaller like the skittles but are more solid inside should have the highest atomic mass. 

HYPOTHESIS: We can separate out the different types of candy into groups of 6 and then weigh each group of candy with the triple beam balance. We could also weigh each candy alone and compare there atomic masses side by side. We believe that the gobstoppers will weigh more and have more mass because they and denser and harder.

MATERIALS:   - Triple beam balance scale

                           - 4 types of candy (skittles, gobstopper, sixlets, m&m's)

                (Candies)

                  (Scale)

PROCEDURES: We got the candy in a mixed bag and we sorted one of each candy into four different isotopes. Then we found the mass of each isotope (six of each candy= one isotope)   Then we recorded average mass, percent abundance, relative abundance, relative mass, and average mass of each isotope.

DATA:












DISCUSSION: During the lab we acquired various types of candium and sorted them then measured all them in there candium groups while recording the mass and then put the data into a chart.
Possible errors: we could have weighed the candies with little regard to being 100% accurate. We could of also had errors recording the info.
We learned that the atomic mass of things isnt allways limited to size sometime atomic mass is inside the element or component. skittles had the highest atomic mass because of the solid core of the skittle.

Isotopes - are nuclear configurations of atoms, with a specific number of neutrons and a specific elemental type. In a corresponding manner, isotopes of the same element differ in mass number (or total number of nucleons per atom) but never in atomic number.


Relative Abundance  -Relative Abundance: the number of candy in each isotope.

Percent Abundance -  Percent Abundance: the percentage of each type of isotope that exists in a given sample of an element. 
 



For more info on the following Definitions go to http://en.wikipedia.org/wiki/   


CONCLUSION: We reject our hypothesis because it was wrong. The skittle had the highest atomic mass because they have a hard solid center and the combined mass of the 6 skittles was alot higher than the combined mass of the other candies. our thought that the gobstopper had the higher atomic mass was wrong because the center is alot lighter than the skittle.  
One thing we would like to know is why the atomic mass of the sugar center had a higher atomic mass than the straight chocolate center.

               

Physical and Chemical changes during a chemical reaction

 PURPOSE: To become familiar with the laboratory and to make qualitative and quantitative observations about physical and chemical changes during a chemical reaction.
QUESTIONS: What are the chemical and physical reactions when you put aluminum foil in to water that has Copper  sulfate pentahydrate dissolved into it? will the reaction differ if you dissolve the copper  sulfate  in warm or cold water?
HYPOTHESIS: Test and experiment with the different chemicals and observe the physical and chemical changes While making qualitative and quantitative observations. We think the tinfoil will react in the mixture.
                                                            Process in order (chronologically)

Materials

• Beaker (150ml or 250ml)
• Copper (2) sulfate Pentahydrate (Toxic Substance)
• Scoopula
• 100 ml Graduated Cylinder
• Stirring rod 
• Thermometer
• Small Square of aluminum foil
• Sodium benzoate

PROCEDURES

         1. This lab was a duel purpose lab, it reviewed terms and concepts and also brought us into the lab environment. We were in a lab group of three people. We were instructed to wear lab aprons and goggles. Also got a large safety lecture.

         2.We retrieved a beaker (150 ml)  and put some water in to the beaker (above 75 ml), then we got some copper sulfate with our scoopula, we then placed it in the beaker and stirred until it was all dissolved. also we took measurements of the temperature before, during, and after stirring the copper sulfate in. 

         3. Next, we crumpled the aluminum foil in a loose ball and put it in the dissolved copper sulfate solution  and stirred for 15 seconds while making observations of the temperature .

        4. Finally after we stirred the foil in the dissolved copper sulfate we  put a large scoop of sodium chloride from our container into the mixture  and stirred until all of the sodium chloride was dissolved while making detailed observations of the physical and chemical changes.

  DATA

During the experiment our group observed many physical and chemical changes. Such as i observed the temperature stayed around 23 degrees Celsius until we put the sodium chloride in with the foil it jumped to a whopping 48 degrees Celsius. Also the foil reacted and turned a gorgeous red color when we stirred it. When we  observed the different states of matter we saw that we noticed homogenous and heterogeneous  states of matter. Homogeneous was the dissolved copper sulfate pentahydrate in the water. The heterogeneous state was the copper sinking and the foil breaking,  rusting, and tearing into lots of small red  pieces.           

                                                                      DISCUSSION
The data that we collected showed that the temperature of the liquid was 23 degrees, then jumped to 48 degrees with the addition of salt.
During this lab i realized that with the addition of an everyday compound something can rapidly change in temperature. I could compare this to cooking, because if you were using a component like salt and it rapidly reacted with another compound it could screw up your dish that your cooking by adding too much heat or pressure.
Possible errors in the experiment could of been, crumpling tinfoil to much, using to much salt, not using the right amount of water or sodium benzoate.

CONCLUSION

Our hypothesis was 20% right and 80% wrong. we were right that there was gonna be a reaction with the tinfoil but we were wrong where it happened, how it happened and why it happened.

We predicted that a reaction would happen to the tin foil, but it was just a coloring to the foil and a disintegration.

We learned that salt and sodium makes a strong reaction that can eat through small pieces of tin foil. 

bubbles

BUBBLE LAB 
INTRODUCTION: We know from experience that detergent makes light small bubbles while sugar makes large bubbles  We know this from chewing gum.
Will water with dish detergent make bigger bubbles with salt or sugar?
Solution: Test all  three solutions (sugar, salt, and detergent mixtures)
PROCEDURES:
1.  Label 3 cups 1,2,3 then add 1 teaspoon of dish detergent to cup 1, then 2/3 cup of water to all cups, then stir.
2. Then add a half teaspoon of sugar to cup 2 and a half teaspoon of salt to cup 3, stir for one minute.
3. Dip straw into cup 1, remove, blow gently into straw and make a bubble
4. After you blow bubble 1 repeat step 3 for salt and sugar cups.
5. Conclude and record which mixtures made the biggest bubbles and how they reacted
HYPOTHESIS: The sugar will make bigger bubbles and the detergent will make small weak bubbles. Salt bubbles may be heavy and be medium  sized.
MATERIALS: 3 styrafoam cups, water, salt, sugar, straws, measuring tools, and a good attitude!!!!!!!!!!

DATA:

Observations: The sugar bubble grew larger bubbles compared to the salt bubbles which may be a reason that THE GUM FACTORIES USE LOTS OF SUGAR IN BUBBLE GUM!

John Doe blows into a cup

the salt bubbles were heavy and they did not pop upon impact to the floor while the sugar bubbles were light and popped when they touched any object.
DISCUSSION: During the expirement we learned many things first we learned that the differnece in salt and sugar mixtures varies the weight of the bubble by offsetting the size of the bubble, the weight of the bubble, the size the bubble could achieve, and the texture of the bubble once it was blown.
The bubble lab elaborated upon our breif knowledge of how mixtures (variables) can differ in outcome. (for example) the pyrotechnic clean up crew respondes to a black powder spill, it mixes the cleaning agents in wrong amounts which results in too much water and not enough removing agent so a powder residue is left on the floor of the factory and a forklift idles over it creating heat and the powder ignites burning down the factory.
EXPERIMENTAL ERRORS:  Using water that is different temperatures in each of the cups; putting more than 1\2 teaspoon of any of the mixtures in each cup;  putting too much or too little water in the cups; not stirring the liquids until they dissolve.
CONCLUSION: Our hypothesis was half right.  The sugar bubbles did as we expected while the salt made heavy tough bubbles. The detergent made medium bubbles that lasted for a little while and floated good.
QUESTIONS: Does air temperature affect bubble flight? Does elevation have an affect on bubbles?