Combined 3 questions lab... so... 6 questions lab?

10/4/13:

• What did we do this week?

• What did we learn?

• What are we going to do?

This week was the week of redox reactions, and we also covered titrations (if memory serves). I learned ...about redox reactions. Really, nothing much stands out about that week but homecoming, and I only remember that because I forgot to wear a fancy hat that Tuesday.

11/1/13:
Three questions about the past few weeks. 
Well, theater has been sucking what little life I have left, between Fright Fest, Nora's Lost, and Farmington one act festival (state champs yay sleepy time now). Reading Crime and Punishment in AP Lit has been interesting, if a little hard to follow occasionally. French is... french. C'est bien, mais ca n'est pas facile ("It's good, but it isn't easy" for the non-polyglots out there). The Common Application for colleges has been kicking my glutes every which way, and I still fail to see how the year my mom graduated is relevant. 
What have I learned recently? Arabic, I suppose. And chemistry stuff, but that bit's obvious. I've been a bit too busy to retain anything lately, but one-act is over, so that should tone down a bit. Theoretically.
What do I plan to do now? Catch up on my rest when I'm not in my French class (desolee, Madame). Still working on balancing life and school, especially in the creative area. I haven't heard the click of keyboard as I type out cheesy stories at one A.M. enough lately. I miss posting cringe-worthy fanfiction on the internet. [insert overly dramatized sigh here].

Really Late Sticky Situation Lab

Yeah this was due last Friday. I swear I will smack my forehead with some form of heavy book later. Right now I need all my brain cells to do this blog. So, without further ado, A Sticky Situation, The Blog.

• Review the definition and process of solubility and solvation

• What are intermolecular forces?

• What role do these forces play in solvation? 

• Why is the phrase "like dissolves like" employed to explain differences in solubility?

Solubility: Basically how easily something breaks down and is absorbed into another substance.
Solvation: The ionic attraction of molecules (while in a solvent) to other molecules.
Intermolecular forces are the forces of attraction and repulsion betwixt molecules, as indicated by the "inter-" in the name. 
IMFs affect solvation because they decide the strength between molecules, similar to how they affect the boiling point of various chemicals.
"Like dissolves like" is used to explain differences in solubility because, to be brief, solutions will dissolve solutions with similar structures. 

Three Questions

What tasks have you completed recently?
The AP Chem class did a Molar Volume of a Gas lab on Thursday. Due to circumstances, I had to wait until lunch to do the lab, but I did manage to finish both the lab and my food, so I consider it a success.

What have you learned recently?
I have learned Avogadro's Law (P1 times V1 over T1 equals P2 times V2 over T2) and Combined Gas Law (P times V over T equals k). I also remembered the meaning of STP (Standard Temperature Pressure, or 0 degrees Celsius and 1 atm).

What are you planning on doing next?
I am planning on finishing up the lab report's last few questions and then doing the other online homework. Then I move on to English and an essay on Oedipus. Yay.

Actively Determining Activities

In the lab of determining an activity series, we basically observed how different metals reacted with each other. Magnesium was the most reactive, (Four out of four reactions), followed by Zinc (Three out of four reactions), with Iron and Copper duking it out for third (Both got one out of four) and Silver coming in last by a nose (None out of four).
The reactions observed were all redox reactions. This means the reactants exchanged electrons, like so:

Zn (s) + Cu (2+, aq) 

This means Zinc is solid, and Copper has a two positive charge and is aqueous, for those of us who don't speak chemistry. It turns into this:

Zn (2+, aq) + Cu (s)

The Zinc is now aqueous, with a two positive charge, and the Copper is now solid. 

Attack of the Three Questions

Recently, (in this past week) AP Chem has done a cation/anion identification lab. The primary objective was to learn to identify various cations and anions. What a surprise. In actuality, most of the lab was spent cleaning. Test tubes were being used left and right, and to keep the number of test tubes used under the six each group of two was allowed... let's just say we used more soap than it takes to clean a shower and leave it at that. The greatest challenge was keeping all the substances straight, because there was this tube of something, then this tube of something else, and this tube of another thing.
Also, centrifuge. That which will never be forgotten.
Now, on Friday, AP Chem began a titration lab. Getting the right shade of light pink was hard. The greatest problem was making sure one drop meant one drop.

Learning objectives.

Take two g learning objectives, titrate with 5 M Simplified Language. End result should be understandable objectives.

LO 2.1 I can predict properties of substances based on their chemical formulas, and provide explanations of their properties based on particle views.

LO 3.1 I can translate among macroscopic observations of change, chemical equations, and particle views.

In laymen's terms, Learning objective one is analyzing a substance and figuring out what properties the substance will have. 
Learning objective two is observing and noting what reaction came from where, when. 
These relate to titration because they involve the change of chemical properties.

Solubility Rules

The lab on solubility indicated several rules:
1. Carbonates, Hydroxides, and Phosphates are insoluble except with Sodium, Ammonium and Potassium.
2. Ammonium, Sodium, Potassium, and Nitrates are always soluble.
3. Chlorides are soluble except with Copper, Lead, and Silver.
4. Sulfates are soluble except with Copper and Lead.

Well that was short.
Toodles!

Lightbulb Moments

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?

Solution: A combination of two or more compounds in the same phase of matter.

Electrolytes: Ions that hold an electrical charge when dissolved in an ionizing solvents. 

Yes, you can create more than one concentration of salt solutions. Add varying amounts of salt or water to a constant level of water or salt. It can be proved qualitatively by using a lightbulb electricity thingie (which I do not know the name of), shown below. 

You can show mathematically the difference, yes. Unfortunately, due to the extremely low molarity of the less concentrated solution, and the lack of a large enough beaker, my group didn't get the data for the second set of calculations. The first ones are fine, though!

Na: 22.99

Cl: 35.45

NaCl: 58.44 g/mol 

2.5 g NaCl, 100 ml of H2O:

2.5 g NaCl x 1 mol NaCl/58.44 g NaCl = .0428 mol NaCl/.1 L H2O = .428 M

If the second set gad been completed, the molarity for that would be smaller than .428 M.

Three Questions Blog

1. What tasks have you completed recently?
Recently, I have been working primarily on typing up different things. My great-grandmother's memoirs, various assignments, a story I've been plotting. When I'm not doing that, I draw.
Science-wise, lately I've found a cure for the common cold (haha no). I'm mostly making sure I balance homework and time for me to veg. It's been going decently so far, my only problem is that I lose track of time very easily. I'll think, "I'm going to take a quick break from homework and work on my story for half an hour!" and next thing I know it's eleven at night, and I still haven't finished my lab report. But on the bright side, the chapter I was working on is finished.
2. What have you learned recently?
Recently, I have been learning Arabic through the dual credit program at my school. We're currently up to the second group of letters in the Arabic alphabet. They are all very squiggly and cool-looking.
Science-wise, most of what I have learned in the past few weeks of school is review. But I do now know what an atom economy is, and how to calculate it. It's used for finding the more efficient of multiple chemical equations.
3. What are you planning on doing next?
Finish up my great-grandma's memoirs before I graduate, finish my story, do an action drawing of two or more characters, figure out how to use a 3-D modeling program called Blender properly, finish my Arabic class and take another, become stronger (physically), and take the ACT with an above-average score. Oh, and also learn how to survive on one hour of sleep.
Science-wise? Pass the AP test and the class. Find practical applications for the stuff I'm learning.
And all-around not go insane. But that's a secondary priority.

[Insert witty title regarding water electrolysis here]

  In this last week's lab, the objectives were: one, find the balanced chemical equation of the reaction, two and three, find and "prove" qualitative and quantitative data, and four, draw a particle diagram.
  The idea of the lab was to separate Hydrogen and Oxygen from each other using baking soda to conduct electricity. The baking soda thus seems relevant to the chemical equation, but it is not. This was a concept I had trouble wrapping my head around. After I had managed, however, the chemical equation that emerged was simply:

2 H2O --> 2 H + O2

This is shown in the particle diagrams here, (drawn and digitalized by me):

The lightning symbol represents electricity (shocking) and the baking soda in the water. 

  The qualitative evidence of this reaction is primarily the fact that the tubes started full, and then slowly began to empty, partially because of the reaction, but also partially due to leaking. Another piece of qualitative evidence was the bubbles. If nothing had been happening, the bubbles wouldn't have been there. 

  The quantitative evidence requires a bit of background. To begin, the difference between the gases in the tubes must be proven to prove the 2 to 1 ratio of Hydrogen to Oxygen. Using a universal indicator, the pH of both tubes was tested, before and after the reaction. Prior to the reaction, both pHs were the same. After, one tube was more acidic, the one on the positive side was more acidic, leading to the conclusion that this tube was Hydrogen, the other Oxygen. When the fullness of the test tubes was observed, the tube with Hydrogen was emptier, proving that the gases were dissolving in a 2 to 1 ratio. 

The starting point for the experiment. As you can see, a bit of water has escaped already due to me not filling the cup it was in soon enough.

The final result before I dumped out the water. I hadn't realized it was leaking until I lifted the battery it was on (blocked by my pinky finger) and found a puddle underneath.

Hydrate Lab Overview

In the hydrate lab, a hydrate was tested to see if it was a pure mixture. A mixture is different from a pure substance in that it is a combination of pure substances in the same phase of matter. If the hydrate had been a mixture, it would have lost more mass when heated due to the separate components potentially having different evaporation points. If the hydrate had lost more mass than 51.2% it would be a mixture, but as it didn't in experimental calculations, it must be a substance. The problem with this point is that in the lab conducted by my partner and I, the hydrate didn't lose the mass, putting the validity of the results into question. A way to validate the results would be to do more trials, and to have others conduct the same experiment under the same conditions.