pH Level Lab

STQ: What are the pH levels of different household items/how do they differ?

Hypothesis: I believe that most household items are going to be acids. I believe they differ, because they are different substances entirely.

Materials:

computer household solutions
Vernier Computer Interface 7 small test tubes
Logger Pro test-tube rack
Vernier pH Sensor blue litmas paper
wash bottles paper towel
distilled water stirring rod
sensor soaking solution red cabbage juice
250 mL beaker

Results:

Test Tube Solution Blue Litmas Paper Red Cabbage Juice pH

1 Vinegar 2.5 3.5 Trans. Pink 2.4
2 Ammonia 10 6 Green 11.5
3 Lemon 2 2 Pink 2.21
4 Soda 4 3 Orange 2.43
5 Drain Cleaner 8.5 5 Yellow 13.44
6 Detergent 9.5 6.5 Green 10.17
7 Baking Soda 8.5 7.5 Teal 7.92
8 Skim Milk 7.5 9 Purple 7.31


1.) Which of the household solutions tested are acids? The household solutions that are acids are Vinegar, Lemon Juice, and Soda what proves this is the pH sensor levels. Yes, others like Drain Cleaner and Detergent are below 7 ph level but, this is a guess having to do with the Red Cabbage Juice.

2.) Which of the solutions are bases? How can you tell? The household solutions that are bases are Ammonia, Drain Cleaner, Detergent, and Baking Soda. You can tell this because of the pH levels from the pH sensor, Red Cabbage Juice, and Blue Litmas paper evidence.

3.)What color(s) is red cabbage juice indicator in acids? In bases? The acids’ colors are as follows Vinegar->Translucent Pink, Lemon Juice->Pink, and Soda->Orange. The bases’ colors are as follows Ammonia->Green, Drain Cleaner->Yellow, and Baking Soda->Teal.

4.)Can Red Cabbage Juice be used as an indicator to determine strength in acids/bases? Explain. I do not believe that it can. According to our data it does show that some data it may be slightly accurate, but tests like the ammonia show that it wasn’t nearly as close as it should be. RCJ->6. Actual pH Sensor->11.5. A very big difference if I must say.

5.) List advantages and disadvantages of litmus and red cabbage juice indicators. Advantages->Can give a quick look at an item and show the pH level without looking at any technology. Easy and fast possibly takes maybe 30-60 seconds. Disadvantages->Not nearly as accurate as a pH level sensor. One use if you only have some litmus paper and misuse it, well, you don’t have anymore litmus paper!

Conclusion: Over the past two days we have been recording the pH level of several household substances. For example, Coca-Cola, Skim Milk, Vinegar, are just some of these items. We’ve used pH sensors to test how high or low the pH level actually is, and we also used Red Cabbage juice and blue litmus paper to see this also.. To get this we had 3mL of distilled water poured into a 250 mL beaker and then added 3mL of the Red Cabbage juice then poured it into one of the many substances and then tested the substance by dipping the litmus paper into the substance and then checking the color on a pH color chart. To get a more accurate read we poured the substance into a test tube and ran the pH level sensor and dipped it into the substance.
I see that my hypothesis is true assuming that the question is some sort of question, and not some sort of declarative statement. We had no problems in this lab what-so-ever it was simple, easy, and quick! I see that now if I ever wanted to check the acidity of my pool so that it is safe to swim in I can reassure myself and check whenever with this quick and easy method! I do not see any variables that could be changed to make this lab better.

Yeast Beast

Lab Name: YEAST BEAST

Question: If yeast is added to an acidic, a neutral, and a basic mixture containing hydrogen peroxide, which will have the greatest reaction?

Hypothesis: I believe the basic mixture will have the highest reaction because there is less oxygen molecules for the yeast to react with.

Materials:
computer w/ Logger Lite
Vernier Computer interface
Vernier Gas Pressure Sensor
1-hole stopper
10mL graduated cylinder
3% hydrogen peroxide
3 test tubes w/ test tube rack
dropper
acidic mixtures (Coca-Cola)
neutral mixture (milk)
basic mixture (stomach antacid)
yeast suspension (water)
goggles
sticky notes

Procedures: Goggles are put on for safety. The Vernier computer interface and Gas Pressure Sensor are plugged into the computer and the file “24 Yeast Beast” in the “Middle School Science with Vernier Folder” is opened in the program Logger Lite. Three test tubes being held by a test tube rack are labeled by sticky notes to indicate which test tube is holding the acidic mixture, which test tube is holding the neutral mixture, and which test tube is holding the basic mixture. After that each test tube is filled with 3 mL of hydrogen peroxide, 3 mL of Coca-Cola acidic mixture is added to the acidic tube, 3 mL of the milk neutral mixture is added to the neutral tube, and 3 mL of the stomach antacid basic mixture is added to the basic tube. Water is added to yeast and is stirred until it becomes an even mixture. The dropper is used to suck in the yeast solution and drop two drops of the solution in to the acidic mixture, avoiding having the yeast touch the sides of the tube. Once the yeast is in the tube, the small rubber stopper is twisted tightly in and the liquids inside are swirled together inside the tube. Once they seem to mix, the tube is set back in the rack and the plastic tube attached to the Gas Pressure Sensor is connected to the stopper. Once it is attached “Collect Data”is clicked in Logger Lite, and it is being made sure that the test tubes are not shaken while the data records for two minutes. Once the data is done with collection the tubing is taken off of the stopper, which is promptly taken off the acidic mixture test tube. “Store latest run” is then clicked in Logger Lite and the same steps for testing gas pressure are repeated for the neutral and basic mixtures and the greatest air pressure in kPa for each test is recorded.

Results:

This picture is of the three test tubes before the yeast was added. In order from right to left, Acidic, Neutral, Basic

This is the first solution mof Coca-Cola being tested the amount of Yeast Activity and Pressure in the test tube.

This is the final result of yeast being added to all three of the test tubes.

This is the graph of the Pressure per solution and Yeast activity per activity.

Conclusion: I see now that my hypothesis is not true through looking at evidence given. My hypothesis is actually the exact opposite of the right answer! I actually am assuming we did not have any problems with the lab because I was not present the day of it, due to sickness. I also am not able to foresee any other situations where this could be helpful. Suggesting to use more yeast in the next lab could possibly have a different outcome in some way.

Trinity and Beyond: The Atomic Bomb Movie

For the last week we have been watching Trinity and Beyond in our Science class as a intention to expand our knowledge of the Nuclear Age bomb advancements after World War II's devastating end after the bombing at Nagasaki and Hiroshima and the events that led up to us being able to use the bombs through air, ocean, and land. A couple of history facts are that in May 1945 the first large devastating bomb was ever dropped. On August 23, 1933 the American/European program called the "Manhattan Project" was started. Los Alumos was the drop site of these bombs made from the Manhattan Project. On May 8th, 1945 Nazi Germany surrenders to the powerful allies now that their leader has succumb to pressure which led to his suicide. But, the war on the Pacific is only halfway through. Tinion Island far from Japan, but still close enough was the base of where the A-bombs that were dropped on Japan were stored. Enola Gay set off from the island to its two drop points, Nagasaki and Hiroshima. Later in the years of testing after the devastation at Operation Crossroads had prevented this. The U.S. now opens Operation Woodwall the first ever deep underwater bombing test. It's power is unimaginable. Before World War II the U.S. looked to the air after land and ocean had shown its power, which led to the development of Cherokee the first air delivered bomb. Lastly, Operation Plumbob was the largest atmospheric test of a Nuclear Bomb ever in the history of man. It caused a world-wide EMP (Electro-Magnetic Pulse) blast. Some scientific facts from the movie are that Plutonium and Uranium were needed for the first Atomic bombs. When the plutonium in the A-bomb implodes that is what causes the Atomic blast. A-bomb can cause temperature spikes, incinerates all nearby life, and can cause temporary blindness when looked at. The bombs that were dropped in Japan were the Little Boy which was a 15 kiloton Uranium bomb that was dropped in Hiroshima and the Fat Man which was a 20 kiloton Plutonium bomb that was dropped in Nagasaki. The Item Bomb was the 1st Speed dropped bomb. The George bomb was the 1st ever Thermonuclear Bomb. The Mike Bomb was the 1st ever "Wet Bomb" which used liquid nitrogen. The Ivy Mike bomb was the 1st ever Hydrogen Bomb which was 5 megatons. Castle Bravo was the largest Thermonuclear bomb and was 15 megatons. Strontium was released from the atmospheric tested bombs and can radiate human bones to cause Leukemia. When a nuclear bomb is fired under ground it can vaporize all near rock into a molten bubble of lava. Some of the first "space" nuclear bombs carrier rockets ran on liquid oxygen. These rockets were called "Redstone Rockets" The movie ended depicting the aggressive tensions of the Korean people and how they have developed Nuclear technology and could possibly use it in any case of war.

Chemistry at ASU

Today we went to ASU to see the science facilities and even use some of the items in them. First we saw an electron microscope which we learned different measurements of weight and that electrons are not coloured at all, but that it was the colour from the light. Next we saw a teacher who showed us how light can refract off certain items. For example we turned on a fan with 3 different colours on three different blades. then turned off the lights and turned on a strobe-like flashlight which at different speeds of flashing showed different things on the fan. Also, I got to ride a hovercraft which actually floated in the air! Then we went to a room with two electric shock machines where it recreated what shocking your friend when you rubbed your feet on a carpet would feel like. Afterwards we went to an air pressure room and learned that there is an outside air pressure and inside air pressure for example every time you breathe in it is exerting outside air pressure to your body. Then we went and lunch and talked to two undergraduates. Lastly, we went to an auditorium and saw a balloon filled with hydrogen explode when a flame was near it.

Polymers:Sodium Silicate and Ethyl Alcohol

State the question: What will sodium silicate and Ethyl Alcohol make as a polymer?

Hypothesis: The polymer will be stronger or weaker because of the amount of sodium silicate and ethyl alcohol.

Materials:
Sodium silicate (water glass) solution, 12 mL
Ethyl Alcohol 3 mL
2 small beakers
Stirring rod
Paper towels

Procedure: Measure out 12 mL of sodium silicate then pour it into one of your small beakers. Now place 3 mL of ethyl alcohol in another small beaker. Then slowly add the alcohol to the sodium silicate. Get your stirring rod and use a slow circular motion until the substance is solid. Now place the polymer into your plam and roll it around until it becomes a ball almost it can still have some bumps. Dispose of as instructed.

Results:




The 1st picture illustrates how the Sodium Silicate and Ethyl Alcohol should look before mixing. The 2nd is how they look when they have been stirred a little bit. The 3rd is the final product of the two

Conclusion:
Well we made a polymer our of our monomers! My hypothesis wasn’t exactly directed to the question thus proved wrong ultimately. This could help because it gives us experience in how to make polymers. When there is at least two monomers and a cross-linking agent you can make a polymer. We had no problem with this lab at all. We could perhaps use this experiment to re-create it with either more or less sodium silicate and/or ethyl alcohol! I would change the amounts of the monomers so we could maybe have a larger polymer when made.

Cross Linking Glue With Borax

STQ: What is the change in physical properties of a polymer in the results of cross-linking?

Hypothesis: Bonding the glue and the Borax and water will cause it to be thicker and a slight puddy like form and texture.

Procedures: Add 1 tablespoon of Borax powder to 100 mL of water in the 600 mL beaker and stir. Measure out 25 mL Elmer’s Glue in the 250 mL beaker and add 5 mL of water and stir. Mix 40 mL of Borax solution to the glue solution and stir vigorously for a little while and it will change to a puddy like substance. You can now dump out the rest of the water once you have taken out your puddy.

Results:

It looks sort of clumpy as the picture shows and feels quite gooey and squishy, and smells like glue of course. On a scale of 1-5 for slimness is a 2. When you poke it slowly it sort of goes concave and then goes back to normal. My finger does not go through at all! When you poke it fast the same thing happens. When you stretch it slowly it will strech quite a bit then break, but if you do it fast it will immediately snap into 2 pieces. When flattening it it becomes flat then goes back to the way it was before. When dropped from 30 cm it bounced back 15 cm.
1.)How is slime viso-elastic?
It was viso-elastic because it always tried to go back to the original shape.

2.)What are the physical properties that change as a result of the addition of sodium
It started to get a puddy like texture and the glue and Borox bonded together.

3.)What would be the effect of adding more sodium borate to your cup?
I think it would hold the puddy together longer if more Borox solution was added.

4.)How does water affect elasticity of the palmer?
Water held the puddy together better so when it dried the more brittle it was. Elasticity is the stretchiness of an item.

5.)What is the repeating molecule?
The repeating molecules were as shown in number 6

6.)What is the structural formula of the poly(vinvyl alcohol) monomer?
H3-C2-OH

7.)Circle the borax cross-linking agent.
Out of the two pictures the one with the B in the middle is the Borox cross-linking agent.

Conclusion!
Well we made a polymer our of our monomers! Exactly how I believed my hypothesis to be! This could help because it gives us experience in how to make polymers! There needs to be at least two monomers and a cross-linking agent! The only problem we had was a little hiccup when we had a teaspoon and it said 1 tablespoon, but a group member helped me remember it was 3 teaspoons per 1 tablespoon. We could use this to perhaps recreate the experiment to make puddy for little siblings to goof around with! Adding more Borox could perhaps change the thickness or the strength of the puddy.

ChemThink; Chemical Reactions

1.)Reactants

2.)Products

3.)A chemical change has take place.

4.) Rearrangement

5.)breaking and forming

6.)the same atoms

7.)missing or new

8.)rearrange the bonds

9.)2 and 2, 1, 1.

10.)2,1,1

11.)The Law of Conservation Mass

12.)atoms and atoms

13.)2,1,2

14.)1,2,11

15.)Cu,O

16.)O,Cu,Cu

17.)2,1,2,2,2,2,2

18.)1,4,2,1

19.)1,3,2

20.)2,2,3

21.)4,3,2

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1.)Breaking bonds, making bonds, or both

2.)the same present atoms before and after the reaction

3.)coefficients, atom