Ben Fredeen CTD Chemistry Blog

Specific Heat of a Metal Introduction: The purpose of this lab was the determine the identity of a metal by calculating its specific heat. This could be done by taking the mass and temperature of the different materials. We specifically used water to heat up the metal and used some known information about it to help determine different measurements about the metal like its energy lost and change in temperature. When we completed this lab, we first, heated up the metal in water keeping track of the masses and temperature. Then, we transferred the metal into cooler water to allow the metal to cool and compared the new temperatures to calculate the specific heat. Data: These were the measurements for our metal in the experiment: Calculations: To find the specific heat of the unknown metal we had to complete a two part calculation which included first finding the energy gained water which was also the energy lost from the metal. This was done by multiplying t

Evaporation and Intermolecular Attractions Introduction: The purpose of this lab was to observe how different intermolecular forces and molar masses have an impact on evaporation of different molecules. We tested this by using several different samples on temperature probes and seeing how the temperature changed over a 4 minute period. Each sample had a difference in either molar mass or intermolecular force. Pre-Lab Table: Data: Conclusion/Questions: Overall, this lab was fairly successful because we were able to quickly complete the procedure with clear results. We didn't really have any challenges or problems during our lab and everything was fairly straight forward. 2.    Explain the differences in the difference in temperature of these substances as they evaporated. Explain your results in terms of intermolecular forces. The differences of the 5 substances varied quite a bit but they were almost all decreasing except for glycerin. Th

Ester Synthesis Introduction: The purpose of this lab was to complete a synthesis reaction by combining different acids with alcohol. This will create different molecules containing the functional group ester which is a sweeter smelling group. Basically, we a changing a putrid smelling mixture into a sweeter, more pleasing mixture by changing its molecular structure through combining and heating of substances. Data: Test Tube I (Isopentyl alcohol, glacial acetic acid, concentrated sulfuric acid) Test Tube E: (Ethyl alcohol,  glacial acetic acid, concentrated sulfuric acid) Test Tube M: (Salicylic acid, methyl alcohol, glacial acetic acid, concentrated sulfuric acid)                   Test Tube          Smell of Mixture before Heating:                                  Smell of Mixture after Heating I                        -Vinegar and salt                                                            -Bananas

Electron Configuration Battleship Introduction: The purpose of this lab was to practice naming elements by their electron configuration, instead of their actual name. My lab partner and I placed "ships" on two periodic tables without showing each other and tried to guess their location by just stating their electron configuration. This also helped us understand the organization of the periodic table.                    Conclusion: Overall, this was a very fun activity and really helped me remember the way things are arranged on the periodic table. The biggest challenge during this activity was naming the elements in the seventh period and far right groups/columns because it was very tedious trying to name the different elements on that section of the table. These were more difficult because they had the most energy levels. The main thing I did learn through this lab was how the periodic table is really arranged and how some minor changes to the electron con

Flame Test Lab Introduction/Pre-Lab: The purpose of this lab was to observe the effect of certain compounds and more specifically elements in the compounds being burned. Basically, this means trying to find patterns of the flame color when different elements are burned. This was done by putting several known solutions on different wooden splints and putting them over a fire to see the change in color. Then, to test our ability of identifying the compound, we were given two unknown solutions and by observing the flame color when burned, we attempted to predict what compound it really was. 1.    What is the difference between ground state and an excited state? The difference between ground state and excited state is the energy levels. When an element's electrons are at their lowest energy levels available, it is known as the ground state. When an element's electrons absorb some form of energy, their energy levels raise causing the element to be at its excited state w

Mass-Mass Relationships Lab Introduction: The purpose of this lab was to attempt to get pure sodium chloride by combining sodium hydrogen carbonate and hydrochloric acid while practicing . This was done by first mixing the two together which would leave you with water and Sodium Chloride. Then, we evaporated the water using a hot plate leaving us with what should only be our sodium chloride. This number could be compared to the mathematical solution following the Law of Conservation of Mass and Mass to Mass Relationships. (Picture of Resulting Sodium Chloride) Conclusion/Questions: Overall, this lab was pretty successful but in the end we still had a different yield from the theoretical yield which means we must have made a mistake somewhere in the process. The most likely point of error was probably not heating the evaporating dish with the sodium chloride long enough so there must have still been some extra water. This could possibly explain for the high yield.

Composition of a Copper Sulfate Hydrate Lab Introduction: The purpose of this lab was to write the empirical equation for Copper Sulfate Hydrate with only being given some of the substance, using a scale, heating stove and evaporating dish. This was done by first adding a known amount of hydrate into the evaporating dish and heating it up so the water evaporates away. By doing this, it allowed us to take the mass of the beginning and ending Copper Sulfate Hydrate and compare how much water was lost. Using the amount of water lost, we could find the ratio of water to Copper Sulfate because we knew the total water and total Copper Sulfate amount. (After: Left, Before: Right) Conclusion: This was an overall success because we found the ratio without a problem accept for the fact that the ratio wasn't exactly 1:5 in the end. In this lab, one of the main errors that could happen was that we heated the Copper Sulfate Hydrate for too long which would burn the Cu

Mole Baggie Lab Introduction: The purpose of this lab was to be given two unknown substances and be able to name them by only using its mass, # of moles in sample or # of particles in sample, and knowledge of possible compounds. This could be done by calculating its molar mass which is just, # of grams in sample/ # of moles in sample. Then this could be matched to the molar mass of the possible compounds. Data: For Set A(A4), we were given the mass of the bag and the number of moles in the bag. We used a scale to find the mass of the sample by finding the mass of the bag and sample minus the given mass of the bag. Then to find the the grams per mole, we divided the mass of the sample by the number of moles which gave us our answer. To find what substance it really was, we just compared its grams per mole to the possible substances and chose which one it was closest to. For Set B(B2), we were given mass of the bag and the number of particles in the bag. The onl

Reactions Lab Introduction: The purpose of this lab was to test several different reactions and observe what each one does. Also, we used the reactions that did occur and wrote and classified balanced chemical equations to increase our understanding of the various reactions and possibly find patterns. Conclusion/Explanation: Overall, the lab was pretty successful, but my partner and I ran into some trouble with a broken Bunsen burner. We were able to still finish a few different reactions. Our favorite reaction was probably the burning magnesium because watching the metal strip burn was very exciting and gave a very great, bright light show. At first the color of the fire was just a light blue with a few flickers of orange. Then, eventually, the flickers became longer until it was a consistent darker red. Very slowly, the tip of the magnesium strip became white followed by a bright long flash of white. This probably lasted for at least 10-15 seconds after heating

Solid Evidence Lab Introduction: The purpose of this lab was to observe the chemical reactions when you combine two polyatomic compounds. Also, it was to allow us observe double replacement reactions which resulted with either no reaction or an aqueous solution and a precipitate (solid).    Conclusion: In the end, our lab was very successful because we were able to complete it very quickly with clear results. I was pretty surprised with with how quick the reactions really were because they were over in a matter of seconds. The biggest challenge of this lab was trying to identify exactly what had reacted because sometimes it appears cloudy like a reaction had taken place but never really did. However, we were able to look closely and see what really happened so everything worked out okay.  Also, the lab was good because it gave us examples for writing molecular and net ionic equations.

Nomenclature Puzzle Lab Introduction: The overall purpose of this lab was to attempt to put a nomenclature puzzle together by matching chemical formulas to their corresponding names. This could most easily be done by singling out elements commonly found in many of the pieces like potassium, iron, calcium, etc. Each piece is a triangle which means that they should have three other adjacent pieces (unless on the outside) and the end result should be a large square shown below. This was also to help practice naming and identifying different compounds/polyatomic ions. Conclusion/Reflection: When completing this lab, the group I was in had a little bit of trouble. Our biggest challenge was that we all didn't understand the class material 100 percent, so after working on the puzzle for quite a bit of time, we found that we had made a mistake and nothing was fitting together. This unfortunately made us go back and retrace our steps to find the error and correct it.

Atomic Mass of Candium Lab Introduction: The purpose of this lab was to use a new element called Candium and calculate its average atomic mass. We were given several different quantities "Candium" atoms which represented different isotopes, and a scale. The important terms for this lab was isotope, percent abundance, and average atomic mass. An isotope is the different variations of the same atom just with different number of neutrons or different atomic masses. Percent abundance is the amount of an isotope that is present in the world in comparison to other isotopes, so basically how common the isotope is found. Average atomic mass is the sum of each type of isotope multiplied by its decimal abundance all divided by 100. Data: Our average atomic mass of Candium was 0.955 grams (0.71842)x(0.8376g) + (0.22407)x(0.985g) + (0.05809)x(2.29g) = 0.995g        ↑                                    ↑                                 ↑ (Decimal abundance o

Chromatography Lab Introduction: The purpose of this lab was to separate the pigments from a black pen/marker marking using a cup, water and filter paper. The important terms for this lab include pigments and chromatography. A pigment is basically just the color of a substance of object. Chromatography is the process of separating components or in this case pigments from a mixture. Questions:  1.     Why is it important that only the wick and not the filter paper circle be in contact with the water in the cup? It is important that only the wick touches the water and not the filter paper because the water must be distributed evenly on the paper and if it is in contact on somewhere other than the wick, then the pigment bands will be skewed. 2.     What are some of the variables that will affect the pattern of colors produced on the filter paper? Some of the variables that will affect the pattern of colors produced on the filter paper are, the amount of

Aluminum Foil Lab Ben Fredeen Purpose: The purpose of this experiment was to calculate the height of a sheet of aluminum foil in millimeters without measuring it with a ruler. To do this you use the density and mass find the volume and then use the length and width to find the height. The important terms for this lab are volume, mass, density and significant digits. Volume is the amount of space an object takes up or the mass divided by density. Density is the how compact and object is or the mass divided by volume. Mass is the amount of matter in an object or the volume times density. Significant digits are all of the digit read plus one estimated digit when measuring. Procedure: To begin this lab, we first took a piece of aluminum foil with the density of 2.7 g/cm3. Then, we measured each side of the foil using a 30 cm ruler, with marked millimeters, and found the length and width which were 10.45cm  and 9.97cm respectively. When measuring we made sure that our est

Density Block Lab Ben Fredeen Introduction: The purpose of this lab to calculate the mass of of a block using its given density and volume. This will be done by using the given density and finding the volume and then finding the percent  of error to make sure all procedures and calculations were done correctly. The important terms for this include volume, density, mass and significant digits. Volume is the amount of space an object takes up or the mass divided by density. Density is the how compact and object is or the mass divided by volume. Mass is the amount of matter in an object or the volume times density. Significant digits are all of the digit read plus one estimated digit when measuring. Procedure: To begin the lab, a block with a given density, 2.7g/cm3, was received. The dimensions of the block were measured using a 30 centimeter ruler, with marked millimeters, to calculate the volume. When measuring we made sure that our estimates had only one estimated digit