Atomic Mass of Candium

Purpose:
To use a Candium model to explain the concept of atomic mass.
To analyze the isotopes of Candium and calculate its atomic mass.


Materials:

1. Sample of Candium
2. Balance

Procedures:

1. Obtain sample of Candium
2. Separate it into its 3 isotopes. (Peanut M&M's, resse's, skittles)
3. Determine the total mass or each isotope.
4. Count the numbers of each isotope.
5. Record data and calculations in the data table create a data table that has the following:
1. average mass of each isotope
2. percent abundance of each isotope
3. relative abundance of each isotope
4. relative mass of each isotope
5. average mass of all isotopes

Data: 

Discussion:

1. We spent time sorting the candy, which helped us to better see the different types of isotopes. We also found a great deal of information on how to better find percent and relative abundance, as well as relative and average mass.
2. Isotope are nuclear configurations of atoms, with a specific number of neutrons and a specific elemental type.

Conclusion:

Throughout the Candium lab, we learned a great deal on the mathematics of science, and we found a greater understanding of the concept of isotopes.

Pennium Lab

In the Pennium Lab, we were studying the concept of atomic mass and how it was derived by scientists. We were to develop  our unit of measure, CMU (Coin Mass Units), to show how the system of AMU's is applied to finding the mass of other elements. Our observations at the beginning of this lab were as follows: there were many more pre-1982 pennies than those made in that year and after, a lot of math was going to be required to find our answers.  Our hypothesis was that through doing a lab similar to how the system of AMU's were developed, we would come to better understand how that system of measure was formed and how it works now.

Materials:

• Packet of pennies, sorted into groups of pre-1982 and 1982 on
• Triple beam balance
• Quarter
• Nickel
• Dime
• Calculator

Procedure:

1. After first sorting the pennies into their two respective groups, we measured each stack in grams, and then we recorded this data in a table, along with how many pennies were in each stack.
2. We then proceeded to measure the mass of the quarter, nickel, and dime in grams; accordingly, this information also went into our data table.
3. Our next step in the Pennium lab was to answer these questions: does each penny have the same mass; can you identify two "penny isotopes" based masses of pennies, and explain your answer; what does your data tell you about the relationship between mass of a penny date of a penny, make a generalization. Our answers to these questions were the following (in sequential order): No, each penny does not have the same mass; yes, you can identify different "penny isotopes" because all the pre-1982 pennies had a mass greater than those that were post-1981; the pennies from before 1982 have a greater mass than those made later, probably because of what they're made of.
4. The next step we took was to determine the average mass of each group of pennies, followed by finding the percent abundance of the pennies.
5. After we had finished that, we used the mass of our nickel, 5.19 grams, as 1 CMU, and found the respective masses of each group of coins in CMU's.
6. The next step in lab was to determine the average mass of pennium by way of the percent abundance in grams as well as CMU's.
7. The final step we took was to answer the final questions and make conclusions at the end of the lab; those quetions and conclusions were: make a statement about the average penny mass of pre-82, post-82, and the pennies in the packet; explain how you derived the unit "CMU"; using the idea explained in the aforementioned conclusions, how did scientists obtain the Atomic Mass Unit (AMU) to measure the mass of atoms of different elements; what is your weight in CMU's; write a statement that compares what you did in this lab to what scientists have done to find the average atomic masses of elements.

Data

Discussion
This lab was time consuming, but very informative. We found a great deal of new information, along with reiterating things we've been learning since freshman year. We spent some time talking about the order of events, after which we discussed the differences in weights.

Conclusion
As a result of this lab, we found that we did actually develop a better sense of how to measure in AMU's, and we enjoyed the time spent handling money!

Introduction to Chemical Laboratory

This lab was designed to teach us how to work well in the lab and to make all kinds of observations, specifically quantitative and qualitative observations. In class, we have been going over appropriate lab behavior, as well as taking notes and quizzing on chemical and physical attributes, etc. Our hypothesis was that when each item was added to the mixture, chemical changes would take place.
The materials used in this lab were as follows:

• beaker
• copper(II) sulfate pentahydrate
• graduated cylinder
• stirring rod
• thermometer
• small square of aluminum foil

Procedure:

1. We got in a group of two and retrieved all the appropriate safety equipment; then, we set up our lab station.
2. To set up our lab station, we acquired all of the above listed materials. Taking the beaker, we then filled it with approximately 90 ml of water. We then took the following observations: the beaker was 2/3 full; there were 88 ml of water; the temperature was 22.5 degrees Celsius; the water was, of course, clear.
3. At that point, we made the quantitative observations that there were approximately eighty-eight milliliters of water, and in the beaker, the water filled it to the 2/3 point. The qualitative observations we made were that the water was clear, as well as the fact that the temperature was 22.5 degrees Celsius.
4. The next step we took was to use the scoopula to add an inexact amount of copper(II) sulfate pentahydrate (about 1/4 of the scoopula) and to mix it in the water until it was completely dissolved. The mixture was homogeneous because the copper(II) sulfate pentahydrate was dissolved and we were unable to see any difference in the particles. The temperature was 22.2 degrees Celsius.
5. Then we crumpled the aluminum into a loose ball and added it to the solution; we then stirred gently for about 15 seconds.  We made the following observations: the color stayed blue, the mixture is now heterogeneous because of the foil, the volume is increased.  To our knowledge, there was no chemical change.
6. Cleaning the scoopula came next, after which we added a large scoop of NaCl to the beaker. We stirred until all of the sodium chloride was dissolved and began to make observations, which are as follows: the color had become greenish and was fading, foil appeared to be falling apart and turning, the mixture continued to change color, there was a slight bubbling in the mixture, the temperature was 24.0 degrees Celsius, the volume had increased from the beginning eighty-eight milliliters. The change we saw was clearly chemical because of the temperature change and bubbling without heat, the color change of the foil and the solution, and the change in the foils shape and mass as it disintegrated. We observed that there were three states of matter present, and the precipitate was probably copper.
7. Our final step was to follow the proper clean-up procedures, such as emptying the beaker correctly and cleaning our lab station well, and then returning to our desks to await further instruction. We discussed briefly the lab in class.

Our hypothesis was partially correct. While there were several chemical reactions, some of the steps only involved physical changes. For example, when we added the aluminum foil to the original solution, we did not observe a chemical reaction. On the other hand, when the NaCl was added, there were clearly chemical changes taking place. One question we had at the end of the lab was how high would the temperature rise before another noticeable change?

Bubble Lab

In the Bubble Lab, we were trying to figure out whether adding salt or sugar to a bubble solution would affect the size of the bubbles. A bubble is a globule of gas, such as air or carbon dioxide. We hypothesized that when salt was added to the solution, the size of the bubbles would decrease, and the same results when sugar was added.
The materials we used in the lab were as follows:

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• 3 plastic drinking cups
• liquid dish detergent
• measuring cup and spoons
• water
• table sugar
• table salt
• drinking straw

In the lab, we took three cups and put one teaspoon of liquid dish detergent and 2/3 cups of water to each cup. In one cup we added half a teaspoon of sugar, to another cup we added half a teaspoon of salt, and to the last cup nothing. We proceeded to mix each cup individually with the straw. Continuing on, we dipped the straw into the first cup (which contained only water and soap), pulled it out, and gently blew into it to make the biggest bubble we possible could. We then repeated this with both of the other cups.

During the lab we observed that the bubbles from the regular mixture were all about the same size. When experimenting with the salt mixture we found that those bubbles were considerably larger than those of the regular mixture. The sugar mixture produced bubbles that were generally larger than the regular mixture but smaller than the salt mixture. The salt and sugar mixtures both affected the reflection of colors off the bubbles.

The average size of the bubbles was on a larger end of the bubbles produced in the regular mixture but on the smaller end of the salt mixture. The largest bubble we managed to achieve blowing was out of the salt mixture. The regular mixture was the one we found to have the smallest bubbles. Bubbles are in the shape of a sphere and thus try to create the smallest surface area possible. This is applicable to life because spheres are everywhere in the world, and even the universe, so it is logical that this occurs everywhere.

The Bubble Lab was a great opportunity to learn how to better observe your surroundings and take data from it, as it was necessary to do so to get all the information required of us. It also taught how to follow directions precisely. If you didn't follow each direction exactly as it was stated,  the data taken would be unreliable and incorrect. Through the things we learned, our group found that the salt and sugar actually increased the size of the bubbles. rather decreasing it. Now we have a better understanding of solutions and lab work.