Metal or Nonmetal Lab Report

Metal or Nonmetal Lab Report 

Abby, Layla, and Jilly

• Abstract
•        In this lab report, we tested various samples of elements and learned how to test them to conclude if they were a metal, nonmetal, or metalloid. We had to be very careful throughout the lab because we were using acid. First, we recorded the appearance of all of the samples. Second we tested the conductivity. Thirdly, we tested if the samples were malleable or brittle. Lastly, we tested reactivity with both Copper(II) Chloride and Acid. We learned how to test substances and which qualities go with metals, nonmetals, and metalloids. In addition, we learned about why we use certain elements for certain jobs. For example, you wouldn't want to use a nonmetal element if you needed a sturdy element. This lab helped us understand metals, nonmetals, and metalloids and their qualities. 
• Procedure 
• Safety
• Be sure to follow all the usual safety rules and wear all safety clothing including gloves
• Be careful around the acid as it can be harmful to skin
• Appearance
• Make a chart and record the color, luster, and form of each element 
• Conductivity

• Touch the electrodes to the sample, being careful not to touch the tips
• If the sample lights the light bulb, then it is a conductor. If it doesn't then it is a nonconductor. 
• Make note that metals are conductors
• Crushing

• Using the beaker stand, hit each sample with the holder and record if it breaks 
• Reactivity with Copper(II) Chloride

• Place all of the samples in a clean well plate and place it upon a labeled piece of paper 
• Add 15-20 drops of .1 M copper(II) chloride to each sample
• Let sit 5 minuets 
• Record results and discard the well plate 
• Reactivity with Acid









• Place new samples in a clean well plate and place it upon a labeled piece of paper 
• Add 15-20 drops of .5 M HCL to each sample
• Record results
• Discard the well plate
• Results
•       We went through each sample and gave our opinion as to if it was a metal, metalloid, or nonmetal. Some of the results varied throughout the different groups possibly because they touched the electrodes together causing false conductivity or interpreting results differently. We concluded that samples A, C, D, F, and G are metals. We also concluded that B was a metalloid and E was a non metal. Most of the varying results were with samples D and G. Sample F was the most agreeable as a metal.
  
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  Charts:
  
  Class Data:
  
  
  
  
  
  
  
  
  
• Questions: 
• 1. Appearance - physical
      Conductivity - chemical
      Crushing - physical 
      Reactivity to CuCl2 - chemical
      Reactivity to HCl - chemical
  
  
  2. Chemical - A, C, G
      Physical - B, D, E, F
  
  
  3. Elements B and D could fit into the chemical properties group because they both conducted electricity. 
  
  
  4. a- metal, b- metalloid, c- metal, d-metal, e- nonmetal, f- metal, g-metal
  

Homework #1

#1-12 (p.130)

1. a. physical property, b. chemical property, c. chemical property, d. physical property
2. a. physical property, b. physical property, c. chemical property, d. chemical property
3. a. chemical change, b. chemical change, c. physical change, d. physical change
4. a. physical change, b. chemical change, c. chemical change, d. physical change
5. a. The color changes from white or green to brown, b. the energy is used up, c. because the oil has to do with solubility is is a chemical change, d. we can observe the oil and water separating into a suspension
6. a: 1. mix butter and sugar together and add vanilla and eggs (physical change), 2. gradually mix in flour, salt, and baking soda together in a separate bowl (physical change), 3. Add the egg mixture to the flour mixture and add chocolate chips (chemical change), 3. put dough on baking sheet and bake (physical and chemical change) 
7. a. metals, b. nonmetals, c. nonmetals, d. metals
8. a. metal, b. metalloid, c.  nonmetals, d. metal
9. B- boron and Si-sillicon 
10. a. it would shatter, b. it would bend, c. it would shatter, d. it would bend
11. They are not conductors and they aren't malleable
12. They are not reactant, they are malleable, and they are durable 

Chem Joke

Chem Jokes:

What killed the fish?

What killed the fish?

In scenario 1, we noticed there was a huge amount of rainfall in August as well as a huge amount of pesticide in the river. Because we know that pesticides are harmful to fish we could rule out the other options of the fish kill. We came to the conclusion that the rainfall washed pesticides from farms near by into the river, causing the pesticide level to spike and kill the fish.

In scenario 2, we noticed that the water temperature was more than 10 degrees hotter than it had been in the past three years. Because we know that water temperature affects the dissolved oxygen and carbon levels, we decided to look into these to aspects of the fish kill. There was a raise in carbon level and a decrease in dissolved oxygen. We concluded that the spike in these levels was caused by the increase in temperature, and therefore, killing the fish. 

Blog Question

      We drink bottled water for various reasons. Some people drink it because it is convenient and easy to take on the go. Others are miss informed about the safety of tap water and may think it is their only source of clean and pure water.

Homework #11

#1-9 (pg. 102)

1. Horologic Cycle 
2. Evaporation and Condensation: removes nearly all dissolved substances, Bacterial Action: converts dissolved organic contaminants into a few simple compounds, Filtration: removes all suspended matter  
3. The properties of aluminum hydroxide are related to the process of flocculation because aluminum hydroxide is used in flocculation. 
4. Calcium oxide is sometimes added to the final steps in water to neutralize it.
5. Fluoride is added, about 1ppm,  to promote dental health and to reduce tooth decay.
6. The advantages of chlorinated drinking water are that it kills disease producing microorganisms. 
7. The disadvantages are that it can react with organic compounds being dangerous for human health.  
8. This is because stream water may be filtered but it has not removed bacteria that could make you sick.
9. Two alternated that could be used rather than chlorination are charcoal filtration and Ozone and ultraviolet light usage. 

18. If water evaporation suddenly stopped the whole horologic cycle would stop because you need evaporation to have condensation and precipitation.

19. If water was constantly a liquid, condensation wouldn't be able to happen because the water would be too heavy. 

20. This is to regulate it because it can be harmful in large doses.

21. When the water moves through sand and gravel in streams that is simulated in the sand filtration process. The charcoal filtration is like the chlorination process or bacterial action. 

22. a. 1ppm b. 7.ppm c. 365 ppm

Solubility Curve Lab Report

Solubility Lab Report

Abby, Layla, and Jilly

Abstract:

• Durring this lab we tested the solubility of succinic acid at 45, 55, and 65 degrees. We dissolved succinic acid in water by heating the test tube in a hot water bath. Once the acid was in suspension, we placed it in ice bath. We observed cystals forming and measured them. We recovered accurate results during the 55 and 65 degree temperatures. While doing the 45 degree temperature we stirred the test tube too vigorously in the hot water bath and broke the test tube. We had to take Lithium's results for that temperature. During this lab we saw how to test solubility and learned how temperature effects solubility. We enjoyed this lab very much and I found it interesting to work with heat. It was most difficult to maintain the accurate temperature but it was very cool observing the crystals take form.

Process:

• Safety rules: 
• Wear all the appropriate safety clothing including gloves
• Beware of the acid as it is slightly toxic 
• Watch out for the hot plate!
• Heating the Water Bath
• Put 300mL of water into a 400mL beaker 
• Place the beaker onto the heating plate, stirring and taking a constant temperature 
• When the beaker reaches 45 degrees Celsius, remove it 
• Throughout the procedure, move the beaker back and forth from the hot plate to maintain the desired temperature
• Succinic Acid 
• Measure out 4-5 g of succinic acid and put it in a test tube
• Add 20mL of distilled water to the acid 
• Stirring the Test Tube in the Water Bath

• Place the test tube in the 45 degree water bath
• With a glass stirring rod, stir the acid every 30 seconds for a total of seven minuets 
• Make sure not to stir the test tube to vigorously as you can break the test tube
• Make sure to have the thermometer in the water bath. Move it back to the hot plate if it does not maintain the temperature 
• Decanting
• After the seven minuets, decant the test tube being careful not to get any of the remaining crystals into the new test tube
• Discard of the old test tube and the remaining crystals
• Ice Bath

• Fill a 400mL beaker with ice and water
• Place the test tube in the water bath for two minuets stirring once or twice
• Remove the water from the ice bath after two minuets and let stand at room temperature for five minuets 
• Measuring the Crystals

• Tap the test tube on its sides and swirl it once
• Once the crystals have settled to the bottom, measure the crystals in cm and convert to mm
• Record results
• Wash out all test tubes in the sink
• Repeat the process changing the temperatures to 55 degrees and 65 degrees 

Results: We worked together and got accurate results for 55 and 65 degrees. We broke the test tube for 45 degrees so we had to use another groups results. We also were one of the only groups who changed our cm to mm. During the 65 degree test all of the acid dissolved while in the hot water bath. This only happened at that high temperature. Because of this it isn't a surprise that there were the most crystals at 65 degrees than the other tests. We saw that solubility increases with temperature.