As I learned not only some new chemistry concepts but I also learned so awesome math! I then got the ability to make my own problems which I will share with you. Charle's Law: Jenny wanted her balloonto collapse because it was old and taking up too much space in her room. This is during the winter so her room is really cold, so cold it's 15.0 °C. She measures the volume of the balloon to be 0.30L and she reads on the internet that it will fall faster in the fridge overnight. If by the time she's at the fridge it's collapsed to 0.08L, what temperture is the fridge. This image shows my work that I did for this problem, but so it's easier to understand I will walk you through the steps. Step 1: I wrote out the formula Step 2: Write temperture and volume out Step 3: Plug in numbers (volume and temperture) into formula Step 4: Divide first temperture by volume Step 5: Plug in final volume into other side of equation Step 6: Temperture divided by volume=50. Now multiple 50 x 0.08L Temperture of fridge= 4 °C Boyle's Law: A sealed bottle has a stick within it while the volume of the bottle is 3L. The air inside the bottle is at 2atm. The buyer of the bottle is so annoyed by this stick within his bottle that he continously sqeezes it then ends up compressing it with a pressure within the bottle of 2.15atm. What is the final volume in sticks enclosure. Step 1: Set up equation Step 2: plug in numbers Step 3: multiple first pressure by volume Step 3: Divide 6 by final volume The final pressure is 2.15atm Gay-Lussac's Law: Lina is on a plane that is 30,000ft in the air. Casey is also on a plane but it's at 20,000ft in the air. They want to have a bet on which air-planes temperture outside is colder? They find out that Lina's plane has a air pressure of 30.1kpa and Casey's plane has a air pressure of 46.6kpa. Lina learns that the temperture outside her plane is -44.35 °C. Casey has still no idea what hers is, so who's temperture is colder.
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Gosh, Juniors weren't kidding when they said that 10th grade was a lot harder! Especially chemistry class. However, I've learned more new exciting things then I ever did before in my Spanish or Engineering class in 9th grade! I have really come to enjoy chemistry of the short span of only a few weeks, but it has been much more challenging than I expected. As an athlete it's really hard to balance both my extra outside activites and all the work with each class! Even more so when I have indoor volleyball tournaments at take me out of chemistry for 2 hours! I barely get any time out of my day to relax and so something of my own liking. As of right now as I write in this blog post, I'm completely stressed out about being so behind. I have a DP update thats due and have to finish my lab template, and I still have beach/indoor volleyball all week! Yay! Though, I have to everything done, so I've made a plan of how i'm going to accomplish that with having time to also relax as well!
1. Create a plan! 2. Finish plan (along with homework)! Alright here's my actual plan: 1. Take 5 minutes out of my day to put in all that is do not only for that day but week. 2. Cactigorize due dates for those assignments 3. Take small break and eat something (possibly hummus or grapes) 4. Work for 45 minutes-1 hour on homework 5. Take another break for 7 minutes and watch scene in T.V show (this helps he to then speed through the rest of the work because I have something I'm looking forward to) 6. Get back to work for 45 minutes-1 hour on the rest of the homework. 7. Do same step of 3-6 until all work is done (only work that is due next day or following, you don't want to over stress yourself) I plan to put this step list into effect as soon as possible to see if it's a right fit for me and if I find that it's not working for me then I will edit plan and revise it! You're probably wondering "why is there a map of some werid creek on this page?" Well, i'll tell you. I given as an assignment to go and find a water source somewhat near my house and collect some of it's water (a sample in a plastic container), then bring it back to school to test from...Habital water areas from Salmonids to live in! In this blog post, I'm going to be talking to you about not just one water source but two and we together will decide if it's safe for salmonids to survive in. During the test after I collected the water here is what I tested for: Ammonia Nitrogen, Cyanide, Silicon, Turbitiy, pH, Nitrate (nitrogen), Chlorine, Copper, Phosphate, and Chronium! Through testing in all these labs, to start off, I found that there was a 4 level of Phosphate meaning that it's at a normal level (normal is 2.5-4.5 mg/dL) to help fish increase in population and helps to improve the overall water quality. When there is a Phosphate level in the water that is too high it can result in the fishes to have digestive problems or choke because it takes up some much oxygen at high levels. I also found there was Silica present because the test color turned blue meaning that Silica is helping to improve the health a growth of zooplankton which is then consumed by fish whose heath then starts to improve! The last thing I found within this water sample was, that there was a pH level of 9 meaning that there is one level too high for the fish to survive in because it's 10 times the alkalinity that it should be for a fish. In all the labs I foundand come to the reasonable conculsion even though there are chemicals that are benifit the fish in this water, it's not safe for them to survive due to a too high of an pH making it that they would not be able to reproduce leading to the eventual death of the fish within the creek. I found a similar result in the Lake Hodges water sample, the only difference was that I tested it with seven other people. Some things that we all found within the sample was that we all had Silica present in our water, it had an Alkalinity of 80ppm, and our pH level ranged from 9-10 which is way to high for the Salmonids to live in. There was one experiment that had concentrations of Nitrate (color pink in test), making it toxic to any fish or zoonplankton within the water. As we all came to the conclution that this water was not safe either for the fish to live in, we wanted more information on what some of the chemicals would to the fish in the water. We found more information on Nitrate and Alkalinity to help us better understand the data we collected. Being that Nitrate, "renders the blood unable to carry oxygen" literally means that "the fish can suffocate even though there is ample oxygen present in the water" So we probalby don't want any trace of this chemical in our water! Our KH (carbonate hardness) is 80ppm which is too low for the fish because the ideal ppm you want is 120ppm, so the fish will eventually get sick and die. Alkalinity is important for fish because it "protects or buffers against pH changes" (keeps the pH fairly constant) and "makes water less vulnerable to acid rain." By finding all this information our group concluded that this water was also not a habital place for the Salmonids to survive in and the search for a new water source for these fish would have to continue! What a great intro into the week! This was such a fun experiment to conduct and learn so much about in the short span of time that I did. During this procdure, we learned about the different range of colors with in the fire that igintes from different chemicals and salts. We also learned how a fire produces it's color and what the chemical reaction is to creat such fire. But here is where I will share with you what i learned about the experiment I conducted and some cool photos of the fire test!
So what is making the color in a flame test? Well, that's a great question! The color in the flame test is the amount of energy in a photon. A photon for those of you who don't know is a particle of light that is described as a seperate bundle electromagnetic energy. Next we have to figure out which colors are the highest and lowest in energy! The color red is the lowest energy of light and from there it increases up the spectrum of the rainbow all the way to violet which is the highest color of light in energy. Ok, now that we know the high and lows of the light energy spectrum, I'm going to let you out on a little secret (not really) that I learned was that it's the same thing in frequency! Can you believe it, because I can't! How it works is that photons energy is directly proportional to the frequency of light so the spectrum level is exactly the same. If the energy level goes up the frequency goes up as well! On a new note another thing I learned inorder to understand this experiment was that salt is an ion compound! It's made of cations (positive and negitive charged ions) so the product is electrially neutral. Basically in simpilar form, the salt will burn once ignited with a match after you put solutions! Another thing you'll want to know when you do this on you own is that ground state is when electrons are in the lowest possible energy level and that when electrons are in higher energy shells they get "excited"! That's just some of the basic information I found how about this test, electrons, and what flame colors mean, but for more information ask me in the comments section of this section! |
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December 2018
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