Science - Metal Reactions Blog

This week in Science we are learning about metals and it's different properties. Most of our experiments that we have done so far are to do with the reactants of metal and acid. Acids react with most metals and, when they do, a salt is produced. Instead we get hydrogen gas. It doesn't matter which metal or which acid is used, if there is a reaction we always get hydrogen gas as well as the salt. Below are the experiments that I got to do in class therefore I wasn't present for one of the experiments.

 Metal + Acid Experiment(s)

When a metal reacts with an acid, the same types of products are always formed. In this experiment the metal we are using is magnesium (mg) and the acid is Sulfuric Acid (H2SO4). We believe that if we mix these two reactants our products are magnesium sulfate plus + hydrogen.

Aim: To show that hydrogen gas is produced when a metal reacts with acid.

Equipment: A test tube, a boiling tube, Bunsen Burner, wooden splint, a bottle of acid, a piece of metal, safety glasses.

Method:

1. Light your Bunsen Burner.

2. Add your sample of metal to your test tube. Add 2mL of acid.

3. Carefully invert the boiling tube above the test tube containing the metal and acid (as shown in the diagram below)

 

4. Hold the test tubes together for a few minutes, allowing time for the inverted boiling tube to fill with gas.

5. When you think the tube is full. your lab partner should light a wooden splint.

6. Carefully, but quickly, tilt the boiling tube full of gas upwards and insert the burning splint into the mouth of the test tube.

Observations: Steam being produced when the metal was added with acid, when the flame came near, it made a pop sound.

Outline how you could tell a chemical reaction was occurring in the test tube: There was steam being produced and the metal was moving around, it was trapped.

Metals and Oxygen

When a metal reacts with oxygen it produces a metal oxide.

In this experiment we used magnesium + oxygen to form magnesium oxide. When a substance burns, the burning process is actually a reaction with oxygen. So when you burn something, you are adding oxygen to it.

Making a Metal Oxide

Aim: To make a metal oxide and observe the difference in properties of the product compared to the reactants.

Equipment: A piece of magnesium, Bunsen Burner, safety glasses, metal scissors tongs. 

Method: 1. Light your Bunsen Burner

                2. Hold your piece of magnesium in the scissor tongs. Ensure you are holding onto the                         very tip of the magnesium. 

                3. Place the other end of the magnesium into the Bunsen flame (at the top of the blue                           flame. 

               4.  When the magnesium begins to burn, do not look directly at it, as the light emitted                              can permanently damage your eyes. 

Observations: When the metal would connect with the blue fire, after it would light up it was as bright as a star but close up then it changed and became a white powder. 

Questions:

1. Describe the physical properties of the magnesium before the reaction?

    Silver, Lustre

2. Describe the physical properties of the oxide formed after the reaction?

   It was ashy and the powder colour was white.

3. Why you shouldn't you look directly at a piece of burning magnesium?

   Because it can harm your eyesight.

4. Complete the word equation for this reaction

    Magnesium + Oxygen = magnesium oxide

Metal Carbonates and Acid -Lime Water Test

In this experiment we used metal carbonate + acid to produce metal salt + water + carbonate.

Aim: To show that carbon dioxide gas is produced when a metal carbonate reacts with acid.

Equipment: Two boiling tubes, delivery tube and bung. Bunsen burner, test tube rack, wooden splint, a bottle of acid, small amount of metal carbonate, test tube tongs, safety glasses.

Method:

1. Light your Bunsen Burner

2. Add a 'pea-sized' amount of the metal carbonate into one of the boiling tubes. 

3. Place this boiling tube into a test tube rack. Ensure you have the bung and delivery tube ready.

4. Add 5 mL of acid to the boiling tube and quickly insert the bung and delivery tube into the mouth of the boiling tube. 

5. Holding the other boiling tube with your tongs, capture the gas produced as shown in the diagram below. 

6. When you think the tube is full, your lab partner should light a wooden splint. 

7. Carefully remove the boiling tube from under the delivery tube, taking care to keep it facing upright. 

8. Insert the burning splint into the mouth of the test tube. 

Observations

As we added acid into the carbonate, it started creating bubbles in the lime water boiling tube and as we added more acid the lime water turned cloudy and it was a successful experiment. 

Acid Rain Experiment

 Acid Rain

What is Acid Rain?

Acid rain is the rainfall turning acidic due to the pollution in the atmosphere. Acid rain comes from factories that burn fossil fuel and is released into the air which cause it to dissolve into the rain to form Acid rain.

Aim of the Experiment: To observe effects of Acid Rain.

Equipment: Petal, Calcium Carbonate, Apple, Universal Indicator, Bromothymol Blue.

Hypothesis: I think that it will dissolve and make acid rain.

Method: In a petri dish place items around edge. Wet dry ingredients with drop of water. In the middle put a weight bodt. Add a spatula of sodium sulfate to weight bodt, and 5 drops of sulfuric acid. Quickly close.

Observation: When the Sulfuric acid and sodium sulfate was added to the petri dish there was a change in colour starting with the indicators, the universal indicator turned red and the Bromothymol blue indicator turned orange/yellow. While the apple lost it's colour.

The reason why the universal indicator turned red was because it was a acid and it is natural that a acid with turn red. The apple lost its colour a bit because the acid was eating away around the skin of the apple. Therefore the flower has lost its red colour and has turned into a pink colour same with the apple.

Before

After

Evaporation Experiment

Separating a mixture using Evaporation:

Today in Science *Chaos, we were doing an experiment on evaporation. 

Evaporation is when a substance gets heated up and it turns from a liquid to gas. 

In this experiment we used Copper Sulfate Solution and Hot water.

Aim:  To evaporate Copper Sulfate (Blue Liquid)

Hypothesis: It might turn into gas/steam or water

Equipment: Copper sulfate solution, 250mL Beaker, heat proof mat, evaporating basin, element. 

Method:

1. Set up element
2. Add 100mL of hot water to the beaker and place the element
3. Add copper sulfate to the evaporating basin until it is quarter full.
4. Carefully, place the evaporating basin on top of the beaker
5. Turn on the element to 8
6. Heat the solution until most of the solvent has been evaporated and crystals of solute are forming.
7. Turn off the element - careful not to touch as will be hot for a long time.

Observation:  First it started to heat up, then it looked like there was steam starting, the air looked like it was trapped.

Conclusion: It was a fail! We didn't have enough time to finish it off, but we now know how to do better next time. 

Discussion: Instead of turning it to element 8, we turned it down and slowly turned it up. 

Evaluation: It didn't turn out the way we expected to turn out, meaning it was supposed to be boiling therefore our beaker or experiment took a while and didn't boil and that was because there were two on one element, and we had to heat it slowly because it might break the glass.

Serial Dilution

Welcome to another Blog-post, On Monday in Science we were learning about concentrated and dilute. 

We also did an experiment to investigate more about concentration and dilution. For this experiment we needed a solvent and a solute. 

The solvent that we used was Water and the solute was Potassium permanganate. 

A solvent is the substance in which the solute dissolves. Solute is the substance being dissolved. 

• Aim: To make a dilution series to investigate concentration. 
• Equipment: A potassium permanganate crystal, six large test tubes, tweezers, a plastic transfer pipette, a test tube rack, 10mL measuring cylinder.

Method: 

1. Place the six test tubes in a test tube rack. Label the rack with numbers 1-6
2. Using the measuring cylinder, fill the test tube 1 with 10 ml of water. Fill the remaining test tubes with 5 ml of water. 
3. Using your tweezers, add a single crystal of potassium permanganate to test tube 1 
4. Gently shake the test tube until the crystal has dissolved
5. Using the transfer pipette, carefully remove exactly 5 ml from test tube 1 and pour it into test tube 2
6. Rinse the transfer pipette thoroughly to ensure that no purple solution remains.
7. Gently shake test tube 2 and repeat the transfer process, transferring exactly 5 ml of solution from test tube 2 to test tube 3.
8. Rinse the pipette again and repeat the transfer process for test tubes 4,5 and 6

Results:

As you can see in the photo the colour purple get lighter and lighter as it goes past each test tube. That is because the last few test tubes had more water which means that there was least amount of potassium permangante.  

The test tube that is light purple has least potassium permanganate, most water, which means 

most dilute =least concentrated

Therefore the dark purple test tube has most amount of potassium permangante, least amount of water which means 

most concentrated = least dilute. 

Filtration Experiment

Welcome to another blog-post, For Science or Chaos Hurumanu today, We are having a practical/experiment, our experiment today is based on Filtration, meaning separating different sized particles out of a mixture. 

Filtration Experiment

Aim: To separate a solution from a precipitate (precipitate is the name for a solid that forms in a liquid during a chemical reaction). 

Hypothesis: I think that the small particles will pass through the filter. 

1st Observation: Added Copper Sulfate with Sodium carbonate and made a blue liquid. 

2nd Observation:  Blue combined liquid into filter paper and came through with Clear liquid. 


Images & Video: 

Equipment:
Sodium carbonate
Copper sulfate
Conical flask
Stirring rod
200mL beaker
Funnel
Filter Paper

Method:

1. Pour approximately  50mL of copper sulfate solution into a beaker. 
2. Add the same volume of sodium carbonate solution. A reaction will happen, you should see a cloudy blue precipitate form. Called copper carbonate.
3. Watch demo then fold filter paper to fit inside the funnel
4. Place the funnel with the filter paper inside of it, into the mouth of a conical flask. 
5. Stir the mixture in the beaker, then carefully pour it into the funnel. 
6. Observe what happened. 

Testing Food - Biology Science

Testing Foods:
Aim: What nutrients are present in different foods.

Hypothesis:
We are testing for
Simple Sugar - which is carbohydrates that gives you sugar/energy fast.
Complex Sugar - Slow releasing energy/sugar.
Protein - Long Lasting Energy and sugar.

We are Testing:
Bread - I think this will be protein, (complex)
Egg - I think this will be protein
Glucose - I think this will be a complex sugar
Apple - I think this will be complex sugar
Milk - I think this will be protein
Potato - I think this will be complex sugar

Complex Test:
Equipment: Test tube, food sample, iodine solution

Method:
1: Place about 2mL of the sample in a test tube
2: Add 3-5 drops of iodine and mix

Results + Observations:
Potato - Positive
Apple - Positive
Bread - Positive
Egg - Negative
Milk - Negative
Glucose - negative

Conclusion: 

Simple Test:
Equipment: test tube, food sample, benedicts solution

Method:

1. Place about 2mL of the of the sample in a test tube.

2. Add 3-5 drops of benedicts and mix.












Results + Observations:
Potato - Negative
Apple - Negative
bread - Negative
Egg - Negative
Milk - Positive
Glucose - Positive

Discussion:


Proteins:
Proteins are essential in the diet of all organisms. They form the main 
structural part of animal cells, therefore foods high in protein usually 
originate from animal tissue (i.e meat, eggs and protein products).
Some plant based foods are also high in protein, especially seed. 

Protein is required for:

• to repair damaged tissue
• control of chemical reactions (enzymes)
• sending messages around the body (hormones)
• providing an emergency energy source. 

Protein Test:
Aim: To test if a sample of food contains protein.
Equipment: Test tube, sodium hydroxide,  copper sulfate, food sample. 
Hypothesis:
Potato - I think it wont turn purple (no protein)
Apple - I think it will turn purple (contain protein)
bread - I think it will turn purple (contain purple)
Glucose - I think it wont turn purple (no protein)
Milk - I think it will turn purple (contain purple)
Egg - I think it won't turn purple (no protein)


Method:

 1: Place about 2mL of the sample into a test 
tube and add 5 drops of sodium hydroxide.

2: Add 5 drops of copper sulfate

3: Shake the test tube gently from side to side.





If the solution remains blue, then no protein is present. If the solution changes to a purple colour then protein is present in
the sample.  

Results:
potato - Negative (no protein)
Apple - Negative (no protein)
Bread - Negative (no protein)
Glucose - Negative (no protein)
Egg - Positive (contains protein)
Milk - Positive (contains protein)

Discussion: 

Milk is a rich source of protein because it comes from an animal,
Drinking milk and dairy products may prevent bone fractures and even 
help you maintain a healthy weight.

Egg is a source of protein, because it is produced from an animal
Eggs are also a good source of other nutrients, which also helps your health.

Conclusion:

My predictions for food samples that contained proteins were correct,
such as eggs and proteins, This test went very well and some of the results
we got were quite surprising such as bread I predicted that it will turn purple
which means that it does contain protein, but my predictions were incorrect.

Self Directed Learning

Goals:
My goal is to talk to the teacher when I'm not in a good mood, so that
the teacher understands and I don't get into trouble.

My second goal is for me to be able to self manage my learning, such as
when I'm in class, I need to make sure by the end of class and the week I
have two blog post about English published, 1 blog post published for Science
and worksheet completed.

My third goal is when I'm absent or away and I missed a class, it is my 
responsibility to catch up on my learning an what I've missed out on. 

Hurumanu Science - Climate change and the future

Hurumanu: Climate Change and the future

Aim; To look at the different ways we can prevent climate change in the future.

How is sea level rise going to effect us in NZ

What places will be effected?

     Pacific Islands

Different places in New Zealand

What else do we need to think about?

What other places around NZ will be affected?

Timaru, Gisborne, Whangarei, Nelson, Whanganui and Invercargill are

other cities likely to feel the effect of rising waters. 

What does this do to our drinking water?

What are the main concerns?

People will be drinking salt water more

What can we do to prevent climate change?

What can we do?

1.   Try not to use electric cars
2.  Use public transport   
3.     When you're building a house try not to use more energy

Curbing climate change

What is the one, silver bullet solution?

There is no silver bullet

What is the mix of things we need to start doing?

1.   Using solar heating to design building
2.   transport, getting away from cars 
3. Getting to be able to use renewable and electricity, things like using energy.

What are 3 others you can think of?

1.   
2. 
   
3.   

Activities:

Carbon Footprint: 

Carbon Footprint explained

Dwelling
Water
Recreation
Heating and cooling
Electricity
Transportation
Food
Waste
Air Travel
Consumption

Colour 1: for actions they are already doing 

Colour 2: for actions that they pledge to undertake in the future

Ecological Handprint The Ecological handprint builds on the concepts from the Carbon Footprint. We will look at the positive actions of:

1. Transportation
2. Community
3. Consumption
4. Water
5. Food
6. Home
7. Waste

1 Colour: For each action you are already doing 

2 Colour: For each action you would like to do in the future

Science - Climate Change Investigation

My Investigation on climate change

ACIDIFICATION!

ACIDIFICATION DEFINITION: 

Ocean Acidification (OA) is a term used to describe significant changes to the chemistry of the ocean. It occurs when carbon dioxide gas (or CO₂) is absorbed by the ocean and reacts with seawater to produce acid.

What is happening to the oceans? 

When carbon dioxide (CO₂) is absorbed by seawater, chemical reactions occur that reduce seawater pH, carbonate ion concentration, and saturation states of biologically important calcium carbonate minerals. These chemical reactions are termed "ocean acidification" or "OA" for short.

What does this do to Shellfish?

For oysters, scallops and other shellfish, lower pH means less carbonate, which they rely on to build their essential shells. As acidity increases, shells become thinner, growth slows down and death rates rise. ... They're using a form of calcium carbonate to build their shell that dissolves really easily.

DEFORESTATION!

Definition:

The action of clearing a wide range of trees. (Getting rid of trees).

What are trees used for?

Trees provide shade and shelter, timber for construction, fuel for cooking and heating, and fruit for food as well as having many other uses. In parts of the world, forests are shrinking as trees are cleared to increase the amount of land available for agriculture.

How does Deforestation affect the climate?

Burning or cutting down trees reverses the effects of carbon sequestration and releases greenhouse gases (including carbon dioxide) into the atmosphere. Furthermore, deforestation changes the landscape and reflectivity of earth's surface. 

 

ICE CAP MELT!

Definition:

A polar ice cap is a region of land at the North or South Pole of a planet that is covered with ice. ... The melting of the polar ice caps is caused by the overall increase in global temperature, and this melting can have serious consequences for all organisms on Earth.

If all the ice melted what would happen?

If all the ice covering Antarctica , Greenland, and in mountain glaciers around the world were to melt, sea level would rise about 70 meters (230 feet). The ocean would cover all the coastal cities.

WATER VAPOUR!

Definition:

Water vapor is water that is in the form of a vapor, or gas. It is a part of the water cycle. When liquid water is heated to boiling temperature, 100 degrees Celsius, it all turns into vapor.

How does water vapour and Evaporation contribute to Climate Change?

Put simply, water evaporates from the land and sea, which eventually returns to Earth as rain and snow. Climate change intensifies this cycle because as air temperatures increase, more water evaporates into the air.

Science - Renewable Energy

Hurumanu - Renewable Energy

Aim: To make a solar powered oven.

Materials: 

1.   Sellotape
2. Scissors
3. Pizza Box
4. Straw
5. Marshmallows
6. Biscuit
7. Glad Wrap
8. Tinfoil
9. black plastic
10. Ruler
11. Vivid Marker

Steps:

1. Cut out the flap on the lid of the pizza box so that it is 5 cm around the edge. 
2. Sellotape some tinfoil on the inside of the flap
3. Sellotape some glad-wrap so that the hole you have cut on the pizza box lid is covered over with glad wrap
4. Put a piece of black plastic on the bottom of inside the pizza box on the bottom
5. Make a paper square that fits inside the pizza box and lays around the edge. 
6. Put a marshmallow on top of a chocolate biscuit, place it on a plastic plate and put it in the solar oven
7. Put it in the sun to cook. 

Time	Temperature
0	Haven't started
15	haven't started
30	haven't started
45	haven't started

Conclusion:

This term in week 2 in science, we have started a new experiment called Renewable energy. We got into groups of four. We had to make a solar powered oven by using the following materials on Mr Palmer's blog and also watch a video and write down the steps on how to make it. After that we got to make a s'more and put it in our solar oven that we made and leave it resting in the sun to cook.
Overall it was a great experiment and lesson and I enjoyed learning about renewable energy.    

Science Water cycle

Science Water Cycle

AIM: TO LEARN ABOUT WATER ON EARTH.

Scientific words:

• Evaporation. When water is heated by radiant energy it turns into water vapor.
• Transpiration. Evaporation from plants.
• Condensation. When water vapor cools, molecules join together and form clouds.
• Precipitation. When clouds get heavy the waters falls as rain, sleet, hail, or snow.
• Acidification: the action or process of making or becoming acidic.

THE WATER CYCLE EXPERIMENT

Bag 1: Normal Water cycle

Bag 2: Water cycle with CO2 added: like Oceans in climate change

Bag 3: Water cycle with ice added: like Antarctica in climate change

Material:

1.  Plastic bag
2.  vivid
3.  water
4.   food colouring
5. baking soda
6. litmus paper

Steps:

1. get your plastic bag and your vivid 
2.  then draw the water cycle on it (Like in my photos)
3.  put 1 cup of water in your bag
4. add 2 drops of food colouring
5.  add one tsp of baking soda
6. then put litmus paper at the top and see if it changes colour.

Findings:

	The Water Cycle: Bag 1	CO2 Water Cycle: Bag 2 Acid	Desert Water Cycle Bag 3
Does it cycle?	2	2
Amount of Water	2	2
Acidity	1	1

Key: Water and acidity amount: 

1 = none 

2 = small 

3 = large 

Conclusion: Normal water cycle: It was a small cycle and small amount of water.

Water cycle with acid: The bag with baking soda is the same, small amount of water and small cycle.