Science Fair 2015

               Chemistry Science Project

 

You are to choose from one of the following topics and develop your own project using the scientific method-

               Hypothesis, Materials, Procedure, Results, Conclusion

               Be sure to have a large sampling size (5-8) and perform each part 5-8 times (trials), (control vs variable)

 

Project: worth 100 points (test grade for 2^nd trimester)

               Must Include:     1) Poster board- most of this should be covered. Results, charts, graphs, and pictures of you doing the work; include pictures showing all the trials and samples.

                                             2) Your experiments (numerous trials)

                                             3) 3-5 page report on background or information related to your topic and a bibliography.

 

** Be sure to explain the chemistry involved in your project.

 

Projects to choose from:

               1) Sunscreen effectiveness

               2) Water testing (not bottled)

               3) Soil Testing

               4) Corrosion of metals

               5) Acid Rain

               6) Laundry detergent effectiveness

 

Begin Testing ASAP

You may work in groups of two as long as both students are taught by the same teacher. * However, the project will be due at the earliest date between the two students.*

 

You may be excused from a Science Fair Project if you are on Team A, B, or C of Science Olympiad and compete in events.

Avogadro's Number

As you learn in Chapter 3, Avogadro's number tells you how many atoms, or molecules, there are in 1 mole. The name for this number comes from the Italian physicists Amedeo Avogadro. He proposed the theory that 1 mole of a gas at a specific temperature and pressure has the same number of atoms as 1 mole of a different gas at the same temperature and pressure. This theory was proposed in 1811, but Amedeo Avogadro did not have the technology to determine exactly how many atoms made up 1 mole.




It was actually Jean Perrin who discovered the number in 1895. He showed his respects to Avogadro for coming up with the theory that propelled Perrin to make this discovery. Along with this, Perrin continued his work on atoms and received the Nobel Prize in 1926.

A Fly in the Cathedral

A short while ago, we had discussed the discovery of the nucleus along with the proton. Ernest Rutherford had used his famous Gold-Foil Experiment to come up with this massive breakthrough. In class, we discussed how the atom is made up of mostly empty space and the nucleus is very small in comparison to the rest of the atom. We used the analogy of a marble in Ott Field. This eventually led to the discussion of splitting the atom and the atomic bomb.

The book "A Fly In The Cathedral" is a true story about 20 years after Rutherford's Gold Foil experiment. It describes the race between John Cockcroft and Ernest Walton, other American Scientists and German Scientists to become the first group to split the atom and create the atomic bomb.

This is an interesting read for those who are interested in learning more about this time period and the Science behind it. The book can be found on Amazon.com for 1 cent plus shipping (total is around $4.00).

I would highly recommend this book to all students who have talked about Rutherford and his experiment and are interested in learning the aftershock of his experiments.


Here is the cover of the book:

Comprehensive Exam Review

With the Comprehensive Exam only a few days away, here are some questions to help you practice:
Just a reminder, the Chemistry Exam is Tuesday June 17th.

 

1. Define the six-branches of Chemistry.

 

2. A cube has a volume of 3.56 cubic centimeters and a mass of 15.6 grams. The density of the cube is   best expressed as: (Hint: Answer must have correct number of significant figures.)

a) 0.228 g/mL                                                                                b) 4.38 g/mL

c) 0.23 g/mL                                                                                  d) 4.382 g/mL

 

3. Please indicate the number of significant figures for the following questions:

 

4000. g                                                                                                                                                       

 

4000 L                                                                                                                                                        

 

33.0 mL                                                                                                                                                      

 

4.00000000000 m                                                                                                                                   

 

0.00000000000004 mg                                                                                                                          

 

48,067 mg                                                                                                                                                 

 

4. Write the electron configuration for potassium.

 

5. Who was the father of the Periodic Table?

               a) Gregor Mendel                                                          c) John Dalton

               b) Dmitri Mendeleev                                                     d) Ernest Rutherford

6. List the scientists who discovered the subatomic particles and their tools.

 

7. Find the percentage composition of Cu₂S.

 

8. Find the empirical formula of a compound made up of 32.38% sodium, 22.65% sulfur, and 44.99% oxygen.

 

9. Write the Lewis and structural formula, the type of bond, and the shape of CCl₄.

 

10. How many grams are there in 8.76 x 10¹⁷ molecules of ammonium chlorate?

 

11. Balance the following equation: C₉H₂₀ +O₂ à CO₂ + H₂O

 

12. How many moles of AlBr₃ are produced if I have 700. grams of Br₂, according to the following equation?

 

                                             Al + Br₂ à AlBr₃ (unbalanced)

 

13. If the pressure of a gas is 4364.333 kPa, what is the gas in atm?

 

               a) 4364.333 atm                              c) 3.316893 x 10⁶ atm

               b) 5.742543 atm                              d) 43.07262 atm

 

14. A sample of hydrogen gas occupies a volume of 562 mL at 17^oC. What would the volume be if the temperature was increased to 31^oC?

 

15. What is the mass, in kilograms, of 17.8 L of Chlorine gas at STP?

 

16. Which principle describes the process of a system to counter a stress made upon it so that the system can return to equilibrium?

               a) Heisenberg’s Principle                c) Le Chatelier’s Principle

               b) Einstein Principle                                        d) Equilibrium Principle

 

17. A solution was prepared using 42.3 g of sugar, C₁₂H₂₂O₁₁, mixed with 444 g of water. Find the molal concentration of the solution.

 

18. ***Three part question*** 9.12 L of H₂ reacts with CuO at STP according to the following equation:

                                             CuO + H₂ à Cu + H₂O

How many moles of H₂ react? How many moles of Cu are produced? How many grams of Cu are produced?

 

19. C₆H₁₂O₆ + 6O₂ ⇌ 6CO₂ + 6H₂O + heat

If heat was removed to the system above, how would the system react?

               a) Shift to the Right                                        c) Stay the Same

               b) Shift to the Left           

 

20. Why can’t water dissolve oil? What quote did we mention to help determine when a substance will dissolve another substance?

 

21. For the following equations, please complete the following. A) Determine the products. B) List each element as soluble or insoluble (you can simply put aq or s next to each compound). C) Write the total ionic equation. D) List the spectator ions. E) Write the net ionic equation.

sodium carbonate + calcium chloride

 

22. List the definition of an Arrhenius acid and base, Bronsted-Lowry acid and bas, and Lewis acid and base. I would prefer a chart.

 

23. What is the pH of a solution whose hydronium ion concentration is                                                                                  3.30 x 10^-12?

                 a)  12.0   b) 11.5  c) 12.5   d) 2.5

 

24. A 6.7 g sample of a plastic was heated from 256 K to 279 K and absorbed 49 J of energy as heat. What is the specific heat of the plastic?

 

25. For the reaction: C (s) + O₂ (g) à CO₂ (g) + 401.24 kJ at 301 K, ∆S= 0.544 kJ/(mol x K). Will this reaction occur?

 

26. For the following equation, please list the oxidation numbers of each element, then break up into the proper oxidation/reduction reaction with the proper number of electron either gained or lost. Write neatly or else points will be taken off for things I cannot read!

 

                                             3 Cu + 2 HNO₃ + 6 H⁺ → 3 Cu²⁺ + 2 NO + 4 H₂O

 

27. For this question, please list given, the K formula (without numbers), show all work (with numbers) and the answer.

For the following equilibrium equation: 4HCl + O₂ ⇌ 2Cl₂ + 2H₂O at 650^oC, K= 83.4, [HCl]= 5.1 x 10^-2 mol/L; [O₂]= 3.0 x 10^-2 mol/L; and [H₂O]= 9.1 x 10^-3 mol/L. What is the concentration of Cl₂?

 

28. Draw the following compound: 3-ethylheptane

Future Chemist

I hope everyone enjoyed the Easter break!

Here is a video of a 6 year old on the Jimmy Kimmel Show.

This video will be sure to give you some laughs and amaze you!

Titration and its common uses.

This week in the lab, you will complete a Titration.

The point of a Titration is to discover the concentration, or Molarity, of an unknown substance. The only part of the lab that is initially revealed to you before the lab begins is the concentration of the titrant, or substance performing the Titration. The titrant in this case would be the 0.500 M of HCl. Your goal in the lab is to reach the endpoint, or the point where the HCl concentration and the NaOH concentration are equal. At this point, you can determine the Molarity of the NaOH, the "unknown substance", using the following formula:

M1V1=M2V2

After recording the volume of HCl used and the volume of NaOH used, you can determine the concentration of the sodium hydroxide since the concentration of HCl is already known. .

What are some common uses of Titration?

The medical field has very real-life applications of Titration. Pharmacists use Titration in their field. Doctors also use Titration to ensure they give patients the proper concentration of anesthetics before performing major surgeries. Titration is also used to measure glucose levels in the blood for those with diabetes.

The medical field is not the only area where Titration is commonly used. The food industry uses Titration to determine saturated fatty acids and unsaturated fatty acids. Specific techniques can also be used to determine the chain length of those fatty acids. Also, Titration helps to determine the concentration of salt, sugar, and various vitamins in the foods and drinks we consume. Titration can also be used to determine if wines or cheeses are ready for consumption.

The automotive industry is always trying to find more ways to become more productive. The production of biodiesel fuel is another area where Titration is very commonly used. By measuring the pH of the biodiesel, you can easily determine how much base is needed to bring the solution to the correct pH. Since the concentration of the base, the concentration of the fuel, and the volume of fuel is known, you can use the above formula to determine the volume of base needed to create the optimal fuel.

Another common use of Titration is testing aquarium water. Fresh water fish can only survive under the right conditions. If the pH of the water or the concentration of ammonium, nitrates or nitrites is thrown off, the fish will die. By using Titration, you can determine if the concentrations of these compounds is correct or change them if necessary.

Summer Science Opportunities

Gentlemen,

Bro. Ben has recently sent out a letter listing opportunities to advance your knowledge in Science. Links are provided for you if you are interested in one or more of these opportunities!

Here is the letter from Bro. Ben:

 

+

J.M.J.

St. Albert the Great, Patron of Natural Scientists…Pray for us!

 

February 25, 2014

 

 

Dear Parents and Students,

 

A few weeks ago Chaminade held its 44^th Annual Science Fair.  What a great day! It was wonderful for me as a teacher and as the Science Department Chair to see such enthusiasm for science on all levels from freshmen through seniors.  Also a few weeks ago, Chaminade’s three Science Olympiad teams competed at the local Regional Competition.  Held at Kellenberg, Chaminade’s teams were pitted against some very tough competition.  Our best team, ‘Team A,’ placed 3^rd out of 35 teams and thus qualified for the next level of competition, the New York State Science Olympiad Tournament, in mid-March.  A bit later on this year in late April Chaminade students will compete at the Long Island Regional Envirothon hoping to qualify for the New York State Envirothon in May.  Chaminade has had a number of students involved in research at North Shore-LIJ’s Feinstein Institute, Cold Spring Harbor Lab, Brookhaven National Lab, to name a few.  Many students participate in the Hospital Volunteers Program to get a taste of what the health care system is like.

 

Why do I mention all of this ‘science stuff?’ Simply put science and technology has been, continues to be, and will become an increasingly important part of the United States’ and the global economy.  I firmly believe that Chaminade students involved in all of the above-named activities will play an integral role in preserving our country’s place in the world as well as play a vital role in keeping the New York metro area the thriving hub it is.

 

Summer need not be a time when you forget about science until the next school year.  There are many interesting and exciting summer science programs available, some local and some quite distant.  I have listed a number of programs below.  It is not an exhaustive list.  However, as I receive information and discover additional programs I will update and revise this list.

 

To Chaminade students…if you have a strong interest in science and/or mathematics, I encourage you to pursue some sort of organized summer science program.  To Chaminade parents…if your son has a strong interest in these areas, I hope you will support him in his interest as best you can.

 

While a number of these programs are restricted to juniors or seniors, most of them are open to high school students of all ages.  It’s not too early to think about science in the summer! Some application deadlines are closer than others.

 

If you or your sons have any questions, please never hesitate to ask.

 

Regards,

Bro. Benjamin F. Knapp, SM

Summer Science Programs (in no particular order)

 

1. North Shore-LIJ Hospital System – Feinstein Institute for Medical Research – Student Intern Programs     (Long Island)

            http://www.feinsteininstitute.org/education-careers/careers/student-intern-programs/

 

2. Columbia University – Summer Programs for High School Students     (New York City)

            http://ce.columbia.edu/high-school

 

3. The Whaling Museum of Cold Spring Harbor – research opportunities

            A ‘relationship’ with Chaminade is in the exploratory phase.  TBD

 

4. U. Penn Summer High School Programs     (Philadelphia area)

            http://www.sas.upenn.edu/summer/programs/highschool

 

5. U. Penn Sumer Academy in Applied Science and Technology     (Philadelphia area)

            http://www.seas.upenn.edu/saast/

 

6. DNA Learning Center at Cold Spring Harbor Laboratory     (Long Island)

            http://summercamps.dnalc.org/info/

 

7. Cold Spring Harbor Laboratory Lab – Partners for the Future     (Long Island)

            - Nominations through Chaminade only.  You may pick up application/nomination materials from Bro. Benjamin.

 

8. Brookhaven National Lab – High School Research Program     (Long Island)

            http://www.bnl.gov/education/program.asp?q=111

 

9. Brookhaven National Lab – Summer Science Explorations     (Long Island)

            http://www.bnl.gov/education/program.asp?q=173

 

10. SUNY Stony Brook     (Long Island)

Stony Brook has so many offerings there are too many to list separately here.  The link below is the ‘home base’ for their high school summer science opportunities in addition to the high school research program.  The opportunities include laser research, biotechnology, physics, and research.     (Long Island)

            http://www.stonybrook.edu/sb/highschool.shtml

 

11. Alfred University     (upstate New York, sort of close to Corning)

            http://www.alfred.edu/summer/hs.cfm

 

12. The Cooper Union – Summer STEM Program     (New York City)

            http://cooper.edu/engineering/summer-stem

 

11. Stevens Institute of Technology – The Stevens Summer.     (Hoboken, NJ)

            Stevens has so many offerings there are too many to list separately here.  The link below is the ‘home base’ for their high school summer science opportunities.

            http://www.stevens.edu/sit/admissions/stevens-summer/details

 

13.  Fordham University – Pre-College Program     (New York City)

            Fordham has so many offerings there are too many to list separately here.  The link below is the ‘home base’ for their high school summer science opportunities.

            http://www.fordham.edu/academics/summer_session/welcome/precollege_program_19637.asp

 

Continued on next page.

 

14. Shoals Marine Lab (cooperative venture between Cornell University and University of New Hampshire)

            The lab has a summer course open to juniors and seniors – Marine Environmental Science

            http://www.sml.cornell.edu/sml_cc_mes.html

 

15. Cornell University – Summer College

            Summer College at Cornell has a large number of program offerings.  The link below is the homepage for Summer College.

            http://www.sce.cornell.edu/sc/

 

16. College of the Atlantic – Summer Field Experience for High School Students     (Bar Harbor, Maine)

            COA has three offerings at the link below.

            http://coa.edu/highschoolstudentprograms.htm

 

17. Whale Camp     (Grand Manaan Island, Newfoundland)

            http://www.whalecamp.com/

 

18. Embry-Riddle Aeronautical University     (Daytona Beach, Florida)

            Embry-Riddle has quite a few summer opportunities.  Use the link below.

            http://daytonabeach.erau.edu/degrees/summer-camps/residential/index.html

 

19. Hofstra University – Pre-Collegiate Career Discovery: STEM     (Long Island)

            http://www.hofstra.edu/Academics/CE/ce_jbar.cfm?catalogid=3552

 

20. Hofstra University Summer Camps – Learning Institute     (Long Island)

            http://www.hofstra.edu/Academics/CE/SC/spec/spec_learning_institute.html

 

21. Adelphi University – Summer Pre-College Programs for High School Students     (Long Island)

            Adelphi has a number of offerings.  The two math and science offerings are for ‘Game Programming’ and for ‘Exploring the Health Sciences.’  Use the link below for the homepage.

            http://precollege.adelphi.edu/programs/

 

22. Massachusetts Institute of Technology (MIT)     (Cambridge, Massachusetts)

            MIT has a few non-traditional programs for high school students.  The linked homepage below also lists quite a few non-MIT programs.

            http://mitadmissions.org/apply/prepare/summer

 

23. Joint Science Education Project (JSEP) – Arctic Consortium Research     (Greenland)

(Unfortunately registration is already closed for this free research opportunity; think about it for 2015)

            http://www.arcus.org/JSEP

 

24. Rensselaer Polytechnic University (RPI) - PREFACE Summer Program     (Troy, NY)

            http://doso.rpi.edu/update.do?catcenterkey=87

Steel; The alloy that changed it all.

Iron was one of the most commonly used metals of ancient times. However, iron was very soft and brittle for many uses. Many people looked for a stronger metal that could eventually be used for bridges, trains, factories, and even jewelry!

The answer came in the form of an alloy. Let’s backtrack for a second: a mixture is a combination of an elements and compounds, two or more compounds, or two or more elements. An alloy, specifically, is a mixture of a metal and other elements.

 

So which alloy would be the answer to a stronger, more efficient metal?

Steel, of course!

So what is steel exactly? The primary part of steel is iron, the weak brittle metal that was used for thousands of years.

And how do we turn a very soft, brittle metal into a strong, sturdy metal? The element that is mixed with iron to give it strength is none other than carbon! However, the amount of carbon that is found in steel is less than 2%! Just that small amount of carbon turns brittle iron into sturdy steel. There is a few problems with the addition of carbon. If you add too little carbon, it will still behave as pure iron. If you add too much carbon, you create what’s called pig iron. Pig iron is very soft and brittle just like pure iron. So you need the correct amount of carbon, not too much and not too little, to get the perfect mixture and create an incredibly strong alloy. Also found in steel are manganese, phosphorous, sulfur, silicon and traces of oxygen, nitrogen, and aluminum.

 

There was a huge problem with the production of steel: the cost! It was an extremely expensive process to turn iron into steel and be cost efficient at the same time. In 1855, Henry Bessemer came up with a way to create steel at an industrial level and, of course, cheaply. He started with pig iron, mentioned earlier, and burned off all the impurities. After burning off the impurities, he was left with steel. This process was extremely useful and came at a most opportune time.

 

 

Henry Bessemer

 

The production of steel came up huge in 1914, the start of World War I in Europe. Steel was used to build up American infrastructure, bridges, trains and ammunition/weapons. Steel allows us to move or hold massive amounts of weight which was very handy in transportation, storage and building. With the production of steel came new tools to allow us to shape steel for a specific purpose.

 

This use of chemistry allowed the world to move in a whole new direction. With the addition of a few elements, iron turned into something completely new! This new alloy still has many uses today and can be found in our everyday life!