Heat Lab

The aim of the experiment was to find out how changing the mass effects the rise of the temperature of water.

In order to fulfil the labs purpose, the lab was split into two parts. The first part consisted of measuring and determining the freezing point depression of the solution water. The second part consisted of measuring and determining the freezing point depression of a solution that consisted of water and an unknown solute.

I started with controlling my experiment environment. It was in a still kitchen, with no appliances running to minimize humidity and control the room temperature. I then broke my ice cube tray and finding cubes that weight .10grams. I set up my timer for each station. I put three-.10gram ice cubes in a identical contained on top of the pre measured ½ teaspoon of sugar, salt and baking soda, then I hit start on the timer. When the timer hit 15 minutes I picked up each ice cube and put it on another dry identical dish. I then measured the melted liquid, followed by measuring the melted ice cube alone. I repeated this three times to get an average.

Abstract: This experiment introduced the student to lab techniques and measurements. It started with measuring length. An example of this would be the length of a nickel, which is 2cm. The next part of the experiment was measuring temperature. I found that water boils around 95ºC at 6600ft. Ice also has a significant effect on the temperature of water from the tap. Ice dropped the temperature about 15ºC. Volumetric measurements were the basis of the 3rd part of the experiment. It was displayed during this experiment that a pipet holds about 4mL and that there are approximately 27 drops/mL from a short stem pipet. Part 4 introduced the student to measuring

The experiment will start with two ice cubes. One will have nothing added to it, the other will have ½ tsp of salt sprinkled over it. Each will be separate on two different plates/containers. Time will be kept with a stopwatch, and notes will be taken throughout the experiment on the percentage of ice that has melted at certain points in time.

Therefore, qmetal = -qwater. The mass of the sample was recorded from the baggie. The temperature change

To begin the experiment, students first obtain a LabQuest with a temperature probe. First, you retrieve about 20gs of t-butyl alcohol and put it in a pre-massed test tube. Students then prepare one beaker with ice water and another beaker with warm water. Students will first put the t-butyl alcohol into warm water to prevent it from freezing in room temperature, and put the temperature probe in the test tube. Afterwards, students will place the test tube containing the t-butyl alcohol and put it in the ice water until the temperature begins to

will be placed on each ice cube needed for the experiment. • 1 bag of white sugar, 1 tsp. will be placed on each ice cube needed for the experiment. • 1 small saucer (plate) that will be where the ice cube is placed. • 1 spoon (teaspoon) to use to drop the materials onto the ice • Timer to measure the time on how much the ice has melted at a certain point.

Introduction: If two reactants are mixed, they will tend to react to form products until a state is reached where the amounts of reactants and products no longer change. Reactants and products are in chemical equilibrium and will remain until the system is altered in some way. Temperature change and the alteration of the concentration of reactants or products disturbs the equilibrium.

The first step needed to carry out the experiment, was to crush the dry ice into smaller pieces in order to fit into

The data was allowed to continue for about fifteen seconds so that an adequate number of data points could be collected. The average temperature over the constant period of time was measured to be used as the measured freezing point temperature for pure

As heat increases the ice starts to melt from the

During the first plateau, where the temperature stayed at 23° between 2 and 3 minutes, was when most of the ice had started to melt, but there were still ice in the beaker that had not melted yet. The remaining unmelted ice kept the temperature level by keeping the water cool for a minute because it took a minute for the rest of the ice to melt away, before the temperature rose again. In this stage, in order for a solid to melt into a liquid, it must be warm enough. When it is warm enough, the atoms that make up the piece of ice starts getting energized due the heat. The atoms eventually become so energized that they slowly start to change into a liquid again, since ice is made out of water.

and reading the temperature on time could’ve been a difficulty. Another error could be not making the experiment a fair test by stirring or knocking over the beaker. Recording the temperature incorrectly could be an error due to this experiment because as the temperature increases, the red line can sometimes be in between a number and a number so the number has to be rounded off which isn’t very accurate. Using a stopwatch to time each minute that passed could’ve been a difficulty because when reading the temperatures, it can take a while to round off the nearest temperature and therefore, time has already passed a minute. In other words, when the time shows a minute, reading can already take up to a minute and ten seconds. Stirring the beaker of the melted ice could’ve been an error because to do this, it makes the experiment unfair because you have changed the temperature and making the ice melt faster. Knocking over the beaker could’ve also been an error because accidents happen when bodies are not careful of their surroundings.

A calorimeter, water at room temperature, ice, and a Pasco GLS Explorer were used in combination with a known value of the latent heat of fusion to successfully create and carry out an experiment to determine the mass of an unknown amount of ice. Warm, room temperature water was massed in the pre-weighed calorimeter cup to determine the mass of the water. An initial temperature of the water was recorded. An