Making another salt

Making another salt

Aim:
To make copper sulfate crystals (salt) by neutralising copper oxide (base) with a sulfuric acid (HSO)

Method:
Follow the method on Page 39 of your Scipad book.

Observations: (write an observation for each key stage of the process - full sentences please)

1.when we added the base to the acid in changed from red to green
2.
3.

Results:
Add 3 photos for the final stages of the experiment to illustrate the process.

Conclusion: (write a single sentence as conclusion - remember to look at your aim and write your conclusion as a response to your aim)

Word equation for the reaction:

Year 10 Practical assessment - Acids and Bases

Year 10 Practical assessment - Acids and Bases

Year 10

Practical Assessment – Chemistry – Acids and Bases

Aim:

To measure the pH of several solids and liquids using universal indicator solution and a pH pen

Equipment:

Spotting tile

Universal indicator solution

Samples of several solids and liquids

pH pen

Method:

1.       Take two samples of each solid/liquid to be tested and arrange on your spotting tile. 

(If you are testing a solid add a drop of water and mix it before adding indicator)

2.       Place one drop of universal indicator on ONE of each sample.

3.       Use the pH pen to measure the pH of the other sample of each substance

Results:

Insert a photograph for each step you took in your method – see your teacher if you don’t have a phone.

Substance	Colour with pH	Description	pH Meter reading	Description
Eg. Substance A	Pale blue	Weak base	8.3	Weak base
Sugar
Lux flakes
Detergent
Toothpaste
Fruit juice
Window cleaner
Citric acid
Cheesels

Conclusion:

Write two or three sentences comparing the results from using universal indicator and the pH pen. Do they all agree? 

Write a sentence saying which method 

(universal indicator or pH pen is more useful when you are testing a coloured solution eg fruit juice)

Making Indicators

Making Indicators

Aim: To make and test several indicators to see how their colour changes in acid and base solutions.

Follow the instruction in your book to make and test the indicators.

Fill in this table with your results:

Paste here a photo of your spotting tile after the test

Indicator	Color with acid	Color with water	Color with base	(Ignore this column - I can't delete it in blogger!)
Beetroot extract	Pale blue	Weak base	8.3
Red Cabbage extract
Tumeric
Cranberry juice

Green and Rainbow challenges

Green and Rainbow challenges

A: Green challenge:

Take a test tube and fill with "two fingers" of the base. Now see the teacher for three drops of universal indicator.

 Now add the acid

Observations:
1. When we added the universal indicator to the base the colour changed to _______.
2. When the solution was neutralised the colour changed to __________

The most difficult thing about this challenge was (Complete this)

Include a photo of the final green solution.

B: Rainbow challenge:

Take a test tube, the base and the acid and universal indicator and create a the best rainbow in a test tube.

 you can manage.

Put a photo of your rainbow in a test tube here:

Using indicators to test some random substances from around our homes

Using indicators to test some random substances from around our homes

Aim:
To use indicators to test various substances around home to see if they are acids or bases.

Method:
1. Set up your spotting tile with 12 substances from your teacher.

 (Use just two drops for any liquid and add two drops of water to the solids before you test them etc. soap powder)

2.Add a single drop of universal indicator to each of the substances.

Put a photo of your completed spotting tile here:


Results:
Draw a table which lets you display your results clearly. 

The table should include the name of the substance, 

the color with universal indicator and whether it is acids or base and how strong it is.

Acids, Bases and Indicators

Acids, Bases and Indicators

Aim: To investigate how indicators change color in acids and bases.

Method:

1. Set up your spotting tile with two drops of acids in the first row of four, two drops of water in the middle row of four

 and then 2 drops of base in the last row of four.

2. In the first row of three put a small piece of red litmus paper (tear your strip into three for this),

 in the second row put a small piece of blue litmus paper,
 in the third row a small piece of universal litmus paper and in the fourth a drop of universal indicator.

3 Take a photo of your spotting tile and insert it here:

Our first Year 10 Chemical Reactions

Our first Year 10 Chemical Reactions

1. Magnesium reacting with oxygen:

Method: We held a strip of magnesium metal in the hottest part of a bunsen burner flame till it caught fire. 
We didn't look directly at the reaction because (safety reason)
Observations:
1. The magnesium metal was a (description - colour, lustre, malleability)
2. The magnesium burned with a (describe what you saw)
3. After it burned (describe what the product looked like)

Include a photo/video of each observation and label them.

The word equation is:

The balanced chemical equation is:

2. Iron filings reacting with sulphur:

Method: We mixed equal amounts of iron filings and sulphur then used a magnet wrapped in paper to separate them. 
We mixed them again and added the mixture to a test tube and heated strongly.
Observations:
1. The iron filings were (describe the colour etc)
2. The sulphur was (describe the colour etc)
3, When we heated the tube (describe what happened)
4. After the reaction (describe the product)

Include a photo/video of each observation and label them.

The word equation for the reaction is:

The balanced chemical equation is:

English Close Reading

On the surface

1. Los Angeles
2. It is on December 13 in Los Angeles
3. There were 100,000 fans and it was in Wellington.
4. Because the movie was made in New Zealand.
5. They have given 4 ways of contacting the newspaper and they are Letter's, News Contacts, Postal Address and Street Address.

Discovering Techniques 

1. First one means the premiere is not happening in Wellington again and the second one means Waiting for the actors of the movie.
2. Hollywood-Style.
3. It originates in French
4. There is a colon because there is more of one movie.

Search And Think
1. A special design or pattern.
2. The premiere is not as unqiue.
3. Because the movie was made in New Zealand not Los Angeles.
4. It is encouraged further by tourism New Zealand Marketing will see it as a reason to vist.

Hidden Depths 

1. The opinon is New Zealander's and it it is about even though the premiere is in Los Angeles instead of Wellington this time it is still a new zealand made movie even though the premiere is in Los Angeles.

2. It is talking about New Zealander's being disappointed about the premiere in Los Angeles not in Wellington.

Extend Yourself 

1.  https://www.theguardian.com/film/2012/nov/28/hobbit-premiere-peter-jackson-wellington



Dry Your Hands

On The Surface

1. There were four that were tested and they are paper towels, Cotten Reels, Hot-Air Dryer, Cold-Air 'Blade' Dryers.
2. Paper Towels are made from wood pulp.
3. Cotten Reels can be reused 70-130 times before they wear out.
4. They dry your hands by evaporating the water with heated air.

Discovering Techniques 

1.
a. This recent technology uses high-speed air blades.
b. Greenest
c. Heavily
2. to show you what is bad and good.
3. The information tells you the source of where the information is and found.

Search And Think 
1. Photographs help break up the information, they lead into the text, They introduce the text that you are talking about and they support the article content.
2. They show a graph of what is good and bad.

Our first Year 10 Chemical Reaction

1. Magnesium reacting with oxygen:

Method: We held a strip of magnesium metal in the hottest part of a bunsen burner flame till it caught fire. We didn't look directly at the reaction because (safety reason)
Observations:
1. The magnesium metal was a (description - colour, lustre, malleability)
2. The magnesium burned with a (describe what you saw)
3. After it burned (describe what the product looked like)

Include a photo/video of each observation and label them.

The word equation is:

The balanced chemical equation is:

2. Iron filings reacting with sulphur:

Method: We mixed equal amounts of iron filings and sulphur then used a magnet wrapped in paper to separate them. We mixed them again and added the mixture to a test tube and heated strongly.
Observations:
1. The iron filings were (describe the colour etc)
2. The sulphur was (describe the colour etc)
3, When we heated the tube (describe what happened)
4. After the reaction (describe the product)

Include a photo/video of each observation and label them.

The word equation for the reaction is:

The balanced chemical equation is: