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Solubility Lab Report introduction
Solubility Lab Report introduction
Sugar cube dissolving experiment hypothesis
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In this experiment, we tested how the sugar cubes dissolve from different water temperatures. During the lab we made sure to make accurate and precise measurements, so what we did was do the same exact procedure to every section of the lab.
We started by testing the time it takes for sugar cubes to dissolve in boiling water. We boiled the water to 100℃ and then dropped four sugar cubes in, each cube took exactly 1:03 to dissolve. After testing the boiling water we switched the beakers, which we kept the same size and filled it with room temperature water. We made the room temperature 22℃ and then dropped four new sugar cubes in, this time it took the cubes precisely 4:52 to dissolve, so lastly we tested cold water temperature. Again switching
the beaker but keeping the same size we made the water 8℃. After 5:10 all four sugar cubes dissolved. After testing all three temperatures we made a bar graph showing our results, the graph showed a big raise from time it takes sugar cubes to dissolve in boiling water compared to room temperature, and cold water. Before we tested our experiment we made a hypothesis which was; If we raise the water temperature with sugar cubes in it then the cube will dissolve faster because hotter water melts things quicker. After we tested the experiment we went back and asked ourselves if our hypothesis was correct, which it was because as the water temperature decreased the sugar cubes took longer to dissolve. Our results are believable because we tested four cubes in all three different beakers of water, and made sure each beaker had the correct water temperature needed. We designed a successful experiment, but there were things we could of fixed. One of the few improvements we could of made was to stir all three beakers instead of just two because the times of the cubes dissolving would’ve been different. Also we only added vinegar to the cold water and we should of done it to all three water temperatures, this is because it makes the cubes dissolve quicker. This experiment relates to class because it was very important that we designed a lab that would give us precise, reliable results and in class for the last couple weeks we have been talking about precise measurements. Also we had to use the scientific method and that is more information we have been talking about in class latley.
Abstract: Marshmallows have more Calories per gram. Marshmallows have .2079 J/g℃ and cheese puffs have 1.08x103 J/g℃. My hypothesis was that marshmallows have more Calories per gram and my results confirmed my hypothesis because there is a .2068 J/g℃ difference.
Then, repeat steps 7-11 another 4 times but with the room temperature water. For the room temperature water just leave it in the room but try not to change the room’s temperature. 15. Try to put all your recorded data into a table for organization 16. Repeat the entire experiment for more reliable data.
Hypothesis: The Alka Seltzer will dissolve fastest in hot water and slowest in cold water.
Alka Seltzer Dissolving at Different Temperatures. The variable that I will change will be the temperature of the water. that the Alka Seltzer is put in. For my results I will measure the time taken for the Alka seltzer.
The purpose of lab 1.1 Heating Baking Soda is to observe the baking soda as it is heated, the test tube, and the apparatus. Then to determine what happens to baking soda when it is heated. There are three parts to the experiment the empty test tube test, the heating baking soda test, and the tea test. To determine the effect of heating baking soda heated baking soda is compared to two different controls to isolate the properties of baking soda when it is heated. Then to determine that baking soda causes gas to be produced when heated
The sucrose concentration is directly related to the amount of fermentation, the data said the same because CO2 is a kind of byproduct from fermentation and fermentation needs sucrose to create CO2 and more sucrose means more CO2. There was 2 types of data collected in the lab, the depth of the CO2 bubbles and the circumference of the balloon. The depth of CO2 bubbles for 0% (plain water) at 0 minutes, 10 minutes and 20 minutes are 5 millimeters, 7 millimeters, and 7 millimeters respectively. The data is measured because the bubbles have CO2 in them and that is one of the ways to measure the CO2 produced. This is not supposed to be possible because the yeast only produces CO2 when it has glucose. In the 0% there is no sucrose so there should not be any glucose for the yeast to produce CO2. The only reason this happened was because of human error
8. Continue stirring. Record the temperature at which crystals begin to appear in the solution.
Day 1: (a) Choose four gummy bear from the teacher. Use the equipment available to measure your gummy bear and record the data in the chart for Day 1
The purpose of this lab is to see if changing the temperature and the surface area affects the speed of the solute dissolving. This lab relate to the things you have been learning in class because it connects to solubility and how the change in temperature, surface area, and concentration affects the rate in which a substance dissolves. In this lab we hypothesize if we increase the temperature of the vinegar, then the speed of the Alka-Seltzer would increase as well because the speed of the molecules breaking down will be faster. If we also increased the surface area of the Alka-seltzer, it will also dissolve quickly because the pieces are little. In order to complete the surface area experiment, we put our safety goggles on to prevent any
Planning Firstly here is a list of equipment I used. Boiling tubes Weighing scales Knife Paper towels 100% solution 0% solution (distilled water) measuring beakers potato chips Cork borer. We planned to start our experiment by doing some preliminary work. We planned to set up our experiment in the following way.
Methodology: A plastic cup was filled half way with crushed ice and mixed with four spoonfuls of 5 mL of sodium chloride. A thermometer was quickly placed inside the cup to take the temperature and the
We decided to test the temperature of the sprite and mentos to see how high the soda sprouts with the different temperatures. We decided to make that our project because of how it was inexpensive, interesting it was,(and relatively fun doing),and not very time consuming. We were even going to drink all 3 once we were done and explain the taste exquisitely.
The purpose of the lab was to show the effect of temperature on the rate of
In a 100ml beaker 30mls of water was placed the temperature of the water was recorded. 1 teaspoon of Ammonium Nitrate was added to the water and stirred until dissolved. The temperature was then recorded again. This was to see the difference between the initial temperature and the final temperature.
By exposing the chocolate and the cookies before the light and heat of the 60-watt light bulb, the students will be able to progressively observe the process of the material melting and make records at every stage of the experiment. Using the 15 seconds step, the students can identify the melt temperature and time of the chocolate under the lab conditions as well as make and analyze their records in the final part of the experiment. The experiment is expected to establish, which of the chocolates and cookies melt faster, and make conclusions about the influence of the consumables ingredients on their physical properties. This corresponds with the TEK 112.11 (5B) procedure, which allows students to “observe, record, and discuss how materials can be changed by heating or