a. The main problem being investigated in this experiment is the different rates the color on a skittle dissolves when sugar is added to water. The experiment was to determine which amounts of sugar would affect the rate at which the color on a skittle dissolves. According to Little Bins for Little Hands, skittles are supposed to be able to dissolve in water (Littlebins, 2016). I did not know water could help the skittles dissolve faster, and I thought the sugar I added would help them dissolve at a faster rate. This experiment really caught my eye because I was personally really intrigued as to how the amount of sugar would affect how fast the color on a skittle would dissolve. I’ve never heard of anyone doing this experiment so I wanted to test it for myself to see what kind of results I would get. Whenever the skittle was dropped into the water it would sizzle, and the process of dissolving would occur. My hypothesis was “If the amount of sugar is increased, then the rate it takes for the color on a skittle to dissolve will decrease.” The experiment was all around very fun, however the results I collected were not what I was anticipating.
II. Methods and Materials
a. The
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materials I used in this experiment were green skittles, a beaker, iPhone timer, sugar, teaspoon utensil, a pen, and paper. The dependent variable in this experiment was the rate it takes for the color on the skittle to dissolve. I measured the rate it took for the color on the skittle to dissolve, from color to no color, with my iPhone timer in seconds. The independent variable was the amount of sugar I added to the water each time. I measured the amount of sugar by using a teaspoon in milliliters. The variables I controlled were the color of the skittles, the timer, the same type of measurements, the same amount of water each trial, the same brand of sugar, and the same beaker. My procedure was pretty short and to the point. I first had to gather all of my materials. I, then, filled a beaker up to 200 milliliters and measured out 5 milliliters of sugar using a teaspoon. I poured the sugar into the beaker, and I stirred the sugar around 5 times using the teaspoon. Next, I dropped the skittle into the beaker and started the timer on my phone at the same time. I sat and watched the skittle dissolve until it had no color left to it. Whenever the skittle had no color left I would stop the timer and record all of my data onto a sheet of paper. I redid all of these steps for 10 milliliters and 15 milliliters of sugar. I also did three trials for each amount, so altogether I had nine trials. III. Results a. Throughout the entire experiment, I made many different qualitative and quantitative observations. Some qualitative observations I made were, when the skittle hit the water it started to fizzle and throughout the skittle dissolving it created bubbles. Also, when the skittle was dissolving the color was spreading throughout the beaker, it didn’t just stay in one spot. A quantitative observation I made was, there was only one skittle allowed in the beaker at a time. From this experiment, I found that when I add 5 milliliters of sugar to water the average time for the skittle to dissolve was 130 seconds. When I added 10 milliliters of sugar to the water the average was 131 seconds, and when I added 15 milliliters the average was 170 seconds. IV. Conclusions a.
My results showed me that my hypothesis was rejected. The stirring I did at the beginning of my experiment may have affected the rate the color dissolved. According to Reference, whenever you stir a solution together, water and sugar in this case, it creates the opportunity for them to come into more contact with each other. Whenever I dropped the skittle in the beaker it may have come into contact with more sugar, but when it dropped all the sugar landed in one spot so it may have lost some contact. My hypothesis was completely opposite because as I added more sugar to the water, the rate it took for the color on the skittle to dissolve increased. My new hypothesis would be, “If the amount of sugar is increased, then the rate it takes for the color on a skittle to dissolve will
increase.” V. Recommendations and Limitations a. There could be many ways to improve this experiment. I wouldn’t use the sugar I used because it was the very cheap kind of sugar. Throughout the experiment, I would either continually stir the mixture or I would not mix the solution at all. I would also do this experiment using different colors of skittles and testing to see which one dissolved the quickest. VI. References a. Littlebins. "Skittles Science Candy Experiment and STEM Activity." Little Bins for Little Hands. N.p., 16 Aug. 2016. Web. 05 Mar. 2017. b. "Why does stirring affect the rate of dissolving?" Reference. N.p., n.d. Web. 05 Mar. 2017.
Hypothesis: The Alka Seltzer will dissolve fastest in hot water and slowest in cold water.
The objective of this experiment will be to combine various substances, liquids and metals, and to observe their behavior when they are combined. The types of reactions observed shall determine the nature of these reactions: physical or chemical.
This experiment will show how the temperature of water will affect how quickly a Alka-Seltzer tablet will dissolve. (Rowland) This experiment seemed appealing to me because it sounded interesting to experiment with chemical reactions. “How does the temperature of water affect how quickly an Alka-Seltzer tablet will dissolve?”
Many people don't understand the effects on peppermint candy to the brain's reaction time. The experiment is telling if peppermint candy has an effect on reaction time. Reaction time can be affected by many things such as their normal reaction time, eating peppermints, a volunteers nervous system, a person's defects, or their genetics.
The lab experiment did prove that Crayola colors are not of pure substances but rather a mixture of specific color compounds needed to produce said colors. The experiment also proved that different color pigments have different densities (the lighter ones moved up the filter paper with the water, while the heavier ones adhered to the filter paper longer.)
Different experiments with different strategies: Experiment 1: Investigating the rate of dissolving in various temperatures. Control Variable: 1. The solute is the same: sucrose;C12H22O6(sugar) 2. The solvent is the same: water; H2O 3. The mass of sugar is the same: 0.5 g 4.
Technically, all they’re doing is taking the dyes of the 2 green M&M’s/Skittles, then in a ⅛ tsp of salt and 3 cups of water, mixed together, in a jar/glass, you put the filter paper on with a binder clip that has the skewer/straw going through it (on the filter paper, there are dots drawn on with a pencil, at the 2 and 4 cm mark, then drawn over with a toothpick dipped in the dye that came off the candy). After you follow all these steps, you start to see the different color dyes that have been mixed together, separate from each other.This helps us answer the problem statement, because after all of this, you will have separated it successfully, and then you can see what the candy is now. They discovered that what they wrote in the hypothesis, came true.
I blended on high to make the potatoes more liquid-like. I grabbed the cheesecloth and placed on the top of the blender. I poured the potato extract on the container and labeled it. I found out that I have to make 1% sugar solution so I grabbed the sugar and measured into 5 grams on the scale. I added 5 grams of sugar on 250 ml graduated cylinder and poured the water into the cylinder. I mixed the sugar with water and poured it into the saucepan. I refilled the water into the graduated cylinder and poured into the saucepan. I turned on the heat of the stove and saw the sugar dissolved. I poured into a container and labeled 1% sugar solution. I repeated the same thing with 1% salt solution by using 1 gram of salt and filled the water into graduated cylinder by 100 ml. I answered question three. In the first experiment, I grabbed four transfer pipets and used it to put solutions into the test tubes by 3ml. I labeled it and placed into the plastic cups so it can stand upright. I grabbed each test tube and poured 2 ml of catalase solution into it. I also tapped and swirled to measure the bubbles by using the ruler. I wrote the numbers into the lab report. In the second experiment, I labeled the room
My science fair project is to find the solubility of salt and sand.Solubility is the measure of how much solute can dissolve in a given solvent at a given temperature.A solute is the part of a solution that is dissolved by a solvent.A solvent is the part of a solution that is usually present in the largest amount and dissolves a solute.A solution is a mixture containing a solvent and at least one solute that has the same properties throughout; a mixture in which one substance is dissolved in another.
Using the scissors, cut a 5cm piece of a straw and wrap two separate lines of copper wire around the piece of straw at both ends, make sure that there is at least 5cm remaining of the copper wire after it is wrapped around the straw (like in the image to the right)
If the concentration of sucrose increases, then the mass of the potato will decrease. However, if the concentration of the solution in the beaker is less than that of the potato (such as distilled water), then the mass of the potato will increase. So, as the concentration of sucrose increases the rate of osmosis increases.
Conclusions: There is a pattern on the graph, and data table, which shows that as the concentration of the sucrose solution increases, the potato's percentage change in mass decreases.
The experiment was quite reliable as I found out accurately the mass gained/lost through osmosis. However, due to the time constraints I couldn?t set up measures to ensure the temperature of each potato strip was the same and the surface area. Also I would have worn latex gloves to ensure that impurities would not go into the test tube while putting the potato strips in.
My Science Fair experiment is based on four main products, ibuprofen, acetic acid, bleach, and bread. The name of this is experiment is "Bread vs. Chemicals." The goal of this experiment is to see what chemical bread can survive in the longest. I will do multiple trials of each type of chemical and record results promptly. I am going to have three containers, one for each chemical and place a piece of bread in each and see how long the bread can survive without falling apart to determine the results. This experiment falls under the category of food science. Food science is considered to be a broad topic that coincides with scientific principles and foods to better understand them. Maillard reaction is quite often referred to as the
To test this, we set up two experiments. The first experiment we set up had three cups. In each cup a potato slice and a different liquid was put in. In the first cup was filled with distilled water. The second cup was filled with salt water and the third was left empty.