Atomic Mass of Candium

Purpose:

• To use a Candium model to explain the concept of atomic mass.
• To analyze the isotopes of Candium and calculate its atomic mass.

Materials:

• Sample of Candium
• Balance

Procedure:

1. Obtain sample of Candium.
2. Separate it into its 3 isotopes.
3. Determine the total mass or each isotope.
4. Count the numbers of each isotope.
5. Record data and calculations in the data table.
6. Create a data table that has the following:
1. average mass of each isotope
2. percent abundance of each isotope
3. relative abundance of each isotope
4. relative mass of each isotope
5. average mass of all isotopes

	Sixlets	M&M’s	Skittles	Gobstoppers
Average Mass	0.81	0.87	1.08	1.67
Percent Abundance	0.32	0.26	0.21	0.19
Relative Abundance	15	12	10	9
Relative Mass	1.33	1.07	1	2.06
Average Mass	1.11	1.11	1.11	1.11

Discussion:

1. Summarize what you did.
2. Define the term isotope.
3. Explain the difference between percent abundance and relative abundance.
4. Compare the total values for rows 3 and 6 in the data table. How does the average mass differ from the relative mass?
5. Compare your value for relative mass to that of the class.
6. Comment on your percent error, sources of error in the activity, and provide suggestions for improvement.
7. Comment on how the activity is a model for calculating atomic mass of real elements.

Conclusion:

pennium lab

part one

procedures:
1. obtain a packet of pennies
2.sort the pennies into two groups
3.measure the mass of each stack of pennies in each stack
4. measure the mass of half dollars, quarter, nickel and dimes. record these values in a data table
5.answer the questions below and then continue with part 2

questions:
1.does each penny have the same mass?
2. can you identify two "penny isotopes" based on masses of the pennies?
3. what does your data tell you about the relationship between mass of penny and date of a penny

part two

procedures

1.determine the average mass of pre-1982 pennies

2.determine the average of mass of post-1982 pennies

3.determine the the % of your pennies the is pre and post

4.choose one of your coins to make a SMU. use the mass of the nickle to calculate the mass of half dollar, quarter dime and penny.

5.determine the average mass of penny in CMU using % abundance of each penny isotope.

questions and conclusions

1.make a statement about your average penny mass

2.explain how you derived the unit CMU

3.using the idea you explained in #2 above, how did scientist obtain the atomic mass unit 

4.what is your weight in CUM?

5. write a statement that compares what you did in this lab to what scientist have done to find the average atomic masses of the elements 

copper sulfate lab :)

materials:

• beaker(150-250 ml)
• copper (ll) sulfate pentahydrate 
• 100ml graduated cylinder 
• thermometer 
• small square of aluminum foil

procedures:

add some water in your beaker (the amount is not important but between 75 and 100 ml)
make one qualitiative and two gantitative observations of a physical property of the water in the beaker.

20 dergees 
100 ml of water 
clear water


now using the scoopula, obtain some of the copper sulfate. again the  amount is not important  but your scoopula should be at least 1/4 of the way full. place th CuSO45h20 in the beaker and stir with the stirring rod until all the solid has dissolved.
question:  is the mixture a hetero. or homo. mixture?


the mixture is homogeneous because it is a compound and every part of the mixture is the same throughout 


get the aluminum foil and crumple it into a small loose ball. place the foil ball into your solution and stir gently for about 15 seconds. write down an observation of everything that you see in the space below


became cloudy with lots of floating pieces. 
23 degrees 

Bubbles! Quick Lab

Introduction

Purpose
To test the hypothesis that bubble making can be affected by adding sugar or salt to a bubble blowing mixture.
Hypothesis
The sugar mixture will improve the bubbles in that they will be bigger and more resistant.  The salt mixture will make the bubbles small and weak.  Together they will make them strong and small.

Materials

• 4 plastic drinking cups
• liquid dish detergent
• measuring cups and spoons
• water
• sugar
• salt
• straw

Procedure

1. Label four drinking cups 1, 2, 3, and 4.  Measure and add one teaspoon of liquid dish detergent to each cup.  Use the measuring cup to add two thirds of a cup of water to each drinking cup.  Then swirl the cup to form a clear mixture.
2. Add a half teaspoon of table sugar to cup 2 and 4 and a half teaspoon of table salt to cup 3 and 4.  Swirl each cup for one minute.
3. Dip the drinking straw into cup 1, remove it, and blow gently into the straw to make the largest bubble you can.  Practice making bubbles until you feel you have reasonable control over your bubble production.
4. Repeat Step 3 with the mixtures in cups 2, 3, and 4.

Data/Discussion

The bubbles from the control cup were weak and didn't stay blown for a long amount of time.  The bubbles from the sugar mixture were larger and stronger and stayed blown for longer.  The bubbles from the salt mixture were small, but stayed blown like the sugar mixture.  The combined mixture made bubbles that were weak.

Conclusion

The more substance in the mixture, it adds to the bubbles' ability to stay blown.  If you add too much it makes it worse.