Acid and Base Yeast Lab Investigation

Introduction:

Our lab investigation we did in class was the Yeast Beasts in Action Lab Investigation. The problem in this experiment was how does yeast activity differ in acidic, neutral, and basic mixtures. Our hypothesis for this problem was the yeast activity in the acidic mixture will have the greatest pressure because the acidic something is the more reaction and pressure will take place.

Results:

Mixture	Highest Pressure (kPa)
Acidic (diet soft drink)	118.63 kPa
Neutral (skim milk)	111.95 kPa
Basic (stomach antacid)	124.04 kPa

This my table for the lab and the pressure that was the highest was actually the basic mixture.

This is a picture when all the test tubes were fizzed up (so after the experiments) and the pressure sensor was on the basic tube on the right. On the far left was the acidic mixture with hydrogen peroxide and diet soft drink with drops of yeast. In the middle is the neutral mixture with hydrogen peroxide and skim milk with a drops of yeast. And on the far right is the basic mixture with hydrogen peroxide and stomach antacid with drops of yeast.

Here is a diagram that shows how much fizz was left after each of the tests and the neutral test tube had the most fizz with the skim milk.

Conclusion:

In this lab investigation my hypothesis was incorrect. The yeast activity in the acidic mixture did not have the greatest pressure because the basic was the test that had the most reaction and more pressure that took place. Yeasts are microorganisms. They can break hydrogen peroxide down into water and oxygen gas. This is how the yeast made pressure that could be recorded for which test was more reactant to yeast whether is was an acid, base, or neutral. The mixture that had the most yeast activity was the basic mixture because the stomach antacid made more pressure when the yeast was added than the others. The stomach antacids’ job is to increase the pH to reduce the acidity in the stomach. So it was reducing its acidity but the yeast was doing the opposite so it had the best reaction to make more pressure. The mixture that had the least yeast activity was the neutral because the milk when the yeast was added made the lowest pressure. When we heard that the milk was the neutral we already knew it was going to have the least pressure because on the pH scale milk is neutral and if the substance is neutral the chances of it having the biggest reaction are just not there. Something that I can conclude is that the more pressure there was the less of foam was left and vice versa. I conclude this because the skim milk had the least pressure, but it had the most fizz/foam effect. I think that this experiment ran smoothly and that I wouldn’t change a thing that we did I didn’t notice that we did something wrong.

Conservation of Mass Investigation

Introduction:

The lab we did in class was the Conservation of Mass Lab Investigation! My hypothesis for the experiment was that the balloon will fill up with gas on both experiments because a chemical reaction will take place and somehow create gas from the reaction.

Results:

On the left is the pop rocks and soda bottle with soda after it was shaken! That was the biggest I could get to go after shaking it a few times. On the right is the baking soda and vinegar experiment for the biggest it ever got.

This is the soda and pop rock bottle experiment when we first put the pop rocks inside the soda bottle and the reaction wasn’t as big as we had expected. As we watched the pop rocks they didn’t dissolve all the way so we gave them a little help by shaking it.

This was just after 4 four shakes with pop rock soda!
This was the highest we could get the pop rock soda to get after multiple shakes!

This was the baking soda vinegar bottle at its highest, it went straight up to that height without shaking it! The reaction that I could see that was happening at the base of the bottle was just like the alka-seltzer tablets in the previous experiment except this was producing gas to blow up the balloon.

Conclusion:

The reason that the balloon was able to collect the gas and preserve it was due to the law of conservation of mass which states that mass cannot be created nor destroyed. The science behind creating the pop rocks to pop is to heat the ingredients to boiling point and mix it with carbon gas under high pressure! This process causes tiny high pressure bubbles of carbon dioxide to form inside the candy! In the experiment, a physical reaction was taking place, the gas that showed in the balloon was just coming from the soda and not the pop rocks. So according to this information my hypothesis was wrong. The balloon did fill up with gas on both experiments but it wasn’t because a chemical reaction was taking place, but a physical reaction because of the soda! The pop rocks in the soda had only caused a little bit of the carbon dioxide from the soda to escape. Something that we could have changed in the experiment is to have bigger balloons so that more pop rocks could fit into it and into the soda bottle to make the balloon gas bigger. Also, the baking soda vinegar was bigger and more effective than the other experiment because it inflated on its’ own without the need of shaking it.

Chemical Reaction and Temperature Lab Investigation

Introduction:

The lab investigation we did was called the chemical reactions and temperature. The problem that we were trying to solve was how does temperature effect chemical reactions. Our hypothesis for this question was that the warmer the temperature, the more of a chemical reaction will take place because there will be more energy stored in the water the shorter the reaction will be. Our idea for this hypothesis came to our minds by how whenever there is ton of energy the faster something happens. The more signal you have for your phone the faster you can reach and search the Internet. Same thing with the water, the more energy there was in the water the faster the tablets dissolved.

Results:

Temperature When The Tablet Was Dropping In	How Long The Reaction Was Taking Place	Which Test Was Being Tested
2.8 °C	2 minutes and 30 seconds	Cold Water
22.2 °C	34 seconds	Room Temperature Water
50 °C	21 seconds	Hot Water

Here is a picture of what the setup of the beaker and the thermometer was before we dropped the tablets in.

This was the temperature throughout the Room Temperature Test! You can see it stayed the same throughout, because there wasn’t any new or old energy being formed or going away.

This was the temperature throughout the Hot Water Test! You can see that it kept rising until it reached 50°C then it started to go down from its’ climax of energy.

This was the temperature throughout the Cold Water Test! The temperature went down from room temp. then after the energy was gone it started to rise up again after the test.

Conclusion:

Our hypothesis was correct! The warmer the temperature, the more of a chemical reaction took place because there was more energy stored in the water so it made the reaction shorter and faster. The only difference between the test was how long it took for the tablet to dissolve. The outcome look of the dissolved tablet was just some fizzy stuff on the surface of the water. When the chemical reaction was taking place for the hot water, as soon as you placed inside it started to fizz and go crazy over all the energy inside the water! The reactants of the experiment were the tablets and the water. When we added the energy to the water by changing the temperature it made the product which was the mixture of the tablet water.

This lab was very interesting. At home I have this tablet call Airborne, which basically is a Vitamin-C supplement. And whenever I dissolve it, it is usually in cold water, so now I know room temperature or hot water makes that process go way faster!

ChemThink; Chemical Reactions

1. Starting materials in a chemical reaction are called the reactants.
2. The ending materials in a chemical reaction are called products.
3. The arrow indicates a chemical change has taken place.
4. All reactions have one thing in common: there is a rearrangement of chemical bonds.
5. Chemical reactions always involve breaking old bonds, forming new bonds, or both.
6. In all reactions we still have all of the same atoms at the end that we had at the start.
7. In every reaction there can never be any missing atoms or new atoms.
8. Chemical reactions only rearrange the bonds in the atoms that are already there.
9. Let’s represent a reaction on paper. For example, hydrogen gas (H2) reacts with oxygen gas (O2) to form water (H2O):
If we use only the atoms shown, we’d have 2 atoms of H and 2 atoms of O as reactants. This would make 1 molecule of H2O, but we’d have 1 atom of O leftover. However, this reaction only makes H2O.
Remember: reactions are not limited to 1 molecule each of reactants. We can use as many as we need to balance the chemical equation.
A balanced chemical reaction shows:
a) What atoms are present before (in the reactants) and after (in the products)
b) How many of each reactant and product is present before and after.
10. So to make H2O from oxygen gas and hydrogen gas, the balanced equation would be:
2 H2 + 1 O2= 2H2O
Which is the same as:

# of atoms in Reactants	Element	# of atoms in Products
4 hydrogen atoms	H	4 hydrogen atoms
2 oxygen atoms	O	2 oxygen atoms

11. This idea is called the Law of Conservation Mass.
12. There must be the same mass and the same number of atoms before the reaction (in the reactants) and after the reaction (in the products).
13. What is the balanced equation for this reaction? 2 Cu + 22O2= 2CuO

14. In the unbalanced equation there are:

Reactants	Products
Cu atoms: 1	Cu atoms: 1
O atoms: 2	O atoms: 1

15. To balance this equation, we have to add 2 CuO molecule to the products, because this reaction doesn’t make lone Oxygen atoms.
16. When we added a molecule of CuO, now the number of Oxygen atoms is balanced but the number of Cu atoms don’t match. Now we have to add more Cu atoms to the reactants.
17. The balanced equation for this reaction is 2 Cu+ 1 O2 =2 CuO

This is the same thing as saying:

Reactants	Products
# Cu atoms 2	# Cu atoms 2
# O atoms 2	# O atoms 2

18. What is the balanced equation for this reaction? (Use the table to keep track of the atoms on each side.) 1 CH4 +2 O2=2 H2O +1 CO2

# of atoms in Reactants	Element	# of atoms in Products
1/	C	1/
4/	H	2/
2/	O	3/

19. What is the balanced equation for this reaction? (Use the table to keep track of the atoms on each side.) 1N2 + 3H2 =2 NH3

# of atoms in Reactants	Element	# of atoms in Products
2	N	1
2	H	3

20. What is the balanced equation for this reaction? (Use the table to keep track of the atoms on each side.) 2 KClO3= 2KCl + 3 O2

# of atoms in Reactants	Element	# of atoms in Products
1	K	1
1	CI	1
3	O	2

21. What is the balanced equation for this reaction? (Use the table to keep track of the atoms on each side.)4Al + 3O2=2Al2O3

# of atoms in Reactants	Element	# of atoms in Products
1	Al	2
2	O	3

Summary:
1. Chemical reactions always involve breaking old bonds, forming(making) new bonds, or both.
2. The Law of Conservation of Mass says that the same atoms must be present before and after the reaction.
3. To balance a chemical equation, you change the coefficients in front of each substance until there are the same number of each type of atom in both reactants and products.