Acids and Bases Science Project

This is my science project for the topic Acids and Bases, the topics within it I chose were,

1. Write word equations for acid-base reactions.
2. Explore the process of neutralisation.
3. Classify solutions as acidic, alkaline, or neutral, using pH scales.

BLOGGING in JAPANESE???????

In Japanese, we have been learning how to introduce ourselves and have a conversation in Japanese.

This jikoshokai or self-introduction tells you about my school, age, name, 'phone number' (it's the pizza hut number), my nationality, where I come from and where I live.

Fortunately, it does not discuss my actual place of living or my last name, you could probably find that somewhere else on here though. I wouldn't be surprised, technology is scary nowadays. 😁

Making Salts

Aim: To produce copper sulfate salt by reacting copper sulfate with an acid.

Equipment:

Copper oxide powder
Dilute (0.5 mol L-1) sulfuric acid
50mL measuring cylinder
Two 100mL beakers
Bunsen burner
Tripod
Gauze mat
Funnel
Filter paper
Thermometer
Spatula
Evaporating basin
Stirring rod

Method:

1. Add 20mL of sulfuric acid to a 100mL beaker. Heat the acid over the Bunsen burner until it reaches 70 degrees Celcius. Turn off the Bunsen burner.
2. Once heated, use a spatula to add pea-sized portions of copper oxide to the beaker. Stir the mixture for around thirty seconds.
3. Repeat step 2 until no more will dissolve, allow the beaker to cool.
4. Fold the filter paper and place it into the funnel. Place this into the empty second beaker.
5. Make sure your beaker with the copper sulfate is cool enough to hold at the top. The contents should still be hot. You may need a guardian to complete this step.
6. Gently swirl the contents of the beaker, allow it to mix together. Then pour it through the filter paper in the funnel. Allow all contents to filter through.
7. Rinse the beaker you used to heat the mixture out and place it back onto the tripod, filled with 50-60mL of water.
8. Place the evaporating basin on top of the beaker and carefully pour the solution from the second beaker into the evaporating basin.
9. Gently heat the beaker until the solution in the evaporating basin has reduced by half.
10. Leave the evaporating basin to cool. Once cooled, move the evaporating basin to a warm place where it won't be disturbed (a window-sill) and observe over some days.

Results:

We were able to somewhat create the desired salt, except that it isn't ours. Our experiment was destroyed by another classes student, this is the results of their experiment.

However, on Monday this should be redone with the experiment that is being recreated.

Edit:

This is the actual experiment that we had redone, we believe this is better and an even better experiment than the one Mr Stock created for us.







Discussion:

During the experiment, we were able to recreate the original. The acid in the sulfuric acid was combined with the copper oxide powder and triggered a chemical reaction which created the copper sulfate salt. While in the earlier parts in the experiment, if you did it yourself, you would have noticed that it was a complete liquid until when you next checked up on it after some time. By when you looked at it, it would have crystalized. This is simply because after evaporating the water molecules only the copper sulfate salt was left.

Conclusion:

We don't currently have a conclusion of whether the experiment worked or not. However, we can report that we followed all the instructions to a tee. This post and my other classmates will be later on updated with the results of the experiments.

Edit: As we finally do have a conclusion and a finished experiment we believe that we completed the experiment successfully and the salt is perfectly made.

Term Two Drama Log

02/05/2019 Log

We’ve discussed which musical scene we would like to do, but haven’t decided yet. However, we spent most of the period discussing roles on and off stage, such as stage manager, props manager, wardrobe manager, so on and so forth, we even have some badges getting made for us. I took the role of media manager, meaning I record the progress and do things such as vlogging the practices, writing about the progression and advancement of the piece etc.

Job Done

Discussion of jobs and musical scenes.

Next Steps

Further discussion.

03/05/2019 Log

We believe we are going to do the ‘School Song’ piece from Matilda the Musical. We haven’t discussed it with Mrs Clark yet. However, Chloe and I believe it would tie in nicely with other pieces and go with the flow as it is planned this time. All the pieces from the several other classes are going to be tied together to flow into one larger piece instead of the announcer having to come onto stage in between each singular scene to explain the storyline and characters.

Job Done

Discussion of the chosen musical scene between some students.

Next Steps

Choose musical scene wanted.

09/05/2019 Log

After discussion, we are looking at doing a class piece from Carrie called ‘In’. It’s a very bendable song that can fit into what we want of moulding it with the other pieces. Even though it is from 1988, the stereotypes and song plays into what high school can be like in the modern day. It is all about teenagers worrying about fitting in with their peers and being annoyed with their parents. This is what I believe will be a project for the class.

Job Done

Choosing of musical scene for the entire class to do a project on, we believe it will be ‘In’ from Carrie
the Musical.

Next Steps

Further discussion of the chosen scene and learning how to use the camera.

10/05/2019 Log

We started off by doing improvisation games and learning a new game, where we could only use three sentence words. Afterwards, I got to use the camera and record Nadia, Chloe and Samantha talking and walking through some choreography from Carries’ ‘In’.

Job Done

Further discussion of the chosen scene and learning of how to use the camera and learning how to add the videos and pictures to files.

Next Steps

Learning further how to use the camera and the laptop movie app thing.

16/05/2019 Log

We went through improvisation games using kinetic stuff, meaning we followed along with each other and every action was in response to another someone did. We then moved onto a second game where the theme was dance and we repeated a game where we only could say three sentences at a time. I was able to record some of the games on my phone instead of the camera this time. We also looked through some choreography for Carrie. We were able to decide that we wanted to use the Riverdale version, as it is shorter and with a lot more flexibility. We also decided that every on-stage actor would have an accessory that made them stand out as a stereotype, popular girls in stiletto’s, ‘nerdy’ girls with glasses or cardigans, girls or boys with rainbow bands on. In a certain part of the song, the actors will strip these off and throw them behind or in front of them.

Job Done

Doing improvisation games and discussing choreography.

Next Steps

Work on constructing some physical choreography and discuss roles.

23/05/2019 Log

Today we were able to walk through the choreography a small bit. We got the actors on stage and had them walk around as if they were in a high school hallway. I was able to record a lot of the practice and talking between ourselves about the choreography and the ending of the performance. I got to do a lot with the camera as in videos instead of pictures this time. I mainly videoed for the behind the scenes video that is being created by myself.

Job Done

Work on constructing some physical choreography and discuss roles.

Next Steps

Further work on constructing some physical choreography and discussion of roles.

30/05/2019 Log

We were able to continue with work on constructing some physical choreography and discussion of
roles. We are talking about instead of In we do a different piece due to the lack of effort and
enthusiasm from various actors involved. Instead, we were considering stopping the performance
and instead doing things separately such as Nadia and Sam’s performance, me recording the NCEA
performances, most of the others working backstage. Otherwise, we would switch our performance to
something else, we were considering doing Ex-wives from Six. There is also the chance we will
continue with this, however, many people are unenthused with the idea.

Job Done

Further work on constructing some physical choreography and discussion of roles.

                                              Next Steps

Further work with the camera and discussion of the piece.

31/05/2019 Log

We have decided to continue on with the current piece for now and we have been able to get multiple actors to participate further. I was able to take some pictures and record some small videos documenting our progress and behind the scenes moments. So far I have been unable to continue creating the video of all of this, however, I have chosen to do it in a break time instead, as I do not have much time while helping and rehearsing the choreography.

Job Done

Further work with the camera and discussion of the piece as well as work on choreography.

Next Steps

Further work with the camera and discussion of the piece as well as work on choreography.

Neutralising Reactions

Throughout our newest Science topic, Acids and Bases, we have been learning about things such as pH testing and making our own indicators out of household chemicals, foods and other items. The latest experiment was Neutralisation, where we combined some acid and some base as well as Universal indicator to attempt to create a neutral solution.

Aim: To observe or create a neutralisation reaction.

Equipment:

A test tube
Test tube rack
1 mol L(-1) Na(2)CO(3) (sodium carbonate),
1 mol L(-1) HCl (hydrochloric acid)
Dropper or dropper bottle / Pippette
Universal indicator solution

Method:

1. Add approximately 1-2mL of the Na(2)CO(3) and place the test tube into the test tube rack.
2. Add 3-5 drops of Universal indicator.
3. Using a dropper bottle or dropper, add the HCl drop by drop. Be careful, even two drops extra can make you miss the neutralisation point.

Results:

During this experiment, while we did reach a neutralisation point, we were able to create a rainbow out of the colours we made. Using decisive and exact amounts of acid and base to create a precise colour to add to the six colours of the rainbow we made, this included red, orange, yellow, green, blue and violet.

Discussion:

During the experiment we attempted to balance the colours in the pH levels, the strongly acidic solutions are identified by the universal indicator as red, on the pH scale the strongest acidic solutions that appear red have a pH level of 1 - 2. On the other end of the spectrum, the deep violet colour shown to us by the universal indicator is an extremely basic solution, with the pH scale knowing it as a solution most likely between the levels of 13 - 14. While the opposite spectrum ends are quite interesting, the real experiment was the green solution. When experimenting with the acids and bases, after mixing them together, with the universal indicator as well, it is somewhat difficult to create the solution, due to how quickly it can switch from a yellow solution to a blue one with too much base.

Conclusion:

In the end, our experiment was successful as multiple of the people within our group were able to create a neutral solution. Multiple of us due to a small race we had to attempt to create a neutral solution first.

Power of One Essay Introduction Questions

Essay Question

Describe at least two important techniques used in the text(s). Explain how the use of the techniques created impact, supporting your points with evidence from the text.

Sample Introduction

During the harrowing time of Apartheid, a lot of injustices were served to the black population of South Africa. In the film The Power of One, directed by John Avildsen, the scene where Sergeant Borman forces Geel Piet to eat donkey excrement paints the picture of the ill treatment towards black people. The following techniques are used in this scene: diegetic sound, camera angles and shots, and dialogue. These film techniques helped convey this important idea and caused the scene to have a strong impact on the audience.

1. Highlight the different elements of TAKO (Title, Author, Keywords from the Question, Outline of Ideas) using four different colours. Create a key to indicate which colour goes with which part of TAKO.

Title

Author

Keywords from the question

Outline of Ideas

2. What is this person’s ARGUMENT going to be in their essay?

The ill-treatment and injustice towards the Black South African people and how the film techniques shown in this particular scene show this imbalance of power.

3. What do you think this person’s three body paragraphs are going to be about?

How the film techniques contribute towards the film's scenes and develop the impact of the scene even more. Particularly with each paragraph, it will likely talk about how each technique develops it instead of one paragraph dedicated to all of them.

4. Now it’s your turn to write a conclusion. You just need to re-state the same ideas in a different way! Here is an example.

The techniques John Avildsen has developed and shown to us in the Power of One are strong and extremely impacting upon the effect it had on the audience. Avildsen has shown us many important techniques and while they are not as visible or known, without them the scene wouldn't be nearly as impactful. They show the difficult and eventful life of the ill-treated South African people with showing Sergeant Bormon showing extremely mistreatment towards them, especially within this scene where Geel Piet is forced to eat donkey poo off of Sergeant Bormon's shoe.

I kinda worked with Connor on this.

Individual SEXXY Paragraph

During the scene, there are many things that make the scene so much more intense, however, the lighting stands out the most to me. Through this shot, we see Sergeant Bormon press up against the wall. The context for this is that the Sergeant distrusts what the Black Africans are saying, and confronts Geel Piet as he transports the tobacco while everyone is distracted by the concert. The director gave a purpose to the lighting used, the darkness that Geel Piet is confronted in suits what happens. Soon after the shot, Geel Piet is killed, he is killed in the night to mean the end of his days. It is a dark time for him and the others, if this was instead done during the day, it wouldn't nearly have the same effect on the audience. The difference between how darker lighting can be used for both sad and happy shots is the characters and how the other aspects contribute to it, an example of this is the scene where P.K climbs the trellis against the wall of Maria's house, in this scene, it isn't nearly as sad, but still has that same level of intensity.