Period+3+Project+Ideas

Period 3 Project Ideas
Your homework on the night after a test is to propose 1-2 topics OF INTEREST TO YOU from that unit for follow-up research. If you only have one idea from that unit, find one on any chemistry-related topic elsewhere. Present your idea as a two-three sentence purpose with an engaging question that you have on that topic.


 * ===Name=== || ===Project Ideas by Chapter=== || ===Teacher Comments=== ||
 * Hinnah || Ch 1: How can the rate of a chemical reaction change? Experiment using different methods that could increase or decrease the rate of a chemical reaction including temperature and amount of each substance in the reaction.

Ch 2: Expand on the chemistry in the news project and construct an experiment relatable to a topic in the news. How is it related to chemistry? Are you able to support the article through some sort of an experiment?

Ch. 3: Why is the actual yield of a reaction often less than the theroretical yield? Experiment with this by creating a chemical reaction and calculatingthe amount of product. By using the balenced equation calculate the theroretical yield and determine the percent. Why is the actual less than the theroretical? || Ch 1: Excellent idea. We will study this in Chapter 12.

Ch 2: Good idea. Do you have anything in mind?

Ch 3: Some reasons always apply -- some depend on the particular reaction. You could try a particular reaction a few times, trying to improve yield each time. || (Potions Master) || Ch 1: How did the current system of measurement (Metric) come into existance? What's the history of the development of measurement systems?
 * Alex B

Ch 2: Decomposition of a compound. How does the compound share or not share characteristics with the elements which make it up?

Ch 3: Investigate how to make the actual yield as close to the theoretical yield as possible. What factors complicate this experiment?

Ch 4: Using a solution of unknown molarity, find out the amount of solute in the solution and what kind of solute. Then create a 2.0 M solution from the solute. || Ch 1: Could be a library type research project -- but not really an idea for an experiment.

Ch 2: They are different substances!

Ch 3: Depend on reaction. You could try a reaction a few times, trying to improve yield.

Ch 4: Titration is a technique where a solution of known molarity is used to determine the molarity of another solution. Definitely do-able. ||
 * Al J || Ch 1: Investigate the amount of accumulated inaccuracy or measurement error that can result by incorrect rounding or incorrect use of significant digits. Measure both correctly and incorrectly and find the percent of accuracy error between the true value and the experimental values.

Ch 2: Investigate the similarities and differences between compounds and the elements which compose them. Which physical and chemical properties are shared between compounds and their constituents? What further implications do these similarities and differences have?

Ch 3: Investigate the physical and chemical differences between compounds in the simplest ratio, or empirical formula, and compounds in a multiple of the empirical formula, or molecular formula. For example, observe the physical and chemical differences between CH2O and C6H12O6. || Ch 1: Studying error is certainly relevant to this chapter!

Ch 2: These ideas may become clearer as we study more about elements and compounds.

Ch 3: Interesting concept; properties have more to do with "functional groups" than empirical formula. We'll study functional groups before winter break. || Ch 2: Study the properties of different type two ionic bonds and make conclusions about the different physical and chemical properties each molecule has (eg iron(II) and iron(III)) Ch 3: Calculate the decomposition of nail polish with nail polish remover. Find and balance chemical equation, do stoichiometry calculations to see how all of the chemicals react, find limiting reagents. Ch 4: Using different molarities of HCl break down a solid. Calculate if molarity of HCl is correlated to how quickly an solid is broken down. Also using data find the lowest possible molarity of HCl that will destroy the solid. Confirm calculated molarity is correct using stoichiometry. (Also create all dilutions of HCl needed for lab by hand.) || Ch 1: That's a good way to study error but you could also do it in a more chemically relevant way. Ch 2: Might be interesting to study one element in multiple "oxidation states." Ch 3: Maybe see if there's a difference for different brands or colors! Ch 4: You could look at the effect of concentration on reaction rate with HCl. || How can the density of a substance be changed? Select substances and measure their density, then test processes such as various chemical changes to see how they can affect the density of the substance. When the density of the substance changes, does that mean that the substance has changed into a different substance?
 * Maddy (Neville) Karon || Ch 1: Darts throwing: Are peoples throws generally accurate? precise? Do people exhibit systematic or random error?
 * Jacqueline || Ch 1:

Perform some form of chromatography on more than one substance and see the difference in the stationary and moblie phases of each substance. How are the two stages different in different substances? What causes the differences?

CHAPTER THREE: Perform a chemical reaction from Na and Cl to form sodium chloride and then determine the formula for sodium chloride based on my data. || Ch 1: Density of liquids and solids is a property used to identify them, so I don't see how you can change it.

Doing chromatography to separate a mixture is an excellent idea. There are several types of chromatography you could try.

Ch 3: That's a pretty explosive reaction -- I don't even keep Na in the lab. You could try synthesizing another ionic compound from elements, such as Fe + S. ||
 * John || Ch 1: What types of household products or chemicals could be separated by paper chromatography? Specifically what liquids are capable of being separated by this method.

Ch 2: Separate several different compounds repeatedly into their specific elements in a closed system and mass the resulting elements in an attempt to gather data to support the law of definite proportions. || Ch 1: Good idea. You could also USE household products to explore separating something easy to see, like inks or food color. Ch 2: Good idea. There are compounds you can easily decompose. ||
 * Zac || Ch 1: What differences in properties can be observed in compounds and mixtures with similar composition? (i.e. tap water vs. pure water)

Ch 2: Test how effectively the law of conservation of mass can be applied to a variety of chemical reactions. Is it inevitable that no system we create can truly be "closed," or is it possible to truly conserve all mass in a reaction? Test the law by using several reactions and systems. || Ch 1: Yes, and you could examine both physical and chemical properties.

Ch 2: You could carry out a particular reaction a few times, trying to improve yield each time. ||
 * Bobby || Ch 1: Find an object with predetermined dimensions. Have several students measure the object's dimensions with the cm side and inches side of the ruler. Are the participants more accurate and/or precise with a specific side?

Ch 2: Through chemical reactions create a compound in a closed system and an open system. Mass the reactants before and the products afterwards. Do your results support the law of conservation of mass? Write the formulas for the reactants and compounds used in the experiment. Is the compound a covalent or ionic?

Ch 3: How many atoms are in a bottle of water? By using the volume on the label or massing the water calculate the mass in grams of water. Then discover the amount of moles of water and calculate how many molecules there are. Using this information, find out how many atoms are in a bottle of water. || Ch 1: Why do you think a specific side might be easier to measure?

Ch 2: We kind of did this with our stoichiometry experiment. You could try repeating a reaction to improve yield.

Ch 3: This is just a calculation.... || Science has changed through the ages, and chemistry must have evolved from somewhere. How did it evolve and from what? || Ch 1: There are some decomposition reactions you could carry out easily. Or, you might find an important experiment in early chemistry that you could reproduce. ||
 * Kira || Ch 1: How can compounds decompose to elements? Find and describe several ways.
 * Erin || Ch 1: Compare human error to mechanical measurement error. Are humans more accurate than machines? Are they more precise?

Ch 2: Through a chemical reaction create a compound from elements. How do the physical and chemical properties of the elements differ from the physical and chemical properties of the compound? Why is this?

Ch 3: Complete a chemical reaction in a variety of environments (closed system, open system, etc.). In what environment is the actual yield closest to the theoretical yield? || Ch 1: Maybe compare an electronic balance to a triple beam balance?

Ch 2: We did this with Mg and O. You could carry out another synthesis reaction.

Ch 3: Why would an open system improve yield? || Idea 1: Choose one element, one compound and one mixture to perform tests on. Discover which can be changed chemically by a number of creative experiments performed on each of the three substances. Question: What causes chemical change and does it differ with elements, compounds, and mixtures? *may need to do these tests on several different elements/compounds/mixtures to obtain a believable answer to the question*
 * Jada || Ch 1:

Idea 2: How does chemical change effect the density of a substance? The purpose of this experiment would be to determine the effect of chemical change on density. First determine the density of a number of common substances including a couple elements. Next, perform and experiment which will render them chemically changed. Measure the densities at the end and come up with a theory.

Ch 2: Take two elements which react to form multiple compounds together and perform chemical reactions to create several of these compounds. Write balanced equations for the reations and, from the data, determine which is the limiting reagent in each reaction. How do the ratios of elements differ between compounds made up of the same elements?

Ch 4: Make up multiple containers of the same solutions with different molarities and test how a different molarity effects the results of a simple reaction with one other substance. || Ch 1: Idea 1 sounds fun but very complicated! Maybe narrow it down.

Density is a characteristic property, so the way it changes depends on the substances formed in the chemical reaction.

Ch 2: You could carry out some synthesis reactions. We did one with Mg and O. ||