Purpose: The purpose of this experiment was to determine the temperatures of the freezing and the melting points of water. Background: In order to understand this experiment, some background information was needed. For example, a person must understand what a melting point and what a freezing point is. A freezing point is defined as a temperature at which a liquid changes into a solid. A melting is the opposite of the freezing point. It is defined as a temperature at which a solid, turns into a liquid. That in order to freeze pure water, the water must reach a temperature of less then 0˚Celsius. They also must have knowledge that in order to change pure water (in the solid form) to a liquid, that solid must reach a temperature above 0˚Celsius. …show more content…
The Melting Point Average is similar to the Freezing point average, in which it is the average of every groups' means. This time, there was no outlier that was taken out because all of the means were close to each other. The Melting Point Average for the lass, was 0.45˚Celsius. This is a reasonable answer because a solid, which was once a liquid, but froze into a solid, is eligible to melt after its temperature reaches above 0˚Celsius. My group's average was below the Melting Point Average of the class and above the actual Melting Point. It was 0.05˚ below the class average and 0.39˚ more than the actual melting point, making my group's average 0.40˚ Celsius. Another reason WHY the class average is different than the actual average is because some group's ice may have frozen at a different temperature, meaning that it would have taken those ice cubes less time to melt. This would allow the ice to reach a higher temperature, because every group had to let the temperature level off for the same amount of time. In other words, initially being at a higher temperature gives that ice cube an …show more content…
For example, I discovered that fluctuations between two of states of matter (solid, liquid and gas) is fairly easy to replicate, when it is not done naturally. In this experiment, a liquid (pure water) was changed into a solid (ice) when the water (in a test tube) was lowered into a beaker, which contained water, salt and ice. This also took about 7 minutes to do, which leads to my second discovery of, it does not take long to recreate this physical change. The mean freezing point temperature that my group came up with was 3.8˚ Celsius. This was an outlier, compared to the results of the other groups. The other groups' averages were all within 3 ˚ of 0 ˚. We also discovered the melting point of ice. My group's melting point was 0.4 ˚celsius. This was around the same as the other groups, because the class average was 0.45 ˚ celsius. This knowledge of Freezing and melting points can also help me in me everyday life. For example, one activity that my brother and I often do is make ice cream. In order to do so, we have to add salt to ice in a large bag, then add other ingredients in a separate smaller bag. The smaller bag gets placed into the larger bag, and then the bags are shaken together for 10 minutes. Ice cream is the result of this. Now, I know that salt must be added to the ice, in order to lower the temperature of the ice/water. Also, now I know that after about 5 minutes,
Thermodynamics is essentially how heat energy transfers from one substance to another. In “Joe Science vs. the Water Heater,” the temperature of water in a water heater must be found without measuring the water directly from the water heater. This problem was translated to the lab by providing heated water, fish bowl thermometers, styrofoam cups, and all other instruments found in the lab. The thermometer only reaches 45 degrees celsius; therefore, thermodynamic equations need to be applied in order to find the original temperature of the hot water. We also had access to deionized water that was approximately room temperature.
It was learned that changing the volume of the same substance will never change the boiling point of the substance. However having two different substances with the same volume will result in two different boiling points. The purpose of this lab was to determine if changing the volume of a substance will change the boiling point. This is useful to know in real life because if someone wanted to boil water to make pasta and did not know how much water to
The temperatures will be set up by using ice to cool tap water down to lower temperatures and boiling water to heat it up. The temperature will be measured to within 0.1°C on a mercury thermometer to ensure accuracy. The temperatures will range from 10°C to approximately 40 °C and it will be done at 5° C intervals.
The first was to see how long it would take to lower body temperature, and the next to decide how best to resuscitate a frozen victim. The doctors submerged a naked victim in an icy vat of water. They would insert an insulated thermometer into the victim’s rectum in order to monitor his or her body temperature. The icy vat proved to be the fastest way to drop the body’s temperature. Once the body reached 25 degrees Celsius, the victim would usually die.
8. Continue stirring. Record the temperature at which crystals begin to appear in the solution.
This experiment was conducted to determine if table salt, Epsom salt, sea salt, kosher salt can be more affective in melting ice faster. After performing the experiment, my hypothesis that table salt would dissolve the ice cube faster than using sea salt, kosher salt, or Epsom salt was correct. The table salt took the least amount of time to melt the ice cube with an average of 24 minutes. Then came kosher salt with an average time of 31 minutes. Thirdly was the sea salt with an average of 33 minutes. Finally, the Epsom salt took the longest time to dissolve the ice cube with an average of 47 minutes. The table salt melted the ice faster than the kosher salt, and Epsom salt because a granule of the table salt is the smallest so there is more weight than the other 3 salts in equal volume. Also, the finer the salt particles put in contact with an ice cube, the quicker it will combine with the water forming the ice cube and begin the melting
test how cold it was. His test taught him that it was colder than he had first
... possible was our thermometer that was used to measure the cold water temperature change. When it was set down for all of our experiments it was put near the hot plate which was making the counter quite hot. This could have given some skewed readings when it was used to measure the temperature. As stated in the hypothesis it was thought that all of the metals have a different makeup so the heat capacity was going to vary between metals. The findings in this lab prove this to be true. So if one is trying to determine what an unknown metal is made up of, this experiment would be an adequate solution. Once you find your values, compare them to a thermal conductivity chart and compare to find the metal. Based on the data collected throughout the lab, I can conclude that my hypothesis was correct. A metals heat capacity is determined by the makeup and density of a metal.
After the water, has been boiling for 10 minutes, and the temperature inside the test tube has been stable for 5 minutes, record the temperature and remove the thermometer.
Pressure on the ice reduces the melting point. If pressure is afterward reduced, water will freeze again. This is called regelation. When a player skates across the ice, he or she applies a lot of pressure, leaving a trail of water where the blades were. Because the pressure leaves quickly, the water freezes to ice again (Haché 22). Nevertheless, pressure is not the only factor that causes this melting. Friction also takes part because it creates heat. With help...
In a 100ml beaker 30mls of water was placed the temperature of the water was recorded. 1 teaspoon of Ammonium Nitrate was added to the water and stirred until dissolved. The temperature was then recorded again. This was to see the difference between the initial temperature and the final temperature.
At first the author paints a picture of a small village or town that is getting hit by a ice storm. The narrator shows how cold it is by commenting, “But the freezing rain kept coming. Tree branches glistened like glass. Then broke like glass. Ice thickened the windows until everything outside blurred” (Heynen 1). From this the reader can tell this isn't a regular snow day. Tree branches are freezing so much that they are just breaking like glass. Also the windows have become translucent from how thick the frozen ice is on them. The narrator also states, “Some farmers went ice-skating down gravel roads” (Heynen 1). The gravel road is so frozen that a person can ice skate on it. That itself shows how cold it is outside in this story. The reader should be able to tell
In 2004 Katsuyuki Kawamura carried out experiments. Thin liquid like layer has been formed because of the less amount of chemical bonds which keep molecules on the surface. Atoms located in outside of the surface make more vibration than atoms which are inside of the surface. As there is an vibrational interaction between surface molecules, it is clear that surface melting occurs.
Introduction: A phase change is a result from the kinetic energy (heat) either decreasing or increasing to change the state of matter (i.e. water, liquid, or gas.) Thus saying, freezing is the phase change from a liquid to a solid which results from less kinetic energy/heat. Also, melting is the phase change from a solid to a liquid which results from adding kinetic energy/heat. So, the freezing and melting point of something is the temperature at which these phase changes occur. Therefore, a phase change will occur when a vial of 10 mL of water is placed into a cup of crushed ice mixed with four spoonfuls with 5 mL of sodium chloride for 30 minutes. If 10 mL of water is placed in an ice bath, it will then freeze at 5 degrees Celsius because the kinetic energy will leave quicker with the ice involved. The purpose of this lab is to observe what temperature the water must be to undergo a phase change.
its state (Solid, liquid, gas); thus water has a higher melting point and a higher boiling