This is my experiment with Caustic Soda (Sodium Hydroxide). My project was using salt water and turning it into Caustic Soda. I used electrolysis to do that. To see my whole procedure, watch the video. I chose a video because to show the hydrogen and electrolysis process. It is much easier to see it that explain it in words. That why I will encourage you to see for yourself rather than have me explain in words. Also, a video is something I hadn’t made before in science class. I think I clearly met the criteria because I talked a lot about law of conservation of mass, and my molecular model shows the reaction. It shows that there is different arrangements of atoms and how the reaction works. I also have videos about all my electrolysis process. This shows that I met all my criteria. One unanswered question that still lingers is that after my voltage got higher, a green material was coming out. I wonder what that was? I think it an impurity but I’m not sure. If I were to do this again, I would probably learn a better way of measurement of how much gas is collected. My goal for the next unit is to continue pushing myself and be creative with my ideas.
This is my poster explaining the process of the baking soda and vinegar experiment. I will basically explain my drawings to you. The top left section is telling us that by physically doing the experiment, it took me 17 grams of vinegar to dissolve 1 gram of baking soda. The section right below that tells us how I checked my work. So I had my solution, and I split it into half. Then, in one half I put baking soda. I put vinegar in the other. I wait some time and if no bubbling happens, then it indicates that the right solution has been found. If you put vinegar and then it bubbles, that means that you don’t have enough vinegar to dissolve the baking soda. If you put baking soda and it bubbles, that indicates excess vinegar. This gives us an idea on what we should do next. On the top right corner, there is a molecular model showing the baking soda and vinegar. If you look down to the bottom right corner, you will see a similar sight. But notice something different? It is now the new molecular structure after the reaction. The numbers on the right side are all theoretical calculations. It is combining the molecular weight of the baking soda and vinegar to come up with a ratio. That ratio is 14 grams of vinegar to 1 gram of baking soda. As you can see in the bottom left corner, the experimental and theoretical numbers are very similar. This is like our matter chart in google docs. Connecting theory with experiments. So this is my process of explaining the reaction of vinegar and baking soda.
How often do you ask, when presented with a new claim from science, “how do they know?” How interested and motivated are you in following the evidence and argument? How curious are you? Do you investigate ideas on your own through sources that you find? How much reflection do you do–in writing in your DSN–about the ideas and experiences from classs With regard to ideas about matter, how relevant are these ideas to you–not just if you find them interesting or boring or confusing–but how is your life impacted by these ideas and facts of the properties and behavior of matter–and how humans have made use of these ideas and facts? What are your ambitions for continued learning in the area of chemistry/matter–high school, university, occupation, hobby, etc.? Relate perseverance to motivation, interest, boredom, difficulty, challenge? What are your strategies for nurturing interest and motivation with something that is difficult or boring? Do you call something boring when it is difficult?
I think I need to just acknowledge the fact that science related ideas are hard to understand. I’m always looking for a straight forward answer, but these are concepts. They are not yes or no questions. Instead of trying to find the answer, I should fetch for the understanding of the concept. This idea is very important because it doesn’t only relate to science, but also to my daily life. All my situations don’t have right or wrong answers. They are conditional, have pros and cons, and don’t necessarily have any answer. I feel I ask a lot of questions in class. Any confusion that pops up, I’ll be the first one to ask about it. I ask questions all the time, everytime. I feel this shows my perseverance as I want to know more. I’m trying to dig in. This also indicates my enthusiasm and curiosity towards things. Asking questions is a key to perseverance and motivation.